zilongwang/ReadingBank huggingface dataset:
The poster targets the correct audience. 4 Spatial sequence. Tracking (double points) Poster does not display elements of spatial sequence Contains all elements but does not meet criteria in one or more All elements are present and complete. Spatial sequence exceeds requirement 2 Format Assimilation of info. (double points) Format does not assimilate information appropriately. Format is appropriate and mostly complete. Format is appropriate and complete. Format exceeds requirements. 3 Teacher Neville. January, 2011.
The Red Cross Red Crescent distributes different items – like food, hygiene kits or housing materials – depending on what people need. Q20. Would you have preferred to receive something else instead? 1. Yes 2. No Q20a. If YES, what would you have preferred to receive? Q21. How satisfied are you with our staff and volunteers today? 1. Highly satisfied 2. Somewhat satisfied 3. Not satisfied Q21a. If NOT SATISFIED, why were you not satisfied? Q22. Did you have to pay anyone or to give a favour to be part of the programme? 1. Yes 2. No Q22a. If YES, to whom? RCRC staff Community member Government official Service provider staff Other (specify: ) Q23. How would you describe the information that you received about the programme? Enough information/ Understood programme Lacked information/Parts of the programme were not clear Received no information Q24.How would you describe the general organization at the encashment site? 1. Good 2. Fair 3. Poor Q25. Did you feel safe at the encashment site? Yes No Q25a. If NO, why not? People knew I would have money when I left Too many people were around No security was present I had to travel too far to get here Other (specify:) Q26. At the counter, did you have to pay any money to get your cash grant? Yes No Q27. What is your opinion of the RCRC Cash Transfer Programme? Is it positive, negative or will it have no impact? Positive Negative No impact If negative, please refer to the Complaints Mechanism
PUBLISHING (Finished look) The poster demonstrates little or no attention to visual presentation elements and is uninviting to the reader. Limited attention to visual presentation is demonstrated. The poster creates low desire to be read. Reflects many “lost opportunities”. Attention to visual presentation elements is strongly exhibited with only a few minor “lost opportunities” Attention to visual presentation elements is such that the poster has an immediate impact and is highly inviting to the reader. Uniform spacing and borders. 4 Appropriate use of font style, sizes and colors. 4 Appealing use of white space. 40% empty. 4 Effective integration of text and illustrations, photos, charts, graphs, maps and tables. 4 Skillful and tasteful use of colors in layout. 4 The poster targets the correct audience. 4 Spatial sequence. Tracking (double points) Poster does not display elements of spatial sequence Contains all elements but does not meet criteria in one or more All elements are present and complete. Spatial sequence exceeds requirement 2 Format Assimilation of info. (double points) Format does not assimilate information appropriately. Format is appropriate and mostly complete. Format is appropriate and complete. Format exceeds requirements. 2 Teacher Neville. January, 2011.
PUBLISHING (Finished look) The poster demonstrates little or no attention to visual presentation elements and is uninviting to the reader. Limited attention to visual presentation is demonstrated. The poster creates low desire to be read. Reflects many “lost opportunities”. Attention to visual presentation elements is strongly exhibited with only a few minor “lost opportunities” Attention to visual presentation elements is such that the poster has an immediate impact and is highly inviting to the reader. Uniform spacing and borders. 3 Appropriate use of font style, sizes and colors. 3 Appealing use of white space. 40% empty. 3 Effective integration of text and illustrations, photos, charts, graphs, maps and tables. 3 Skillful and tasteful use of colors in layout. 3 The poster targets the correct audience. 3 Spatial sequence. Tracking (double points) Poster does not display elements of spatial sequence Contains all elements but does not meet criteria in one or more All elements are present and complete. Spatial sequence exceeds requirement 3 Format Assimilation of info. (double points) Format does not assimilate information appropriately. Format is appropriate and mostly complete. Format is appropriate and complete. Format exceeds requirements. 3 Teacher Neville. January, 2011.
Session at-a-Glance Activity 2b: Providing Effective Feedback Participants identify five essential skills for CT coaches that will support them when providing feedback to teachers. Through the use of a coaching session video, they will recognize the use of the essential skills to enable the teacher to grow instructional skills in the classroom. Essential Skills for Coaches in Action tool Observation and Feedback: Probing to Identify the Problem (2012). Retrieved from PowerPoint Slides: 31‒34 Session Implementation Slide 31 These are question stems that may be useful for CCS coaches. Do they have others they can add that work well for them? Relate these stems to the norms of “pausing,” “paraphrasing,” and “probing for specificity.” Slide 32 Effective feedback is key to teachers’ growth. It will also assist teachers in better understanding the changes that they need to embrace as their school adopts new curriculum and instructional practices. Teachers receive feedback during their annual evaluation process, but many times it does little to help teachers identify ways to improve their skills and their students’ achievement levels. As you review the slide, reinforce this important step in supporting teachers in their professional growth throughout the school year. Grant Wiggins- helpful feedback is goal-referenced; tangible and transparent; actionable; user-friendly (specific and personalized); timely; ongoing; and consistent. Goal Referenced- At the beginning of the school year sit down with teachers to determine what they want to focus on in their instruction and student learning Tangible and Transparent-
Chapter 10 Section 4 Slavery and Secession A. As you read about reasons for the South’s secession, fill in the chart below. Supporters: Write Proslavery or Antislavery Reasons for their Support 1. Dredd Scott Decision 2. Lecompton Constitution 3. Stephen Douglas in the Lincoln-Douglas Debates 4. Lincoln in the Lincoln-Douglas Debates 5. The Raid on Harpers Ferry 6. John Brown’s Hanging 7. Election of Lincoln to the Presidency 8. Secession of Southern States 9. Which states were the first to secede AND why do you suppose that was? B. Identify each of the following in terms of significance to the secession of the southern states: Roger Taney Freeport Doctrine Confederacy Jefferson Davis
write to your reader? Reader’s Original Request 2. Plan the Document Reader’s Questions My Answers What is this about? (Responsive reminder statement: This sentence reminds the reader of the original request.) [Examples: You asked me to... or As we discussed… ] Reader’s Main Question: What is your response [to my original request]? (Main Message: This sentence responds to the reader’s original request.) Reader’s Next Questions: (Fill in questions arising from main message.) My Answers 1. 1. 2. 2. 3. 3. Closing Follow-up action [Follow-up action or other closing]
Module 6: Schedules and Routines – Process Agenda Time Content Handouts Presenter Slides 1-4 20 min Welcome to Schedules and Routines Review pre-learning assignment for Schedules and Routines Objectives Helping Children Understand Routines and Classroom Schedules (Ostrosky, Hemmeter & Thomas, 2008) Slides 5-10 20 min Activity – your morning routine – Participant Learning Opportunity Classroom Schedule Participant Learning Opportunity Overview of schedules, routines, transitions Chart paper & markers HO: Instructional Practices Checklist Slides 11-13 10 min Large & Small Group activities – Participant Activity Balance of Teacher and Child Directed Activities – Participant Activity HO: Effective Schedules and Routines – Tips and Strategies HO: Large and Small Group Areas Slides 14-21 15 min Establishing Routine Schedules and Routines Video 1 - Participant Activity Instructional Practices, Teaching Standards & Foundations iPoints & Crosswalk Teaching Your Child to Become Independent with Daily Routines, on the website of the Center on the Social Emotional Foundations for Early Learning at this link: Instructional Practices Checklist NC Teaching Standards NC Foundations Slides 22-26 25 min Transitions Transition Teaching Strategies – Participant Activity HO: Teaching Strategies for Transitions (Lentini, Anderson & Taccetta, 2009) Chart paper Markers Slides 27-35 30 min Schedules and Routines Video 2 - Participant Activity Formative Assessment – Participant Activity Home School Partnerships Instructional Practices Checklist NC Teaching Standards NC Foundations iPoints Crosswalk to NC Essential Standards Formative Assessment Process Steps on Chart Paper HO: (from Module 2: “Early Childhood Instructional Practices That Support Formative Assessment” Slides 36-40 5 min Conclusion Assign Post Learning Assignment Questions References Post Learning Assignment – Classroom Schedule HO: Two-Person Schedule HO: Three- Person Schedule
Math 6- Quarter 3 Exam Study Guide Work Page Name: _____________________________Period: ____ Solve the equation showing all algebra work. Check solution. Answer: _______________ Write an addition equation. Answer: _______________ Solve the equation showing all algebra work. Check solution. Answer: _______________ Write a subtraction equation. Answer: _______________ Solve the equation showing all algebra work. Check solution. Answer: _______________ Write a multiplication equation. Answer: _______________ Solve the equation showing all algebra work. Check solution. Answer: _______________ Write a division equation. Answer: _______________ Write an inequality using CUBESL and flipbook. _________________ Write an inequality using CUBESL and flipbook. _________________ Write an inequality using CUBESL and flipbook. _________________ Write an inequality using CUBESL and flipbook. _________________ Write an inequality using CUBESL and flipbook. _________________ Write an inequality from the graph. _________________ Write an inequality from the graph. _________________ Write an inequality from the graph. _________________ Graph the inequality. Graph the inequality.
Answer with label: _______________________ Answer with label: _______________________ Answer: _______________ Answer: _______________ Answer: _______________ Answer: _______________
Find the input values. Show all algebra work! Answer: ____________________ Find the rule. Answer: _____________________ Find the rule. Answer: ____________________ Write an equation. Answer: _____________________ Graph the equation.
5.9.3 Briefing Material As required based on need Electronic copy, Government provided format 1 electronic copy to the meeting organizer; 1 electronic copy to the COR 5.9.3 Briefing Meeting Minutes and Action Items As required based on need Electronic copy, Contractor format 1 electronic copy to the meeting organizer; 1 electronic copy to the COR 5.9.5 Best Practice Recommendations As necessary Electronic copy, Contractor format 1 electronic copy to the LCC PM: 1 electronic copy to the COR 5.10 Quality Control Plan Draft with issuance of Proposal, final within 15 days of award Electronic copy, Contractor format 1 electronic copy to Contracting Officer; 1 electronic copy to the COR 5.11 Project Plan Draft within 10 days of award. Final within 30 days of contract award. Electronic Copy, Contractor Format 1 electronic copy to COR
answer sheet. Task 4: Analyze data for other countries Pan and zoom the Industry map with the Middle East centered on the map. Once again, all three maps should adjust to the same scale and location as the Industry map. Click on Saudi Arabia in the Industry map and pan the map if you cannot see the entire Identify window. Click on Saudi Arabia in the Agriculture and Services maps. Q16: Record the category for Saudi Arabia’s percentage of GDP in agriculture in the table in Q15 using the following scale: Percent Category 0 – 20 Low 20 – 40 Moderate 40 – 100 High L1 Q17: Record the category for Saudi Arabia’s percentage of GDP in industry in the table in Q15. Q18: Record the category for Saudi Arabia’s percentage of GDP in services in the table in Q15. Q19: Place a check mark for Saudi Arabia under Developed or Developing in the table in Q15 (refer to the criteria given in Q14).
: Identify Setup Execute Evaluate Visualize the situation – write down all the given and unknown information. Draw a free-body diagram – forces. Draw a free-body diagram – x and y components for the forces. Forces can be added using the head-to-tail method but it is best to solve the problem using x and y components. Object at rest: apply Newton’s 1st law to the x and y components. Solve for the unknown quantities. Applying Newton’s 1st law to the x and y components for the forces: How can an aircraft fly at a constant velocity?
(Year) Basu (1997) The conservatism concept and the timeliness and persistence of earnings Every firm-year observation between the years The “reverse” regression model that he created Negative earnings changes are timelier but less persistent, Earnings Response Coefficients (ERCs) are higher for positive earnings changes Basu (1997) The conservatism concept and the timeliness and persistence of earnings Every firm-year observation between the years The “reverse” regression model that he created Negative earnings changes are timelier but less persistent, ERCs are higher for positive earnings changes Francis & Krishnan (1999) Auditors’ conservatism relation with accounting accruals 2.068 stock exchange quoted U.S. companies (from the years 1986 and 1987) Krishnan’s two level and three level probit model Auditors are more likely to issue a modified audit opinion for high-accrual firms and accruals result in higher conservatism Authors (Year) Object Sample Methodology Outcome increasing
Appendix A: Literature Table Author(s) Object of study Sample Methodology Outcome Lev (1989) The usefulness of earnings and earnings research 150 firms from the United States from which information is available on the Compustat Database for the period 1980-1984 Regression analysis relating stock returns to reported earnings There is a weak relationship between reported earnings numbers and stock returns. Lundholm (1995) Tutorial on the Ohlson and Feltham-Ohlson framework Not applicable, Lundholm uses examples to explain how the assumptions of the Ohlson and Feltham-Ohlson models withhold Lundholm uses the MM algorithm to determine the strength of the structural equations for the assumptions in the models The Ohlson and Feltham-Ohlson models are proven to present a descriptive representation of the accounting and valuation process and consequently are useful for value relevance researchers. Hayn (1995) The information content of reported losses 85.919 years over the period 1962-1990 as available on the 1991 release of the Compustat’s primary, secondary and tertiary active and research files Regression analysis relating stock returns to reported earnings numbers considering samples with and without loss cases The inclusion of loss cases dampens the information content of earnings due to the shareholders liquidation option on assets. Amir and Lev (1996) The relevance of financial statement information in the telecom sector 560 firm-quarter observations in the United States (NYSE, AMEX and OTC) over the period Regression analysis relating stock returns to earning numbers and book values to equity value On a stand-alone basis accounting numbers from telecom companies are largely irrelevant for valuation purposes. These results are argued to be relevant for other science-based, high-growth markets.
Explaining the MEP and the Purpose of the Interview Cards Use the following terms to explain the MEP and the purpose of the interview: Migrant Education Program eligibility qualify confidential seasonal temporary agriculture gather information education children requirements interview fishing Use the following terms to explain the MEP and the purpose of the interview: Migrant Education Program eligibility qualify confidential seasonal temporary agriculture gather information education children requirements interview fishing Use the following terms to explain the MEP and the purpose of the interview: Migrant Education Program eligibility qualify confidential seasonal temporary agriculture gather information education children requirements interview fishing Use the following terms to explain the MEP and the purpose of the interview: Migrant Education Program eligibility qualify confidential seasonal temporary agriculture gather information education children requirements interview fishing
Level 3 Assessment KEY 1. What is the purpose of a recruiter interviewing a migrant family or youth for the MEP? To give migrant families an opportunity to determine whether their children are eligible for the MEP. For the recruiter to get to know a migrant family. For the recruiter to determine whether the family is needy and lives below the poverty level. For the recruiter to obtain the information needed from the migrant family to make an informed MEP eligibility decision while building rapport with the family or youth. 2. Change each leading question below into an appropriate open-ended question. Answers may vary. Leading question: You moved here to work in the orchards, right? Open-ended question: Why did you move here? .Leading question: You haven’t been here long, have you? Open-ended question: Leading question: You’ve moved around a lot during the last three years, haven’t you? Open-ended question: Where have you lived during the past three years? 3. For each of the following activities, identify whether they need to be done before the interview, during the interview or after the interview. Write before, during or after in the blank. Have the COE signed by the family member or youth. During the interview Record information in a recruiter’s log (if required). After the interview Gather information from the state migrant student database. Before the interview Tell colleagues the time and location of your interview and when you plan to return. Before the interview Be an active listener. During the interview. Ask additional questions if answers are unclear. During the interview.
Module 8: Promoting Emotional Literacy and Empathy – Process Agenda Slides/Time Materials Presenter Slide 1-6 10 min Welcome and introductions Pre learning activity Review Pre learning Activity Objectives HO: Enhancing Emotional Vocabulary in Young Children Slide 7-10 15 min Activity- Feelings What is emotional literacy? Why is it important? Typical Development for Emotional Literacy Different colors of paper placed on walls around the room HO: Typical Development Scenarios Scissors Slide 11-20 20 min Instructional practices checklist Teaching Emotional Literacy and Empathy Video 1 Instructional Practices Checklists Flip chart/markers/sticky notes NC Teaching Standards Foundations iPoints Crosswalk Slide 21-25 25 min Activity- Recognizing feelings in others Strategies for teaching emotional literacy/empathy Video: Building Emotional Literacy Pictures of children’s faces (emotions) HO: Learning strategies for Promoting Emotional Literacy Instructional Practices Checklist Slide 25 10 min Make-it/Take-it Feelings Check-in-Chart or ring Feeling Faces Sign-In Chart: Supplies: Feeling faces, 3 pages, laminated; Poster paper, 10” wide by 24 “ long; scissors; glue; clothespins Feeling Faces Ring: Supplies: Small feeling faces, laminated; Book ring or wristlet; scissors; hole punch Slide 26-34 15 min Video: Emotional Check-In Social-emotional lesson plan Teaching empathy/What is empathy? Distinguishing feelings Sense of self with others and empathy Activity: Understanding Feelings Slide of lesson plan Instructional Practices Checklist Foundations Sesame Street video Video -3 Foundations Slides 35-42 20 min Taking Perspective Regulating one’s own emotional responses Using books to teach emotional literacy Video On Monday When it Rained Book Nook Activity for On Monday When It Rained Formative Assessment worksheet and questions
Add using a number line. a) (+3) + (+5) = b) (–8) + (–4) = c) (+6) + (+3) = d) (+4) + (–2) = e) (–8) + (+5) = f) (–4) + (+8) = 2. Add a) (–5) + (–6) b) (+5) + (+1) c) (–3) + (–6) d) (–4) + (+2) e) (–9) + (+9) f) (–7) + (+2) 3. The temperature was –5°C. It then rose 8°C. What was the final temperature? Use integers to solve the problem. 4. Add a) (–5) + (–6) b) (+4) + (+1) c) (–9) + (–6) d) (–11) + (+2) e) (–9) + (+19) f) (–18) + (+1) 4. Subtract using a number line.
Remember the rule when subtracting a negative. If you are changing the sign please rewrite the equation. Example: ( 2 ) – ( - 4 ) = ( 2 ) + ( 4 ) = 6 a) (+1) – (+5) = b) (+7) – (–2) = c) (–5) – (+3) = d) (–8) – (–1) = e) (+8) – (–8) = f) (–10) – (–3) = 5. Subtract. a) (+4) – (+1) b) (–10) – (–5) c) (–9) – (+3) d)(–5) – (–9) e) (+3) – (–8) f) (–5) – (+5
Experience of work with children and adolescents List most recent first. Please ensure you show and distinguish clearly how much time has been spent working with under-fives, latency children and adolescents. If your job covers a range of ages, please indicate roughly what proportion of your time is spent with each age group Dates Institution Role Full or Part time (state hrs/days per week) Age of children/adolescents worked with in this post Present Post Previous Employment
Math 8 Assignments Week of September 19 Essential question Agenda Practice Monday How do you multiply powers with the same base? How do you multiply scientific notation? (12-3) Return HW quizzes Multiplying powers with the same base Multiplying scientific notation Powers of a power WB pg. 437 (all) Tuesday How do you multiply powers with the same base? How do you multiply scientific notation? Check homework What do you call a bar of soap that doesn’t clean? Finish worksheet Wednesday How do you divide powers with the same base? How do you simplify expressions with zero and negative exponents? (12.5) Check homework Dividing powers with the same base Zero as an exponent Negative exponents Dividing numbers in scientific notation WB pg. 441 (all) Thursday How do you divide powers with the same base? How do you simplify expressions with zero and negative exponents Check homework Why was the deck of cards always in trouble? What did professor Utterbunk say when asked: “Have you ever heard of the planet Saturn?” Finish worksheets Friday What do you know about multiplying and dividing powers? Check homework Quiz None
price reaction throughout a reclassification. Therefore, it would be interesting to research whether the researches of Hamada (1972), Bowman (1979) and Hill and Stone (1980) are still relevant nowadays. Appendix I References Books Berk, J., & DeMarzo P., (2007), Corporate Finance Boston: Pearson Education Deegan, C., & Unermand, J., (2005), Financial Accounting Theory (1st European ed.). New York: McGraw-Hill Education Hoogendoorn, M., Klaassen, J., & Vergoossen, R., (2008), Externe Verslaggeving (7th ed.). Groningen: Noordhoff Uitgevers Paton, W.A., (2009). Accounting theory: With Special Reference to the Corporate Enterprise (1922). Whitefish: Kessinger Publishing Scott, W. R., (2003), Financial Accounting Theory (5th ed.). Edinburgh: Pearson Prentic Hall
2010 Model Summary Model R R Square Adjusted R Square Std. Error of the Estimate dimension0 1 ,014a ,000 -,015 ,14572 a. Predictors: (Constant), Compensation of charity's CEO ANOVAb Model Sum of Squares df Mean Square F Sig. 1 Regression ,000 1 ,000 ,013 ,910a Residual 1,423 67 ,021 Total 1,423 68 a. Predictors: (Constant), Compensation of charity's CEO b. Dependent Variable: Donations from households Coefficientsa Model Unstandardized Coefficients Standardized Coefficients t Sig. B Std. Error Beta 1 (Constant) 1,025 ,072 14,242 ,000 Compensation of charity's CEO 8,612E-8 ,000 ,014 ,114 ,910 a. Dependent Variable: Donations from households
Create a table of values that describes the graph of the line f(x) = 5x-2. Graph y= 3x +5 Graph Graph 2y = -4x +6 Graph 3x –y = 5 Write a complete sentence that describes what the graph would look like. Write a complete sentence that describes what the graph would look like. y = -4x+1 Write a complete sentence that describes what the graph would look like. y = 4
Write the equation of the line in slope-intercept form. Write the equation of the line in slope-intercept form. Write the equation of the line in slope-intercept form. Write the equation of the line in slope-intercept form. Noah works at a Christmas tree lot selling trees over the holiday season. He gets paid $125 each week. He also makes an additional $2.50 for every tree he helps tie to the car. a. Write an equation in slope intercept form that gives the amount Noah makes, y, after x trees. b. How many trees did Noah tie to the car if his paycheck was $235? A line passes though the points (0, -9) and (2, 0). Write an equation of the line in …. Point Slope form: (give both equations) Slope Intercept form: Standard form: What is the slope intercept form of the line that passes though the point (-6, 5) and is perpendicular to the graph of . Write an equation of a line that is parallel to the line containing the points (10, 7) and (8, 12) Jordan is selling coupon books and raffle tickets to help raise money for his soccer team. Each coupon books for $15 each. Each raffle ticket sells for $4 each. Jordan needs to raise
slope) 19. answers will vary 20. m= 10 21. answers will vary (negative slope) 22. answers will vary (horizontal line) 23. 24. 25. 26. 27. 28. starts at -2 on the y-axis, then has a positive slope of up 1 and right 4 29. Starts at 1 on the y-axis and then has a negative slope of down 4 and right 1 30. a horizontal line through the y axis at 4 31. 32. y= - 4 33. x=4 34. y=x 35. a. y=2.50x+125 b. 44 trees 36. Point Slope Slope Intercept Standard 38. 39. a. b. 10 coupon books 42. 43. 44. x >-4 is open circle & shaded to the right is closed circle & shaded to the right 45. a. $3 b. 6 phone cases c. 46. a.
it is a liquid chemical agent. Confirm the presence of contamination by using all means of chemical- agent detection available in your area of operation, including a visual check of your surroundings. If you determine that your reading is a false positive, perform the following actions before giving the all clear signal: 1. Ensure that every attempt has been made to recheck the area. 2. Contact your higher headquarters (HQ) or the person in charge, and report the negative results. 3. Await further guidance. The higher HQ contacts all adjacent/attached units to check the status of contamination in their areas. If all units report the absence of contamination, the information is reported up the chain of command. 4. Annotate the above actions on DA Form 1594. Evaluation Preparation: CAUTION: ENSURE THAT SIMULANTS ARE PLACED ON DETECTOR PAPER ONLY AND NEVER ON THE PROTECTIVE CLOTHING. Setup: Provide the items listed in the task condition statement. Simulate an unknown liquid chemical agent by using expedient training aids (such as brake fluid, cleaning compound, gasoline, insect repellent, or antifreeze). Place drops of the simulated agent on M9 detector paper to obtain a reading. For M8 detector paper, place the simulated agent on nonporous material (such as an entrenching tool). Brief Soldier: Tell the Soldier that he will be entering an area where chemical agents have been used. Tell him to attach M9 detector paper to his MOPP gear and equipment. Tell him that if you observe any acts that are unsafe or that could produce a false reading you will stop the test and he will be scored a NO-GO. (2 of 3)11/18/ 2006 11:04:16 PM
7. Compared to the costs above, was the cost of the U.S. about the same, greater than, or less than the major powers of Europe? Chapter 19 Section 4 Wilson Fights for peace Complete the table below by answering the questions. 1918: Wilson Delivers 14 Points Speech to Congress. Identify the key elements in the 14 Points: 1. 2. 3. 4. 5. 6-13. 14. 1919: Treaty of Versailles is Signed. What terms of the treaty specifically affected Germany? What were the key weaknesses of the Treaty of Versailles? 1920: The U.S. Senate rejects the Treaty of Versailles. Why did the U.S. Senate oppose the treaty? Who led the fight against the treaty? How did Wilson help bring about the Senate’s rejection? 1921: U.S. Signs a separate treaty with Germany. How was the U.S. Treaty with Germany different from the Treaty of Versailles? What circumstances at this time would eventually lead many Germans to support Adolf Hitler?
Anger Choice Cards For Classroom When I’m angry, I can… BREATHE DEEPLY When I’m angry, I can… COUNT TO 10 When I’m angry, I can… DRINK WATER When I’m angry, I can… GO TO THE QUIET SPOT & USE THE COOL DOWN BOX When I’m angry, I can… GET AN ADULT TO HELP When I’m angry, I can… DRAW A PICTURE When I’m angry, I can… SING A SONG When I’m angry, I can… WRITE ABOUT IT When I’m angry, I can… HAVE THINK TIME When I’m angry, I can… WALK AWAY When I’m angry, I can… IMAGINE A PEACEFUL SPOT When I’m angry, I can… TAKE A BRAIN BREAK When I’m angry, I can… REMEMBER A HAPPY TIME When I’m angry, I can… TALK TO A FRIEND When I’m angry, I can… ASK FOR A BEAR HUG! **Created by Mrs. Kilby at
AEGON Bank N.V. 2007 2008 2009 Qualitative Quantitative Qualitative Quantitative Qualitative Quantitative IFRS 7 Loss loan provision disclosures 0 0 0 0 0 0 2007 2008 2009 Yes No Yes No Yes No Pillar 3 disclosures in Annual Accounts x x x 2007 2008 2009 Qualitative Quantitative Qualitative Quantitative Qualitative Quantitative Pillar 3 Loss loan provision disclosures 0 0 0 0 0 0 IFRS 7 Disclosure LLP Pillar 3 disclosure LLP 2007 2008 2009 2007 2008 2009 Amount of pages 1.0 1.0 1.0 0 0 0 AEGON Bank N.V. did not have annual accounts available and was consolidated in the AEGON Group annual accounts. These consolidated annual accounts were used to perform the research. No pillar 3 disclosures were made available for this period. BinckBank N.V. 2007 2008 2009 Qualitative Quantitative Qualitative Quantitative Qualitative Quantitative IFRS 7 Loss loan provision disclosures 0 0 0 0 0 0 2007 2008 2009 Yes No Yes No Yes No Pillar 3 disclosures in Annual Accounts x x x 2007 2008 2009 Qualitative Quantitative Qualitative Quantitative Qualitative Quantitative Pillar 3 Loss loan provision disclosures 0 0 1 1 0 0 IFRS 7 Disclosure LLP Pillar 3 disclosure LLP 2007 2008 2009 2007 2008 2009 Amount of pages 1.0 1.0 1.2 0 0.4 0.6 Binc Bank N.V. published the pillar 3 disclosures over 2008 in a separate section of the annual accounts. In 2009 these were published in a separate report next to the annual accounts. Coöperatieve Centrale Raiffeisen-Boerenleenbank B.A. 2007 2008 2009 Qualitative Quantitative Qualitative Quantitative Qualitative Quantitative IFRS 7 Loss loan provision 0 0 0 0 0 0
interesting approach to determine in which way these two requirements improve the total level of disclosure on loan loss provisions. References: Betie, V. et al. methodology for analyzing and evaluing narratives in annual reports: a comprehensive descriptive profile and metrics for disclosure quality tributes. Accounting Forum, 28. pp. 205-236. Betie, V. and Thompson, S. ; Lifting the lid on the use of content analysis to investigate intellectual capital disclosures, Accounting Forum, Volume 31, Issue 2, June 2007, Pages 129–163 Beaver, W., Eger, C., Ryan, S., Wolfson, M.: Financial reporting and the structure of bank share prices; Journal of Accounting Research, 27 (1989), pp. 157–178 Botosan, Christine A., Disclosure level and the cost of equity capital, The Accounting Review 72. 3 (Jul 1997): p. 323-349. Brenda van Tendeloo & Ann Vanstraelen (2005); Earnings management under German GAAP versus IFRS, European Accounting Review, 14:1, 155-180 Castren, O., Fitzpatrick, T. and Sydow, M.; Assessing portfolio credit risk changes in a sample of EU large and complex banking groups in reaction to macroeconomic shocks, ECB, February 2009. pg. 205 Catarineu-Rabell, Eva; Jackson, Patricia; Tsomocos, Dimitrios P., Procyclicality and the new Basel Accord - banks' choice of loan rating system, Economic Theory 26 (Oct 2005): CEBS, Assessment of banks’ Pillar 3 disclosures, 24 June 2009 CEBS, Follow-up review of banks' transparency in their 2009 Pillar 3 reports, 30 June 2010
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Hardeeville Elementary School Comprehensive Health and Physical Education Grade 4 Unit 1 – Mental, Emotional, Family and Social Health 1st Nine Weeks Standards Objectives Time Line Standard 1: The student will analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors. The student will M-4.1.1 Describe the characteristics associated with a positive self-concept. M-4.1.2 Define the term “depression.” M-4.3.1 Locate resources in the home, school, and community that provide valid mental, emotional, and social health information. M-4.6.1 Develop a plan to reduce and manage stress. M-4.7.1 Demonstrate ways to maintain or improve one’s mental, emotional, and social health. 9 weeks Unit 2 – Growth and Nutrition 2nd Nine Weeks Standards Objectives Time Line Standard 2: The student will comprehend concepts related to health promotion to enhance health. The student will G-4.1.1 List the factors that affect an individual’s growth (for example, nutrition, heredity, environment). G-4.1.2 Define the terms “hormones” and “puberty.” G-4.1.3 Identify examples of the physical, emotional, and social changes that occur in puberty and adolescence (for example, changes in voice, growth of body and facial hair, mood swings, sensitivity to peer influence). G-4.1.4 Identify personal hygiene needs during puberty 4 - 5 Weeks
Goals: Simplify numbers of the form . Perform operations on complex numbers. Imaginary Numbers: and For any number b, Practice: Simplify using imaginary numbers. 1) 2) 3) 4) 5) Note: It is customary to write the i before the radical so that is not confused with where i is under the radical. When finding products like we must convert to i form first because Therefore Practice: 1) 2) 3) 4) 5) Complex Numbers: If a and b are real numbers, then any number of the form: a +bi is called a complex number. a is the real part and b is the imaginary part. Since i is a square root, all operations follow the same rules used for simplifying radical expressions. Add: 1) (4 + 5i) + (7 + 3i) 2) (-2 + i) + (5 – 7i)
Subtract: 3) (6 + 5i) – (8 + 11i) 4) [(4 – 2i) – (3 + 5i)] – (2 + i) Multiply: 4) 4i(2 + 3i) 5) (2 + i)(3 + 2i) 6) (4 + 6i)(3 – 2i) 7) (3 + 2i)(3 – 2i) Divide: For quotients use the ‘complex conjugate’ to clear i from the denominator and write your answer in the form a + bi 8) 9) 10) 11) Simplifying powers of i: Powers of i are cyclic. Any power of i can be simplified to i,-1, -i, 1. If you know these first 4 powers of i, you can figure out any power of i. i1 = i i2 = -1 i3 = i2i1=-i i4 = i2i2= 1 Watch what happens as we continue: i5 = i4i = 1i = i i6 =i4i2 =1(-1) = -1 i7 = i4i3=-i
Example: Solve |3x + 1| = |2x + 4| 3x + 1 = 2x + 4 OR 3x + 1 = -(2x + 4) x + 1 =4 3x + 1 = -2x – 4 x = 3 5x = -5 → x = -1 Solution: {-1, 3} Check: |3(-1) + 1| = |2(-1) + 4| →|-2| = |2| or |3(3) + 1| = |2(3) + 4| → |10| = |10| Yes! Practice: 1) |x – 1| = |5x + 7| 2) |z + 6| = |2z – 3| 3) |x + 2| = |x – 5| Special Cases with Absolute Value Note: Absolute value can never be negative, and is equal to zero only when the expression in the absolute value is equal to zero. Examples: |2x + 7| = -3 Impossible! Therefore, No Solution |4z – 10| < -13 Impossible! Therefore, No Solution |5w – 3| = 0 Only If 5w – 3 = 0. Therefore w = 3/5 |3d – 2 | > -1 This will always be true! Therefore, All Real Numbers |x + 2| ≤ 0 Need only solve for = 0. Therefore x = -2 Practice: 1) |5x – 2| ≥ 0 2) |8n + 4| ≤ -4
MOHAWK VALLEY COMMUNITY COLLEGE COURSE OUTLINE MA 125 COLLEGE ALGEBRA AND TRIGONOMETRY Prepared by: The Group, Russ Penner, Chair - September 2004 Reviewed and Found Acceptable by Russ Penner – 5/05 Reviewed and Found Acceptable by Russ Penner – 5/06 Reviewed and Revised by Russ Penner – 5/07 Reviewed and Revised by John Swistak – 5/08 Reviewed and Revised by John Swistak – 5/09 Reviewed and Found Acceptable by John Swistak - 5/10 Reviewed and Found Acceptable by John Swistak – 5/11 Reviewed and Revised by John Swistak – 5/12 Reviewed and Found Acceptable by John Swistak – 5/13 Reviewed and Found Acceptable by John Swistak – 5/14 Reviewed and Revised by John Swistak – 4/17 Reviewed and Revised by Russ Penner – 6/18
MA in Consciousness & Embodiment MODULES 2018-2019 Semester One (10 September – 30 November 2018) Semester Two (21 January – 8 March and 25 March – 26 April 2019) Day & Time Module Coordinator/Title/Code Day & Time Module Coordinator/Title/Code Mondays 11-1 B109 (Comp Sci Bldg) Assoc Prof Fred Cummins Introduction to Cognitive Science COMP47230 Mondays 10-11 & Wednesdays 10-11 Th. O Assoc Prof Nuala Brady / Assoc Prof Jessica Bramham Readings in visual social cognition PSY40550 Mondays 2-4 D522 Dr Markus Schlosser Consciousness, Agency & the Self PHIL 40970 Tuesdays 9-11 D522 Professor Maria Baghramian / Dr Meredith Plug The Cultural Mind PHIL 40960 Tuesdays 11-1 D522 Dr Ruth Boeker Personal Identity in Early Modern Philosophy PHIL 41410 Tuesdays 2-4 D522 Assoc Prof Tim Mooney Merleau-Ponty’s Phenomenology of Perception PHIL 40250 Thursdays 11-1 D522 Assoc Prof Katherine O’Donnell Feminist and Gender Theory PHIL41280 Wednesdays 2-4 B108 (Comp Sci Bldg) Assoc Prof Fred Cummins Embodiment and Enactive approaches to Cognitive Science COMP 40280 Tuesdays 2-3 Research Skills/Dissertation Seminar Wednesdays 2-4 D522 Prof Rowland Stout Philosophy of the Emotions PHIL 40430 Tuesdays 6 Graduate Research Seminars Thursdays 11-1 D522 Dr Tatjana von Solodkoff Buddhist Ethics PHIL 41500 Thursdays 4 Visiting Speaker Seminars Tuesdays 6 Graduate Research Seminars Thursdays 4 Visiting Speaker Seminars STUDENTS MUST TAKE 6 MODULES FROM THE TOTAL LISTED Students are required to attend the Research Skills seminars. Students may NOT take both COMP47230 and COMP40280.
The level of achievement required of graduate students is considerably higher than in undergraduate work. Students are expected to demonstrate qualities of self-reliance, creativity, accuracy, scholarly integrity, and ethical conduct. Students are expected to be familiar with the procedures, guidelines, and regulations which apply to their graduate degree program (i.e., the procedures outlined in this "Handbook" and the Graduate Degree Programs section of the University Catalog). ADMISSION CRITERIA AND PROCEDURES Criteria for Admission Applicants must have a baccalaureate degree from an accredited institution. (See the section on Graduate Program Degrees in the University Catalog for a complete statement of the procedures for admission.) The Communication Studies Graduate Committee takes the following factors into consideration in evaluating applications for admission: 1. Background and course work completed in communication studies. Students with majors other than speech communication, communication studies or communication arts and sciences will be considered, but may be required to take up to nine units of theory-based course work in communication studies to prepare for the program. 2. Grade-point average (3.0 or above in the last 60 units attempted is expected). 3. Three letters of recommendation from people familiar with the applicant's academic abilities. These letters should be sent directly to the Communication Studies Graduate Adviser by the person writing the letter. 4. A letter from the applicant stating his or her professional interests, goals, and objectives in obtaining a Masters degree in communication studies. These letters should be sent to the Communication Studies Graduate Adviser. 5. Examples of written work submitted by applicant. Application Procedures Application for the Master of Arts in Communication Studies requires that certain material be filed with the Office of Admissions and Records and that certain documents be filed with the Communication Studies Graduate Adviser. The Graduate Committee cannot process applications until all documents are on file. The documents that must be filed include: 1. A formal application for admission must be filed with Admissions and Records.
MA in Aging Studies Oral Certification of Comprehensive Knowledge Rubric Highly Competent Competent Minimally Competent Not Competent Organization Arrangement of ideas clearly related to topic; well organized; smooth and effective transitions; excellent time management. Conveyed a central idea or topic; most information presented in logical sequence; adequate organization; clearer transitions needed; managed time well, overall. Attempted to focus on an idea or topic; ideas were loosely connected to topic; main points were detectable but not presented in an organized manner; lacked clear transitions; struggled at times with time management (e.g., too long, too short) Had little or no focus on central idea or topic; no apparent logical order; important information missing; poor time management. Language Standard usage; consistently used varied sentence structure and word choice; evidence of precise and /or rich language; unfamiliar terms defined. Used some varied sentence structure and word choice; unfamiliar terms easily interpreted; few grammatical errors. Unfamiliar terms not stated in clear form; had little varied sentence structure and word choice; some grammatical errors. Unfamiliar terms ignored; distracting speech pattern; had no varied sentence structure and word choice; numerous grammatical errors. Material Content specific, valid, relevant, sufficient, interesting; evidence supported topic; content was adapted to audience Sufficient content; many good points made; lacked support/evidence for some points. Content not clearly connected to the topic; little evidence/support. Content not clear; information was included, but did not support topic in any way. Analysis Content is adapted to the audience; purpose was clear; main points supported the purpose. Focused on purpose; many good points made that relate to purpose; some evidence of adaptation to the audience. Attempted to establish and maintain purpose; points not clearly connected to purpose; attempted to adapt to audience. Limited awareness of purpose and/or audience; information included that did not support the purpose.
This programme provides opportunities for students to develop and demonstrate knowledge and understanding qualities, skills and other attributes in the following areas: The following teaching, learning and assessment methods enable students to achieve and to demonstrate the programme learning outcomes: A: Knowledge and understanding Knowledge and understanding of: For the Masters, Diploma and Certificate: A range of intellectual and methodological traditions within the field of global and international citizenship education. How their learning can contribute to professional development and practice and personal growth How to critically read educational research A substantive area of education and educational research How to critically read educational research Additionally for the Diploma: Additionally for the Masters: How to design, carry out, and interpret an independent study in education Learning/teaching methods and strategies (relating to numbered outcomes): The programme is structured to include lectures, seminars, workshops and tutorials as the main methods of enhancing knowledge and understanding (1 – 6) Lectures, workshops and seminars are interactive and students are encouraged to discuss and evaluate arguments, critically engage with theory and practice in their chosen field, and undertake problem solving activities. Skills of critical evaluation and analysis are further enhanced though directed tasks (1 – 6) For masters students, data collection and analysis are developed through the research methodology modules and through the production of an independent study (1 – 6) Types/methods of assessment (relating to numbered outcomes) Knowledge and understanding is assessed primarily through course work assignments. Examinations are used where exam tasks most closely match the way in which knowledge and understanding developed in a particular module might be applied in practice (1 – 5) A dissertation is used to assess the depth of knowledge and understanding of research processes and procedures students have acquired throughout their studies and to asses their ability to conduct an independent study (1-6) . B: (i) Skills – discipline related Able to: For the Masters, Diploma and Certificate: Critically interpret, analyse and evaluate theories, concepts and arguments in the study of global and international citizenship education Formulate arguments and contribute to Learning/teaching methods and strategies (relating to numbered outcomes): Discipline/subject specific skills are modelled in lectures, seminars, and workshops. Mastery of these skills is enhanced through student participation in seminars, peer-teaching sessions and workshops (1 – 7)
Program Schedule Medical Assistant The Medical Assistant program includes 377 classroom hours, 290 lab hours, and 240 hour externship hours to satisfy institutional requirement for 907 contact hours over 37 weeks. Session Course Classroom Hours Lab Hours Externship Hours Total Contact Hours Session 1: Computer Office Technology, Medical Terminology I (6 weeks) This session is both classroom and lab intensive. Microsoft Word 24 14 38 Microsoft Excel 24 14 38 Keyboarding 24 14 38 Medical Terminology I 30 30 Total Hours 72 72 144 Session 2: Medical Terminology II, Health Information Management (10 weeks) This session is classroom intensive. Medical Terminology II 40 25 65 Health Information Documentation 40 25 65 Electronic Health Records 40 25 65 Total Hours 120 75 195 Session 3: Clinical Competencies (10 weeks) This session is both classroom and lab intensive, providing students with hands on clinical experience. Infection Control 30 20 50 Vital Signs 30 20 50 Physical Examination 30 20 50 Phlebotomy 30 20 50 BLS/CPR Training 5 5 Total 125 80 205 Session 4: Career Readiness, Work-based Activities (11 weeks) This session is classroom and lab intensive. It includes critical thinking and business/technical writing skills training. Certification Preparation 36 36 72 Job Placement Assistance- Critical Thinking/ Business/Technical Writing 24 27 51 Externship 240 240 Total 60 63 240 363 Program Total 377 290 240 907