zilongwang/ReadingBank huggingface dataset:
Content Area Mathematics Grade Level 7th Grade Course Name/Course Code Standard Grade Level Expectations (GLE) GLE Code Number Sense, Properties, and Operations Proportional reasoning involves comparisons and multiplicative relationships among ratios MA10-GR.7-S.1-GLE.1 Formulate, represent, and use algorithms with rational numbers flexibly, accurately, and efficiently MA10-GR.7-S.1-GLE.2 Patterns, Functions, and Algebraic Structures Properties of arithmetic can be used to generate equivalent expressions MA10-GR.7-S.2-GLE.1 Equations and expressions model quantitative relationships and phenomena MA10-GR.7-S.2-GLE.2 Data Analysis, Statistics, and Probability Statistics can be used to gain information about populations by examining samples MA10-GR.7-S.3-GLE.1 Mathematical models are used to determine probability MA10-GR.7-S.3-GLE.2 Shape, Dimension, and Geometric Relationships Modeling geometric figures and relationships leads to informal spatial reasoning and proof MA10-GR.7-S.4-GLE.1 Linear measure, angle measure, area, and volume are fundamentally different and require different units of measure MA10-GR.7-S.4-GLE.2 Colorado 21st Century Skills Critical Thinking and Reasoning: Thinking Deeply, Thinking Differently Information Literacy: Untangling the Web Collaboration: Working Together, Learning Together Self-Direction: Own Your Learning Invention: Creating Solutions Mathematical Practices: Make sense of problems and persevere in solving them. Reason abstractly and quantitatively. Construct viable arguments and critique the reasoning of others. Model with mathematics. Use appropriate tools strategically. Attend to precision. Look for and make use of structure. Look for and express regularity in repeated reasoning. Unit Titles Length of Unit/Contact Hours Unit Number/Sequence
Iowa MATLAB Code: clc clear all y = 1980:2015; x = 1:12; z = xlsread('Iowa Dataset', 'B1:M36'); yi = 1980:.1:2015; xi = 1:.1:12; [xi, yi] = meshgrid(xi, yi); zi = interp2(x, y, z, xi, yi, 'cubic'); mesh(xi, yi, zi) rotate3d on axis([1,12,1980,2015, 0, 500]) xlabel('Months(Jan-Dec)') ylabel('Years') zlabel('Average Monthly Precipitation(mm)') title('IOWA')
a= imread(‘path where the image is store’) imshow(a) Results shown in figure window. 3.36 Program for showing an image and change it’s colour . In this program, image is showing and change it’s colour with the help of variable a and b. Put the command in Editor Window. a= imread(‘path where the image is store’) b=rgb2gray(a) imshow(b) Results shown in figure window. 3.37 Program for showing two images at same time . In this program, two image is showing at same time with the help of variable a and b. Put the command in Editor Window. a= imread(‘path where the image is store’) imshow(a) figure b=rgb2gray(a); imshow(b) Results shown in two figure window. 3.38 Program for showing two or more images at same time in one figure window.
Miscellaneous m-script commands pause wait for user response (press any key to continue) pause(10) halts execution of m-script for 10 seconds pause(0.1) halts execution of m-script for 0.1 seconds pause off subsequent pause ignored pause on subsequent pause commands should pause keyboard stops execution of the m-script and gives control to keyboard. K appears before the prompt. Variables may be examined or changed – all commands are valid. Keyboard mode terminated by hitting Enter input prompt user for input num = input('How many particles? ') menu choice = menu(header, item1, item2, ... ) Generate a menu of choices for user input. K = menu('Choose a color','Red','Blue','Green') ----- Choose a color ----- 1) Red 2) Blue 3) Green Select a menu number: The number entered by the user in response to the prompt is returned as K (i.e. K = 2 implies that the user selected Blue). Operators and special functions + plus - minus ^ matrix power .^ array power \ backslash or left division / slash or right division ./ array division : colon (subscripting, array manipulation) ( ) parentheses (contains arguments) . decimal point .. parent directory … continuation , comma (argument / statement separator) ; semicolon (suppress statement output) * matrix multiplication .* array multiplication % comment ' transpose .' nonconjugated = assignment = equality
rem(31,5) 1 rem(-31,5) -1 rem(34,5) 4 rem(-34,5) -4 exp(0) 1 exp(-5.145) 0.0058 log(x) log base e log(exp(1)) 1 log(10) 2.3026 log10(x) log base 10 log10(exp(1)) 0.4343 log10(51.145) 1.7088 factorial(x) factorial x! factorial(4) 24 rand random number 0 to 1 rand 0.9318 rand(2,3) 0.4660 0.8462 0.2026 0.4186 0.5252 0.6721 a = 1; b = 10; floor(a + b*rand) random integer from 1 to 10 ? rand('state', sum(100*clock)) reset random number generator, so different results are obtained date s = date; s 04-Oct-2003 clock clock = [year month day hour minute seconds] fix(clock) 2003 10 4 16 23 35 etime difference in seconds between two dates T0 = [2000 10 15 0 0 0] T1 = [2004 10 10 12 0 0] etime(T1,T0) 125841600 tic starts a seconds counter toc stops the seconds counter cputime elapsed CPU time in seconds a = cputime a = 1.811010000000000e+003 eval evaluates a string expression s = '123' a = eval(s) a = 123 feval executes functions specified by strings global defines global variables … (press Enter) Long lines converted into short lines y = amp1*sin(2*pi*x/lambda1) …
Table 1: QPSK symbol mapping integer number 0 1 2 3 LSB 0 1 0 1 MSB 0 0 1 1 symbol alphabet √ √ 2 2 √2 √2 (−1 − j) 4.1 Generate Databits The data information is a stream of binary bits. The occurrence of 0 and 1 are of equal probability. Assume a data stream of length 50000, it can be generated in Matlab as shown below: tx_databits = round(rand(1,50000)); The function rand(m,n) returns a matrix of size m × n with its entries uniformly distributed within the interval [0, 1]. The operation round rounds the arguments to the nearest integers, resulting a vector of integer number 0 and 1. 4.2 QPSK Modulation For QPSK modulation, the mapping pattern is shown in Table. 1. It can be implemented in Matlab as shown below: symbol_alphabet = [ 1+1j, -1+1j, 1-1j, -1-1j]/sqrt(2); M = log2(length(symbol_alphabet)); symbols_int = 2.^[0:M-1]*reshape(tx_databits, M, []); tx_symbols = symbol_alphabet(symbols_int+1); In this example, the power per symbol σ2 is normalized to 1. 4.3 Noise Definition In most of the simulations, the noise is assumed to be complex-valued additive white Gaussian. The function randn(m,n) returns a m × n matrix of real numbers which follows the standard normal distribution N (0, 1). Therefore, a complex-valued Gaussian vector with average power per symbol 1 can be built by (randn(m,n) + j*randn(m,n))/sqrt(2). In order to plot a Bit-Error-Ratio (BER)/Signal-to-Noise (SNR) curve, the transmission scheme is simulated for different SNR level. This is usually done by fixing the transmitted symbol power to 1 and varying the average noise power σ2 according to SNR levels.
PAM INSTANTANEOUS SAMPLING clc ; clear ; close all; fm= input('enter the frequency of message signal'); t=-1:0.01:1; x=(t==0); y=sin(2*pi*fm*t); fs=100; N=length(t); xf=fftshift(fft(x,N)/N); f=linspace(-fs/2,fs/2,N); yf=fftshift(fft(y,N)/N); %part 1 subplot(2,2,1) plot(t,x) xlabel('Time') ylabel('Amplitude') title('Impluswe Function') grid on; subplot(2,2,2) plot( f, ceil(abs(xf))) xlabel('Frequency') ylabel('Amplitude') title('Frequency Response') grid on subplot(2,2,3) plot(t,y) xlabel('Frequency') ylabel('Amplitude') title('Sine Function') grid on subplot(2,2,4) plot(f,abs(yf)) xlabel('Frequency') ylabel('Amplitude') title('Frequency Response') grid on; %part 2 subplot(2,1,1) Fs=5*fm; t1=-1:1/Fs:1; y1=sin(2*pi*fm*t1); plot(t,y) xlabel('Time') ylabel('Amplitude') title('No Aliasing') hold on stem(t1,y1) grid on hold off subplot(2,1,2) Fs=1.5*fm; t1=-1:1/Fs:1; y1=sin(2*pi*fm*t1); plot(t,y) xlabel('Time') ylabel('Amplitude') title('Aliasing') hold on stem(t1,y1) grid on hold off
Math 7 Benchmark 1 Study Guide Numeric Response 1. –12 + 5 2. 4 + (–2) 3. –3 + (–7) 4. – 4 – 3 5. 9 – (–2) 6. –3 – (–7) 7. 8. 9(-7) 9. 10. Which of the following will be negative? Select all that apply. (-12)(-3) -10 – (-8) 15 + (-4) -16  -5 – 15 11. You lose 2 points every time you forget to write your name on a test. You have forgotten to write your name 4 times. What integer represents your change in points from forgetting to write your name? 12. You and your friend play a video game. You have a final score of 40 points, and your friend has a final score of –21 points. By how many points did you win? Find the distance between the two numbers on the number line. 13. 14. Add or subtract. Write fractions in simplest form. 15.
Evaluate the expression when x = 3, y = , and z = 12. 29. + yz Write the rational number as a decimal. 30. Write the decimal as a fraction or mixed number in simplest form. 31. 0.35 32. – 3.75 Simplify the expression. 33. 34. 35. 36. 37. The temperature at 6:00 P.M. was 15°C The temperature dropped 2°C per hour. What was the temperature at 4:00 A.M.? 38. A board is feet long. You cut off a -foot piece and a -foot piece. How much of the original board is left? Solve the equation. 39. m – 4 = 10 40. w – (–2) = 6 41. k – 3 = –9 42. 43.
Element Length/duration Weighting (%) Resit opportunity Essay 3000 words 100% As normal COMPONENT 2: Element Length/duration Weighting (%) Resit opportunity Minor paper or context-based project 2,000 words 100% As normal COMPONENT 3: Element Length/duration Weighting (%) Resit opportunity Seminar-based presentation + submitted notes 30 minutes + 1,000 words 100% As normal Formative assessment/feedback to students Review of a book dealing with a theological evaluation of contemporary pastoral ministry – the review to be taken from a select bibliography or of a book agreed with the module co-ordinator (Learning Outcomes c2, c3). THMN49960 Dissertation 1 Module type (ie compulsory or optional) Compulsory 2 Module size 60 UCUs Double module 3 Rationale To provide the opportunity and requirement for a sustained piece of postgraduate research and writing and an integrated topic in theology and ministry. 4 Prerequisites None
Internal Demographics: Number of resident Clergy Number of retired resident Clergy Number of Permanent Deacon(s) Number of Pastoral Assistant(s) Other staff- Church and/or Parish House Number of Sunday Masses Average weekend attendance Capacity of Church Weekday Mass: Number Frequency Holy Days of Obligation Masses: Vigil Morning Evening School(s) Sacramental Report: Number of Baptisms: Infants Children (RCIA) Adults (RCIA) Number of First Holy Communion Number of Confirmations Number of Weddings Number of Funerals Parishioners of School Age: Number of primary schools served ? Total Primary School(s) capacity Number of Catholic pupils from the parish Number of non-denominational pupils Secondary School capacity Number of Catholic pupils from the parish Number of non-denominational pupils Special Needs School (Number of parishioners) Demographics: Registered members (individuals) Registered families Profile: Race/ethnic/Other Nationals: (Please specify) Predominant age distribution of Parishioners: % Pre School Primary School Secondary School 18 – 30 30 - 60 60 - 80 80+ Change(s) affecting Parish Boundary: (e.g. housing/school/industry) Sick Communicants: Housebound Elderly housebound Nursing Home Residents Care Home Residents Sheltered Housing Transportation links:
Number of bus routes Frequency of bus service(s) Train service Accessibility: On-site parking On-street parking Public car park Is your parish seen as a “Magnet Church”? (Parishioners from OTHER parishes regularly attend Mass) Ministries: R.C.I.A. Eucharistic ministers Ministers of the Word Music Ministry: Musician(s) Cantor(s) Choir(s) Children’s Liturgy Leaders Altar Servers St. Vincent de Paul Other(s): Affiliations: SPRED SPUC Justice & Peace Pioneer Society Other(s) Parish Pastoral Council: Membership: + Frequency of meeting(s): Parish Support Groups: (Please specify e.g. Bereavement…) Other Adult Parish Group(s): Parish Youth Group(s): (e.g Vides/Scouts…) Number of Chaplaincies: Convent(s)/Religious House(s) School(s) University/College(s) Hospital(s) Care Home(s) Residential Home(s) Sheltered Housing Complex Nursing Home(s) Hospice(s) Prison(s) Other(s): Communications: Website Maintained by clergy Maintained by another Not maintained Facebook/Twitter Weekly newsletter/bulletin Maintained by clergy Maintained by another Diocesan Directorship(s): (Please specify e.g. Education/Vocations…
AUDEN STEEN STENERSEN B27 EAGLE VALLEY PROPERTIES 274 CC v FANOURAKIS NICHOLAS 2960/2017 30 MIN B31 THABETHE VUSIMUZI v EKURHULENI METROPOLITAN MUNICIPALITY 6372/2017 30 MIN THURSDAY: FILE NO. CASE NAME CASE NO. TIME P20 STRIX LTD v NU – WORLD INDUSTIRES (PTY) LTD (PRETORIA MATTER) PATENT 95/4779 3HR IMPORTANT NOTICE: COUNSEL ARE TO; IMMEDIATELY INFORM LYDIA LANGENI (REGISTRAR TO JUDGE MATOJANE), ON 082 219 6264 OR 011 335 0478 OF ANY MATTER NOT PROCEEDING DUE TO POSTPONEMENT, SETTLEMENT OR THE LIKE; AND TAKE COGNISINSE OF THE TIME ALLOCATED TO EACH MATTER.
B.S WESLEY TUESDAY: FILE NO. CASE NAME CASE NO. TIME P57 MATLA QUANTITY SURVEYORS (PTY) LTD v A-M CONSULTING ENGINEERS (PTY) LTD AUSWELL MASHABA (PRETORIA MATTER) 42002/2017 1.5 HR B7 KATLEGO INNOCENT PULE v SIPHO MOLEBGENG 33872/2014 1 HR B11 KHANYA UYANDA NOSIZWE TSHABLALA v NATIONAL UNION OF MINEWORKERS 9416/2016 1 HR P60 ALDES BUSINESS BROKERS FRANCHISE AFRICA (PTY) LTD v BOVERHOFF, NICO ANDRIES TRI-SOURCE CONSULTING 65567/2017 1 HR WEDNESDAY: FILE NO. CASE NAME CASE NO. TIME
Content Area Mathematics Grade Level 8th Grade Course Name/Course Code Standard Grade Level Expectations (GLE) GLE Code Number Sense, Properties, and Operations In the real number system, rational and irrational numbers are in one to one correspondence to points on the number line MA10-GR.8-S.1-GLE.1 Patterns, Functions, and Algebraic Structures Linear functions model situations with a constant rate of change and can be represented numerically, algebraically, and graphically MA10-GR.8-S.2-GLE.1 Properties of algebra and equality are used to solve linear equations and systems of equations MA10-GR.8-S.2-GLE.2 Graphs, tables and equations can be used to distinguish between linear and nonlinear functions MA10-GR.8-S.2-GLE.3 Data Analysis, Statistics, and Probability Visual displays and summary statistics of two-variable data condense the information in data sets into usable knowledge MA10-GR.8-S.3-GLE.1 Shape, Dimension, and Geometric Relationships Transformations of objects can be used to define the concepts of congruence and similarity MA10-GR.8-S.4-GLE.1 Direct and indirect measurement can be used to describe and make comparisons MA10-GR.8-S.4-GLE.2 Colorado 21st Century Skills Critical Thinking and Reasoning: Thinking Deeply, Thinking Differently Information Literacy: Untangling the Web Collaboration: Working Together, Learning Together Self-Direction: Own Your Learning Invention: Creating Solutions Mathematical Practices: Make sense of problems and persevere in solving them. Reason abstractly and quantitatively. Construct viable arguments and critique the reasoning of others. Model with mathematics. Use appropriate tools strategically. Attend to precision. Look for and make use of structure. Look for and express regularity in repeated reasoning. Unit Titles Length of Unit/Contact Hours Unit Number/Sequence
a direct influence on the demand for gynaecological services. has a higher rate of conception in females aged 15-17 years compared to . Rates of admission for childhood injuries are significantly higher in Gwynedd and Anglesey than the average. Most injuries in 0 to five year olds occur in the home. Injuries are a largely preventable cause of ill health, are linked closely to deprivation and impact greatly on health service use by children and young people. Immunisation is a highly effective and cost effective health care intervention. Rates in parts of North Wales currently fall below the 95% uptake rate required to protect the population from outbreaks of serious infectious diseases. Interventions to promote breastfeeding are cost effective and can reduce demand on health care services. Future Maternal and child health services should seek to ensure: a whole systems approach ensuring preventable causes of ill health are addressed at every opportunity; interventions are targeted to reduce health inequality & inequities; evidence based interventions to prevent ill health are systematically introduced as part of clinical practice; health care delivered as part of the wider system; NHS and partner agencies identify and agree key priorities for health prevention and early intervention. 1 Background The purpose of this report is to provide information to support the North Wales Review of Maternity, Neonatal, and Gynaecology and Child Health services. The aim of the review is to describe the optimum service delivery model that will ensure safe, sustainable and efficient maternity, neonatal, gynaecology and paediatric health services are provided for the population of North Wales. The future model of service delivery will seek to improve population health and optimise health and well-being outcomes for women and children.
Department of Mathematics B.A./B.S. Portfolio Assessment Rubric Primary Traits Not Present Developing Established Advanced Goal Demonstrates the ability to construct and analyze mathematical arguments (for example, a proof). Shows evidence of developing mathematical arguments and proofs; gives evidence of using various methods of reasoning and proof. Shows evidence of fully developed mathematical arguments and proofs; shows evidence of recognizing reasoning and proof as fundamental aspects of mathematics; shows evidence of selecting and using various methods of reasoning and proof. Shows evidence of fully developed mathematical arguments and proofs that are elegant and creative; shows evidence of recognizing reasoning and proof as fundamental aspects of mathematics; shows evidence of selecting and using various methods of reasoning and proof in creative ways; shows evidence of making and investigating mathematical conjectures. 2 Demonstrates the ability to solve mathematical problems. Shows evidence of solving routine problems; provides evidence of knowing the process of mathematical problem solving. Shows evidence of applying a variety of strategies to solve mathematical problems; shows evidence of more developed mathematical problem solving skills. Shows evidence of applying and adapting a variety of strategies to solve mathematical problems utilizing logical reasoning and creative thinking; artifacts indicate that the student can build mathematical knowledge through problem solving skills. 3 Applies mathematical knowledge to new problem situations. Shows evidence of recognizing and solving new problem situations. Shows evidence of recognizing and solving new problems in a variety of contexts. Shows evidence of recognizing and solving new problems in a variety of contexts; shows evidence of selecting, applying, and translating mathematical ideas to solve new problems. 3 Uses mathematical terms (notation, symbolism) appropriately and correctly. Shows evidence of using mathematical terms to organize, record, and communicate mathematical ideas. Shows evidence of using mathematical terms to organize, record, and communicate mathematical ideas; shows evidence of using mathematical terms to model physical, social, or mathematical phenomenon. Shows evidence of using mathematical terms to organize, record, and communicate mathematical ideas; shows evidence of using mathematical terms to model and interpret physical, social, or mathematical phenomenon; 5 Demonstrates the ability to communicate mathematics. Shows evidence of using the language of mathematics in some appropriate ways. Shows evidence of communicating his or her mathematical thinking clearly to others; shows evidence of using the language of mathematics to express ideas precisely. Shows evidence of communicating his or her mathematical thinking clearly to others; shows evidence of using the language of mathematics to express ideas precisely; shows evidence of organizing mathematical thinking through communication. 5
Math 8 Advanced Assignments Week of August 29 Standard Essential Question and Vocabulary Agenda Practice Monday (MA81c) EQ - How do you solve equations with variables on both sides? (6-4) Vocabulary – inverse, coefficient, constant Warm-up Variables on both sides What do you do first? Next? Using the distributive property Workbook pg 301 Tuesday (MA81c) EQ - How do you solve equations with variables on both sides? Why do cowboys have so much trouble with math? Why didn’t the astronaut land on the moon? Finish worksheets Wednesday Checkpoints test None Thursday (MA81c) EQ - How do you solve absolute value equations? Check homework What is absolute value? Absolute value interpretations and applications (FCC) None Friday (MA81c) EQ - How do you solve absolute value equations? Check homework What does the graph of an absolute value function look like? Solving absolute value equations using the graphing calculator Finish worksheet
[16] 3 Refer to the diagram (not drawn to scale): In the diagram is a right-angled triangle. The point D lies on AB and E lies on AC such that DE//FC. BC = 12 units, AD = 4 units and DB = 12 units. a) Show that AC = 20 units. (2) b) Calculate, stating reasons, the size of: 1) AE (3) 2) EC (1)
b) The stadiums that were built for the 2010 FIFA WORLD CUP together with their capacities are given in the table below: Stadium Capacity (Number of people) Green point 70 000 Durban 70 000 Ellis Park – Johannesburg 61 000 Soccer City – Johannesburg 94 700 Free State – Bloemfontein 48 000 Port Elizabeth 48 000 Mbombela – Nelspruit 46 000 Peter Mokaba – Polokwane 46 000 Royal Bafokeng - Rustenburg 42 000 Loftus Versveld - Pretoria 50 000 1) The data in the table has been summarised by the box and whisker plot drawn below. Determine the values of a, b, c, d and e. (4) 2) Discuss the skewness of the data. (2)
Gimbal) 35° Max Ascent Speed 16.4 ft/s (5 m/s) Max Descent Speed Vertical: 9.8 ft/s (3 m/s) Max Speed (Dual Downward Gimbals) S Mode: 40.3mph (64.8kph) P Mode: 38mph (61.2kph) A Mode: 38mph (61.2kph) Max Speed (Single Upward/Downward Gimbal) S Mode: 51.4mph (82.8kph) P Mode: 38mph (61.2kph) A Mode: 51.4mph(82.8kph) Max Service Ceiling Above Sea Level 1.86 miles (3000 m) Max Wind Resistance 39.4 ft/s (12 m/s) Max Flight Time(No Payload, with TB50) 23min Max Flight Time(No Payload, with TB55) 32min Max Flight Time(Full Payload, with TB50) 13min Max Flight Time(Full Payload, with TB55) 24min Motor Model DJI 3515 Propeller Model 1760S Retractable Landing Gear Standard Operating Temperature -4° to 113° F (-20° to 45° C) IP Rating IP43
OBJECTIVES ACTIVITIES RESOURCES HOMEWORK EVALUATION STANDARDS M O N Solve one-step equations involving multiplication and division. Section 3-1D Bell Ringer 3-1D Notes/examples Varied formative assessment Math Connects Course 3 Check individual teacher websites for HW assignments Formative 8.EE.7 T U E Solve one-step equations involving fractional coefficients. Section 3-1D Bell Ringer Review HW Finish 3-1D Varied formative assessment Math Connects Course 3 Check individual teacher websites for HW assignments Formative HW 8.EE.7 W E D Solve two-step equations. Section 3-2B Bell Ringer Review HW 3-2B Notes/Examples Varied formative assessment Math Connects Course 3 Check individual teacher websites for HW assignments Formative HW 8.EE.7 T H U R Solve two-step equations. Section 3-2B Bell Ringer Review HW Finish 3-2B Varied formative assessment Math Connects Course 3 Check individual teacher websites for HW assignments Formative HW 8.EE.7 F R I Review solving equations. Sections: 3-1B–,3-1D, 3-2B Bell Ringer Quiz Review HW Math Connects Course 3 Check individual teacher websites for HW assignments Formative HW Quiz 8.EE.7 Pre-Algebra Lesson Plans: Barnett, McGowan, Mumpfield, Zinke Week of: 10-3-16 *Adv Pre Algebra will cover the same 8th grade CCRS standards with increased rigor.
Solve Sam bought 11 baseballs. Each ball cost $5.99 plus 7% PST. How much did Sam spend? Aly has a few bottles of Gatorade to share. If she triple the number and subtracts 6 she will get 42. How many bottles did she start with? Rick, Nick and Mick all have a bag of gummy bears. The total number of gummy bears is 75. The amount of gummy bears in each bag is: Nick 2x + 1 Mick 3x + 2 Rick 5x + 2 How many gummy bears does each boy have? The legs of a right triangle are 3cm and 4 cm. How long is the hypotenuse? What is the surface area of the triangular prism? What is the surface area of the cylinder? (Round to the nearest tenth)
129.120. Continue its efforts to enhance general education, awareness campaigns and training programmes on human rights ( Singapore ); Source of position: A/HRC/21/3 - Para. 129 Supported 6 Human rights education, trainings Affected persons: - general Right or area: 7.1. Context, statistics, budget, cooperation with civil society 129.31. Continue cooperation and dialogue between the Government and non-governmental organizations ( Jordan ); Source of position: A/HRC/21/3 - Para. 129 Supported 7.1 Context, statistics, budget, dissemination, civil society Affected persons: - human rights defenders - general 129.89. Continue openness to a constructive dialogue with all members of the civil society ( Egypt ); Source of position: A/HRC/21/3 - Para. 129 Supported 7.1 Context, statistics, budget, dissemination, civil society Affected persons: - general Right or area: 8. Non-discrimination 129.17. Codify the principles of gender equality in all areas of its national legal framework ( Denmark ); Source of position: A/HRC/21/3 - Para. 129 Supported 8 Equality & non-discrimination Affected persons: - general 129.97. Take further measures to remove disparities in access to health care, in particular with respect to vulnerable groups and regions that are poorly served ( Sri Lanka ); Source of position: A/HRC/21/3 - Para. 129 Supported 8 Equality & non-discrimination 24 Right to health - General Affected persons: - general - persons living in poverty - persons living in rural areas Right or area: 12.4. Death penalty 129.5. Consider ratifying the Second Optional Protocol to the International Covenant on Civil and Political Rights ( Belgium , Estonia , France, Spain ); Source of position: A/HRC/21/3 - Para. 129 Supported 12.4 Death penalty 2.1 Acceptance of international norms Affected persons: - general 129.49. Consider the possibility of adopting measures aimed at abolishing the death penalty ( Argentina ); Source of position: A/HRC/21/3 - Para. 129 Supported 12.4 Death penalty Affected persons: - general
Topic 4: Matrices Test A Name: ___________________________ Multiple choice . A = −4, = −1 B = −4, = 1 C = −2, = 1 D = 2, = −1 E a = 2, b = 1 A 3 4 B 4 3 C 2 × 4 D 7 E 12 . A −5 B 2 C 4 D 7 E 9 4 5. A $7.50 B $8.50 C $10.50 D $12.00 E $15.00 A $50.50. A B C D E Two adults, two concessions and two children 6 2005–6 2009–10. A
1 × 5 2009–10 A B C D E RTS . R , S T . A 2, 3 4 B 2, 4 3 C 3, 2 4 D 3, 4 2 E 4, 3 and 2 I II III IV A I II B II III C I, II III D I, II IV E I, II, III and IV A B C D E A, B, C, D E. A B C P N
1 2 2 2 Find the determinant of each matrix and hence state whether its inverse matrix exists. (a) (b) 1 1 Solve the following matrix equations by first finding the inverse of the 2 × 2 matrix. (a) (b) 4 4 Evaluate the following. (a) (b) 4
Unit Title Length of Unit Focusing Lens(es) Standards and Grade Level Expectations Addressed in this Unit Inquiry Questions (Engaging- Debatable): Unit Strands Concepts Generalizations My students will Understand that… Guiding Questions Factual Conceptual Key Knowledge and Skills: My students will… What students will know and be able to do are so closely linked in the concept-based discipline of mathematics. Therefore, in the mathematics samples what students should know and do are combined.
Cosumnes River College Matriculation Committee Meeting Minutes November 23, 2011 COMMITTEE: Faculty: David Aagaard Carol Bernardo Ryan Connally Kathy Degn Lynn Fowler (Chair) PR Yolanda Garcia Gomez James Giacomazzi Shihni Giedd Elizabeth Huffman Lance Parks Celia Samaniego Administration Liz Belyea Michael Marion Robert Montanez Christine Thomas Classified Richard Andrews PR Brad Brazil Tiffany Clark Roseanne Coelho Eva Rhodes (Recorder) PR Genevieve Siwabessy Peggy Ursin Kristie West Students Svetlana Crenshaw PR Call to order The meeting was called to order at 3:15 p.m. by the Chair, Lynn Fowler. The October 26th minutes were reviewed and will be distributed once suggested edits are made. Lynn went over the attachments she sent to committee members before the meeting. She pointed out that the first page and a half of the 14-page Report of the October 27, 2011 Meeting of the National Collegiate Athletic Association Division I Board of Directors document is the most important to review on athletic academic performance. Reports District Matriculation Committee Minutes Lynn mentioned that the October 17, 2011 District Matriculation Committee (DMC) meeting minutes were included in the email sent out to committee members. Committee members also reviewed the answer to question 6 of the Priority Registration Criteria form, dated 10/17/11 which offers “suggested placement and language within the existing LRCCD Administrative Regulations.” New Business Review/Comment on Priority Registration Draft
Babson College Barnard College Boston College Bowdoin College Brown University (2) Butler University Carleton College Case Western Reserve University (4) Colgate University College of William and Mary Columbia University (2) Cornell University (3) Dartmouth College (4) Duke University (2) Elon University Emory University (2) Furman University Gettysburg College Hamilton College Harvard University Indiana University at Bloomington Loyola University Chicago Marquette University Massachusetts Institute of Technology Miami University, Oxford (5) Middlebury College Mount Holyoke College New York University Northeast Ohio Medical University Northeastern University (2) Northwestern University (2) Pitzer College Pomona College Scripps College Sewanee: The University of the South Stanford University Syracuse University (2) Texas Christian University The College of Wooster The George Washington University (2) The Ohio State University (4) The University of NC, Chapel Hill The University of Tampa Tulane University University of Dayton University of Miami University of Michigan University of Pennsylvania University of Southern California University of St. Andrews (UK) Vanderbilt University Villanova University (2) Wake Forest University (2) Washington University in St. Louis Williams College (3) Yale University (2) Youngstown State University
Lake Forest North School Wide PBS Matrix School-Wide Expectation Classrooms Hallway Playground/ Recess Bathroom Cafeteria Bus Assemblies Arrival/ Dismissal Emergency Situations Show Kindness Use kind words Share Help others Use manners 1. Hold the door 2. Smile and wave 1. Share equipment 2. Take turns 3. Include others 1. Be in your own space 1.Practice good table manners 1. Use kind words 1. Clap and laugh at appropriate times 2. Listen to directions 1. Be polite 2. Quiet voices 1. Silence Take Responsibility 1. Follow directions 2. Be prepared 3. Put things where they belong 4. D neat work 1. Hands to self 2. Keep it clean 1. Dress for the weather 2. Use equipment properly 1. Use supplies appropriately 2. Keep clean 1. Know your lunch number 2. Clean your area 1. Follow direction . No eating or drinking 1. Sit on bottom 2. Eyes forward 3. Show North STAR pride 1. Take all personal belongings 2. Remain in assigned area until dismissed 3. Report to designated area 1. Listen and follow directions Always on Time 1. School 2.Lunch/ Recess 3. Transitions 1. Be ready before youleave 2. Take most direct route 1. WHISTLE- FRE
This screen will open. Select “Actions”; second from the left at the top of this screen. Select “Delete Incident” from the drop down list. This screen will appear; if you are sure you have selected the correct run, click on “OK”
ACTIVITY OR AREA HAZARD(S) LIKELY CONTROL MEASURES CONTROLS ADEQUATE Y/N N/A RESIDUAL RISK (HML) FURTHER ACTION NEEDED Working Conditions cont’d Enclosed/cramped work area Lighting Violence Travel Ensure that all work areas have sufficient space to carry out the required task. Ensure adequate lighting to reduce/remove the chance of slips trips and falls. Ensure adequate protective measures are in place. Ensure vehicle allows adequate access/egress and has sufficient room available. Moving and Handling Constant/repetitive lifting Lifting of weights in excess of 10 kg Moving equipment Unnatural posture Carrying loads Entire workload is adequately monitored to ensure repetitive lifting is NOT required. Ensure that moving aids are readily available. Ensure that adequate trolleys are available to erase the need to carry equipment over distances. Ensure that work area allows sufficient space to remove the need for bad posture and allow regular change of posture. No loads should be carried (see carrying equipment above)
ACTIVITY OR AREA HAZARD(S) LIKELY CONTROL MEASURES CONTROLS ADEQUATE Y/N N/A RESIDUAL RISK (HML) FURTHER ACTION NEEDED Moving and handling cont’d Loading/unloading equipment from high shelving units. Accessing items from high/low level. Ensure suitable stools and/or steps are available Ensure all equipment is stored correctly to avoid the lifting of heavy objexts from high or low level. Infections Chicken pox, rubella and other childhood illnesses Immunity state. If unknown then staff should not be exposed to people suffering from these diseases. Infections Chicken pox, rubella and other childhood illnesses Immunity state. If unknown then staff should not be exposed to people suffering from these diseases. ACTIVITY OR AREA HAZARD(S) LIKELY CONTROL MEASURES CONTROLS ADEQUATE Y/N N/A RESIDUAL RISK (HML) FURTHER ACTION NEEDED
The bill would require a person operating a bicycle to continuously signal an intention to turn right or left during the last 100 feet traveled before the turn. ( D) Counties and cities: contracts for personal services As expected to be amended, AB 1250 would impose significant new restrictions on a county’s ability to enter into personal services contracts. The bill specifically exempts contracts for public transit and paratransit services, but the exemption language stipulates that that the exemption applies: “…if the county’s transit services are fully funded by Federal Transit Administration assistance and the county is thereby subject to the guidelines established in FTA Circular 4220.1F or any subsequent guidelines or revisions issued by the Federal Transit Administration.” This appears to make this exemption void since no transit service is fully funded by the FTA. The author’s office is willing to work with CalACT on amendments. His office has asked us to send them proposed language. SENATE RULES Two-Year Bill ( D) Chronic dialysis clinics: staffing requirements. SB 349 requires, commencing January 1, 2019, chronic dialysis clinics (CDCs) to meet minimum staffing ratios at all times for nurses, technicians, social workers, and registered dieticians, as specified, and to ensure the transition time between patients is at least 45 minutes. Requires the Department of Public Health (DPH) to inspect CDCs annually and authorizes DPH to assess administrative penalties for violations of the staffing ratios. ASSEMBLY INACTIVE FILE Two-Year Bill CalACT - Watch ( D) Motor vehicle fees and taxes: restriction on expenditures. SCA 2 would prospectively prohibit the use of truck weight fees to pay for transportation bonds approved after January 1, 2017. The bill would also expand the protections for Public Transportation Account revenues to also include the 1.75% increase to the diesel fuel sales tax that was enacted as part of the gas tax swap. The ban on borrowing fees and taxes would also apply to any vehicle fees or taxes dedicated to transportation accounts. SENATE INACTIVE FILE CalACT - Support
The Red Zone is where the deficiency needs are crying out for the young person They are just not satisfying/ gratifying their needs. They are probably not using true gratifiers. . Without identifying any particular context, ask the young person to answer it globally or generally for their life. Put a check (or tick) where you basically are today At the top identify your highest life themes, visions, and meanings. Above the “lower needs” (the animal needs, Maslow) are the “higher” or human needs. First Analysis: First use the tool to get a general picture of the young person’s coping skills as you to gratify the basic human needs that drive you. Here are essential questions to ask after you complete the diagram: • Where are they overall? • How are they gratifying your needs? Doing what? How coping? • Do they live in the Red Zone mostly or in the Green Zone mostly? • Is there a particular level of need that they could address that would provide a real unleashing of potentials? • Are there any strong areas of deficiency? Another level of analysis that you can use is that of contexts. If you use a Specific context: work and career, home, relationship, hobby, sports, community 1) What contexts are important to the young person? Identify one and fill out the Needs Analysis again using that context. What new awareness’s or insights does this elicit for the young person? 2) Is there any need to which they have given too little meaning? If so, which one? 3) Does the young person have any limiting beliefs about that need? Has anyone suggested they might? 4) In which contexts do they just get by and need more effective ways of coping? 5) In which contexts does the young person struggle to even get by meeting your needs? 6) Which skills need improving or changing? Which are excellent? The grid offers a different perspective on the young person’s life. It opens up conversation about the young person’s life and to what extent they are satisfying their needs. The information from the Matrix and Challenge cards can provide insights and awareness to add to the grid. Also as things change in the young person’s life aspects of the grid will reflect the changes. Appendix 5 Glossary of Neuro Linguistic Programming Terminology
Giru State School Matrix of Expected Behaviours All Areas Classroom Playground Parade Eating Area/Tuckshop Before/After School BE SAFE Keep hands, feet & objects to yourself at all times Wear full school uniform Use equipment for its intended purpose only. Enter and exit in an orderly manner Tidy up everyday Be sun safe – wear a hat Play by the rules Play in your own area Sit in a single file line with your class – leave a walk way down the middle of parade Wash your hands before and after eating Stay seated while eating Only eat your own food Sit in the covered area under the building until 8:30am Wait inside the school grounds until you are collected by an adult Walk/ride straight home BE RESPECTFUL Be a ‘Whole Body’ listener Use your manners Cooperate with adults and others Care for your own and others’ property Be honest Keep work space tidy Let others learn Let teachers teach Include everyone in your games/ activities Listen to the speaker Sing National Anthem Take your hat off Put your rubbish in the bin Put your hand up to leave your area BE SUCCESSFUL Come to school everyday (except when sick) Be on time Be resilient Return notes on time Be ready to learn Complete set tasks Always do your best Follow game rules Pack up when the bell rings Be a problem solver Eat at each break Take your lunch box home everyday
Pool Transitions Stairs/Walkways Toilets Bus Lines/Bike Racks Other BE SAFE Walk at all times Follow teacher instructions Always shower before entering the pool Wear appropriate swimming clothing Walk Walk Flush the toilets Wash your hands Wait in a line Leave promptly and report any problems Go straight to your bus area and wait quietly for your name to be called. Follow Bus Code of Conduct and Bus Guidelines BE RESPECTFUL Respect the privacy of others Quietly transition Respect the privacy of others Use the waste bins Care for the school environment including vegetable gardens and chickens BE SUCCESSFUL Follow instructions Be organised Ensure shower taps are turned off after use Use toilets for intended purposes during breaks Walk back to class immediately
Solve quantitative statistical problems. Tutorial exercises Pre-reading exercises. Semester test and final exam questions Weekly assignments Critically and relevantly literate Conduct research using the library, the web and other sources of information. Research on identified topics Oral Practical reports Semester test and final exam questions Autonomous and collaborative Begin to develop life-long learning capabilities and to see one’s discipline in a wider context. Reading and writing tasks Skilled Present a clear, well-structured approach to a problem Learn how to approach a problem Interpersonal flexibility and confidence to engage across difference Work productively in co-operative learning groups Group discussions Types and due dates of assessment for Biostatistics (STA733) Type Weighting Submission date 1. Tutorial Assignments 20% weekly 2. Mid-semester test 30% 29/03/2012 3. Final examination 50% to be announced Total 100% Students need to get at least 50% in their exam to pass this course. Description and explanation of assessment activities Written assignments – develop understanding of the underlying statistical and mathematical concepts. Feedback on assessment Memos for assessment tasks will be handed out to students within a period of one week and feedback given. Test marks and feedback will be given within two weeks. Special Consideration and additional assessments to be made explicit to students Refer to the General UWC Calendar about rules regarding special/sick exams. p39.
Behavioural Attributes Achieving results Strategic focus Relationship building Negotiation and influence Commun- ication Innovation and change Valuing diversity People development A Practical Introduction to the University Brand Guidelines Administrators Development Programme Assertiveness in Management Communication Skills Advanced: "Was it something I said?" Communication Skills Introduction: "Are you receiving me?" Conflict Resolution Data Protection and FOI: An Introduction Develop your Career: Interview Techniques Dignity at Work: A Guide for All Staff Dignity at Work: Preventing and Managing Bullying and Harassment Complaints Disabled People: Offering a Good Face-to-Face Service Equality & Diversity Essentials Equality Assurance Assessment Briefing
Global Learning Student Learning Outcome Addressed Assessment Method Assessment Results Global Awareness: Students will be able to demonstrate knowledge of the interrelatedness of local, global, international, and intercultural issues, trends, and systems. Assessment Activity/Artifact: 1. Multiple-choice questions (weekly quizzes and final exam) Evaluation Process: 1. Number of correct questions Minimum Criteria for Success: 1. 70% of questions correct Sample: All students will be assessed To be entered after each time course is taught Course Learning Outcome Demonstrate an understanding of the interrelatedness between local, national, and global crime problems and prevention. Use of Results for Improving Student Learning To be entered after each time course is taught
Global Learning Student Learning Outcome Addressed Assessment Method Assessment Results Global Perspective: Students will be able to conduct a multi-perspective analysis of local, global, international, and intercultural problems. Assessment Activity/Artifact: Critical thinking exercises: Students will be put into groups to debate a specific question or set of questions related to the material that week. After debate, students will need to submit a written answer as a group that sufficiently answers the question at hand. Evaluation Process: Students are evaluated based on their ability to write a coherent short essay based on the content covered for that week and a real world crime problem presented to them (scale 0-10). This assesses foundational knowledge and critical thinking ability. Minimum Criteria for Success: 7 or higher. Sample: All students will be assessed. To be entered after each time course is taught Course Learning Outcome Students will analyze problems and case studies at the local, global, and international levels from multiple perspectives (e.g. environmental, psychological, geographical, and sociological). Use of Results for Improving Student Learning To be entered after each time course is taught
11. Within the matrix brackets below, provide an example of a symmetric 3x3 matrix, and circle the diagonal of the matrix. 12. Within the matrix brackets below, provide an example of an antisymmetric 3x3 matrix. 13. Within the matrix brackets below, provide an example of an asymmetric 3x3 matrix. 14. Within the matrix brackets below, give the transpose of matrix e from question 10. 15. Within the matrix brackets below, show the identity matrix.
Institution: Texas State Technical College Award Title: AAS Biomedical Equipment Technology Program: Biomedical Equipment Technology Award CIP Code: 15.0401 Key Activities to WECM Courses Matrix Biomedical Equipment Technician Skill Standards Key Activity #/Statement WECM Course Rubric, Number and Title BIOM 1201 Biomedical Equipment Technology BIOM 1270 Shop Skills for Biomedical Equipment Techs. BIOM 1309 Applied Biomedical Equipment Technology BIOM 1315 Medical Equipment Networks BIOM 1341 Medical Circuits/ Troubleshooting BIOM 1355 Medical Electronics Applications BIOM 2380 and/or 2388 Internship Biomedical Technology Technician BIOM 2301 Safety in Health Care Facilities BIOM 2215 Physiological Instrumentation I BIOM 2319 Basic & Medical Imaging System BIOM 2311 General Medical Equipment I BIOM 2231 Biomedical Clinical Instrumentation 1.1 Receive, inspect and inventory equipment upon delivery X X 1.2 Deliver equipment to installation location X X 1.3 Conduct incoming inspection X 1.4 Install equipment X X X 2.1 Conduct scheduled preventive maintenance X X X X X 2.2 Order parts and supplies X X X X 2.3 Respond to device alerts and recalls X X X 2.4 Conduct rounds X X X 3.1 Respond to device failures reported by users X X X X 3.2 Diagnose equipment malfunctions X X X X 3.3 Order parts and supplies X X X X 3.4 Repair faults and calibrate equipment X X X X X
3.5 Return equipment to service X X X 4.1 Respond to emergencies X X X 4.2 Ensure public and employee safety in the healthcare facility X X X 4.3 Identify hazards in and around work areas X X 5.1 Maintain equipment, parts, and inventory database X X 5.2 Assist with equipment recalls and health device alerts (HDAs) X X X 5.3 Update equipment maintenance documentation X X X 6.1 Coordinate resources to facilitate repairs X X 6.2 Conduct quality assurance check of repairs X X X 6.3 Verify third party documentation of repairs X X 7.1 Demonstrate equipment for facility staff X X X X X 7.2 Respond to user requests for assistance X X X 7.3 Identify need for in-service presentations X X X X
Management Fundamental Math 1 Math I exempt students per IEP – coordinate placement with EC department and the student’s transition plan Considerations for Math IV Placement Potential STEM Majors AFM (If available at your school) Pre-Calculus AP Calculus AP Statistics ACT score: 21 – 22 Early Math Placement Test: 3 Class Performance: B or higher/C with support Non-STEM Majors Essentials for College Math Discrete Mathematics AP Statistics ACT score: 20 – 21 Early Math Placement Test: 2 Class Performance: C or D with support Community College/Transfer Program Essentials for College Math (4th Math course) Discrete Mathematics ACT score: 18 – 21 Early Math Placement Test: 1 Class Performance: D or below Updated 01/05/2015
Step 5 2 Data for Faculty Table Faculty Faculty ID Last Name First Name Homeroom E-mail 2303 Focht Kelly 124 kfocht@oakvillehillschool.edu 2909 Naik Mandar 318 mnaik@oakvillehillschool.edu 3045 Lengel Roger 203 rlengel@oakvillehillschool.edu 3466 Duerr Bernard 213 bduerr@oakvillehillschool.edu 5418 Poland Carole 219 cpoland@oakvillehillschool.edu