zilongwang/ReadingBank huggingface dataset:
N U C L E O N The Summary 1 – An Introduction 3 – Characters 9 – Maestro 13 – Windows 15 – Compact-Draw 22 – The Integrator 26 – Machine Language Routines Appendix a - recommended file suffixes Abbendix b – Table of colours and associated numbers Appendix c – Making backups of NUCLEON Appendix d – A typical example Appendix e – Standard Choices Appendix f – Loading Procedure Appenix g – Figure 1 and 2 for Maestro
Enter brush mode. F3 — insert See editor commands. F4 — edit Enter editor mode. SHIFT—TAB Display used memory. CTRL—SHIFT—F1 Quit program. ATTENTiON : this command resets your QL 2.3 Air—brush mode Move the air—brush cursor with the cursor keys and draw it with SPACE. C — CHOOSE Choose air—brush type. Change with — and — I —INK Choose air—brush ink on the colour palette and then press SPACE. “ESC” Return to normal mode. “SPACE” Draw the air—brush.
Following is the procedure to enable NTP on AES, running on system platform Before logging to web console of CDOM, use linux console and run ‘nslookup’ command for the NTP server IP address by client Login to CDOM web console using ‘admin’ credentials (admin/admin01) You will be taken to default page showing status of virtual platform Choose server management>>Date/Time Configuration from left pane. Type NTP server ip address in to the field manage Time Server >> Time Server and click on ‘Ping’ button , after couple of minutes page will return with the results Note the ping result returned on the top as “Specified host is reachable’. If result is specified host is unreachable, that IP cannot be used to configure NTP Type IP again in the field ‘time server’ and click on add button Click on “START NTPD” , it will warn you that system will go for reboot. Accept. Don’t move the mouse or any movement till login page is return automatically Once login page is return, login with admin and check for status “NTPD is running” on the button ‘Query State” and note the result In the return result we should see the output as in below screen capture. Note the * sign in front of IP address which indicate that server is taking time sync from that specific ip address. If * sign is not there, it means serveries not time sync. Repeat the procedure with another IP address
Month 2 3 … Main outcome table – comparison between treatment groups Education + social norm Social Norm Delayed prescribing Adjusted difference (95% CI) p Adjusted difference (95% CI) p Adjusted difference (95% CI) p Education Education + social Norm Social Norm Note: Treatment groups compared in this table will depend on preceding hypothesis tests. Subgroup table Control (n = ) Treatment group(s) (n = ) Mean (SD) Mean (SD) Adjusted difference (95% CI) p High vs Low treatment difference (95% CI) Interaction High prescribers Low prescribers
The integrity and health of the Boondall Wetlands is the primary consideration in all development instances, and a development has negligible impacts on the surrounding wetlands. Recreation space is retained as a significant feature of and remains a destination for residents Brisbane-wide including both the public parks and the Boondall Wetlands. Recreation uses do not compromise the ecological integrity of surrounding uses. The urban area of the suburb does not extend beyond the current built area. New development reflects the low density, low-intensity residential and bayside character of Nudgee Beach. Multiple dwellings are not located at Nudgee Beach and land consolidation does not occur. Riparian buffers are maintained along the waterways adjacent to the urban areas. The Environmental Education Centre will remain a viable community purpose, providing specialised education facilities to Education Queensland and public education to the wider community about the Boondall Wetlands and Moreton Bay Marine Park. The land for conservation is to remain free from development. This land primarily contains tidal wetlands and offers important grounds for migratory wading birds and estuarine animals. This land lies wholly within the Boondall Wetlands and, as such, will be maintained in accordance with the Boondall Wetlands management requirements. The land zoned for conservation may continue to offer recreation opportunities for environmental enthusiasts, birdwatchers and kayakers. It will also continue to offer education opportunities in conjunction with the Environmental Education Centre. Development is of a height, scale and form which is consistent with the amenity and character, community expectations and infrastructure assumptions intended for the relevant precinct, sub-precinct or site and is only developed at a greater height, scale and form where there is both a community need and an economic need for the development. 7.2.14.3.3 Performance outcomes and acceptable outcomes Table 7.2.14.3.3.A—Performance outcomes and acceptable outcomes Performance outcomes Acceptable outcomes General PO1 Development is of a height, scale and form that achieves the intended outcome for the precinct, improves the amenity of the neighbourhood plan area, contributes to a cohesive streetscape and built form character and is: AO1 Development complies with the number of storeys and building height specified in the Table 7.2.14.3.3.B. Note—Neighbourhood will mostly specify the maximum number of storeys where zone outcomes have been varied in relation to building height. Some neighbourhood plans may also specify height in metres. Development must comply with both parameters where the
The girls made their way over to the pool which is relatively empty. They stretched out and began sunning themselves. Very soon a couple of boys came over to them. The girls sat up and looked the boys over who were doing same thing to the girls. Candace thought the two redheads were kind and cute. Janice was also sizing the boys up. They were not much older than them. Their cocks were erect but not as massive as her brother's, not that she spent much time looking at it. They introduce themselves, as Bobby and Robbie. They stated that they were 13-year-old twins. "I'd like to have sex with you, but I haven't had any experience," Bobby blurted out. Candace and Janice studied the boys’ faces for several seconds and decided they were telling the truth. The two whispered to each other. "They’re cute and I thought I'd never say this, but I'm horny," Janice said. Her friend replied, "me too. Let do it." They stood up each grabbed a boy´s hand and led them to a cabana. The four stood in the center of the room looking at each other. None of them was sure what to do next. Finally Janice took the boy she was with; she wasn't sure one he was, to one of the beds. They lay down together when she grabbed his boyhood and placed at the entrance to her pussy. "Now you're supposed to push that thing inside me," she instructed. The boy complied and shoved himself inside Janice. From then on nature told them what to do. His hands found her breasts and start kneading them. The boy began rocking back and forth with Janice quickly picking up his rhythm. Candace followed suit and soon all were enjoying sex for the time. The next 10 minutes the only noises were grunts and squeals from the four children. It culminated with an explosion of noise as each of them came. Janice was the first to come out from her orgasmic haze. She made her way over to her friend and woke her. The girl motioned for Candace to come with her whispering, "they going to do this again when they wake up. I don't know about you but I'm too sore to do it again right away." Candace nodded whispering back, "yeah let's get out of here."
Certificate D306 11 Education Commendation Bar Certificate Education – Associate N113 Education – Bachelor O414 Education – Masters O515 12 Achievement Commendation Bar Certificate Achievement – TCFP Intermediate O314 Achievement – TCFP Advanced O114 Achievement – TCFP Master O214 Achievement – EMS U150 Achievement – TCPF/SFFMA
was used which looked at open-mindedness, analyticity, systematicity, critical thinking and inquisitiveness, and maturity (Ozturk et al., 2008). Yuan, Williams, & Fan, 2008) studied student’s perceptions of the change in critical thinking; the California Critical Thinking Dispositions Inventory (CCTDI), The California Critical Thinking Skills Test (CCTST) and The Watson-Glaser Critical Thinking Appraisal (WGCTA) were used in this study (Yuan, Williams, & Fan, 2008). This study examined the student’s responses regarding truth-seeking, open-mindedness, analyticity, systematicity, confidence, inquisitiveness and maturity (Yuan et al., 2008). The CCTST is standardized multiple choice test that has 34 questions targeting critical thinking skills which include analysis, evaluation, inference, deductive reasoning, and inductive reasoning (Yuan et al., 2008). The other test used was WGCTA which is an assessment tool used to measure the foundation critical thinking skills which include inference, recognition of assumptions, deduction, interpretations and evaluation of arguments (Yuan et al., 2008). Lin et al., 2010 compared the educational results of peer tutor problem-based learning and conventional teaching in nursing ethics education. In this study seniors in the Department of Nursing at Taipei Medical University were used. The peer tutor PBL method was applied and tools used in this study were teaching plans, the nursing ethical discrimination ability scale and the learning satisfaction survey (Lin et al., 2010). Three teaching plans were used for PBL that were formulated by a expert panel of seven and each plan included learning objectives, a clinical case exhibiting ethical dilemmas and guidelines for peer tutors (Lin et al., 2010). This research was divided into three stages and seven steps. Stage I: was the designing the curricula for peer tutor PBL and traditional teaching; designing the nursing ethical discrimination ability scale; and designing the learning satisfaction survey. Stage II: the pre-test
I can talk about my country's centers of government. Presentational Speaking I can tell a story about an ancient civilization and its people. I can talk about societal issues. Presentational Writing I can write about a past trip. I can write an email about my journey through Mexico. I can rewrite the ending of a chapter in an ongoing story. Intercultural Competencies I can use the Spanish language both within and beyond my classroom to interact and collaborate in my community and the globalized world. I can compare a politician in another country with those in my own country. I can compare the languages spoken in my country with those spoken in another country. I can compare how my country honors our ancestors with how another country honors their ancestors.
NOTICE TO PROCEED LETTER FOR “IF AUTHORIZED” CONSULTANT WORK Wisconsin Department of Transportation WisDOT Region/Bureau: Address: City, State, Zip: Date: Consultant Name: Address: City, State, Zip: Dear SUBJECT: AUTHORIZATION TO CONDUCT WORK ON CONTRACT EXECUTED (date) between the Wisconsin Department of Transportation and (Consultant). In accordance with the payment provisions of the subject contract, the Consultant is authorized to conduct additional work. The following work items will be completed for the Department, as stated in the original contract: 1. Project ID Work Item Amount $ $ $ $ $ TOTAL $ NEW PROJECT TOTAL $ 2. Project ID Work Item Amount $ $ $ $ $ TOTAL $ NEW PROJECT TOTAL $ The cost of each work item above will not deviate from the amount listed on the original contract without an approved written amendment. The new total maximum amount of compensation for this contract is $ . This and subsequent authorizations may not exceed the contract upper limit. Sincerely, WisDOT Project Manager cc: DTIM, Contract Administration Unit, Room 951, HF (2 copies)
of Activity UAP NECC Board Meeting Date August 15, 2017 Total Attendees 5 Venue Hapag Vicenticos, Del Pilar Cabanatuan Objective of the Activity GMM Planning and Preparation Type of Activity GMM Seminar Socio-Civic Others _______________________________ Activity in line with 4Ps Profession Professional X Professional Organization Professional Product Activity in support of the UAP corporate thrust X Unity X Accountability X Professional Excellence
ACTIVITY NO. 5 Title of Activity UAP NECC 40th Chapter Annivesary Date August 27, 2017 Total Attendees 80 Venue Priscilas, Maharlika Hi Way Cabanatuan Objective of the Activity GMM Planning and Preparation Type of Activity √ GMM Seminar Socio-Civic Others _______________________________ Activity in line with 4Ps Profession Professional √ Professional Organization Professional Product Activity in support of the UAP corporate thrust √ Unity √ Accountability √ Professional Excellence
D.A.V. COLLEGE, ABOHAR (PB.) Application Form for the post of ……………………………………………..…… (as per advt. dated……………..…) 1. Name in full (in letters) ……………………………………. Father’s Name ……………………………………. Date of …………… Place of birth …………….. Nationality …………… Marital Status …………….. Sex : Male ……… Female…………… 2. Address for correspondence : ……………………………………… ……………………………………… ……………………………………… Applicant’s own contact no. ………………………………………. Office ……………………… Res………………………………….. Email address………………………………….. Aadhar Card No……………………………….. 4. Educational Qualification : (please attach one set of self attested photocopies of certificates) Examination Uni. / Board Main Subject(s) Year of passing Percentage Matric 10+2 or its Equ………… BA/B.Sc./B.Com./ BCA / BBA MCA/MBA
Research area: Likely length of project: (in weeks) Brief project outline: (max 150 words) Project 2 Supervisor: Supervisor Email: Research area: Likely length of project: (in weeks) Brief project outline: (max 150 words) If you are offering more than two projects, please copy and paste these fields onto the next page. Many thanks for participating in the Nuffield Research Placements Programme.
Pete Guggisberg spoke about promotion the Eagles Booster Club did. If people donated at a certain level, they could get a free bag of popcorn at events. It was not worded that it did not include Hockey or baseball games. It would only be at high school games. Booster club will put us at a corporate sponsorship in the bullention. Motion to support Booster Club 1st: Jen Waloch, 2nd: Jason Wohlers, MC Old Business: New Business: Steve Gag stepping down to “committee member” until a replacement is found. Steve will continue to be a part of the golf tournament. Motion to approve Sean Fingland as NUHA President, 1st: Steve 2nd: Sean MC New Date for February Board Meeting, waiting to see what NUSE is going to do. The NUHA Mite team is attending the Xcel Energy Center MN Wild Jamboree. They will be playing 2 – 30 minute games (1/2 ice) on Thursday, Dec 28th. Motion to approve Jason Wohlers as Vice President, 1st: Steve Gag, 2nd: Jen Waloch Motion to Adjourn: 1st: Darrin 2nd: Dean B. MC Next Meeting 1/17/18 SE Servicemen’s Club 6:30
Date of Notification Purpose Notification/ No. 1 16/8/2013 Implementation of NUHM program in 30 district and 11 cities 23655 2 16/8/2013 Establishment of City Health Mission and City Health Society in 4 cities 23653 3 16/8/2013 Establishment of State Program Management Unit and City Programme Management Unit in 4 cities 23651 4 03/03/2014 43 public health facilities (Allopathy) functioning in various nomenclature which are being managed by H& FW Dept. and H&UD Dept. are declared as “Urban Primary Health Centre “ 5993 5 03/03/2014 ADMO(PH) declared as Nodal Officer for implementation of NUHM programme at city and district level 5999 6 12/5/2014 Approval of Bye-law/Guidelines 12461 7 18/2/2015 14 public health facilities(Allopathy) functioning in various nomenclature are being managed by H& FW Dept. and H&UD Dept. are declared as “Urban Primary Health Centre “ 3371 8 26/2/2015 Establishment of City Health Mission and City Health Society in Sambalpur city 4330 9 27/2/2015 Modification of Memorandum of Association of RKS 4485 10 9/3/2015 Bidanasi Dispensary, Cuttack declared as UCHC & Chauliaganja Dispensary, Cuttack declared as UPHC. 5101 11 30/3/2015 Reconstitution of City level Committee for selection of ASHA & formation of MAS 6694 12 6/4/2015 Reconstitution of Core committee for Amalgamation of Health Institutions 6982 13 15/4/2015 Adherence to the schedule of OPD at UPHCs as notified by Govt. vide Notification No.5993 dated 3/3/2014 7509 14 24/4/2015 Modification of Memorandum of Association of RKS 5311
Did you know…… For high-interest tasks, verbal rewards are found to increase free choice and task interest. This finding replicates” Cameron and Pierce, 1994; Deci et al., 1999). “When tasks … are of low initial interest, rewards increase free-choice, and intrinsic motivation…” Cameron, Banko & Pierce, 2001 School Name: Grade levels: Trapper School ECE-12 Name of reward system: KIQ Tix Goal of reward system To create a learning environment where students are engaged and successful. Schools should teach, support, and encourage students to be “self-managers” Student should not “depend” on rewards to behave well. We want students to sustain and expand the skills they learn in school to life experiences beyond school. Rewards are rewarding when……….. Rewards can be “not rewards” if….... They are used build new skills or sustain desired skills. Consistent and contingent delivery of rewards for specific behavior. System contains a plan to gradually fade rewards over time. Utilized across staff and settings. They support initial and sustained behavior change. Delivered ambiguously. Not tied to specific behaviors. What we deliver is not a “reward” from the learner’s perspective. (Reward as Punisher). Partial rewards are delivered when full reward is expected/ promised (Reward as Punisher). Rules for getting a reward create physiological pressure (Reward as Punisher). Large rewards are delivered briefly and then withdrawn completely. Adapted from presentation “Using Rewards for School-wide PBIS. R. Horner & S. Goodman What is a reward (please define). Something given in recognition of one meeting expectations. Reward (positive consequence) System Development
purposes. All other maintenance is the responsibility of the owner of the property upon which the right-of-way or easement is located. SECTION 5. Overgrowth. It shall be unlawful and a nuisance, in violation of this ordinance, for the owner of any real property situated within the corporate limits of the town to allow such real property to become overgrown with tall grass, or with any weed or plant such as jimson, burdock, ragweed, cocklebur or other weed of like kind, or any weed or plant or plant bearing wingy or downy seeds, or any weed or plant that is otherwise noxious, dangerous, harmful, or poisonous. Overgrown means a height of twelve (12) inches or more. SECTION 6. Debris. An accumulation or storage of debris, refuse, rubbish, brush, used building materials, parts of buildings, remains from building demolition, parts of untenantable or uninhabitable structures, used machinery, used tires, used vehicles, or any other materials which may provide a breeding place for mosquitoes, harmful insects, rodents, or snakes, or is so unsightly as to be offensive to the surrounding area is a nuisance in violation of this ordinance. SECTION 7. Enforcement. (a) Whenever in the opinion of the enforcing official nuisance the official shall order the owner of the property of which the nuisance is located to abate the condition. (b) The enforcing official shall give the owner written notice in person or by first class mail. The notice shall require the owner to comply with this ordinance within the time stated in the notice or to request an administrative hearing before the Code Enforcement Officer or other person designated by the Mayor to determine whether there has been a violation. The notice shall apprise the owner of the facts of the alleged nuisance and shall name the particular date, time, and place for such hearing if requested. For a building nuisance the notice shall
School-wide expectations addressed in lesson (taken from matrix) Kindness, Integrity, Quality Behavior definitions addressed in lesson (taken from matrix) Use active listening Respect others’ personal space Be respectful of the presenter Participate and encourage others Stay seated in your assigned section Walk to your seat Stay until the end PBIS Evidence-based social/emotional lesson delivery structure TEACHING=Tell+ Show+ Practice+ Feedback+ Re-teach TELL: Provide a narrative of how you will introduce lesson tying to SW-PBS (matrix & behavior statement). Discussion of current problems students are seeing and why this Use posters to introduce expectations SHOW: Describe how you will model expected behaviors. Role-play examples and non-examples (non-example students then show examples or teachers do the Non-examples of expected behavior Carrying on other conversations while the presentation is happening Moving while the presentation is happening when not directed to Crowding, shoving Not listening to presenter Making rude comments about/to presenter Not participating Sitting in an inappropriate section Running Leaving early Examples of expected behaviors Listening quietly Keeping to one’s own space Clapping when appropriate Participate when asked Being positive Sitting in the appropriate spot Walking Staying the end PRACTICE (Activities): List teaching opportunities for students to practice/use expected behaviors. Role-play Pictures of expected behaviors Mock assembly Video creation FEEDBACK: Correct/pre-correct students implementing expected behaviors. (List possible error correction and reinforcement techniques). Correction/pre-correction techniques Positive reward system techniques Verbal praise for specific action
School-wide expectations addressed in lesson (taken from matrix) Kindness, Integrity, Quality Behavior definitions addressed in lesson from matrix) Respect the privacy of others Use kind words Flush the toilet Wash hands Use the closest bathroom and return promptly Respect the locker space of others Keep bathroom clean Respect the facilities Be responsible for your personal belongings PBIS social/emotional lesson delivery structure TEACHING=Tell+ Show+ Practice+ Feedback+ Re-teach TELL: Provide a narrative of how you will introduce lesson tying to SW-PBS (matrix & behavior statement). Walk through display bathrooms of good and bad examples Discussion of current problems students are seeing Use posters to introduce expectations SHOW: Describe how you will model expected behaviors. Teachers create good and bad example bathrooms Non-examples of expected behavior Trash all over Potty/Poo all over the toilets Sink just running Peeking in the stalls Not washing hands Walking across the building for a bathroom Examples of expected behaviors A clean bathroom Washed hands Flushed toilet Sink turned off Going to the closest bathroom PRACTICE (Activities): List teaching opportunities for students to practice/use expected behaviors. Role-play and discussion of examples FEEDBACK: Correct/pre-correct students implementing expected behaviors. (List possible error correction and reinforcement techniques).
Table 1: Status and monitoring information for numbat subpopulations at the two original sites and the 12 translocation sites (as at 2015). Site State Original / Reintroduced Year of initial translocation Latest release Recently monitored? Regularly monitored? Decline in last 5yrs? Population estimate Dryandra Woodland WA Original - - Yes Yes Yes Yes 50-100 Warren WA Original - - Yes Yes Yes No >100 Boyagin Nature Reserve WA Reintroduced 1985 2010 Yes Yes Yes No 50-100 Karroun Hill Nature Reserve WA Reintroduced 1986 1993 No No No No longer present 0 Tutanning Nature Reserve WA Reintroduced 1990 2005 Yes Yes Yes Yes <50 Batalling forest block WA Reintroduced 1992 2013 Yes Yes Yes No 50-100 Yookamurra Sanctuary, SA SA Reintroduced 1993 1993 Yes Yes Yes No <50 Karakamia Sanctuary WA Reintroduced 1994 1999 Yes Yes No No longer present 0 Dragon Rocks Nature Reserve WA Reintroduced 1995 1996 Yes No Yes Yes <50 Mt Dale Area WA Reintroduced 1996 1998 No No No No longer present Stirling Range WA Reintroduced 1998 2002 Yes No Status unknown Yes Unknown
Name ___________________ Directions: Please fill in the missing addend and whole number. Remember we are finding sums to 10. If you would like to draw the fish in, you may do that as well. _______ + _______ = ________ _______ + _______ = ________ _______ + _______ = ________ _______ + _______ = ________ _______ + _______ = ________ _______ + _______ = ________
Day 7: GCF and LCD Word Problems Objective: Students will be able to determine if a word problem requires the greatest common factor or the least common multiple to answer the question. MN State Standards: 6.1.1.6 Determine greatest common factors and least common multiples. Materials:
Maths- Number 30-50 emerging 30-50 developing 30-50 secure Level descriptors Uses some number names and number language spontaneously. Uses some number names accurately in play. Recites number in order to 5. Recites number names in order to 10. Shows an interest in numbers in the environment. Knows that numbers identify how any objects are in a set. Realises not only objects, but anything can be counted, including steps, claps or jumps. Beginning to represent numbers fingers. Compares two groups of objects, saying when they have the same number. Separates a group of three or four objects in different ways, beginning to recognise that the total is the same. Shows an interest in representing numbers. Sometimes matches numeral and quantity correctly. Shows curiosity about numbers by offering comments or asking questions. Beginning to represent numbers marks on paper or pictures.
Counting Behaviours/Strategies Student has difficulty saying the counting sequence. “1, 2, 3, 5, 4, 7, 8…” Student says number word in between “touches” or does not say one number word for each bead counted. Student track of the count, misses beads in the count, or counts more than once. Observations/Documentation Student recounts when asked “How many?” Student gets a different number when the beads are counted in a different order. Student correctly counts the number of beads and realizes that the last number said tells how many (cardinality). Observations/Documentation
NFL Kindergarten Number KN04. Represent and describe numbers 2 to 10, concretely and pictorially. Grade 1 Number 1N04. Represent and describe numbers to 20 concretely, pictorially and symbolically. (Activities 17, 18, 19, 21, 23) Cross Strand: Patterns and Relations (Variables and Equations) 1PR3. Describe equality as a balance and inequality as an imbalance, concretely and pictorially (0 to 20). Grade 2 Number 2N04. Represent and describe numbers to 100 concretely, pictorially and symbolically. 2N07. Illustrate, concretely and pictorially, the meaning of value for numerals to 100.
Number Talks 4 + 1 4 + 2 4 – 1 4 – 2 5 + 5 5 + 6 6 + 6 6 + 7 5 + 5 5 + 4 6 + 6 6 + 5 1 + 2 2 + 1 2 + 3 3 + 2 4 + 1 1 + 4 4 – 1 4 – 2 5 – 2 5 – 3 3 – 1 3 – 2 12 – 2 12 – 4 14 – 4 14 – 6
Using latest Department for Transport figures, the 22 fatal accidents are estimated to have cost more than £45 million* in damage and lost output, not including the emotional impact of the irreplaceable loss of a family member. Somerset Road Safety provides advice to thousands of people year through educational events and also runs Bikeability courses for school children and trains School Crossing Patrols. The team also supports companies through the Mind Your Business programme and has more than 2,000 subscribers through Facebook and Twitter. Please visit for more details. The Council’s Improvement Schemes programme helps to resolve community concerns and road safety problems by providing engineering solutions at priority sites. For more information, please visit . The Government’s THINK! road safety campaign has a designated programme to improve safety on country roads, which is backed by Somerset County Council. Further details are available at
Number of Seats for Admissions to Ph. D. course 2015-16 for UGC/CSIR with JRF with fellowship Candidates to be enrolled in May/June2016 Sr.No. Name of Department/ Institute No of 1. A.I.H. (Culture & Archaeology) 2 2. Bio-chemistry 5 3. Bio-Technology 8 4. Chemistry(Inorganic-5, Physical-3, organic-9,pharmacetutical Science(SFS)-1 18 5. Electronic Science 2 6. English 3 7. Environmental Studies 1 8. Fine Arts(Painting) 2 9. Geography 4 10. Geo-physics (Seismology and Seismic Hazard Assessment - 1 Thermo chronology Himalayan Tectonics Structural Geology -1) 2 11. 5 12. Instrumentation Engg. 4 13. Mass Communication 2 14. Law 5 15. Library Science information 3 16. University School of Management 5 17. Microbiology 3 18. Punjabi 2 19. Physical Education 3 20. Physics 5 21. Public Administration 2 22. Sanskrit( Indian philosophy-1, Sanskrit literature-2) 3 23. Social work 2 24. Zoology 1
guided notes and practice worksheet. Lesson Summary Ask students to name different rational and irrational numbers. Have each group solve one square root by estimating. Put 4 random forms of numbers on board for each group to race place in order greatest to least. I will remind students that the bonus question is posted on my online classroom. Test. Assessment/ Evaluation Questioning, practice worksheet Questioning, practice worksheet Questioning, practice worksheet Questioning, practice worksheet Quiz Materials Needed Ipad, IAN, Pencil, worksheet, Educannon, Maintenance Sheet B iPad, Pencil, Guided Notes, Practice worksheet, IAN, video: Number Sense - Approximating and Finding Square Roots: 8th grade math iPad, IAN, worksheet, Pencil iPad, Pencil, Worksheet, IAN, Review Nearpod iPad, Pencil, Test
NUMBER THE STARS Diary/Scrapbook Project The class has done a book study on the book NUMBER THE STARS by Lois Lowry. Each day the enjoys reading a chapter or two and then responds in a notebook from the perspective of one of the main characters (either Annemarie or Ellen). The response is done as a collection of letters that would be sent to someone, then bound into a booklet as a “biography” of events. Your child is writing the rough draft here at school. We will send the drafts home in THURSDAY folders. There will be a part 1 and a part 2. It is up to them to complete the project. We suggest they type a page each night. They will need to return: A completed scrapbook that includes: * Front and back cover using their own creativity to design (we have sent pictures of past covers as examples) * Bind the letters together into a scrapbook * Each letter must be typed (it is fun to type on “olden day paper” making it look old and worn) * Artifacts to some pages that help represent what took place on that day. * Photos/sketches also should be included (anything from the world war 2 period displaying events, locations and people that might fit the character traits/looks, setting etc.) the search for images during this time period can be disturbing…this should be done with an adult. THIS PROJECT IS DUE JANUARY 6th (you may send in early if you are finished). We would like to give the kids more of a purpose for typing. They can type the pages of the diary nightly as their nightly homework. This is the rubric that will be used to score these. (creative, attractive and neat) 4 3 2 1 Typed Diary Pages (mechanics) 4 3 2 1 Typed Diary Pages (content – tells the story) 4 3 2 1 Diary written as a true perspective from character 4 3 2 1 Artifacts attached to (1 minimum) 4 3 2 1 Photos included on pages (3 minimum) 4 3 2 1 Sketches included on pages (2 minimum) 4 3 2 1
Day 2-4: Lesson One (Adding Fractions with Unlike Denominators) Objective: Students will be able to add two fractions with unlike denominators. Math Standard: 5.1.3.1 Add and subtract decimals and fractions, using efficient and generalizable procedures, including standard algorithms 5.1.3.2 Model addition and subtraction of fractions and decimals using a variety of representation. Day 2 Launch: The teacher will bring in a Hershey bar and a Kit Kat bar. The teacher will break one piece of the kit kat bar off (1/4) and then break off 3 pieces of the Hershey bar (3/12) and give them to each student. The teacher will then ask the students “I started with two full candy bars. How much of these candy bars do you each have?” Explore: The teacher will teach the students how to use a concrete visual to change unlike fractions into having the same denominator. The teacher will instruct the students to draw a square. This square represents one whole. Then, the teacher will have the students break up the first square into the first denominator (for example, if the first fraction is ½, the students will break up the whole square into two parts so that the parts go horizontally). Students will then shade in the number in the numerator for the first fraction (for example, if the first fraction is ½, the students will shade in 1 part because they have one of two parts). The teacher will then have the students do this with the second fraction, but break up the square into vertical parts (for example, if the second fraction is 1/4, the students will break up the square into four vertical sections and then shade one of them). The teacher will lead students in a discussion about how this visually shows the amount of each fractions. Then, the teacher will ask students how they think they can make the fractions have the same number of squares in each, so that they can be added. **The teacher will let students work on their own with this for the rest of Day 2. 1/2
MathFileFolderGame.com. "4 Dice: Fraction (Adding, Subtracting, Multiplying & Dividing Fractions)." Teachers Pay Teachers. N.p., n.d. Web. 27 June 2016. Napoli, Donna Jo, and Anna Currey. The Wishing Club: A Story about Fractions. N.p.: n.p., n.d. Print.
Table : Pulsed load F-FMEA Pulsed load subsection Function: To provide desired power enabling charging of the pulsed load allowing it to be used as desired. Constituents: DCDC_S_PL, PL No. Constituent devices (general) Quantity Type 1 DCDC 1 delivery device (specific PEC) 2 PL 1 Load No. Failure mode Cause Effect Severity and remarks 1 Faulty power output from DCDC device due to internal fault. Cannot operate PL as desired. Medium – Though PL is a vital load, it's availability is required less frequently across mission-modes. Faulty power output from ACDC devices due to internal fault. Faulty power output from primary power source(s) due to internal fault. quality issues in DC busses due to cabling fault. Internal fault in PL device. Internal fault in charging circuit. 2 No operation of PL. No output from DCDC device due to internal failure. Cannot operate PL at all. High – This failure mode may indicate more towards power generation side. No output
We would like to say a huge ‘well done’ to everyone who took part and completed their sponsored walks today. Please could all sponsorship forms and monies be returned by Friday 23rd February. Thank you for your support. CONGRATULATIONS to Jude who achieved super success with Mathletics at home. Jude reached Number 50 on the UK Top 100 students in the ‘Mathletics Hall of Fame’. Well done – keep up that fantastic learning. TODDLER GROUP As many of you may be aware we hold a Baby and Toddler Group here at Seagry School every Tuesday morning during term time. It is a very friendly and welcoming group and gives everyone the opportunity of meeting each other as well as providing facilities for babies and toddlers. However, we DO NEED HELP with running this group and would welcome any offers. Please contact the school office if you think you can help – even in the smallest way. Thank you WORLD BOOK DAY – ADVANCE NOTICE On Thursday 1st March we would like to invite everyone to come to school dressed as a book character to celebrate World Book Day. More details of the day will follow nearer the time, but we wanted to give you as much notice as possible so everyone has the opportunity to think about characters and costumes during the half term. SMALL SCHOOLS’ TOURNAMENT - ADVANCE NOTICE We are pleased to announce that on Saturday 19th May, we will be holding our annual Small Schools’ Tournament. This event is a firm favourite in our school calendar as we invite our Year 5 and 6 pupils to represent us at football or netball against other local small schools in the community. Whilst this tournament is open to Year 5 and 6 pupils, everyone is invited to join us to support our teams and to enjoy the delights of a splendid cake stall, refreshments, the fabulous BBQ and not forgetting the raffle which always features super prizes. Please save this date in your calendars. GOVERNOR OF THE MONTH – - the Governor for February is Evelyn Bone. IN BOOK BAGS THIS WEEK – nothing this week PARENTMAIL MESSAGES SENT THIS WEEK Football Tournament - Year 3 and 4 only DATES FOR YOUR DIARIES – new entries in bold - * denotes more details to follow SPRING TERM 4 Mon 19th Feb Return to School Tues 20th Feb Year 2 and Year 6 Parents’ Evening Fri 23rd Feb Return Sponsorship Money by Today Thu 1st Mar World Book Day
It matter, I’ll meet all people. If you had The courage To take a stand Who would be the people to March in your band? Gabrielle Wilder Courage There are many kinds of courage Awesome kinds. Everyday kinds. Courage is courage. Whatever kind. I courage is being nice. I think courage is helping.Some people think courage is being a leader. I think courage is being a helper.Quran Richardson Courage There are many kinds of courage. Awesome kinds. Everyday kinds. Courage is courage. Whatever kind. Courage is when you sing In front of an audience without Messing up. Courage is when you help a friend. Azuria Littlejohn Courage There are many kinds of courage. Awesome kind. Everyday kind. Courage is courage Whatever kind. Courage is a good thing You do and help people. Courage is kind Being nice And helpful That’s what courage is. Carlisha Cooks ART NEWS Students in grades 2,3 and 5 worked on table decorations for Dr. Jackson’s retirement dinner. We were so proud of their work. Teaching Artistic Behaviors Seventh and Eighth students were able to make project choices in the art room. Danesa Marshal-Clemons created a clay “elephant” that she presented to her grandmother. Many other students chose to create pottery, plaques, draw
Find percentages of quantities and express one quantity as a percentage of another, with and without digital technologies. Recognise and solve problems involving simple ratios Money and Financial Mathematics Solve problems involving purchases and the calculation of change to the nearest five cents with and without digital technologies (ACMNA080) Investigate and calculate discounts of 10%, 25% and 50% on sale items, with and without digital technologies Investigate and calculate 'best buys', with and without digital technologies Patterns and Algebra Explore and describe number patterns resulting from performing multiplication (ACMNA081) Solve word problems by Introduce the concept of variables as a way of representing numbers using letters
using number sentences involving multiplication or division where there is no remainder and vice versa (ACMNA082) Use equivalent sentences involving addition and subtraction to find unknown quantities (ACMNA083) Extend and the laws and properties of arithmetic to algebraic terms and expressions Linear and non-linear relationships Given coordinates, plot points on the Cartesian plane, and find coordinates for a given point Solve simple linear equations Investigate, interpret and analyse graphs from authentic data
Being able to visually recognize a quantity of 5 or less. Students can connect one number with one object and then count them with understanding. Numbers are nested inside of each other and that the number grows by one each count. 9 is inside 10 or 10 is the same as 9 + 1. Rote procedure of counting. The meaning attached to counting is developed through one-to-one correspondence. how many things are in a set. When counting a set of objects, the last word in the counting sequence names the quantity for that set. The number of objects remains the same when they are rearranged spatially. 5 is 4&1 OR 3&2. One-to-One Correspondence able to compare quantities by identifying which has more and which has less. Hierarchical Inclusion Comparison Counting Subitizing Cardinality Number Conservation
‘How can I do it?’ (select a strategy) ‘Can I picture the problem?’ (visualise) ‘Is it working out?’ (self-monitoring) ‘How can I check my answer? Does my answer make sense?’ (evaluation) Continuous Evaluation Encourage discussion and dialogue – allow time for planning before beginning activity and at the end of activity/lesson allow time to reflect – What went right/wrong/can be improved? Provide prompts/probing questions to help students talk their thinking – Why did you use that method? Have you worked out a problem like this before? Can you think of another way? General Strategies Whole School approach: Visual Displays – numeracy word walls, strategy walls (agreed strategy throughout the school e.g. method for calculating percentage), students’ work displays. Capitalise on the ‘numeracy moments' that occur naturally in the classroom and throughout the school. Introduce ‘Problem of the Week’ on notice boards with a reward for those who solve it. Flexibility in teaching methods – recognise that ‘one’ method does not suit every student – some students will need an alternative method, others may be confused by it. Use differentiated resources and worksheets – a variety of materials that students can use depending on needs/interests
Monday 27 Students to wear tracky dacks to school today. Tuesday 28 Numeracy Day Wednesday 29 Literacy Day Thursday 30 Classroom showcase from 11.30am – 1.15pm (parents and carers invited) Friday 31 Book character dress up day. Book Fair Open (after recess) 9.20am Whole School Kick off assembly Competitions announced Robyn Green to do readings with Primary between 11.30am and 1.00pm Book Fair Open Numeracy Rotations in Departments Book Fair Open Literacy Rotations in Departments Guest Readers in the Library during the middle block. Book Fair Open Classroom Showcase Parents and carers are invited to visit their child’s classroom between 11.30 and 1.15pm to see the great work they have been doing. 1.30pm PCFA Meeting in the staff room. All welcome Book Fair Open (closing at recess) 9.00am – 12.00pm Father’s Day stall PCFA Group running it. 2pm Whole School Assembly Results of Competitions
contexts, pupils will develop their financial capability and awareness of the applications of mathematics in the workplace. Science • Use formulae to calculate work, power, mass, density • Rearrange formulae • Use graphs to represent data, interpretation of graphs • Use standard measures to find length, mass, time, force, temperature, area or capacity; • Manipulate numerical data from their experiments and do calculations; • Use mathematical symbols and notation, construct and interpret graphs and charts. Take readings from scales.
Numeracy Practice Test # 1 Grade 9 - MPM1D Weighted Mark:________% Thinking, Inquiry & Problem Solving ____ / 11 Knowledge & Understanding ____ / 34 Application _____ / 6 Communication _____ / 6 Knowledge & Understanding 1. Evaluate. 8] a) (– 6) – (+ 9) – (– 7) – (+ 5) + (– 11) b) (2a5y9)0 + (a3)0 c) (– 4) (12) (– 6) ÷ (– 8) d) e) 36 is what percent of 60?
f) g) – 32 + (– 4)2 h) = 2. Express as a single power. 4] a) b) (– 9)13 (– 9)7 c) x23 ÷ x –9 d) (5 – 6) – 8 3. Evaluate. Show your work for full marks. a) + 3 [– 2 (5 – 6) ]2
Fractions Assessment of . may help with the assessment. Assessment of . may help with the assessment. Write a short description of the pupil’s observed ability from assessment and in class in the following sections. Word Problems Can the pupil convert a word question into a numerical problem? Once they have done so can they solve the problem? Do they evaluate their answer? Written work Can the pupil correctly write numerals? Can the pupil use the correct symbols? Does a pupil lay out the problem or answer in a correct format (e.g. line up the columns for a chimney sum)? Summary Include strengths, areas of difficulty and relevant contextual information. Recommendations for Teaching Based on the results of these assessments, the following recommendations are being made: Refer to Highland Council Psychological Service’s ‘Assessment And Strategies For Teaching Numeracy’ Practice Paper for suggested strategies. Signed: Date:
Statistics – mean, median, mode and range Obtaining information from tables Representing data graphically (line graph and histogram in form of bar chart) Therefore this pack has been developed specifically to cover these subjects. Each section of this pack explains the subject, shows a worked example and contains exercises for to you complete. The answers to the exercises are contained in a separate booklet. PLEASE NOTE: A CALCULATOR CANNOT BE USED IN THE NUMERACY EXAM. Basic Numeracy The system that we use today is based on the number 10. The numbers below 10 are called digits. Natural numbers is the term used to explain when we count things. We simply say 1, 2, 3, 4 etc Positive integers are the numbers starting from 0 and in a positive direction. For example 0, 1, 2, 3, 4, 5, etc
We shall now subtract 5.34 and 6.25 6 – we will borrow 1 from here – so this number is now 5 . We put the 1 next to the2 So it becomes 12 5 6 is now 5 . 1 2 5 5 . 3 4 Our 6 is now a 5 because we borrowed one from it. We now take away 5 from 5 which leaves us with 0 This our decimal point column We can’t take 3 away from 2 so we must borrow one from the next column 12 takeaway 3 is 9 5 takeaway 4 leaves us with 1 0 . 9 1 Hence 6.25 – 5.34 = 0.91 If we get decimals of uneven numbers either side of the point place a 0 there. We will subtract 10.1 from 116.32 Point Column 1 1 6 . 3 2 0 (added to keep numbers in line) 1 0 . 1 0 to keep numbers inline) 1 take away 0 is 1 1 take away 1 is 0 6 take away 0 is 6 . 3 take away 1 is 2 2 take away 0 is 2 1 0 6 . 2 2
Size; long/ short thick/ thin heavy/ light Create shapes/numbers Mould numbers/shapes Challenge cards How long a piece of play dough can you make Measuring tapes (attached to table) Writing/drawing table Provide number cards and number lines Provide square paper, graph paper, rulers Patterned wrapping paper/ wrapping paper with numbers Paper cut in shapes Music Sorting /matching especially at tidy up time Number cards for clapping/tapping beats Patterns; lines and dots for long and short sounds Number rhymes and songs Musical monsters ICT Talking tins on interest table numeracy instruction( counting, matching) Bee Bot mats, money, shape, counting Software; Number Run (Q and D multimedia) Art/Junk modelling Opportunities for symmetry Artists pictures of shape, pattern e.g. Paul Klee, Mondrian, Kandinsky, Andy Goldsworthy ( ) Printing patterns Printing sponge numbers/shapes Painting shapes Transient art Recipes for paint colour mixing Varied shapes and sizes of boxes/containers Patterned material for collage Story corner Books; counting, shape, time, recipes, number stories, Numeracy puppets; numeracy cats, houses Counting rhyme resources; 5 Little speckled frogs, 10 in the bed, 10 fat sausages, 10 Green bottle, 5 current buns Listening centre Props for retelling stories; 3 Little Pigs, Goldilocks (Sequencing of stories) Snack Cards to indicate amounts Matching and sorting when setting the table Preparing snack, cooking and baking Graph of favourite foods Further ideas across your setting Number lines and washing lines should be visible in the room and outside Height charts Graphs of how they came here walk, bike, car etc. Posters, pictures Calendar, birthday chart Clock Selections of natural/unusual materials for counting, matching, sorting and sequencing according to size or shape e.g. cones, shells, wooden balls, nuts/bolts, sequins etc. trays to sort in e.g. plastic ice cube trays Sorting opportunities in all areas; particularly useful at tidy up time Measuring box