zilongwang/ReadingBank huggingface dataset:
PART VIII – SUBMISSION REQUIREMENTS FOR PROPOSALS 36 Contents for Submission Requirements 36 PART IX – ADDITIONAL REQUIRED FORMS 40 PART X – MISCELLANEOUS 41 PART XI – COMPLIANCE GUIDELINES AND REFERENCES 42 PART XII – EXCEPTIONS TO TERMS AND CONDITIONS 44 PART XIII– SPECIAL CONDITIONS 44 PART XIV – INSTRUCTIONS TO RESPONDENT(S) 45 PART XV – REQUIRED FORMS TO BE SUBMITTED BY RECOMMENDED VENDOR ONLY 46 EXHIBITS 47 Exhibit I – Proposal Requirements Checklist 47 Exhibit II-A - Submittal 49 Exhibit II-B – References 50 Exhibit II-C – General Contractors/Subcontractors and Trades Utilization 51 Exhibit III – Contractor Disclosure Agreement 53 Exhibit IV – Contractor Ownership Disclosure 56 Exhibit IV-A – Affidavit of Ownership or Control 57 Exhibit V – Certificate of Authority....................................................................................................................60 Exhibit VI – Anti-Collusion Statement 61 Exhibit VII – Conflict of Interest Questionnaire 62 Exhibit VIII – Debarment Certificate 64 Exhibit IX – Insurance Requirements ..............................................................................................................65 Exhibit X-1 - New Home Construction 66 Exhibit X-2 - Elevation and Demolition 67 Exhibit X-3 - Mobile Home Units 68 Exhibit X-4 - Unit Items 69 Exhibit X-5 - Typical Upgrade Items 72 Attachment A - Texas General Land Office GLO-CDR Housing Design Standards (Single-Family) Attachment B - Newton County Design Standards for Reconstruction and New Construction Summary PART I – INTRODUCTION
3.0 SOLICITATION SCHEDULE Listed below are the important dates for this Request for Proposals (RFQ). DATE Date RFQ Issued August 8, 2018 Pre-Proposal Conference 1-866-844-9419, access code: 30169723 Or in person at 115 Court Street, Newton, Texas August 13, 2018, 3:00 p.m. Written Questions due to County (and on the 15th of each thereafter until March 1, 2019) August 21, 2018, 2:00 p.m. Responses Due from Respondents (Open until March 1, 2019) Initial Date: September 7, 2018, 2:00 p.m. RFQ Date March 1, 2019, 2:00 p.m. Initial Pre-Qualification Awards (Estimated) September 2018, and then within 15 days of response submittals Initial Commissioner Court Agenda Date (Estimated) September 2018 Initial Contract Start Date (Estimated) October 2018 3.1 Responders may have questions to clarify or interpret the RFQ in to submit the best response possible. To accommodate this process, Responders shall submit any questions by the above due date (August 21, 2018 at 2:00 p.m.). Thereafter, questions may be submitted by the 15th of each month, however, the County will answer them once every 30 days until the period for this solicitation is closed on March 1, 2019. REMAINING PORTION OF PAGE INTENTIONALLY LEFT BLANK
Making a Brochure: Force and Motion with Newton’s Laws Expectations and Grading Rubric Student Name _______________________________________ Score _________ Category 4 3 2 1 Newton’s Law The page includes a clear description of the law with an appropriate illustration and explanation, if needed. The page includes a description of the law with an illustration demonstrating the law. The page has either a description or illustration of the law. The page has neither a description nor illustration of the law. Newton’s Second Law The page includes a clear description of the law with an appropriate illustration and explanation, if needed. The page includes a description of the law with an illustration demonstrating the law. The page has either a description or illustration of the law. The page has neither a description nor illustration of the law. Newton’s Third Law The page includes a clear description of the law with an appropriate illustration and explanation, if needed. The page includes a description of the law with an illustration demonstrating the law. The page has either a description or illustration of the law. The page has neither a description nor illustration of the law. Vocabulary (see back) All vocabulary is complete and correct. Most vocabulary is complete and correct. Some vocabulary is complete and correct. Vocabulary is missing or incorrect. Sir Isaac Newton Summary Sir Isaac Newton and his contributions are summarized clearly, completely, and correctly in 1-2 paragraphs. Sir Isaac Newton and his contributions are summarized clearly. Sir Isaac Newton and his contributions are somewhat summarized. Sir Isaac Newton and his contributions are included but not written clearly. Attractiveness & Organization The brochure has exceptionally attractive formatting and well-organized information. The title page is creative and relates well to topic. The brochure has attractive formatting and well-organized information. The title page is creative. The brochure has well-organized information. The brochure’s formatting and organization of material are confusing to the reader. The title page is lacking originality. Non-negotiables (Conventions) Capital letters Ending punctuation Correct spelling Complete sentences Subject/verb agreement No errors. 1-3 errors 4-6 errors 7 or more errors
Greeter: Barb Ehler May 28 Organist: Ellen Bagley Lector: Paul Shank Communion: Karen & Paul Tober and ` Judi Gilbertson Greeter: Barb Ehler May Fellowship Cookies 07 Stephanie Brennan 14 Debbie Dicke 21 Michelle Klimke 28 Wanetta Swanson All June Counters: Sandy George & Judy Zembo Ushers: Lois Mariscalco & Michelle Klimke June 04 Organist: Schutt Lector: Sharon Houseman Communion: Jim Whitmore, Cathy Grody And Paul Klimek Greeter: Barb Ehler June 11 Organist: Ellen Bagley Lector: Kiger Communion: Sandy George, Joy Johnson And Louise Bauman Greeter: Barb Ehler June 18 Organist: Linda Schutt Lector: Cathy Grody Communion: Curtis Hays, Sharon Houseman And Judy Zembo Greeter: Barb June 25 Organist: Ellen Bagley Lector: Christopher Brennan Communion: Karen & Paul Tober and Lois Mariscalco Greeter: Barb Ehler June Fellowship Cookies 04 Sandy George 11 Karen Tober 18 Barb 25 TBD
Description of Situation Force Present (P) or Absent (A)? Explanation Gravity P or A? Spring: P or A? Tension P or A? 6. A block is being pushed Normal: P or A? across the top of a table. Consider only the forces acting upon the block. Friction P or A? Air Res.: P or A? Gravity P or A? Spring: P or A? Tension P or A? Normal: P or A? 7. A block slides across the top of a Consider only the forces acting Friction P or A? upon the block. Air Res.: P or A? Gravity P or A? Spring: P or A? 8. The driver of a car has her foot on the gas pedal. Tension P or A? The wheels are turning as the car accelerates down the road. Consider only Normal: P or A? the forces acting upon the car. Friction P or A? Air Res.: P or A?
Newton's Second Law MOP Connection: Newton's Laws: sublevels 8 and 9 Free-body diagrams are shown for a variety of physical situations. Use Newton's second law of motion (∑F=m•a) to fill in all blanks. Use the approximation that g = ~10 m/s/s. b. m=10000 kg a = 8.0 m/s/s, down = ________ d. e. m=0.500 kg a = ___________ = 124 N, right c. m=800 kg a = 6.0 m/s/s, up = ________ f. m= _________ a = 1.50 m/s/s, right = ____________ g. h. i. m=15.0 kg a = 0.50 m/s/s, right = ____________
Skydiving MOP Connection: Newton's Laws: sublevel 11 A 90-kg (approx.) skydiver jumps out of a helicopter at 6000 feet above the ground. As he descends, the force of air resistance acting upon him continually changes. The free-body diagrams below represent the strength and direction of the two forces acting upon the skydiver at six positions during his fall. For each diagram, apply Newton’s second law (Fnet = m•a) to determine the acceleration value. At which two altitudes has the skydiver reached terminal velocity? At which altitude(s) is the skydiver in the state of speeding up? At which altitude(s) is the skydiver in the state of slowing down? At 2900 feet, the skydiver is ___________. Choose two. moving upward b. moving downward c. speeding up d. slowing down Explain why air resistance increases from 6000 feet to 4500 feet. Explain why air resistance decreases from 3000 feet to 1500 feet.
Tick Box I confirm that I have read and understood the above notice Please note that this application form is for Indian PhD scholars who wish to apply for a placement in UK host institution. UK PhD scholars wish to conduct placement in India should apply to the programme by completing the form here Summary of the application Title (Drop-down box) Name Surname Country of Origin (Drop-down box) India This is the country where your home institution is based Nationality Home Institution Country of destination: (Drop-down box): United Kingdom This is the country that you are to visit as part of your placement at the host institution Host Institution What is the title of your PhD? No more than 200 characters INSPIRE SFR Number If you are an INSPIRE SRF, please provide your INSPIRE Registration number (applying in STEM and Life Sciences) Please let us know the category that you are applying for Priority Area The priority can be found in the Call guidelines Summary of placement in plain English. Please give a summary in plain English of your proposed placement within the context of your PhD. This should be a statement for a non-specialist audience about the research of your PhD project and the purpose of your placement visit. No more than 3000 characters Applicant Title (Drop-down box) Name Surname Country of Origin (Drop-down box) India This is the country where your home institution is based Gender Male/Female The British Council monitors gender participation; this information will not be used during assessment Contact telephone number Please make sure you include the country calling code e.g. +44 161 957 7755 Contract e-mail address Start date of your PhD DD/MM/YYYY
NEWTON CENTRE PROGRAMME 2019 MONDAY 0930 – 1030 PILATES 1800 – 1930 JUNIOR YOUTH CLUB 2000 - 2130 MONDAY NIGHT FOOTBALL TUESDAY 1815 - 1915 ZUMBA 1915 – 2015 MANAGEMENT COMMITTEE MEETINGS (see notices for dates) WEDNESDAY 1000 – 1130 BABY & TODDLER GROUP 1845 – 1915 CLLR TAIT SURGERY (see notices for dates) 1900 - 2100 SOCIAL BADMINTON THURSDAY 0930 – 1030 YOGA **Starts 6th March** 1830 – 2000 GLOW FITNESS 1900 – 1930 CLLR KERR SURGERY (see notices for dates) 1930 – 2130 COMMUNITY COUNCIL MEETINGS (see notices for dates) FRIDAY 1300 – 1600 CITY OF EDINBURGH GYMNASTICS 2100 - 2200 BADMINTON SATURDAY 0900 – 1000 DANCEFIT
WEEKLY PLANNER INDIAN CLASSICAL DANCE B.A IIIrd YEAR (V-SEM) LESSON PLAN FOR THE MONTH OF JULY TO AUGUST 2017-18 PRACTICAL AND THEORY S.NO. DATE TOPICS REFERENCE E-CONTENT 1 24 Jul to 31 Jul Practical :- Practice of Teen taal Ekgun, Dugun and Chougun Practical Practical 2 01 Aug to 03 Aug Practical :- Practice of Thaat and amad in Teen taal Practical Practical 3 04 Aug to 05 Aug Theory :- Origin of dance and its development up to mughal period Kathak Nirtya Parampara Book Yes 4 07 Aug to 10 Aug Practical :- Practice of teen taal tehai Practical Practical 5 11 Aug to 12 Aug Theory :- Origin of taal and its various aspects Kathak Nirtya Parampara Book Yes 6 14 Aug to 17 Aug Practical :- Practice of Sawari taal Ekgun,Dugun and Chougun Practical Practical 7 18 Aug to 19 Aug Theory :- Characteristics of Kathakali dance Kathak Nirtya Shiksha Part-I Yes 8 21 Aug to 24 Aug Practical :- Practice of Toda’s in Teen taal Practical Practical 9 25 Aug to 26 Aug Theory :- Rasa and its importance in dance Kathak Nirtya Shiksha Part-II Yes 10 28 Aug to 31 Aug Practical :- Revision of Teen taal and Sawari taal Practical Practical
3 16 Oct to 17 Oct Theory :- Description of teen taal and sawari taal. Kathak nartan part-1 yes 4 18 Oct to 21 Oct Practical :- Practice of paran in sawari taal Practical Practical 5 23 Oct to 24 Oct Theory :-Notation of bol,tatkar and thaat in teen taal. Kathak nritya shikhsha part-1 6 25 Oct to 28 Oct Practical :- Practice of nagma in sawari taal. Practical Practical 7 30 Oct to 31 Oct Theory :- Notation of aamad,chakkardar tora and tora in teen taal. Kathak nritya shikhsha part-1 NOVEMBER 2017-18 PRACTICAL AND THEORY S.NO. DATE TOPICS REFERENCE E-CONTENT 1 01 Nov to 04 Nov Practical :- Practice of rajasthani folk dance practically. Practical Practical 2 06 Nov to 07 Nov Theory :- Notation of bol,tatkar and tihai in sawari taal. Nritya Abhigyaan yes 3 08 Nov to 11 Nov Practical :- play theka of sawari taal on tabla. Practical Practical 4 13 Nov to 14 Nov Theory :- Notation of aamad,paran and chakkardar paran in sawari taal. Nritya Abhigyaan yes 5 15 Nov to 18 Nov Practical :- practice of gat nikas of ghunghat and matki. Practical Practical 6 20 Nov to 21 Nov Theory :- Notation of in teen taal and sawari taal. Nritya Abhigyaan yes 7 22 Nov to 25 Nov Practical :- all the practical work on hand. Practical Practical 8 27 Nov to 28 Nov Theory :- Revision of all the theory questions of course. yes
organizations as well as worship with others in that country. Applications are due March 1 to the conference coordinator of young people’s ministry, Amanda Gilligan. For the application and more info, check out: Online Payments The Conference now offers a greatly expanded online payment capability! This service will allow churches and individuals to submit payments electronically, instead of mailing checks to the Conference Center. Separate webpages have been set-up as indicated by the sections below. As witnessed at the 2017 Annual Conference, Bishop initiative to raise $5 million, over the next 4 years, for conference camping and retreat ministries was received with overwhelming acceptance and generosity. This site has been established as one avenue to financially support this strategic undertaking. Individuals and organizations external to WPAUMC can make an online contribution using their bank account or credit card by clicking the brown button below; Individuals affiliated with WPAUMC should give through their local church. Churches can also contribute online; however, they should continue to use the Local Church Remittances page. Conference Special Appeal – At the Lake Ministries At the Lake Ministries is faithfully dedicated to offering our brothers and sisters in Christ who live with a disability a in which to foster relationships and build community through faith-based, specialized fishing experiences on Lake Erie. This site has been established to financially support the development of this new fishing ministry and refurbish our vessel, JoAnn M. We can’t do this without the support of the WPAUMC Congregations. Individuals and organizations external to WPAUMC can make an online contribution using their bank account or credit card by clicking the purple button below; Individuals affiliated with WPAUMC are encouraged to give through their local church. Churches can also contribute online; however, they should continue to use the Local Church Remittances page. Katie Peterson, Deaconess, Church & Community Worker. Katie coordinates the donations and distribution of UMCOR relief supply kits. She assists New Castle UM Churches to enhance ministries in poverty alleviation. This includes building handicap ramps. How to support Katie: Pray – Our prayers are welcome and strengthen her ministry Stay in contact – Ask to receive her newsletter and follow her website and Facebook Page Seek to participate in the ministry Katie serves. Ask about ways to help with missionary support.
YOU can make a DIFFERENCE FACT: 60% of residents living in Personal Care and Nursing Homes receive no visitors. Caring Individuals are needed to serve as Volunteer Ombudsman Assignments are tailored to each CALL TODAY TO LEARN MORE ABOUT THIS REWARDING volunteer’s interest, availability and OPPORTUNITY TO EMPOWER OLDER PENNSYLVANIANS location. LIVING IN LONG-TERM CARE FACILITIES. CAMBRIA COUNTY AREA AGENCY ON AGING 110 Franklin St., 400, Johnstown, Pa 15901 (814) 534-2576 *Free Training Provided *Mileage Reimbursement *Monthly Luncheon Meetings “Advocate for those who can’t, support those who can, and ensure all long-term care consumers live with dignity and respect.” District Prayer Chain - Rev. Alyce Weaver Dunn - Dottie Morris - Rev. Arlene Bobrowicz - Stacey’s Uncle, Michael Karsaba - Rev. Carol Hickman - Carrie Baker, Mother of Pastor Tai Courtemanche - Lou Miller - Daniel Mark Bobrowicz, son of Rev. Arlene Bobrowicz - Connie Knipple, wife of Pastor Knipple - Brandy Hillberry - Gene Mickolick - Dottie Walker - Cheryl - Our Country and our Leaders - All Pastors and in the Johnstown District Alyce’s Schedule: Mar 26 - in Office - am Mar 27 – Alyce in Office - am Mar 28 – Alyce in Office -am Mar 29 – Maundy Thursday – District Office Closed Mar 30 – Good Friday Mar 31 – April 1 – Happy Easter! He is Risen! 2 – Easter Monday – District Office Closed Conference News and Events Wilderness Canoe Trips Our Conference Camping Ministry is sponsoring two week-long wilderness canoe trips this summer to Ontario’s Algonquin Provincial Park. Participants enjoy a week of peace and solitude in a rugged and beautiful setting of lakes, rivers, and forests. Lakeside campsites provide the setting for campfires
weeks, UMC Global Ministries’ Connect ‘n Mission will be published. You can subscribe to both publications. Pastor Rapheal Koikoi on Loan to WPA! Beginning February 1, the Rev. Raphael Koikoi will serving a new extension ministry in Western Pennsylvania, but remain a member of the Conference under appointment by Bishop Latrelle Easterling. CLERGY DEVELOPMENT Vital ministry requires a plan. Let this be a tool to create your continuing education plan. Opportunities are listed here by areas of focus to allow you to target an area where you need to grow. Our Conference focus for 2016 is Leadership. There are some great leadership development events coming up! Which ones could help strengthen your ministry? Youth Zim Camp Applications are now available for the 2017 Zim Camp. The dates are June 20- July 5, 2017. Get April 30 – May 2, 2017 Double Tree by Hilton, Pittsburgh, PA, 15205 Interactive Breakouts - VIM Connellsville Disaster Response As the recovery continues in Connellsville, funds are being requested from local churches, pastors and individuals to the Conference Disaster Response - Advance Special #DR0000911. Gifts can be made online at payments or sent to the Conference Treasurer's office at 1204 Freedom Rd., PO Box 5002, Cranberry Twp., PA 16066-0002. While Connellsville Area Community Ministries money will go directly to the victims, funds contributed to the advance will go to other needs like tools, materials, and volunteer support for the teams who will be working over the coming months in the flood damaged homes. UMCOR has already granted funds for PT staffing to manage this recovery, and our Conference Mission Coordinator is working with
The 2019 Media Kit is here! We are less than two years away from YOUTH 2019 and there is no better time to start getting your youth excited for all the fun we are going to have in Kansas City. And what better way to do that than with our YOUTH 2019 The next national gathering of UM Youth will be July 10-14, 2019 in Kansas City, Missouri. Plan now for your youth to attend. The national gathering for UM Youth takes place every four years. WE WANT YOU!! CHAPLAINS IN THE PARKS SUMMER PROGRAM Memorial Day Weekend through Day Weekend 2018 Good Pay – Interesting Work – Training – Fellowship EXERCISE ALL YOUR GIFTS AND SKILLS: Planning creative and meaningful worship services. Preaching engaging sermons in an ecumenical setting. Visit and share Christ’s love with people from different religious traditions and life experiences Create programming for all ages. Provide a listening ear to those in need in the campground. Manage your own time and work as a member of a team. Full-time and half-time positions for service between Memorial Day and Labor Day Weekends are available. Salary, travel reimbursement, housing and training provided. If you have an automobile, have good health and are available to serve between May 27 and September 2, 2018 contact: The Pennsylvania Council of Churches
Fiji Team – fall 2017 (Dates to be determined): Cyclone Winston devastated parts of the Fijian Islands in February 2016. We are working with our brothers and sisters in the Methodist Church in Fiji and the UMC to meet their ongoing needs with solidarity and encouragement. Cost to be determined. Olmsted Manor Upcoming Events: Pastors’ Academy with Bishop Cynthia Moore-Koikoi “Why Do We Have to Talk About THAT?” May 22-24, 2017
Oakland United Methodist Church 1504 Bedford St Johnstown, PA Cost: $7 per person (.5 CEU for those who attend) Rev. Dr. Dianne is currently a staff member of the Western Pennsylvania United Methodist Conference Center as the Coordinator of Diversity Development. She completed her M.Div. at the Candler School of Theology at Emory University. After completing her degree, she served as a local pastor at Crafton United Methodist Church and Ingomar Church in Pittsburgh. Dr. Glave's background, an M.A. and Ph.D. in History with an emphasis on African American and environmental history and experience as a professor in African American Studies and Ethnic Studies, serves as a foundation for her current position. Her publications include Rooted in the Reclaiming the African American Environmental Heritage and To Love the Wind and the Rain: African American Environmental History, a co‐edited volume. CAMP ALLEGHENY NEWS Work Teams needed - We are doing some tree removal around our lodges. This will make the area safer, increase sunlight and air to the lodges and will allow us to do some significant landscaping in the future. However right now we need some help cutting up treetops. The firewood is FREE but assistance is needed in removing the tops, chipping them (we are blessed with a large chipper to use) and general cleanup. Help us get ready for summer camp. Any number of persons on any day is greatly appreciated. Please call the camp 814 754 5122 or email the Rob@campallegheny.org. Bethany UMC of Johnstown has 150 plain white dinner plates and soup bowls free to anyone that would like them. Interested parties can call the office at (814) 266-9588, Monday through Friday to arrange to pick them up. Dear fellow clergy, I want to personally invite you to join me in celebrating Aldersgate Day and our shared calling by attending a covenant renewal service with communion. This is a great opportunity to worship together and focus our attention on God. When: Wednesday, May 24th at 7:00pm Where: Slippery Rock UMC, 130 Franklin St. Slippery Rock, PA 16057 Hosted by Keith Mcilwain with music by Janet Lord All are welcome. Grace and peace, Moudry, Coordinator of Clergy Excellence Hello Sisters and Brothers, Oakland will again host the Global Leadership Summit, and I have worked out special discount pricing for all UM pastors.
Source A: 1836 protest song Source B: bank: 19th-entury population Source C: Excerpts from “The Great Nation of Futurity” Source D: Map of United States territorial acquisitions Source E: Excerpts from James K. Polk’s Fourth Annual Message Source F: Image bank: The California gold rush Source G: Excerpt from the Homestead Act of 1862 Source A: Image bank: Maps of the Erie Canal routes Source B: Chart comparing travel by dirt road and canal Source C: Excerpts from Digging Clinton’s Ditch Source D: Image bank: Technologies of the mid-19th century Source E: Maps showing changing rates of travel in the United States, 1800–1857 Source A: Timeline of European and US conflicts with Native Americans Source B: Map showing military engagements in the Mexican-American War Summative Performance Task ARGUMENT Construct an argument (e.g., detailed outline, poster, essay) that addresses the compelling question using specific claims and relevant evidence from historical sources while acknowledging competing views. EXTENSION Create a video documentary about whether or not westward expansion was destined and/or justified. Taking Informed Action UNDERSTAND Investigate a contemporary issue in which the United States may be benefiting from something that could be considered controversial (e.g., drilling for oil in Alaska, carbon pollution, cheap labor in emerging nations). ASSESS Evaluate competing perspectives and evidence supporting each of these views. ACT and discuss findings in a school-wide forum to which parents and other interested community members are invited.
Part 1: List some legal limitations that women faced in the 19th century that were not faced by men at the same time. Part 2: Select a topic related to present-day gender equality and conduct initial research on that topic with teacher support. Part 1: Write a paragraph representing the views of a woman in the 1830s on civil and social rights. Part 2: Research gender-equality issues and seek additional information from community leaders their efforts to address the rights of women Part 1: Make a claim supported by evidence from the Declaration of Sentiments for how the Seneca Falls Convention raised consciousness about the needs of women in the 1840s. Part 2: Conduct a forum inside or outside of school addressing gender equality in society today. Featured Sources Featured Sources Featured Sources Source A: Excerpt from Blackstone’s Law Sources B: Excerpt from Democracy in America Source A: Excerpt from letter from M. Grimké to Mary S. Parker Source B: Excerpt from Loom and Spindle or Life Among the Early Mill Girls Source A: Announcement of Seneca Falls Convention Source B: Address by Elizabeth Cady Stanton on women's rights Source C: “Declaration of Sentiments” Summative Performance Task ARGUMENT What does it mean to be equal? Construct an argument (e.g., detailed outline, poster, essay) that discusses the issues women faced in the 19th century and those they continue to face today using specific claims and relevant evidence from historical sources while acknowledging competing views. EXTENSION Rewrite the lyrics to a popular present-day song from the perspective of a 19th-century women’s rights activist.
8th Grade Gilded Age Inquiry Is Good? Public domain. J. Ottmann Lith. Co. after Joseph Keppler, The Bosses of the Senate, by Puck, January 23, 1889. Supporting Questions What were some of the political, social, and economic conditions driving industrial growth from 1870 to 1900 in the United States? What were the positive aspects of industrialization in the Gilded Age? What were the negative aspects of industrialization in the Gilded Age? 8th Grade Gilded Age Inquiry Is Greed Good? New York State Social Studies Framework Key Idea & Practices 8.2 A CHANGING SOCIETY: Industrialization and immigration contributed to the urbanization of America. Problems resulting from these changes sparked the Progressive movement and increased calls for reform. Gathering, Using, and Interpreting Evidence Comparison and Contextualization Staging the Question Discuss examples from everyday life when is good and times when greed is bad. Supporting Question 1 Supporting Question 2 Supporting Question 3 What were some of the political, social, and economic conditions driving industrial growth from 1870 to 1900 in the United States? What were the positive aspects of industrialization in the Gilded Age? What were the negative aspects of industrialization in the Gilded Age? Formative Performance Task Formative Performance Task Formative Performance Task List the political, social, and economic conditions that drove industrial growth from 1870 to 1900 in the United States. Create a political cartoon depicting and explaining the positive aspects of Gilded Age industrialists. Add to the political cartoon with information depicting and explaining the negative aspects of Gilded Age industrialists. Featured Sources Featured Sources Featured Sources
Create a list of stated or implied reasons for and against the exclusion of people of Japanese ancestry on the West Coast made during the 1942 debate over West Coast security. Write a paragraph describing how life was disrupted for interned Japanese Americans. Complete a graphic organizer comparing arguments from the majority and dissenting opinions in Korematsu v. United States. Develop a claim supported by evidence in favor of or opposed to the Civil Liberties Act. Featured Sources Featured Sources Featured Sources Featured Sources Source A: Excerpts from Walter Lippmann and Lt. Gen. J. L. DeWitt Source B: Cartoon and editorial from the San Francisco News Source C: Excerpts from Attorney General Frances Biddle and FBI director J. Edgar Hoover Source D: Dorothea Lange camp photographs Source A: Toku Machida Shimomura entries Source B: Dorothea Lange photograph, I Am an American Source C: Images from three online collections focused on internment camps Source A: Excerpts from Korematsu v. United States Source B: Excerpts from the United States Constitution Source A: Excerpts from the Conference Report on H.R. 442, Civil Liberties Act of 1988 Source B: Liberties Act of 1988 Source C: Presidential apologies for Japanese American internment from George H. W. Bush and Bill Clinton Summative Performance Task ARGUMENT Should freedom be sacrificed in the name of national security? Construct an argument (e.g., detailed outline, poster, or essay) using specific claims and relevant evidence from historical sources while acknowledging competing views. EXTENSION Craft a statement that could be used in a court on the question of how to balance freedom and security. Taking Informed Action UNDERSTAND the Question Formulation Technique (QFT), brainstorm a list of contemporary local, regional, and/or national issues where freedom and security are in tension. ASSESS Determine how to contribute to the debate on the contemporary example of the freedom versus security debate. ACT Create a statement expressing the position of students on the freedom versus security issue and distribute to appropriate outlets. trial
8th Grade Patriotism Inquiry Is Protest Patriotic? Jim Ryan, a photograph reflecting the idea that many wealthy men were able to get draft deferments while racial minorities and working-class men made up a disproportionate number of draftees, c1970. Photo by Jim Ryan, 1976. Used with permission. Supporting Questions What were the main arguments of Vietnam War protesters? What methods were used to protest the Vietnam War? Why did some Americans consider the Vietnam War protesters unpatriotic? Why did the Vietnam War protesters consider themselves patriotic? 8th Grade Patriotism Inquiry Is Protest Patriotic? New York State Social Studies Framework Key Idea & Practices 8.9 DOMESTIC POLITICS AND REFORM: The civil rights movement and the Great Society were attempts by people and the government to address major social, legal, economic, and environmental problems. Subsequent economic recession called for a new economic program. Gathering, Using, and Interpreting Evidence Economics and Economic Systems Civic Participation Staging the Question Students read excerpts from Thomas Paine’s The American Crisis (1776) and use the Question Formulation Technique (QFT) to generate companion questions addressing the inquiry topic. Supporting Question 1 Supporting Question 2 Supporting Question 3 Supporting Question 4 What were the main arguments of Vietnam War protesters? What methods were used to protest the Vietnam War? Why did some Americans consider the Vietnam War protesters unpatriotic? Why did the Vietnam War protesters consider themselves patriotic? Formative Performance Task Formative Performance Task Formative Performance Task Formative Performance Task Create a political, social, and economic outlining the arguments used by Vietnam War protesters. Create an annotated poster of the methods used to protest the Vietnam War. Make a claim with evidence about why some Americans considered the Vietnam War protesters unpatriotic. Make a counterclaim why some Americans considered the Vietnam War protesters patriotic. trial
8th Grade Suburbs Inquiry Were Suburbs Good for America? © iStock/© Stacey Newman. Supporting Questions What were the economic and social conditions in the United States after World War II? How and why did suburbs grow in the 1950s? What were the potential benefits of suburbanization? What were some of the problems that suburbanization created? 8th Suburbs Inquiry Were Suburbs Good for America? New York State Social Studies Framework Key Idea & Practices 8.8 DEMOGRAPHIC CHANGE: After World War II the population of the United States rose sharply as a result of both natural growth and immigration. Population movements have resulted in changes to the American landscape and shifts in political power. An aging population is affecting the economy and straining public resources. Gathering, and Interpreting Evidence Comparison and Contextualization Geographic Reasoning Economics and Economic Systems Staging the Compelling Question Brainstorm characteristics of the local community that are both positive and negative. Supporting Question 1 Supporting Question 2 Supporting Question 3 Supporting Question 4 Research What were the economic and social conditions in the United States after World War II? How and why did suburbs grow in the 1950s? What were the potential benefits of suburbanization? What were some of the problems that suburbanization created?
Formative Performance Task Formative Performance Task Formative Performance Task Formative Performance Task List the economic and social conditions in the United States after World War II. Create a comparing public and private activities that encouraged suburban growth in the 1950s. Make a claim supported by evidence about the positive effects of suburbanization. Make a claim supported by evidence about the negative effects of suburbanization. Featured Sources Featured Sources Featured Sources Featured Sources Source A: “Live Births in the United States, 1930–2007” Source B: “Gross Domestic Product and Unemployment, 1933–1960” Source C: “30-Year Mortgage Rates” Source A: The GI Bill of Rights and How It Works Source B: Excerpt from “Special Message to the Congress Regarding a National Highway Program” Source C: Excerpt from “Levittown: The Imperfect Rise of American Suburbs” Source D: Home Ownership Rates Over Time Source A: Photographs from the Long Island Memories collection Source B: Photographs from the Building the Suburban Dream collection Source A: Lyrics of “Little Boxes” Source B: Excerpt from The Affluent Society Source C: Excerpt from The Other America Summative Performance Task ARGUMENT Were suburbs good for America? Construct an argument (e.g., detailed outline, poster, essay) that evaluates whether the growth of suburbs had a more positive or negative impact on America. EXTENSION Write a magazine editorial presenting the argument. Taking Informed Action UNDERSTAND Research census data from a local or regional community (urban, suburb, or rural). ASSESS Determine services people living in this area would need based on census information. ACT Present ideas to the local council or board for how local officials can meet the needs of the people who live there.
July 15, 2011 TO: HR Reps As many of you may already know, it was announced yesterday at UW System’s Wisline Web meeting that the new WRS eligibility rules are effective July 1, 2011. Therefore, new employees hired after July 1, 2011 must be expected to work at least one year and at least 2/3 time to be eligible for WRS coverage and the resulting benefits package. For unclassified hires that translates to an appointment level of 42% (annual A basis) or 56% (academic C basis). HOWEVER, please remember that there is a long-standing ETF rule that says new hires will immediately participate in the WRS (even if the position would not meet the duration or % eligibility rules) if the person left a WRS covered appointment at the same employer in the previous 12 months. ALSO, apparently the new rules are being interpreted to mean that new hires after July 1, 2011 who have ever worked for a WRS employer in the past (UW, state, school district, county, etc) only have to meet the old eligibility rules for WRS participation. And this prior work includes employment in covered appointments such as LTE, grad assistants, or student hourly. This would be very difficult to administer so ETF may reconsider this interpretation in the future. Therefore, it is critical that you consult with campus OHR Benefits before you decide that a new hire with an appointment less than 42% (annual A basis) or 56% (academic C basis) will not be eligible for WRS participation. They can be reached at . UW System has already updated the 2011 Benefits Summary for Faculty, Academic Staff and Limited Employees with the new rules. The link remains the same as before, but here it is for your reference: . Our unclassified sample Appointment letters and the Letter of Offer Attachment do not mention WRS or benefits eligibility. Instead the documents link directly to the Benefits Summary for that information. As a result you likely will not need to adjust future appointment letters. However, you are welcome to contact me if you would like me to help you with that assessment. See UPPP Ch. 5 Appendices for the samples: Thanks for your patience with this complicated matter. Let me know if you have any questions or comments, or need a copy of the original UWG notes from 7/8/11. Feel free to forward to your staff as needed. Stay cool this weekend! Megan Megan Jeffers HR Specialist
The compelling question be staged by having students read an excerpted article from National Geographic and discuss the archaeological hunt for Suleiman’s remains. Teachers may want to have students brainstorm reasons why people have a fascination with finding the remains of an individual as well as reasons why Suleiman might be referred to as “magnificent.” Supporting Question 1 The first supporting question—“How was Suleiman characterized during his reign?”—asks students to examine descriptions of Suleiman to assess why Europeans would describe him as “magnificent,” while he was known as “the Lawgiver” to those within the Ottoman Empire. Featured Source A is an inscription on a Moldavian fortress in which Suleiman describes himself. Featured Sources B and C are excerpts from two books on Suleiman that provide context for the label “magnificent,” thereby enabling students to begin building the elements of their arguments in response to the compelling question. Supporting Question 2 The second supporting question—“How did Suleiman expand the Ottoman students determine the methods and conditions through which Suleiman was able to conquer such a vast area. The formative performance task asks students to write a summary of Suleiman’s actions that led to expansion. Featured Source A is a map illustrating the expansion of the Ottoman through various periods in its history. Featured Source B includes an excerpted article discussing the conditions in Europe that allowed Suleiman to expand his empire and describing his aggressive tactics. This source contains violent descriptions, and teachers should consider this content when choosing to use this source in class. Featured Source C is an excerpt from a secondary account that speaks to the barbarism of Suleiman’s soldiers in their unsuccessful attempt to take Vienna. Supporting Question 3 The supporting question—“What changes did Suleiman make to the governance of the Ottoman students to reflect on the bureaucratic structure established prior to and during Suleiman’s reign. The formative performance task asks students to summarize the reforms Suleiman instituted as emperor. Featured Source A provides a description of the governing structure in the Ottoman Empire and Suleiman’s role in its establishment. Featured Source B is an excerpt from The Turkish Letters, which provides a description of the Ottoman governing system from the perspective of a Holy Roman Empire ambassador.
Used under Creative Commons license. Photo by Tom Mascardo. . Image 2: Map of the lower Hudson River. Key to Hudson River estuary waterways: (1) Hudson River, (2) East River, (3)Long Island Sound, (4) Newark Bay. (5) upper New York Bay, (6) lower New York Bay, (7) Jamaica Bay, and (8) Atlantic Ocean. Used under Creative Commons license. Image by Julius Schorzman. . 3: Satellite image of the lower Hudson River. Public domain. Courtesy of NASA. Supporting Question 3 Featured Source Source B: Image bank: Geographic and man-made places Image 1: Street. ©istock/© coloeong Image 2: School. Used under Creative Commons license. Image by Daniel Case. http://commons.wikimedia.org/wiki/File:Berea_Elementary_School,_Montgomery,_NY.jpg. Image 3: Park. © Copyright New York City Department of Parks & Recreation. . Image 4: Grand Canyon. Used under the Creative Commons license. . Image 5: Hawaiian Islands. Public domain. Courtesy of NASA. Image by Jeff Schmaltz, MODIS Rapid Response, Goddard Space Flight Center.
[NAME OF EVENT] [LOCATION] DATE OF EVENT TIME OF EVENT MANAGER PLAN AUTHOR VERSION CONTENTS PAGE Section Contents Section One Event Introduction Introduction to Event Aims and Objectives Section Two Event Management Structure Roles and Responsibilities Events Contacts Section Three Location and Proposed Schedule Event Location and Site Plan Land Ownership Event Schedule and Programming Section Four Event Control List of stewards, safety officers, volunteers etc Communication Security and Marshals First Aid Provision Lost Children Procedure Lost Property Section Five Traffic Management Traffic Management Plan Car Parking Public Transport Section Six Event Welfare Toilet Facilities Accessibility Arrangements Refuse Collection Noise and Public Nuisance Catering Stalls Section Health and Safety Temporary Structures
This policy has been developed in line with the school’s mission statement which advocates a safe and caring learning environment for students and staff. As the school embraces new technologies of the digital age there is an increasing need to raise awareness around respect for the individual and the safety of those engaging with these communication tools. Aims ∙ This policy aims to: Produce a set of strategies for students that will allow them to use Social Media safely and responsibly. ∙ Protect the integrity and good name of all members of the school community from online abuse. ∙ Outline behaviours which are unacceptable and the consequences for engaging in these. ∙ Provide guidance for and students on the appropriate use of Social Media. ∙ Outline procedures for school community members who find themselves the victims of inappropriate social behaviour. This policy applies to the entire school community – management, teachers, other staff, pupils and parents/guardians. Due to the diverse nature of access to Social Media it relates to all such interactions both during and outside of normal school hours and includes the use of school and personal devices also. Roles and Responsibilities The Board of Management will approve the policy and ensure its development and evaluation. The Principal and Deputy Principal will be responsible for the dissemination of the policy and the application of consequences. Class Tutors will outline unacceptable uses of Social Media to students and advising them of safe internet use. Class Tutors will be aware of the signs and possibilities of Bullying within their groups. Strategies to ensure online safety will be taught as part of the SPHE anti-bullying programme. Subject Teachers will report any incidents of online bullying and be mindful of their obligations under Child protection Guidelines. The Guidance Counsellor and Care Team will provide support for students who have been victims of online bullying. Parents / Guardians are responsible for monitoring their child’s online behaviour and their child’s use of smart devices and the home internet supply; the amount of time spent online, the nature of interaction, images sent or stored etc. The student carries the responsibility that comes with her / his rights to engage in online behaviour ie he / she must be aware of risk and must take protective measures, so that he / she does not leave himself / herself vulnerable to negative consequences. A student who has a negative online experience must consider: Decreasing the amount of time spent online Blocking a correspondent Deleting an account has attracted negative attention Monitoring the content of his / her posts
Reading Unit 2 Unit 2, Week 1 September 24-28 Reading –character, setting, plot Vocabulary – adapt, climate, eager, freedom, fresh, sense, shadows, silence Vocabulary – to adjust or to get used to something climate – the weather that a place usually has eager – how you act when you want to do something very much freedom – free to do what you want and go where you want, ease of movement fresh – new or not spoiled sense – a feeling you have about something shadows – dark shapes that are made when something is in front of a light silence – when it is still and quiet Spelling – long or short o 1. box 8. nose 15. took 2. fox 9. poke 16. climate* 3. dog 10. rope 17. fresh 4. lock* 11. side 18. sense 5. pot 12. line 19. shadows* 6. cone 13. have 20. silence* 7. home 14. off* Grammar Skill – Identify Nouns A noun names a person, place, animal or thing.
Anchor Link vs Anchor: Syntax: Attributes: href: target: Image Tags Syntax: Attributes: src: height: width: Image Types 1) 2) 3) 4) HTML Checklist <DOCTYPE html> <html> <head> <title> title goe here</title> </head> <body> <nav> <a href=””></a> <a href=””></a> </nav> <h1>Paragraphs</h1> <p>Create two paragraphs.</p> <p>Make sure they are about you.</p> <h2>Lists</h2> (create three lists) 1. Ordered list <ol> <h2>Name of list</h2> <li>List item 1</li> <li>List item 2</li> <li>List item 3</li> </ol> 2. Unordered list <ul> <h2>Name of list</h2> <li>List item 1</li> <li>List item 2</li> <li>List item 3</li> </ul> 3. List within a list (example: Unordered list within an ordered list) <ol> <h2>Name of list</h2> <li>List item 1</li> <li>List item 2</li> <li>List item 3</li> <ul>
<li>List item 1</li> <li>List item 2</li> <li>List item 3</li> </ul> </ol> <h3>Images</h3> 1. <img src=""/> 2. <img src="" height="" width=""/> <h4>Links</h4> 1. <a href=""></a> 2. <a href="" target="_blank"></a> <h5>Linked Images</h5> 1. Basic Image Link <a href=""><img src="" height="" width=""/></a> 2. Targeted Link with Resized image <a href="" target="_blank"><img src="" height="" width=""/></a> <h6>Marquee</h6> <marquee> Text goes here </marquee> </body> </html> HTML Checklist Check to make sure ALL tags are opened and closed properly. Make sure ALL attributes are spelled properly. Default (20pts) ________ Title Tags (5pts) ________ H1-H6 (5pts Each) H1 ____ H2 ____ H3 ____ H4 ____ H5 ____ H6 ____ Paragraphs x2 (5pts Each) P1 ____ P2 ____ Lists OL (20pts) Includes 3 List Item Tags ________ UL (20pts) Includes 3 List Item Tags ________ List within a List (30pts) Images x2 (10pts Each) Source: Online _________ Source: From Computer ________ Anchors x2 (10pts Each) W/O Target Attribute _________ With Target Attribute _________
Initiation mRNA binds to the small subunit of the ribosome. The large subunit of the ribosome binds to the tRNA and small subunit The mRNA contains a series of codons (3 bases) each of which codes for an amino acid. Elongation A second tRNA (with amino acid attached) complementary to the second codon on the mRNA then binds to the A site of the ribosome Another tRNA binds, complementary to the next codon on the mRNA, binds to the A site. 6, 7, and 8 are repeated until a stop codon is reached. charged tRNA contains energy in the bond with the amino acid attached which will be used to form the peptide bond. There are three binding sites on the large subunit of the ribosome, but only two can contain tRNA molecules at a time. Termination When a stop codon is reached translation is stopped: 7.3.U6 Translation can occur immediately after transcription in prokaryotes due to the absence of a nuclear membrane. State two reasons why translation can occur immediately after transcription in prokaryotes.