zilongwang/ReadingBank huggingface dataset:
Active and appropriate daily participation is essential to your success in this class (and in life!). This class requires you to exercise your maturity, as some tasks will have you working with peers outside of the classroom. It is critical that you remain on task at all times whether in the classroom or on assignment on campus. Students who do not demonstrate this ability will have it reflected in their grade and/or may be required to transfer out of the class. Preparation (15%) On time Materials ready Prepared for the day Process (70%) 100% effort daily Focus in class Responsible behavior when out on assignment Respectful of teacher and classmates Performance (15%) Camera shots project Video assignments Written reflections In class assignments Digital cameras and other video recording devices (e.g. cell phones)— Students will be able to use their own digital cameras (including phones, iPads, etc.) with parent permission. Please see page 3 for more information. Class Equipment—Students will have the opportunity to use what limited classroom equipment is available for class assignments/projects. Please see page 4 for more information. Video—Students may find themselves “on camera” during various video assignments. These projects are for class use only and are not to be posted anywhere on the web without prior consent. Please contact me directly if you do not wish your child to appear on camera in assignments. Movies and Video—Movies (G or PG) and other video programs may occasionally be shown in class for educational purposes and to compliment students’ learning. Class Supplies— The following items are required for this class: A 3-ring notebook with lined paper (1/2” – 1”) Pens and/or pencils Digital device that can record and edit video (optional) Colored pencils and/or markers, glue stick, etc. (optional) Email—Students should have an email account, as well as cloud storage, e.g. One Drive, Dropbox, Google Drive, etc. Email is also the easiest/fastest way to reach me. I typically respond within 24 hours.
Lac La Biche Minor Ball Contacts 2017 laclabicheminorball@gmail.com Team phone Email Diamond Mites-#1 Head Coach- Assistant coach Charlyn Moore Staci Lattimer 780-404-9522 780-404-5056 Portage College Diamond by Pool 9531 - 94 ave Bring lawn chairs Mites #2 Head Coach- Assistant Coach- Manager- Candace Walgren Tanis Robillard Melody Berland 780-623-0136 780-713-5588 780-623-0119 Portage College Diamond by Pool 9531 - 94 ave Bring lawn chairs Squirts- Head Coach- Assistant Coach- Manager- Stacey St. Jean Kevin Kuraitis Nichole Larsen 780-623-1189 780-404-4739 780-404-7269 Aurora Middle School #1 (by road) 9108-103 St. Bring lawn chairs PeeWee Girls Head Coach- Assistant Coach- Manager- Annace Fyith Carmela Green Lindsey Lett 780-689-7564 780-404-4739 Main # 3 (by lake) On main street 101ave between 99th & 100th St. North side of the road Bantam Girls Head Coach- Assistant Coach- Manager- Jason Houle Jim Nashim Claudia Snow 780-404-6106 780-623-8486 780-404-1229 clauddizzle@hotmail.com Main # 2 On main street 101ave between 99th & 100th St. North side of the road Midget Girls - Head Coach- Irvin Boucher 780-404-9491 Contact coach Rookie#1 Head Coach- Assistant Coach- Boyd Sehn Patrick Okrainec 780-623-9726 Portage College Diamond by Pool 9531 - 94 ave Bring lawn chairs
Rookie #2 Head Coach- Assistant Coach- Manager- Shana Lameman 780-520-7423 Aurora Middle School #2 9108-103 St. Bring lawn chairs Mosquito #1 Head Coach- Assistant Coach- Manager- Anthony Nowiciki Rob McKinley 780-520-0409 post@llb.greatwest.ca Aurora Middle School #1 (by road) 9108-103 St. Bring lawn chairs Mosquito #2 Head Coach- Assistant Coach- Manager- Jerrett Berard Michael Lameman 780-623-0266 780-520-5256 Main # 3 (by lake) On main street 101ave between 99th & 100th St. North side of the road PeeWee #1 Head Coach- Assistant Coach- Manager- Michael Walgren Bonnie McDonald Pamela Schalin 780-404-4643 780-404-5454 780-404-4171 schalinlvr@hotmail.ca Main # 2 On main street 101ave between 99th & 100th St. North side of the road Bantam #1 Head Coach- Manager- Ali Fyith Kelly Ullrich 780-689-9457 780-404-5118 Main # 1 On main street 101ave Across from KFC on corner Bantam #2 Head Coach- Assistant Coach- Manager- Robin Callioux Dale Cardinal Bonnie McDonald 780-520-1141 780-623-8794 780-404-5454 dreams_022@hotmail.com Main # 1 On main street 101ave Across from KFC on corner Midget Head Coach- Manager- Ali Fyith Pamela Schalin 780-689-9457 780-404-4171 schalinlvr@hotmail.ca Main # 1 On main street 101ave Across from KFC on corner
Oral Performance (Interpersonal Communication): 找公寓 (100%) Do a role play with a partner. You call your partner (a landlord 房东) and ask about an apartment he/she has for rent. Make sure you get all the details about the apartment, such as the following: How far it is from school? How many rooms are there? Is it furnished? If yes, what furniture items are included? Is the apartment quiet? How much is the monthly rent? Do you need to pay deposit? Can you have a pet? Can you have cats or dogs? How many pets can you have，if you have more than one pet. Then set up an appointment to see the apartment in person. Oral Performance #2 (Presentational Communication) 找室友 (100%)
--Wrap-Up/Socrative: List the parts of speech Day 5 Friday Sept 11 --Class Intro: Work Day --Cotidianum: Stage 1 Full Quiz --Complete Omnibus Workbook 1.5 --Complete Activity Master 1.9 Sententiās Scribe --Complete Activity Master 1.5: What’s In A Sentence --Complete Stage 1 Practicing the Language Worksheets --Wrap-Up/Quomodo: room of house --Complete Omnibus Workbook 1.5 --Complete Activity Master 1.9 Sententiās Scribe --Complete Activity Master 1.5: What’s In A Sentence --Complete Stage 1 Practicing the Language Worksheets --Class Intro: Instructional Day --Cotidianum: Vocabulary Quiz Stages 7-9 --Check Super Duper translation madness passages --Latin I Final Exam Recap/ Latin I Catch Up Study for Vocabulary Stages Mini Quiz Study for Review Unit Exam: reading comp passage, decline nouns, conjugate verbs in the present, imperfect and perfect tenses 2015-2016 QUARTER 1 LATIN I: STAGES 1, 2 and 3 LATIN II: REVIEW UNIT and STAGES 13 and 14 Q1 Latin I Lesson Plan Latin I Homework Latin II Lesson Plan Latin II Homework Day 6 Tuesday Sept 15 --Class Intro: Instructional Day --Correct Omnibus Workbook 1.5 --Correct Activity Master 1.9 Sententiās Scribe --Correct Activity Master 1.5: What’s In A Sentence --Correct Stage 1 Practicing the Language Worksheets --Stage 1 Test Review/Format --Wrap-Up Study for Stage 1 Test --Class Intro: Work Day --Cotidianum: Vocabulary Quiz Stages 10-12 --Review Unit Exam Day 7 Thursday Sept 17 --Stage 1 Objective Test --Stage 1 Translation Test --Class Intro: Instructional Day --Roman Britain Intro (flipchart) --Captions pp. 2-4 --Grammar: About the Language: Infinitives pp. 11-12 --Grammar: About the Language: volō, nolō, and possum pp. 11-12 --Sermones: compare Roman Britain with what you remember about Pompeii --Make Vocabulary Cards Stage 13A (15) --Study for 13A Mini Quiz --Memorize vocabulary; memorize volō, nolō, and possum
4X4X1-inch board (per team) and small screw and washer 4 ounces of clay Eye protection Plastic grocery sacks or thin fabric scraps String Sandpaper or emery boards Art supplies Water rocket launcher (see page 109) Bicycle pump or small compressor National Science Content Standards Physical Science • Position and motion of objects • Motions and forces Science and Technology • Abilities of technological design National Mathematics Content Standards • Geometry • Measurement National Mathematics Process Standards • Connections Rocket Activity Water Rocket Construction Objective Student teams will construct water rockets and successfully launch them. Description Using plastic soft drink bottles, cardboard or Styrofoam food trays, tape, and glue, small teams of students design and construct rockets. A simple assembly stand assists them in gluing fins on their rockets, and a nose cone is mounted on the top. A small lump of modeling clay is inserted into the nose cone to enhance the rocket’s stability in flight. The rocket is launched with a special launcher. The plans for the launcher are found in the Water Rocket Launcher activity. 115
ALGORITHMIC IMPLEMENTATION OF FULL ADDER architecture ALGORITHMIC_IMPLEMENTATION of FULL_ADDER is block begin process (A,B,CIN) variable S: BIT_VECTOR ( 1 to 3 ) := A & B & CIN; variable COUNT: INTEGER range 0 to 3 :=0; begin for i:= 1 to 3 loop if S(i) = ‘1’ then COUNT := COUNT +1; end if ; end loop; case COUNT is when 0 => COUT <= ‘0’; SUM <= ‘0’; when 1 => COUT <= ‘0’; SUM <= ‘1’; when 2 => COUT <= ‘1’; SUM <= ‘0’; when 3 => COUT <= ‘1’; SUM <= ‘1’; end case; end process;
elseif (SEL=”0011”) then Y (3) <=’0’; elseif (SEL=”0100”) then Y (4) <=’0’; elseif (SEL=”0101”) then Y (5) <=’0’; elseif (SEL=”0110”) then Y (6) <=’0’; elseif (SEL=”0111”) then Y (7) <=’0’; elseif (SEL=”1000”) then Y (8) <=’0’; elseif (SEL=”1001”) then Y (9) <=’0’; elseif (SEL=”1010”) then Y (10) <=’0’; elseif (SEL=”1011”) then Y (11) <=’0’; elseif (SEL=”1100”) then Y (12) <=’0’; elseif (SEL=”1101”) then
Y (13) <=’0’; elseif (SEL=”1110”) then Y (14) <=’0’; else Y (51) <=’0’; end if; end process; end RTL; This coding uses a process statement and it includes conv_integer from the package IEEE std_logic_unsigned. architecture RTL of ENCODER is begin P3: process (SEL) begin Y <= (Y’range => ‘1’); Y (conv_integer (SEL)) <= ‘0’; end process; end RTL; ?4? PROGRAMMABLE LOGIC DEVICES Programmable logic devices helps in the removal of multiple off-the shelf devices and the inconvenience associated external wires. These devices allow an easy reprogramming and it is easier to change the design in case of error. They basically contain an array of basic building
[Note: Be sure to replace the above images with your study graphs/tables.] Suggested Lead/Inside Stories A feature about the study’s principal investigator(s) including a photograph to familiarize your audience with study leadership A feature with a patient advocate sharing why this study is important to the Parkinson’s community A feature about a recent event for individuals living with Parkinson’s (fundraisers, educational events, etc.) A story about the value of research participation A feature about the next key milestone for the study and what is required to achieve it Thank you for your participation in the [Insert Study Name] study! You are making an important contribution to Parkinson’s disease research.
Outcome 2 Demonstrate the essential skills of waiata-ā-ringa Assessment Task 3 – Demonstration Perform TWO waiata-ā-ringa items, each from different themes. The themes of waiata-ā-ringa are: - aroha, pōhiri, tangi, whakanui, whakapapa A few things for you to think about. mō Paetae/Achieved, me: matatau koe ki ngā kupu tika te mita o tō reo, tō whakahua i ngā kupu, me te hā tika tō whai i te rangi hāngai tō tū, me te kori i tō tinana/mahi-ā-ringa, ki te/ngā tikanga me te pūtake o te waiata-ā-ringa. mō Kaiaka/Merit, me: mau koe ki te tangi me te wairua o te rangi hāngai te kori o tō tinana ki te wairua me ngā kupu o te waiata-ā-ringa, ā, kia tika te tū.. mō Kairangi/Excellence, me: tika te whakaputa i te wairua o te rangi, mai i te tīmatanga ki te whakamutunga tika te whakaputa i te wairua o tō tinana me ngā kupu o te waiata-ā-ringa, mai i te tīmatanga ki te whakamutunga. The TWO waiata-ā-ringa items should be performed: the way your iwi performs waiata-ā-ringa, and/or the way the composer/s would expect you to perform the waiata-ā-ringa. You will be recorded performing the TWO waiata-ā-ringa items – individually or in a group. Your kaiako will discuss how and when the recordings/performances will occur. Kia kaha! Kaiako (please tick) ER2.1 N A M E
Review of own performance What were your areas of strength within the session? What were your areas of further development within the session? Priorities for own personal development and related action plan to continue to improve your coaching? Development: Action plan: 43 Product ref: L2CCTKD LP
Goulds Ladies Softball 2017 Team List Team # 1 - Cabot TKD Allison Winsor – Captain Luanne Cleary Janice Green Peggy Head Stephanie Head Charlene Hollett-Wall Heidi Meadus Laura Shelly Charlene Williams Kayla Hillier Ashley Dunne Jennifer Carter Lori Joyce Sarah Sellers Melissa Hayes Team # 2 - Frozu Angie Condon – Captain Shannon Chidley Pearl Connolly Cathy Edwards Kristen Fardy Janet Frampton Allison Gaulton Sarah Howlett Christina Joy Leslie Joy Brittany Laite Lisa Peters Christina Howlett Sara Shears Team # 3 – Goulds Taxi Crystal Hearn – Captain Terri Barbour Heather Bishop Roseanne Cahill Danielle Chafe Julia Chafe Nina Collins Karyn Guinchard Janice Hynes Leeanne O’Dea Kristina Squires Jayne Stewart Danielle Tiller Samantha Winsor Team # 4 – Headway Hairstyling Lisa Paul – Captain Krista Chidley Danielle Dinn Elaine Dinn Lynn Downton Colleen Hulan Julia Hand Brittany King Brittany Hartson Melissa Ryan Tara Ryan Kathy St. Laurent Valerie Williams Tammy Boyle
Team # 5 – Keith’s Takeout Deanne Whittle – Captain Melissa Boland Donna Dalton Julia Decker Linda Joyce Nancy Lee Stephanie Maloney Tammy Pearce Leah Richards Joanne Walsh Janessa Ward Kelly Whittle Pagie O’Driscoll Stephanie Forward Team # 6 – O’Brien’s Trucking Tracy Sullivan – Captain Renee Bennett Michaela Colbert Michelle Colbert Janet Hamilton Cheryl Harrigan Jennifer Howlett Karen O’Neil Jennifer Scott Janine Stratton Maryanne Boland Angie Barry Krista Doyle TBD Team # 7 – Petty Harbour Canvas Anna Sullivan – Captain Keisha Clements Jacqueline Forward Vonda Hayes Karen Morry Susie Parsons Frances Pendergast Cathy Pike Leighann Saunders Isabelle Turner Lisa Winsor Kaitlyn O’Driscoll Sara Walsh Ashley Crews Team # 8 – Shamrock City Annette Sullivan – Captain Jamie Chafe Tanya Clarke Melissa Everard Joanne Head Nicole Byrne Sherilynn Kavanagh Lori Laite Tammy Madden Bonny Molloy Candy Molloy – Hoskins Kelly Raymond Dawn Sinnott Lori Vinnicombe Updated: May 24, 2017
L.26 PROPOSAL PRICING BREAKDOWN SHEET – FBP17SC63479 Pay Item Pay Item Description Labor $ Material $ Equipment $ Subcontractor Labor $ Subcontractor Material $ Subcontractor Equipment $ TOTAL PRICE 01 Mobilization (including Pre-mobilization submittals and training) 02 Procurement of Materials 03 Installation of Utilities for X-333 Trailer Complex 04 Component Testing 05 Site Restoration 06 Demobilization/Project Closeout Not-to-Exceed Price
(viii) (a) Allegations of unfair and improper conduct on the part of the police during investigations had no bearing on the unfairness or otherwise of the trial itself, and did not render the trial unfair; (b) The Attorney-General, who also happens to be the Minister of Legal Affairs, is allowed to prosecute; he is a Public Prosecutor by virtue of section 2 of the Criminal Procedure Code, and since he is also a legal practitioner, it was lawful for him to represent the Director of Public Prosecutions in that character;44 (c) Since the Attorney-General was potential witness for the defence, and in every case where prosecutor or defence counsel is given notice that he would be called as a witness for either side to give evidence other than formal evidence, it is desirable for such prosecutor or defence counsel to withdraw, though failure to do so is not illegal; because the Attorney General did not infact play the dual role of prosecutor and witness, there was no irregularity and no cause for complaint; (ix) (a) An accomplice who has been charged, either jointly or alone, should not be called as a witness by the prosecution unless he is omitted frown the indictment or his plea of guilty is taken, or before calling him the prosecution either offers no evidence against him and secures his acquittal or enters a nolle prosequi. An accomplice who testifies after bargaining with the prosecution is still a competent witness; (b) Though the practice of calling accomplices as prosecution witnesses has received condemnation on ethical grounds, it is unnecessary for the court to add to the weight of such condemnation or to dissipate it. If there remains a very powerful inducement, the court may decide to exercise its discretion in favour of exclusion of the accomplice evidence; (c) In exercising its discretion, the covert must take into account all the factors, including those affecting the public; it is in the interest of the public that criminals, especially in serious crimes, should be brought to justice; (x) (a) Documents found on a farm previously occupied by some of the appellants were admissible, and their contents not hearsay because they were published maps which are admissible as public documents. In any case, the maps had markings on them made by a prosecution witness who was at the form;
review and preparation of associated literature provision of recruitment, selection and admission process advice and guidance to applicants and other stakeholders liaison with academic supervisors regarding the shortlisting and selection of suitably qualified applicants, managing and co-ordinating the performance of supplementary assessments as necessary co-ordination of the data entry processes for the communication of selection decisions and feedback to applicants and other stakeholders monitoring of admissions statistics, reporting patterns, concerns and trends as necessary Student Administration co-ordination of pre-enrolment/induction activities, including those responsibilities associated with the points-based visa process co-ordination of all aspects of candidature from enrolment to award in accordance with programme regulations, including: preparation of associated programme literature for beneficiaries and other stakeholders, ensuring that amendments to regulations are incorporated and publicised accordingly assessment and examination processes, liaising with the PGT assessment team in relation to any requirements pertaining to the completion of PGT modules co-ordination of the studentship/CPD application and funding process, liaising with internal and external stakeholders (eg funding bodies, Finance workstream), ensuring awards are distributed, reconciled and reported in accordance with agreed schedules co-ordination of the postgraduate tracking process, liaising with academic supervisors to ensure adherence to progression and reporting schedules and timescales providing representation and attendance at Faculty/University committees/process ownership/working groups as requested participation in graduation ceremonies with other SAA staff and University colleagues * This list is not exhaustive: other activities may be included due to process or system change, and by arrangement with the senior manager
PART 1 -RISK TO YOUNG PERSON AREAS OF RISK IDENTIFIED RISK (Yes/No) DETAIL AND STATE ANY SUPPORTING EVIDENCE Additional Detail Type RISK OF ABUSE FROM ADULTS Major Medium Minor Physical Emotional Sexual RISK OF ABUSE FROM OTHER CHILDREN OR YOUNG PEOPLE Major Medium Minor Physical Emotional Sexual RISK OF SEXUAL EXPLOITATION Major Medium Minor Physical Emotional Sexual RISK OF OFFENDING Major Medium Minor RISK OF SELF HARM Major Medium Minor RISK OF SUBSTANCE MISUSE Major Medium Minor RISK OF ABSCONDING Major Medium Minor
PART 2 -RISK HEALTH AND SPECIAL NEEDS AREAS OF RISK IDENTIFIED RISK (Yes/No) DETAIL AND STATE ANY SUPPORTING EVIDENCE Additional Detail Date of last incident RISK DUE TO IDENTIFIED HEALTH NEEDS (e.g. epilepsy, diabetes, enuresis, pregnancy). Major Medium Minor RISK DUE TO IDENTIFIED OTHER SPECIAL NEEDS (e.g. learning disability or visual impairment ,where this has not been covered already in terms of safeguarding implications) Major Medium Minor PART 3 - RISK ASSOCIATED WITH FAMILY AREAS OF RISK IDENTIFIED RISK (Yes/No) DETAIL AND STATE ANY SUPPORTING EVIDENCE Additional Detail Date of last incident RISK TO YOUNG PERSON FROM FAMILY MEMBERS No Major Medium Minor RISK TO CARERS FROM FAMILY MEMBERS No Major Medium Minor DETAIL CONTACT ARRANGEMENTS BASED ON IDENTIFIED RISK AND HOW CONTACT IS TO BE ARRANGED AND MANAGED No Major Medium Minor
PART 4 - RISK TO THE OTHER RESIDENTS AREAS OF RISK IDENTIFIED RISK (Yes/No) DETAIL AND STATE ANY SUPPORTING EVIDENCE Additional Detail Date of last incident RISK OF ABUSE OR INJURY FROM ADULTS ASSOCIATING WITH THIS YOUNG PERSON Physical Emotional Sexual RISK OF ABUSE OR INJURY FROM THE YOUNG PERSON (OR ASSOCIATED YOUNG PEOPLE) Physical Emotional Sexual RISK OF SEXUAL EXPLOITATION Major Medium Minor RISK OF OFFENDING Major Medium Minor RISK OF SELF HARM Major Medium Minor RISK OF SUBSTANCE MISUSE Major Minor RISK OF ABSCONDING Major Medium Minor
decide prematurely what the other person means before he/she finishes communicating. Do any of the following sound familiar? "Oh, I know just how you feel. I felt the same way." "I had that same thing happen to me." "Let me tell you what I did in a similar situation." Effective Listening Have you ever experienced this? You’re watching TV (remote in hand, oblivious to the world). Your spouse is headed out to run an errand and asks you to do something at a designated time. You respond, “OK.” The designated time arrives and, if you even remember the request being made, you have no idea what it was. You’ve demonstrated passive listening, poor understanding, and given poor performance. Contrast this scenario: [use rock climbing belay commands or military submarine commands example]
Module 5 Aestas, aestatis, f. Module 5 Benignatus, benignatatis, f. Module 5 Consul, consulis, m. Module 5 Cor, cordis, n. Module 5 Hiems, hiemis, f. Module 5 Lumen, luminis, n. Module 5 Mors, mortis, f. (Gen. pl.: mortium) Module 5 Nihil Module 5 Pars, partis, f. Module 5 Pons, pontis, m. Module 5 Scutum, scuti, n. Module 5 Senator, senatoris, m. Module 5 Communis, commune Module 5 Incertus, incerta, incertum Module 5 Mille Module 5 Tutus, tuta, tutum Module 5 Armo, armare, armavi, armatus Module 5 Constituo, constituere, constitui, constituitus Module 5 Desilio, desilire, desilui, desultum Module 5 Efficio, efficere, effeci, effectus Module 5 Lego, legere, legi, lectus Module 5 Obervo, observare, observavi, obervatus Module 5 Oppugno, oppugnare, oppugnavi, oppugnatus Module 5 Recipio, recipere, recepi, receptus
3rd Declension Noun Heart 3rd Declension Noun Consul 3rd Declension Noun Kindness 3rd Declension Noun Summer Indeclinable Noun Nothing 3rd Declension Noun Death 3rd Declension Noun Light 3rd Declension Noun Winter 3rd Declension Noun Senator 2nd Declension Noun Shield 3rd Declension Noun Bridge 3rd Declension Noun Part 1st/2nd Declension Adjective Safe Number Thousand 1st/2nd Declension Adjective Uncertain 3rd Declension Adjective Common 3rd Conjugation –io Verb To bring about, effect, cause 4th Conjugation Verb To leap down 3rd Conjugation Verb To set up, decide 1st Conjugation Verb To arm, equip 3rd Conjugation –io Verb To receive, take back 1st Conjugation Verb To attack 1st Conjugation Verb To watch, observe 3rd Conjugation Verb To read, choose
if (promising ( v )) if (aSolutionAt( v )) write the solution else //expand the node for ( each child u of v ) checknode ( u ) Checknode Checknode uses the functions: promising(v) which checks that the partial solution represented by v can lead to the required solution aSolutionAt(v) which checks whether the partial solution represented by node v solves the problem. Sum of subsets – when is a node “promising”? Consider a node at depth i weightSoFar = weight of node, i.e., sum of numbers included in partial solution node represents totalPossibleLeft = weight of the remaining items i+1 to n (for a node at depth i) A node at depth i is non-promising if (weightSoFar + totalPossibleLeft < S ) or (weightSoFar + w[i+1] > S ) To be able to use this “promising function” the wi must be sorted in non-decreasing order
SumOfSubsets ( i, weightSoFar, totalPossibleLeft ) if (promising ( i )) //may lead to solution then if ( weightSoFar == S ) then print include[ 1 ] to include[ i ] //found solution else //expand the node when weightSoFar < S include [ i + 1 ] = "yes” //try including sumOfSubsets ( i + 1, weightSoFar + w[i + 1], totalPossibleLeft - w[i + 1] ) include [ i + 1 ] = "no” //try excluding sumOfSubsets ( i + 1, weightSoFar , totalPossibleLeft - w[i + 1] ) boolean promising (i ) 1) return ( weightSoFar + totalPossibleLeft ≥ S) && ( weightSoFar == S || weightSoFar + w[i + 1] ≤ S ) Prints all solutions! Initial call sum Of Subsets (0, 0, ) n ∑ w i i =1
Activity title and method of delivery Workshop: Developing yourself as a team leader Best/Worst Leader exercise to start to identify skills and attributes of a good team leader John Adair – Action Centred Leadership Model to stimulate thought and discussion with regard to the roles, function and responsibilities of the team leader Identification of own leadership style; Facilitator, Coach or Co-ordinator and the benefits/challenges of their style Exploration of the differences between authority and accountability An introduction to feedback and the benefits of feedback, identifying the positive impact it can have on personal development Action planning and the use of reflective learning skills to identify areas of development Consideration of the Team Leaders positions in life with regard to their attitude to others and themselves though the use of the Attitude Cube. Challenge on how ready they are to seek feedback, listen to it and respond Learning Outcome Unit H/503/9991 Developing yourself as a team leader: Understand the role and responsibilities of the team leader. Be able to seek, accept and respond positively to feedback on personal performance. Guided learning hours Total 7 hours: Team Leading course New managers programme Guided reading Guided reading John Adair Action Centred Leadership Johari Window Online ILM resources from the Learning Zone Online resources on You e-Develop Assessment method Assignment: Development plan Activity title and method of delivery Workshop: Improving performance of the work team Provide an overview of Exeter University’s policies on performance management, attendance, conduct etc Short case studies to help focus on how to identify performance issues and what immediate action to take Input on the key principles of managing performance on a day to day basis and the importance of identifying the ‘gap’ Interactive scenario to apply learning, to experience what it is like to hold performance related conversations Reflection on interpersonal behaviours that are helpful whilst meeting team members on a one to one basis Use DVD ‘Performance Review’ as a case study Consideration of level of authority and accountability and how to plan work accordingly An overview of key motivation theories and how these can be applied in practice Discussion of what motivation techniques are within a team leader’s span of control, followed by generation of practical ideas to try at work How to give feedback using feedback models – including an interactive exercise to practice and then individual reflection on key learning
uninteresting and rated items to predict the relative preferences of unrated items more accurately. With the first strategy, because users are aware of the existence of uninteresting items but do not like them, such uninteresting items are likely to be false positives if included in top-N recommendation. Therefore, it is effective to exclude uninteresting items from top-N recommendation results. Next, the second strategy can be interpreted using the concept of typical memory based CF methods. ADVANTAGES OF PROPOSED SYSTEM: We introduce a new notion of uninteresting items, and classify user preferences into pre-use and post-use preferences to identify uninteresting items. We propose to identify uninteresting items via peruse preferences by solving the OCCF problem and show its implications and effectiveness. We propose low-value injection (called l-injection) to improve the accuracy of top-N recommendation in existing CF algorithms. While existing CF methods only employ user preferences on rated items, the proposed approach employs both peruse and post-use preferences. Specifically, the proposed approach first infers pre-use preferences of unrated items and identifies uninteresting items.
decommissioning, service level agreements and risks (to the organisation’s business, systems or data). You should explain the possible impact of some of these on the organisation, its employees or its clients. 3. West Mercia Employment is considering the possible complete replacement of its existing hardware. Before it does so the management need to understand the strengths and weaknesses of their current system. Evidence you must produce for this task [Summarise evidence required, e.g. ‘leaflet’, ‘presentation notes’ etc.] Criteria covered by this task: To achieve the criteria you must show that you are able to: Unit Criterion reference Explain the benefits of installing and maintaining hardware for two different technology systems. 14 2A.P1 Review how installing and maintaining hardware for one technology system could impact an individual or organisation. 14 2A.M1 Discuss the strengths and weaknesses of hardware for a given technology system. 14 2A.D1 If you have not achieved the Level 2 criteria, your work will be assessed to determine if the following Level 1 criteria have been met. To achieve the criteria you must show that you are able to: Unit Criterion reference Identify the benefits of installing and maintaining hardware for two different technology systems. 14 1A.1 Submit to in the following format: Lx_Unitxx_Ax_FullName_2015. For example – L2_Unit2_A1_HarryPotter_2015
Other skills and behaviours Positive attitude to colleagues and students. At Interview Special requirements Working knowledge of Health and Safety regulations and safe work practices. Willingness to undertake Health and Safety training specific to role. Health and Safety qualification e.g. IOSH. Current UK driving licence. At Interview
SECTION 4a Workplace support It is essential that your manager/employer agrees that you can undertake your vocational qualification. Have you discussed registering for this vocational qualification with your manager and obtained their support to allow you time in the work place to work on it?  Yes  No – you will not be able to register for the qualification An assessor visit is an essential part of your qualification. Has your employer agreed to allow our assessor to visit you in the work place?  Yes  No – you will not be able to register for the qualification Please note you will need to provide information about Health and Safety in your work place as part of the preparation for the assessor visit. SECTION 4b Line Manager agreement To be completed by your Line Manager I confirm that I have read the registration agreement and support the learner in achieving this qualification. I am willing to be contacted from time to time for progress updates. I agree to the learner being observed by an assessor in the workplace if that is a requirement of their qualification. Further information about supporting a learner undertaking a Vocational Qualification in the workplace can be found at Name Signature Job title Tel number Email Date Address
VQ Assessment Centre Registration Agreement Level 3 Diploma in Health & Social Care (Adults/England) Instructions for completion This form contains questions relating to your suitability for this qualification and essential information needed for Awarding Organisation registration. If you need any help completing this form please contact the VQAC Learner Support Team on 01908 653774 or email us on vq-enquiries@open.ac.uk SECTION 1 Your personal details Title (Mrs /Mr /Miss / Other) All given/first names Family or surname Date of birth Gender Home Address Post Code Home telephone number (with area code) Home e-mail Your work details Your job title Name of your organisation Type of service provided Work address Post Code Work telephone number (with area code) Work e-mail Where do you prefer to be contacted? Home Work
Math 10 Lesson 3-3 Interpreting and Sketching Graphs Lesson Objectives: 1) Graphs communicate how two things are related to one another. Straight, sloped lines indicate a constant change in the relationship. Curves indicate when the rate of change is not linear. Horizontal lines indicate if one quantity is not changing relative to another quantity. Graphs communicate A graph is an effective way to show the relationship between two quantities. In a previous lesson we saw how a point graph can effectively represent the relationship between the number of cards with the number on the card. Other kinds of graphs communicate different ideas. A constant rate of change is represented graphically by a straight line. The steepness or slope of the line indicates the rate at which one quantity is changing in relation to the other. A steeper line indicates a faster rate of change. A horizontal line means that there is no change. Every value on the horizontal axis is related to the same value on the vertical axis. However, not all relationships are represented by a straight line. A curve shows that the rate of change is not constant.
You should describe how you intend to record your decision-making and how you will document changes to your ideas as the project progresses. The evaluation section should reference your stated aims and be reflective and analytical rather than a description of actions completed. When working in collaboration with others, you should comment on how this may impact either positively or adversely and outline the steps you can take to minimise disruption to your own progress. Additional requirements, not included in the 350word limit of the proposal: Project action plan and timetable: This section provides you with an opportunity to outline your planning and organisation over a period of weeks and the activities you will need to carry out in order to successfully complete your project in the agreed time frame. The more time and thought you give to planning your project, the more successful it is likely to be. It is important that you consider how you will balance ambition, time and realism in the realisation of the project. You should also include what you are going to do, how you will do it and by when. Remember to include: time spent sourcing materials and other resources to conduct research, seek feedback from tutors and peers, and identify when you will carry out independent study. Bibliography (Harvard Format): This section provides an opportunity to record the initial research sources, both primary and secondary, that you intend to use. Your sources of research should be as wide as possible and could include libraries, galleries, books, magazines, films, computer games, websites, blogs, social media, radio programmes, archive material etc. Where appropriate, you should use the Harvard system of referencing. The bibliography should be continuously updated as the project progresses. Diploma in Music Performance & Production Unit 8 Project Proposal Candidate Name Candidate Number Pathway Project Title Section 1: Rationale (approx. 100 words)
Thus, a wave bends toward the normal when it slows down (i > r) and the wave bends away from the normal when it speeds up (i < r). In any case, the side with the greater angle has the faster wave speed. Check out the video clip called P20 L30 Refraction of Waves on D2L. Note: The angle of incidence (i) and the angle of refraction (r) are always measured from the normal. In 1621, Willebrord Snell, a Dutch mathematician, determined the relationship between i, r, vi , i, vr , r. These relationships are referred to as Snell’s law or the Law of Refraction. We will now derive Snell’s law. The diagram represents a wave travelling from a fast medium into a slow medium. From ABC we get and from ABD we get Dividing the equations we get Noting that BC = 1 and AD = 2 we get Using the previously derived equation from above we get Snell’s Law (i.e. The Law of Refraction) is: and we can use any pairing that we desire. A water wave travelling in deep water at 15.0 m/s enters a shallow region with an angle of incidence of 30o. If the angle of refraction is 22o, what is the speed of the wave in
Here are the three programs named as PROGA, PROGB and PROGC, which are separately assembled and each of which consists of a single control section. LISTA, ENDA in PROGA, LISTB, ENDB in PROGB and LISTC, ENDC in PROGC are external definitions in each of the control sections. Similarly LISTB, ENDB, LISTC, ENDC in PROGA, LISTA, ENDA, LISTC, ENDC in PROGB, and LISTA, ENDA, LISTB, ENDB in PROGC, are external references. These sample programs given here are used to illustrate linking and relocation. The following figures give the sample programs and their corresponding object programs. Observe the object programs, which contain D and R records along with other records. 0000 PROGA START 0 EXTDEF LISTA, ENDA EXTREF ……….. ………. LISTB, ENDB, LISTC, ENDC 0020 REF1 LDA LISTA 03201D 0023 REF2 +LDT LISTB+4 77100004 0027 REF3 LDX . . #ENDA-LISTA 050014 0040 LISTA EQU * 0054 ENDA EQU * 0054 REF4 WORD ENDA-LISTA+LISTC 000014 0057 REF5 WORD ENDC-LISTC-10 FFFFF6 005A REF6 WORD ENDC-LISTC+LISTA-1 00003F 005D REF7 WORD ENDA-LISTA-(ENDB-LISTB) 000014 0060 REF8 WORD LISTB-LISTA FFFFC0 END REF1
is encouraged with direct midwife referral to obstetrician being available at all times. In the case of home births all postnatal care is provided in the home by the community midwife. For births in hospital - with either the midwife, GP or obstetrician as the lead professional - initial postnatal care is provided by midwives and support staff on the maternity wards. Hospital stays are getting shorter with many women going home within a few hours of birth but generally 12-48 hours are the more normal lengths of stay. On transfer home care is undertaken by the community midwife for at least 10 days following the birth. Care can be extended to up to 28 days if a particular clinical or social need is identified. Liaison between the Health Visitor and community midwife usually takes place during the antenatal period with Health Visitors making contact with the mother in pregnancy. Following the birth of the baby most Health Visitors arrange a primary visit within 21 days of the birth, which coincides well with the handover of care from the midwives. 3. Assessment of the parent(s) and the potential risk to the child This section will usually be completed by the Social Worker – but they will need to draw on help from a range of other professionals regarding some aspects of it. Particular care should be taken when assessing risks where the prospective parents are themselves children i.e, under the age of 18 years and in particular if they are themselves Children Looked After. Attention should be given to evaluating the quality and quantity of support that will be available within the extended family, the needs of the parent(s) and how these will be met, the context and circumstances in which the baby was conceived, and the wishes and feelings of the child (or children) who are to become parents. If the perspective parent is a Child Looked After then attention should be paid to their long term plan and how assessing for independence should incorporate the thinking of ‘independence with responsibility for a child’. Questions should consider: Partner support Whether this was a planned or unplanned pregnancy Feelings of mother about being pregnant Feelings of partner / putative father about the pregnancy Any issues about dietary intake Any issues about medicines or drugs taken before or during pregnancy Alcohol consumption Smoking Previous obstetric history Current health status of other children
EDEXCEL BTEC National Diploma Level 3 – Unit 4 Development Through the Life Stages Assignment 1 HAND IN DATE Wednesday 9th February 2012 P1 Describe physical, intellectual, emotional and social development for each of the life stages of an individual. M1 Discuss the debate in relation to the development of an individual. D1 Evaluate how nature and nurture may affect the physical, intellectual, emotional and social development of two stages of the development of an individual. Assignment Title:- This is your Life. Assignment 1 Successful completion of this task will allow you to generate evidence to meet Grading Criteria P1, M1 and D1 (25th January 2012) You need to become a medical research. As part of this unit you must produce a fact file on research of a person’s lifespan. This person must be known to you personally. They must be at least 50 years old as they will have passed through most of the life stages. Remember you must have permission from the person before you do this. This fact file will not be finished in P1, but in other assignments we will add to it. Task 1 (P1) To start your fact file can you write the definitions of the following: growth; development; developmental norms; developmental milestones; life course; maturation; life expectancy. This will help people reading your work who may not understand some of these terms. You need to begin your fact file by describing the life stages through which the individual has already passed and those they will. When describing their development you must refer to the PILES in every life stage. The file could include relevant pictures, graphs and charts. Reasons should be given for potential causes and effects if delayed development occurred. There must be a professional approach to this with detail given to quality of information and presentation. Life stages to be mentioned: conception; pregnancy; birth and infancy – 0-3 years; childhood – 4-9 years; adolescence – 10-18 years; adulthood – 19-65 years; older adulthood; 65+; the final stages of life. Word Count (P1) - Maximum 1 page per life stage Hand in date (P1) – Thursday 26th January 2012
Compound ΔfH kJ/mol NO (g) + 90.4 O2 (g) zero NO2 (g) + 33.2 Q1. Using the enthalpy changes of formation data, calculate the enthalpy change of reaction for the following (draw a Hess cycle in your answer): 2NO2 (g) --> 2NO (g) + O2 (g) Compound ΔfH kJ/mol CaCO3 (s) - 1207 CaO (s) - 635 CO2 (g) - 394 Q2. Using the enthalpy changes of formation data, calculate the enthalpy change of reaction for the following (draw a Hess cycle in your answer): CaCO3 (s) --> CaO (s) + CO2 (g) Compound ΔfH kJ/mol C6H12O6 (s) -1275.0 O2 (g) zero CO2 (g) -393.5 H2O (l) -285.8 Q3. Using the enthalpy changes of formation data, calculate the enthalpy change of reaction for the following (draw a Hess cycle in your answer): C6H12O6 (s) + 6 O2 (g) --> 6 CO2 (g) + 6 H2O (l) Compound ΔfH kJ/mol SO2 (g) -297 H2S (g) -20.6 S (s) zero H2O (l) -285.8 Q4. Using the enthalpy changes of formation data, calculate the enthalpy change of reaction for the following (draw a Hess cycle in your answer): SO2 (g) + 2H2S (g) --> 3S (s) + 2H2O (l) Compound ΔfH kJ/mol KOH (s) -425 H2SO4 (l) -814 K2SO4 (s) -1438 H2O (l) -286 Q5. Using the enthalpy changes of formation data, calculate the enthalpy change of reaction for the following (draw a Hess cycle in your answer): 2KOH (s) + H2SO4 (l) --> K2SO4 (s) + 2H2O (l)
Method of delivery or activity New Managers Programme (optional for experienced managers) Learning Outcome Management and governance of the University (How the University works – decision making and governance workshop) Goals and targets of the University (Goals and targets workshop) HR policies and guidelines for managers (HR website) Managing absence and performance (Managing staff performance and absence workshop) Shared experiences with other new managers (the Management Forum) Insights from experienced staff in a range of management roles (the Management Forum) Guided learning hours Total 10 hours + (distributed over whole programme) Guided reading University policies University website You e-Develop resources Assessment method Not applicable Title of activity and method of delivery Workshop: Solving problems and making decisions Pre-Work: Identify a problem at work that needs to be resolved. Think about what has caused this to arise and what the consequences are if it is not resolved. Session: Definition of a problem and Objective setting Problem solving techniques including brain storming and creative thinking Cause and Consequence Mapping & Fishbone Other tools: Pareto, Paired Analysis, Process Mapping, Paired Comparison, Why, Why Diagrams etc. Problem Statement grid Defining Decisions and analysing decision making problems Using statistics, charts, diagrams in interpreting and presenting data Decision Making Options and Tools Evaluating the Solution: progress review meetings, evaluation tools.
Learning Outcome Know how to identify development needs Know how to develop self and others to achieve organisational objectives Guided learning hours Total 8 hours: Developing yourself and others workshop (optional) New Managers Programme Guided reading Guided reading You e-Develop resources ILM resources Assessment method Work-based assignment Method of delivery or activity Workshop: Managing performance Who are stakeholders? Refresher on SMART objectives and alignment of objectives with Organisational Objectives and Vision. Performance Equation Performance standards and ways of measuring standards. Variances in performance and the conduct versus capability model. Case studies Performance Counselling Meetings “I’d like a word with you” DVD Group discussion. Reflection Action planning (to be added)
8.5.2 Physical Structure of a Heap x The nodes of a heap are stored physically in an array. x The root of the tree is in the first element of the array. x The children of the node at location n are at locations 2n and 2n + 1. x The parent of the node at location n is at location n/2 . 8.5.3 Building a Heap x A heap is built by inserting elements at the end of the heap, as a new leaf, and then "sifting up," sorting the branch from the new leaf to the root. x Example: x Insert R: R x Insert L: R L x R L x Sift L: L R x L R x Insert C: L R C x Sift C: C R L x Insert A: C R L A x Sift A: A C L R x Insert H: A C L R H
SAFEGUARDING ADULTS CASE CONFERENCE REVIEW: AGENDA LARGE SCALE INVESTIGATION (LEVEL 4) Welcome and introductions This meeting is held In line with Hampshire’s Multi-Agency Safeguarding Adults Policy. The purpose of the meeting is to share information about (add name of service provider here) and the allegation/s of abuse, and to agree actions that protect the adult/s at risk. Everybody’s views within this meeting will be respected and everything discussed will remain confidential. Please check with the Chair if you have any questions about sharing information from this meeting. The minutes are an accurate summary of the discussion, not a verbatim record. Factual accuracy of minutes from previous meeting to be agreed Recap of initial allegations and concerns Review of actions and Improvement Plan New information and any further investigations required to include: Communication plan: Ensure all actions are fully communicated to commissioners, adult/s at risks and/or their representatives. Risk assessment Safeguarding allegations: Not determined/inconclusive Inconclusive pending investigation Not substantiated Part substantiated Substantiated The status of the case was agreed by those attending as: Open to safeguarding or Closed to safeguarding Closing statement: Is everyone in agreement with the decisions made today and how they have been reached? Does anyone have anything to add? Next meeting: (if required) Date: Time: Venue: Format: Attendees: