zilongwang/ReadingBank huggingface dataset:
Childminders Sandra Annison Heworth, 07824665595 Linda Barker Leam Lane, 07955516562 Angela Felling, 07588870956 Alison Brown Wardley, 0191 4386127 Stephen Brown Wardley, 0191 4386127 Shannon Felling, 07701066588 Barbara Bullock Wardley, 0191 4952794 Leanne Mcdonald Windy Nook, 07984529932 Maureen Davison Wardley, 07733989339 Maria O’Hara Felling, 07720380495 Adele Lewis Heworth, 07909517565 Teresa McKeown Wardley, 0191 4699822 Carol Rogers Heworth, 0191 4697921 Eva Wood Wardley, 07949440047 Lynn McGarty Wardley, 07835301695 Lisa Blakelock Windy Nook, 07545166794 Day Nurseries Holly Hill Nursery Holly Hill, Felling, NE10 9NQ 0191 4950003 Leam Lane Day Care Centre 129 Cotemede, Leam Lane, NE10 8QH 0191 4386159 Tik-Tok Nursery Pelaw Hertfordshire Pelaw 0191 4697525 Tik-Tok Nursery Felling Hawks Road Community Nursery, Holmes Drive Felling NE10 0DJ 0191 4786684 Pre Schools Felling Pre-School, Felling Children’s Centre, Felling, NE10 9LT 0191 4698217
Appendix 1 – Template Training Framework Experience Cross ref to GCRB Registration competencies (see applicant form part B for full list of competencies) 6 month plan (XX/XX/XX to XX/XX/XX) Evidence / progress Clinical Client/Counsellor relationship (1 - 8) Management and organisation of care (9 - 13) Professional and ethical practice (14 - 20) Professional and personal development (21 – 23) Continuing professional development Research informing practice Service development/ improvement Trainee statement:
Discuss cases at Thursday weekly case meetings Attend consultant clinics and assist in delivering genetic explanations and psychosocial support. Visit local screening services for high risk Breast/ Bowel screening to improve knowledge of local services. Seek opportunities to see patients who require interpreters. Shadow a genetic counsellor on call or covering urgent prenatal referrals. Investigate local support services e.g. counselling services, IAPT, benefits advice, helplines, local cancer genetic support groups etc. Management and organisation of care (9 - 13) Ensure clinical notes are written to trust standards. Review X number of case notes and reflect on the information gathered and recorded after different consultations. Compile own collection of standard paragraphs for cancer letters. Regular attendance at departmental teaching opportunities. Literature searches for unfamiliar conditions. Undertake breast cancer risk assessment training Professional and ethical practice (14 - 20) Reflect on own cases using an ethical framework with mentor. Research specific local and national supportive services for couples who have a TOP. Attend monthly clinical supervision meetings. Professional and personal development (21 – 23) Continuing professional development Review the GCRB CPD template and produce a 6 month CPD file and review with mentor. Research informing practice Offer appropriate information to patients about local and national research opportunities.
Case log number GXXX saw patient patients who required BSL interpreter – reflected on experience with mentor. Worked with on-call GC team for 1 week and assisted in co-counselling capacity for 2 prenatal cases. Attend Trust run grief and Loss courses Management and organisation of care (9 - 13) Completed breast cancer as well as bowel cancer risk assessment training Prepared set of standard letters cancer clinics Identified a need for more concise clinic letters and notes and discussed strategies with mentor Reviewed literature including gene reviews for the following conditions : XXX Shadow GC undertaking triage of family history forms for 1 week Begin supervised cancer triage Become familiar with pathway for urgent cases and shadow GC on call dealing with pregnancy cases Improve on letters and note taking and review with mentor Professional and ethical practice (14 - 20) Provided feedback in GC meeting about National and local TOP support services Attend Genethics meeting Continue to reflect with mentor and at supervision Professional and personal development (21 – 23) Continuing professional development Continuing professional development
Prior to initial synchronization the Generation Resource shall install, or coordinate with its interconnecting TSP who will be installing, phasor measurement recording equipment. This includes digital fault recorders, certain protective relays and/or meters with phasor measurement recording capability that meet the requirements described in Section 6 of the ERCOT Nodal Operating Guides, is installed and is capable of operating for its intended purpose. This requirement applies to new generating facilities over 20 MVA aggregated at a single site, seeking initial synchronization after January 1, 2017. Comments: New Generator Telemetry Data Frequency Mode Reference/Comments Real Time data accuracy Real Time data for reliability purposes must be accurate to within three percent (3%). This telemetry may be provided from relaying accuracy instrumentation transformers. QSE Comment: Generation Resource gross and net MW output 2 sec ICCP Protocol Section 6.5.5.2, Operational Data Requirements. Net Generation is preferred. Otherwise, aux load should also be provided. QSE Comment: Generation Resource gross and net MVar output 2 sec ICCP Protocol Section 6.5.5.2, Operational Data Requirements. Net Generation is preferred. Otherwise, aux load should also be provided. QSE Comment: Switching Device status other than reported in PART 1 2 sec ICCP Protocol Section 6.5.5.2, Operational Data Requirements. QSE Comment: Breaker status other than reported in PART 1 2 sec ICCP Protocol Section 6.5.5.2, Operational Data Requirements QSE Comment: Generation Resource High Sustainable Limit 2 sec ICCP Protocol Section 6.5.5.2, Operational Data Requirements. QSE Comment: Generation Resource Low Sustainable Limit 2 sec ICCP Protocol Section 6.5.5.2, Operational Data Requirements. QSE Comment: Generation Resource Automatic Voltage Regulator status 2 sec ICCP Protocol Section 3.15.3, QSE Responsibilities Related to Voltage Support. Applies to Generation Resources required to provide VSS. QSE Comment: Generation Resource Power System Stabilizer status 2 sec ICCP Protocol Section 3.15.3, QSE Responsibilities Related to Voltage Support. Applies to Generation Resources required to provide VSS. QSE Comment: Intermittent Renewable Resources Only
Station Breaker status 10 sec ICCP Protocol Section 6.5.5.2, Operational Data Requirements. (Typical QSE telemetry RE Comment: Generation Resource High Side bus voltage 10 sec ICCP Protocol Section 3.15, Voltage Support. May be supplied by the TDSP (Typical TDSP telemetry point) or Low Side voltage with appropriate transformer model may be substituted (Typical QSE telemetry point). RE Comment: Station Static and/or Dynamic Reactive Device(s) status for each device 10 sec ICCP Protocol Section 6.5.5.2, Operational Data Requirements.(Typical QSE telemetry point) RE Comment: Station Static and/or Dynamic Reactive Device(s) MVAR output for each device 10 sec ICCP Protocol Section 6.5.5.2, Operational Data Requirements.(Typical QSE telemetry point) RE Comment: Generator Step-Up (GSU) Transformer High-Side MW and MVAR for each modeled GSU 10 sec ICCP Protocol Section 6.5.5.2, Operational Data Requirements.(Typical QSE telemetry point) RE Comment: Generation Resource auxiliary load and/or station service MW and MVAR for each modeled load 10 sec ICCP Protocol Section 6.5.5.2, Operational Data Requirements.(Typical QSE telemetry RE Comment: Transmission Line Flow 10 sec ICCP Protocol Section 6.5.5.2, Operational Data Requirements. (RE has confirmed that TSP is providing required points; Transmission Line Flow has telemetry for both the sending and receiving end of the interconnecting line if the Generation Resource is registered at a different station in the Network Operations Model). RE Comment: By signing below I attest that information provided on this form (PART 1) is true, correct and complete, and that any substantial changes in such information will promptly be provided to the Electric Reliability Council of Texas (ERCOT). Signature: (RE Authorized Representative) Printed Name: (RE Authorized Representative) Date Signed:
List the challenges of accurately calculating the gender wage gap. Write a paragraph that explains why the gender wage gap has narrowed but not disappeared. Using a graphic organizer, summarize data and describe where the gender wage gap is most pronounced at the local, state, and national levels. a claim supported with evidence that explains whether or not there is a political solution to the wage gap. Featured Sources Featured Sources Featured Sources Featured Sources Source A: Explaining the Gender Wage Gap (excerpt) Source B: Image bank: Graphs and charts depicting the gender wage gap Source A: “Gender Earnings Ratio, 1955-2013, Full-Time Workers” graph Source B: “The Gender Pay Gap: Have Gone as Far as They Can?” (excerpt) Source C: “The Quiet Revolution That Transformed Women’s Employment, Education, and Family” (excerpt) Source A: Image bank: Graphs showing demographic data on the gender wage gap Source B: Pay as a Percentage of Men’s Pay” chart Source C: Table showing median earnings of men and women based on New York congressional districts Source A: “Should the Senate Pass the Paycheck Fairness Act?” Source B: “Higher State Minimum Wages Promote Fair Pay for Women” Summative Performance Task ARGUMENT What should be done about the gender wage gap? Construct an argument (e.g., detailed outline, poster, essay) that addresses the compelling question using specific claims and relevant evidence and information from contemporary sources. EXTENSION/ACT Write an op-ed for a local or national newspaper stating an argument for what should be done about the gender wage gap and address economic, historical, geographic, and political factors that have informed the argument.
Denote t = |S∩T|, for all t elements in |S∩T| we will get a positive result, the probability that we get a positive result for each of the m-t elements in |S\T| is ~ (1-e) and thus the probability of getting a positive result for all these m-t elements and so returning a TRUE answer although S ⊈ T is ~ (1-e) Note that the above analysis (b and c) gives an estimation of average run time Question 4 You are given an array A[1..n] with n distinct real numbers and some value X. You need to determine whether there are two numbers in A[1..n] whose sum equals X. Do it in deterministic O(nlogn) time. Do it in expected O(n) time. Solution a: Sort A (O(nlogn) time). Pick A[1]. Perform a binary search (O(logn) time) on A to find an element that is equal to X-A[1]. If found, you’re done. Otherwise, repeat the same with A[2], A[3], … Overall O(nlogn) time Solution b: Choose a universal hash function h from a universal collection of hash functions H. Store all elements of array A in a Hash table of size n using h and chaining. For (i = 1; i <= n; i++) { If ((A[i] is in Table) && (X-A[i] is in Table)) { Return true } Return false Time Complexity: We don't know if the elements inside the array distribute randomly. If they do not distribute randomly then using a "regular" hash function can result in α = O(n) and then the runtime could be O(n^2). If we use a universal hash function then regardless of the keys distribution the probability that two keys collide is no more than 1/m = 1/n. As seen in class if we use chaining and a universal hash function then the expected search time is O(1) and the expected runtime for the algorithm is O(n). Question 5 - Rolling hash
Blueprinting Day 31 ALL ASSOCIATES Blueprinting: Identify What You Most (Lesson Topic: Blueprinting) Blueprinting: Find Your Meaningful Purpose (Lesson Topic: Blueprinting) Day 32 ALL ASSOCIATES Blueprinting: Create a Compelling Vision for Your Future (Lesson Topic: Blueprinting) Day 33 ALL ASSOCIATES Blueprinting: Develop a Personal & Professional Mission Statement (Lesson Topic: Blueprinting) Review Firm's Mission/Vision Statements Day 34 ALL ASSOCIATES Blueprinting: Express Your Value (Lesson Topic: Blueprinting) Review Firm's Value Proposition Day 35 ALL ASSOCIATES Blueprinting: Set Short-term and Long-term Goals (Lesson Topic: Blueprinting) Review Firm's Goals Resources To complete the activities listed, use the following resources: Internal Resources Peak Advisor Alliance’s Resource Library (italics) or Lessons (underlined) located within Digital Fortress Complete the Blueprinting Process What is Blueprinting? Blueprinting is a series of exercises designed to help advisors live life by purpose, not by default.
The coach of “Accountability” vs excuses The coach of “Honesty” vs lying The coach of “Teamwork” vs individual The coach of “Relationship” vs competitive spirit/winning at all costs The coach of “Communication/social media” vs reputation The coach of “Loving the enemy/competitor” vs disrespect The coach of “Forgiveness” vs bitterness The coach of “Leadership” vs being a follower The coach of “Gratitude” vs Thanklessness The coach of “Confidence” vs doubt The coach of “Adversity” vs failure The of “Endurance” vs quitting
12th Grade Political Party Inquiry Do Any Political Parties Represent Me? New York State Social Studies Framework Key Idea & Practices 12. G4 POLITICAL AND CIVIC PARTICIPATION: There are numerous avenues for engagement in the political process, from exercising the power of the vote to affiliating with political parties to engaging in other forms of civic participation. Citizens leverage both electoral and non-electoral means to participate in the political process. Gathering, Using, and Interpreting Evidence Civic Participation Staging the Question Students take a political quiz through the University of Virginia Center for Politics that places them on a political continuum. Supporting Question 1 Supporting Question 2 Supporting Question 3 Supporting Question 4 Research Opportunity Which international issues are most important to me? domestic issues are most important to me? national party platform best supports my stance on political issues? How do politicians address issues that are important to me? Formative Performance Task Formative Performance Task Formative Performance Task Formative Performance Task Rank international issues from most to least important to you, and write a paragraph explaining that ranking. Rank domestic issues from most to least important to you, and write a paragraph explaining that ranking. Chart how different political parties respond to your stances on political issues, and make a claim or series of claims that answers the supporting question. Research a politician and make a claim that addresses the supporting question. Featured Sources Featured Sources Featured Sources Featured Sources Sources A–D: Description of current international issues: foreign policy, war and peace, immigration, and free trade Sources A–E: Descriptions of current domestic issues: jobs, environment, health care, gun control, and civil rights Sources A–D: Excerpts from the official Democratic, Republican, Libertarian, and Green party platforms Source A: Sources found by students and/or teachers Summative Performance Task ARGUMENT Do any political parties represent me? Construct an argument (e.g., detailed outline, poster, essay) that addresses the compelling question “Do any political parties represent me?” using specific claims and relevant evidence from contemporary sources while acknowledging competing views. EXTENSION Create a political party platform based on the issues students believe are the most important. Taking Informed Action UNDERSTAND Research a specific political issue that has affected the local area. ASSESS Examine the extent to that issue has been addressed. ACT Organize a debate between local politicians (or party members) in which they answer questions prepared by the students about a political issue.
Gear ratios Diesel Gasoline 1,7 (115 ps) 1,7 (141 ps) 1,7 DCT (141 ps) 1,6 (135 ps) 2,0 (165 ps) 2,0 AT (165 ps) 1st 3.769 3.615 3.786 3.769 3.615 4.400 2nd 2.080 1.931 2.261 2.045 2.080 2.726 3rd 1.257 1.696 1.957 1.370 1.387 1.834 4th 0.905 1.241 1.023 1.071 1.079 1.392 5th 0.686 0.921 0.778 0.839 0.884 1.000 6th 0.547 0.780 0.837 0.703 0.744 0.774 7th - - 0.681 - - - Reverse 3.077 3.731 5.074 3.700 3.000 3.440 Final drive 3.733 (1- 6) 4.308 (Rev) 3.765 (12R) 2.783(3456) 4.857 (1245), 3.158 (367R) 4.563 4.333 (1 6) 5.200 (Rev) 3.437 Suspension and damping Front Fully independent subframe-mounted MacPherson struts, with coil springs and gas-filled shock absorbers. Anti-roll stabilizer bar Rear Fully independent subframe-mounted multi-links, coil springs and electronically controlled gas-filled shock absorbers (optional) Steering Type Motor-driven electric power steering, with (optional) FLEX STEER Gearing 13,5 Turning circle 5,47 Lock-to-lock 2,78 Brakes Front 320 mm ventilated discs / 300 mm solid discs Rear 300 mm ventilated discs / 284 mm solid discs Parking brake Electric Wheels and tyres Wheel type Tyres Spare tyre 7,0J x 16-inch steel / alloy 205 / 60 R16 TMK,TEMP,FULL SIZE 7,5J x 17-inch alloy 215 / 50 R17 TMK,TEMP,FULL SIZE 8,0J x 18-inch alloy 225 / 45 R18 TMK,TEMP,FULL SIZE Dimensions (mm) Exterior Wagon Sedan
Source B: The Families Project Source C: “Our House Rules” Source B: Student-generated images and artifacts Summative Performance Task ARGUMENT How can families be the same and different? Construct an argument that addresses the compelling question using specific claims and relevant evidence. Taking Informed Action ACT Plan a family evening at school to highlight the many aspects of family life.
mA cm-2. Stirring was magnetically and kept constant when used. A Crison basic 20 pH meter and probe were employed for pH recording. A homemade double acrylic cell with a total capacity of 400 cm3 was adapted with a commercial Nafion 117® membrane (Dupont) for the experiments were the separation of cathode and anodes were required. The iron electrodes were immersed in the electrolyte, with a separation of 2 cm, during the electrosynthesis. For oxygen effect evaluation, the solutions were deoxygenated by bubbling N2 over 20 min before the iron electrodes were immersed in solution and connected to the power supply. The electrosynthesis would then be carried out typically (30 min reaction with 50 mA or a stream of O2 would be bubbled into the solution at a controlled rate of 1-35 cm3 min-1 under normal conditions using a Bronkhorst EL-FLOW F-201CV mass flow controller. The effect of hydrogen on the electrosynthesis was also studied by electrochemically generating H2 in an electrolysis cell. The cathodically produced gas was bubbled into a solution containing γ-FeOOH to investigate the possibility of oxyhydroxide reduction reported by some authors18–20. Reaction products were magnetically collected by placing a neodymium magnet underneath the cell. The electrolyte was decanted and the solid products were thoroughly rinsed three times with deionized water, they were then collected and centrifuged at 10,000 rpm for 10
The topotactic transformation of lepidocrocite involves a Fe2+ adsorption process on the surface of the oxyhydroxide30–33 represented in reaction (8)33. (8) The subscripts specify the adsorption site and assuming one Fe2+ ion, in the hydrolysed form FeOH+, is adsorbed on the OH group of lepidocrocite and the other one on the The adsorption of Fe2+ ion is crucial for topotactic transformation of lepidocrocite and could help to explain the second source (apart from water reduction on the cathode) of OH- ions that is observed in Figure 1. When sufficient γ-FeOOH has been generated, direct Fe2+ adsorption on lepidocrocite may slow down the production of Fe(OH)2 due to increased competition for the ionic iron species. This, in turn, would cause an accumulation of OH- ions at the cathode, raising the pH to more alkaline values. The adsorbed intermediate undergoes a dissolution process and since both Fe3+ and Fe2+ are present, it transforms directly to magnetite. Reordering of the crystal structure can occur via a dehydration process; olation-oxolation allows cation rearrangement through the loose oxyhydroxide structure28,31. 3.5 The effect of dissolved oxygen on the electrochemical synthesis of magnetite.
School/Location Instrument Barcode Purchase Price Date Acquired Serial Number Projected Life Condition Funding Source (DMPS, PPEL, Donation) Serial # Location Case (yes/no) Misc Make Model School/Location Instrument Barcode Purchase Price Date Acquired Serial Number Projected Life Condition Funding Source (DMPS, PPEL, Donation) Serial # Location Case (yes/no) Misc Notes Make Model School/Location Instrument Barcode Purchase Price Date Acquired Serial Number Projected Life Condition Funding Source (DMPS, PPEL, Donation) Serial # Location Case (yes/no) Misc Notes Make Model School/Location Instrument Barcode Purchase Date Acquired Serial Number Projected Life Condition Funding Source (DMPS, PPEL, Donation) Serial # Location Case (yes/no) Misc Notes Make Model
in this or any other state? No Yes Documentation: Attached Ever been disciplined by any governmental regulatory body, or professional association in this or any other state? No Yes Documentation: Attached C. FINANCIAL INSTITUTION List the names and addresses of all financial institutions with which the school conducts business: Name: Address: Type of Account: Name: Address: Type of Account: D. PRIVATE LENDING/FUNDING INSTITUTIONS USED List the names of all private lending/funding institutions the school accepts as a funding source for student tuition (eg., private entities, VA, Workforce, ect.): Name(s): E. TUITION RANGE From $ to $ F. ACCREDITATION INFORMATION Name of accrediting organization: IV approval date: Types of Financial Aid Offered:
Responsible Citizenship in the Classroom Citizenship Trait What Trait Do I See? (Description or drawing of the trait from the images) The Trait in My Classroom (Description or drawing of the trait from classroom experience) Being Responsible Student sample: Bringing homework home (or a drawing representing being responsible) Student sample: Picking up materials when (or a drawing representing being responsible) Respectful Being Fair for any additional traits teachers and students would like to add) Responsible Citizenship in the Community Citizenship Trait What Trait Do I See? (Description or drawing of the trait from the images) The Trait in My Community (Description or drawing of the from life experience) Student Sample: Reporting a lost (or a drawing of being honest) Student sample: Returning a wallet that is dropped (or a drawing of being honest)
Family Survey Results from Families Across New Jersey User-Friendly Version, 2016-17 http://www.nationalcoreindicators.org/ A Collaborative Effort of Mary Lou Bourne 301 N Fairfax Street, Suite 101 Alexandria, VA 22314-2633 703.683.4202 Alixe Bonardi 2336 Massachusetts Avenue Cambridge, MA 02140 617.876.0426
ethical purchasing- www.fairtrade.ie Responsibilities of retailers Letters of Complaint Protecting consumers 14 Revision/ Project as part of Christmas Assessment and Exams- Teacher Flexibility. Take a topic and complete 600 word research project. Christmas break 15/16 7 Your Working Life Differentiate between work and employment Why people work The different types of work available- self-employed/ volunteering etc.. Interpret rights and responsibilities of employers and employees Illustrate of pay Workplace organisation structures The world of work in the 21st Century 2.3 2.4 2.6 3.2 3.3 17/18 8 Importance of Enterprise What is an entrepreneur? Characteristics of entrepreneurs The risks Impact on the community Famous examples Research an entrepreneur and present findings to class 2.1 2.2 3.6 2.7
6/7 4 Budgeting my Income and Expenditure For the Future Prepare a Budget (Old J.C. O.L standard) Explain the importance of budgeting for the students and their households Prepare a personal budget KWL Games Questions Paired learning Discussion Internet PowerPoints Relate to opening a bank account with Transition Year talk Prepare and analyse a budget Understand the reasons for budgeting and saving Link personal budgets to the importance for economy Correctly categorise incomes and
Relate to the economy and the government The importance of saving and relate to closing cash expenditure on budget Present data on income and expenditure and interpret data 6/7 4 Budgeting my Income and Expenditure For the Future Prepare a Budget (Old J.C. O.L standard) Explain the importance of budgeting for the students and their households Prepare a personal budget Relate to the economy and the government The importance of saving and relate to closing cash KWL Games Questions Paired learning Discussion Internet PowerPoints Relate to opening a bank account with Transition Year talk Prepare and analyse a budget Understand the reasons for budgeting and saving Link personal budgets to the importance for economy Correctly categorise incomes and expenditure on budget Present data on income and expenditure and interpret data 6/7 4 Budgeting my Income and Expenditure For the Future Prepare a Budget (Old J.C. O.L standard) Explain the importance of budgeting for the students and households Prepare a personal budget Relate to the economy and the government KWL Games Questions Paired learning Discussion Internet PowerPoints Relate to opening a bank account with Transition Year talk Prepare and analyse a budget Understand the reasons for budgeting and saving Link personal budgets to the importance for economy Correctly categorise incomes and expenditure on budget Present data on income and
______ 2. Compressed gas may explode b)Environment ______ 3. Will burn skins and eyes c) Skull and crossbones ______ 4. Acute toxicity, one exposure could lead to serious problems or even death d) Corrosion ______ 5. Mutagenic, carcinogenic, specific organ toxicity e) Health Hazard _______ 6. Causes harm to aquatic environment f) Flame Matching: Match the statement on the left to the HHPs symbol on the right COMM = 3 marks): ______ The container is dangerous and could explode a) ______ The chemical inside the container is corrosive b) _______ The chemical inside the container is poisonous c) WHMIS Supplier Label: Here is a WHMIS supplier label that Mrs. Seon found on a product in the school chemical storage room. Use this label to help you answer the questions below (COMM = 3 marks). What is the name of this product? ______________________________ State one safety precaution you should use when handling this product: ___________________________________________________________________ The pictogram/symbol on this product shows this chemical is: __________________________________________
`2nd Grade Civic Ideals and Practices Inquiry Do We Have to Have istock (c) raywoo Supporting Questions What are my values and how do I show them? Can we make classroom rules that reflect our values? What would happen if we did not have rules? 2nd Grade Civic Ideals and Practices Inquiry Do We Have to Have Rules? New York Social Studies Framework Key Ideas and Practices 2.3 The United States is founded on the principles of democracy, and these principles are reflected in all types of communities. 2.4 Communities have rules and laws that affect how they function. Citizens contribute to a community’s government through leadership and service. Gathering, and Interpreting Evidence Chronological Reasoning and Causation Civic Participation Comparison and Contextualization Staging the Question Brainstorm what a rule is and why it is considered important to follow Supporting Question 1 Supporting Question 2 Supporting Question 3 What are my values and how do I show them? Can we make classroom that reflect our values? What would happen if we did not have rules? Formative Performance Task Formative Performance Task Formative Performance Task List examples of values and explain how we show our values. Categorize values and establish a set of classroom Create a two-sided argument chart with reasons for and against having rules. Featured Sources Featured Sources Featured Sources Source A: What Are My Values? Source B: Image bank: Help Wanted ads from 1915 and 2015 Source A: “Great Seal of the United States” Source B: xcerpt from the Dignity for All Students Act (DASA) Source A: “School Ditches Rules and Loses Bullies” Source B: “Why Do We Need Rules?”
Featured Sources Featured Sources Featured Sources Source A: “Farmers Grow Corn” Source B: “First in Her Family to Own a Home” Source C: “Oranges from Tree to You” Source A: “Poor People Cannot Find Fresh and Healthy Food” Source B: “Winter Usually Brings Snow and Water to California, but It’s Still Dry” Source A: “A Farm in a City” Source B: “A Playground Problem” Source C: Alex’s Lemonade Stand Summative Performance Task ARGUMENT What makes me become we? Write an argument that addresses the compelling question using specific claims and evidence from sources that discuss the relationship between individuals and groups of people. EXTENSION Create a collage that shows people working together to solve a problem. Taking Informed Action UNDERSTAND Brainstorm a list of economic challenges in the local community. ASSESS Choose a challenge to address and brainstorm ways to overcome it. ACT Write a letter to a local government official that suggests a new approach to overcoming the challenge and explains the reasoning behind that suggestion.
3 Percentages to Fractions Percentage Without Calculator Percentage With a Calculator Maths Sheets – Circle Work 1 2 Circumference of a Circle C = πD or C = 2πr Area of a Circle A = πr2
1 2 3 4 5 1. Tidying up like x + x + y + y + x = 3x + 2y 2. Simple Number Machine Substitution Simple equations – balancing method a + 7 = 11 2b = 32 3c – 2 = 16 Inequalities 14x > 140 x > 10 (TJ Book 2b) Chapter 10 – 2D Dimensions 1
New LHS bell Schedule Begins Thursday 4/19 1st hour 7:25 - 8:20 2nd hour 8:26 - 9:22 3rd hour 9:28 - 10:24 4th hour 10:30 - 11:55 1st lunch 10:24 - 10:54 (in class 11:00 - 11:55) 2nd lunch 11:31 - 12:01 (in class 10:30 - 11:24) 5th hour 12:01 -12:56 6th hour 1:02 - 1:57 7th hour 2:03 – 2:59 8th hour 3:05 – 3:30
Please use the to read this article online. WA election: Rural fire service to be based in Collie under Liberal plan (Online news article) ABC News, 8 February 2017 A rural fire service for Western Australia may be a step closer, with Premier Colin Barnett announcing he wants to set up the headquarters in the state's most marginal seat, Collie-Preston. Please use the to read this article online. and a "How It Works" feature, this book provides an exciting look at the science of disaster detection for young children aged 7-10. Please contact the library to borrow this book. Other books in our Children’s Bush Fire Collection may be found at this . Borrowing books Your NSW RFS Library catalogue is . It is easy to search. The collection holds books, DVDs and training publications. The library also has an eBook collection for all NSW RFS Members. for further assistance. More than Your NSW RFS Library subscribes to numerous journals and online databases. These include EBSCO, Emerald and Australian Standards. These are available to NSW RFS Staff at work. for further assistance. Improve your search! Your NSW RFS Library is able to search for material relating to your topic of research. TOCs may be set up for your favourite journal. The librarian also provides training in information literacy for using our online resources. for further assistance. Your Librarian Katie Vandine Phone: 02 8741 5455 Email:
Borrowing books Your NSW RFS Library catalogue is . It is easy to search. The collection holds books, DVDs and training publications. The library also has an eBook collection for all NSW RFS Members. for further assistance. More than loans... Your NSW RFS Library subscribes to numerous journals and online databases. include EBSCO, Emerald and Australian Standards. These are available to NSW RFS Staff at work. for further assistance. Improve your search! Your NSW RFS Library is able to search for material relating to your topic of research. TOCs may be set up for your favourite journal. The librarian also provides training in information literacy for using our online resources. for further assistance. Your Librarian Vandine Phone: 02 8741 5455 Email:
Thursday, 14 Aug 2014 08h00-14h00 Duration: Half Day The Wild Fig Restaurant The Wild Fig Restaurant, Liesbeek Avenue, Valkenberg Estate, Mowbray The Western Cape Friday, 15 Aug 2014 08h00-14h00 Duration: Half Day Protea Hotel Midrand 14th Rd, Midrand 1685 Gauteng Monday, 18 Aug 2014 08h00-14h00 Duration: Half Day 64 Gordon Road Morningside 4001 KwaZulu-Natal Thursday, 21 Aug 2014 08h00-14h00 Duration: Half Day Glen Afrique 343 Equestrian Road Ruimsig Westrand Gauteng Thursday, 27 Aug 2014 Duration: Half Day The Lakes Hotel No 1 Country Lane, Lakefield, Benoni, 1501 Gauteng Thursday, 28 Aug 2014 08h00-14h00 Duration: Half Day Riviera on Vaal Hotel Vereeniging Mario Milani Drive, Vereeniging 1929 Gauteng Friday, 29 Aug 2014 08h00-14h00 Duration: Half Day SEIFSA JHB SEIFSA Drummond Room, 6th Floor, Metal Industries House, 42 Anderson Street, Johannesburg Gauteng Monday, 01 Sep 2014 08h00-14h00 Duration: Half Day Radisson Blu Hotel Port Elizabeth 9th Ave, Port Elizabeth 6001 PE The workshop will cover This half day workshop will cover the application and interpretation of key conditions of employment in the Main Agreement such as: The background, strategies and processes of the negotiation cycle
Formative Performance Task Formative Performance Task Formative Performance Task Create a class chart to compare and contrast characteristics of communities. a paragraph describing three characteristics of the local community that are similar or different from the comparison community. Create a class T-chart listing the advantages and disadvantages of each type of community. Featured Sources Featured Sources Featured Sources Source A: New York State population map Source B: Image bank: Urban, suburban, and rural communities Source A: Teacher-gathered images of the students’ community and other communities Source A: Image bank: Daily life in urban, suburban, and rural communities Summative Performance Task ARGUMENT How would our lives be different if we lived in a different kind of community? Construct an argument that addresses the question of how peoples’ lives are affected by where they live. Taking Informed Action ACT Select a different kind of location in New York State and create a pen pal experience (see, for example, ) whereby students can compare and contrast aspects of their communities.
MnCCC Approval: __________________________________ Date:________________ Lisa C. Meredith, MnCCC Executive Director __________________________________ Date:________________ Dan, Whitman, Tax Court User Group Chair New Member Authorization: __________________________________ Date:________________ Participating Member Representative:___________________________________ Scomar Approval: __________________________________ Date:________________ Marshall Anderson, Scomar LLC
Supporting Question 1 Featured Source Source A: iCivics, article different heads of government, “Who Rules?”, 2011 © 2011 iCivics, Inc. . Supporting Question 1 Featured Source Source B: Congress for Kids, descriptions of two types of governmental, “Democracy” and “Democracy v. Autocracy,” 2015 Democracy The United States has had the same type of government for more than 200 years. It’s called a “representative democracy.” Among the nations of the world, it is unusual for a system of government to last so long. Most governments are based on a written set of principles, sometimes called a “constitution” or a “charter.” When citizens directly participate by voting, the government is called a “democracy.” Used with permission. Congress for Kids: . Democracy vs. Autocracy The power and strength of government come from the people in a democracy. The word “democracy” comes from two Greek words: “demos” meaning “people” and “kratos” meaning “power” or “authority.” The United States is a democracy.
Johnig, William b. Sep. 5, 1905 d. Aug. 14, 1972 Block 617, lot C Johnson, Alice Louise b. 1880 d. Sep. 12, 1972 Block 753, lot C Johnson, Andrew B. b. 7 Dec 1868 d. 12 Aug 1941 Block 733, lot D Johnson, Bertha b. 11 May 1902 d. 1981 Johnson, Dale John b. Oct. 18, 1926 d. Jun. 21, 1929 Block 753, lot D Johnson, Emil A. b. Aug. 26, 1879 d. Jul. 10, 1964 Block 753, lot D Johnson, Emmer L. b. 21 Aug 1903 d. 18 Dec 1970 Block 631, lot D Johnson, Dale b. Sep. 28, 1946 d. Sep. 28, 1946 Block 653, lot D Johnson, John B. b. 24 March 1866 d. 7 Nov 1935 Johnson, Julianna Petrin b. 4 Oct 1871 d. 29 May 1940 Block 733, lot D Johnson, Julius E. WWI Veteran b. 21 Jan 1890 d. 19 Jan 1953 Johnson, Kenneth Leroy b. Mar. 1, 1947 d. Jul. 17, 1947 Block 753, lot D Johnson, Lawrence b. Oct. 25, 1921 d. Jul. 26, 1929 Block 753, lot D Johnson, Sylvia Phelena (Carey) b. 28 Aug 1880 d. 12 Sept 1972 Alfred b. 15 July 1891 d. 22 Feb 1943 Jones, Anita Joy b. 20 June 1929 d. 22 Jan 1930 Bert b. 31 July 1893 d. 8 Feb 1948 Block 661, lot C
Sawyer, Marshall Beckley b. Jun. 28, 1934 d. Sep. 16, 1942 Hilltop, lot 30 Scharf, John b. 10 Feb 1875 d. 22 Jan 1957 Block 742, lot B Scharf, Matilda d. 4 April 1944 d. Apr. 31, 1944 742, lot B Schemmel, Elsie b. 25 March 1887 d. 3 May 1939 Block 744, lot C Schemmel, George Joseph b. 21 April 1885 d. 21 Dec 1956 Block 744, lot C Schfren, Frank b. 4 Aug 1886 d. 14 July 1968 Block 27 Schmauch, Mary Ruth b. 12 Feb 1940 d. 12 Feb 1940 Schmauch, Nicholas Fritz b. 2 Nov 1882 d. 27 June 1947 Schmauch, William Theodore b. 14 Oct 1912 d. 4 April 1942 Schonians, Kathryn (Penica) b. 20 Dec 1902 d. 16 Aug 1943 Block 735, lot C Schow, Margaret Catherine b. Jun. 28, 1892 d. Oct. 24, 1942 Block 741, lot A Schumak, b. 10 Jan 1881 d. 12 Feb 1960 Block 64 Schumak, Caroline b. 3 1887 d. 11 Oct 1976 Block 63 Schwab, Katie b. 25 Nov 1869 d. 5 Jan 1933 Block 705, lot C Scott, Josephine (Kirby) b. Jan. 17, 1899 d. Mar. 6, 1997 Block 23, lot B Scott, William Edward b. 25 June 1889 d. 6 June 1972 Block 24, lot D
Actual Hours should be divided into relevant KIS Categories where cells are indicated e.g. Supervised Clinical Activity” (blue cells in UMS) Learning Hours Number % Number % Number % Lectures Seminars Tutorials Problem Solving/Example Classes Laboratory Sessions Field Work Work Placement Supervised Clinical Activity Learning Hours must be split into Scheduled and Placement Hours Independent (including preparation for assessments) Other Formal Contact Learning Hours must be split by Scheduled, Placement and Independent Description of ‘Other’ Formal Contact (please give details of any type of teaching/learning which does not fit into the categories above) TOTALS 2. Summative Assessment Methods Proportion of module grade should be divided into relevant KIS Categories proportions where cells are indicated e.g. Laboratory Work University Categories KIS Categories of Module Mark (%) Number of hours Word length Written (%) Course work (%) Practical (%) Formal Examination and duration of Examination (in hours)
KF: Freedom to rule over a particular area. Sentence: Under the Articles of Confederation, the first thirteen states were sovereign. Ratify To approve To sign as a symbol of agreement permission KF: to approve To sign or give a formal consent or permission, usually with a treaty or agreement, making it officially valid Sentence: It was difficult to ratify new laws under the Articles of Confederation because all thirteen colonies had to approve in order for it to be ratified. Compromise To settle in order to make progress To make a deal To work something out KF: a little give and take A settlement of differences in order to make an agreement in which both parties make concessions to achieve a mutual goal Sentence: The founding fathers made a great compromise in order to satisfy big states and small states. Ordinance Ruling Order Law KF: rule for a specific place a piece of legislation enacted by a municipal authority Sentence: The government under the Articles of Confederation created an ordinance for how new states would be accepted into the Union. Inflation Depreciation Devalued money KF: worthless money The increased price of goods or services that results in a smaller value that the currency holds. Sentence: The states printed currency that became worthless after the revolution.
Seizure To take over KF: to take by force. A forcible possession of property by government and/or law. Sentence: State governments were seizing farmers property because they owed debts to the wealthy merchant class. Constitution a body of fundamental principles or established precedents according to which a state or other organization is acknowledged to be governed. Convention Meeting Themed Gathering Conference Sentence: A convention was called to revise the Articles of confederation a way in which something is usually done, especially within a particular area or activity. an agreement between countries covering particular matters Delegates Framers Representatives Regional Responsible to constituents (voters) To entrust a responsibilities to another person, a person sent or authorized to represent others, in particular an elected representative sent to a conference.
Sentence: 55 delegates gathered to the constitution.. Debate Argument Stance Statement of beliefs KF: sharing different opinions A discussion or argument in public assembly of two opposing views Sentence: The delegates at the constitutional convention would debate a variety of issues. Bicameral Compromise Divided Equal KF: two law-making departments A lawmaking branch of government having two houses or chambers Sentence: The solution to the way the states would be represented in Congress was found by creating a bicameral legislature. Constitution A document A plan An agreement for KF: written plan of government a body of fundamental principles or established precedents according to which a state or other organization is acknowledged to be governed. Sentence: The founding fathers made a constitutional republic that is still active today.
When I concentrate, I most often: focus on the words or pictures in front of me discuss the problem and the possible solutions in my head move around a lot, fiddle with pens and pencils and touch things I choose household furnishing because I like: their colours and how they look the descriptions the sales-people give me the textures and what it feels like to touch them My first memory is of: looking at something being spoken to doing something When I am anxious, I: visualise the scenarios talk over in my head what worries me most can’t sit still, fiddle and move around constantly I feel especially connected to other people because of: how they look what they say to me how they make me feel When I have to revise for an exam, I generally: write lots of revision notes and diagrams talk over my notes, alone or with other people imagine making the movement or creating the formula If I am explaining to someone I tend to: show them what I mean
4th Industrialization Inquiry Did Industrialization Make Life Better for Everyone in New York? Detroit Publishing Company, photograph of factory smokestacks, Solvay Process Co.’s Works, Syracuse, between 1890 and 1901. Public domain. Library of Congress, Prints & Photographs Division. . Supporting Questions What changes were made in manufacturing during the How did New Yorkers benefit from industrialization? What were the challenges New Yorkers during industrialization? 4th Grade Industrialization Inquiry Did Industrialization Make Life Better for Everyone in New York? New York Social Studies Framework Key Idea & Practices 4.6 WESTWARD MOVEMENT AND INDUSTRIALIZATION: New York State played an important role in the growth of the United States. During the 1800s, people traveled west looking for opportunities. Economic activities in New York State are varied and have changed over time with improvements in transportation and technology. Gathering, Using, and Interpreting Evidence Chronological Reasoning and Causation Comparison and Contextualization Civic Participation Staging the Question Brainstorm the types of things they believe would improve the quality of life in their local communities. Supporting Question 1 Supporting Question 2 Supporting Question 3 What changes were made in manufacturing during the 1800s? How did New Yorkers benefit from industrialization? What were the challenges New Yorkers faced during industrialization?
Rolling stock Class 373 e320 train sets on order Class 395 Operated as 6 or 12 car Class 92 locos Maximum speed Class 373 e320 300km/h 320km/h 140km/h Passenger capacity Class 373 e320 750 seats 900 354 seats per 6-car unit + standing capacity N/A Number of passengers carried 2012 2011 2010 2009 2008 2007 9.9 million 9.7 million 9.5 million 9.2 million 9.1 million 8.3 million 2012 2011 2010 9.0 million 8.2 million 7.2 million N/A
Appendix 6: Contacts List Contact details for HS1 Ltd and other organisations are set out below: Subject Organisation Contact details All enquiries HS1 Ltd Wendy Spinks, Head of Revenue Development HS1 Limited 12th Floor One Euston Square 40 Melton Street London NW1 2FD 020 7014 2716 Operator licensing/SNRP ORR Security requirements LTSD Joe Ismail 020 7944 2848 UK immigration and customs requirements UK Border Eglesfield, Home Office Colin Jackson, Martin Maynard, Safety Certification ORR Executive - Permissioning & Divisional Support Railway Safety Directorate Office of Rail Regulation 1 - 2 Peasholme Green York YO1 7PX Phone: 0207 282 3772 Commitments relating to access to St Pancras station, Temple Mills depot and paths on HS1 UK Monitoring Trustee Bolt Policing British Transport Police Paul McGregor contact details are not provided above, please contact HS1 Ltd in the first instance.
1 2 3 4 Understanding/Content X2 This one counts as double The person’s understanding of the topic is so incomplete or has so many misconceptions that the person cannot be said to understand the topic. The person has incomplete understanding of the and/or misconceptions about some of the information; however, the person maintains a basic understanding of the topic. The person has a complete understanding of the information important to the topic but not in great detail. The person has demonstrated a complete and detailed understanding of the cell part and function within the cell. Communicates Effectively in Written Form The communication demonstrates little or no attention to the use of necessary conventions* of writing. Errors are distracting. The person does not use some required conventions* of writing or demonstrates errors in use of some conventions. Some errors may be distracting. The person uses all necessary conventions* of writing for enhanced readability with few errors. The person uses all necessary conventions* of writing without error. Spelling, punctuation, capitalization, grammar, usage, and paragraphing add to the overall quality of the communication. Some conventions may be manipulated for effect. Assignment The person is not punctual in turning in the assignment and the assignment is not typed and does not follow the suggested format. The person is not punctual in turning in the assignment or the assignment is not typed and does not follow the suggested format. The assignment is neatly typed but does not follow the suggested format. The person is punctual in turning in the assignment. The assignment is neatly typed and follows the suggested format. Assignment is turned in on time or early. Creativity Assignment lacks interesting, creative, or humorous details. Assignment the requirements, but is somewhat lacking in interesting, humorous, or creative details. Some relationships and details about the particular cell part are communicated in a creative way using the prescribed format. The assignment relationships and details about the particular cell part in an unusual, original, or creative fashion…wow factor is present Name: Cell Part: Evaluate your work—fill out this rubric as if you were grading yourself. Turn in your rubric with your project. *WRITING CONVENTIONS include spelling, punctuation, capitalization, grammar, and paragraphing. The writer should use conventions to enhance the readability of the paper. Spelling should be correct on all words. Punctuation should be smooth and guide the reader through the paper. Capitalization should be used correctly. Paragraphing should reinforce organization. The writer may manipulate conventions for effect.