zilongwang/ReadingBank huggingface dataset:
Goldilocks Little Red Riding Hood The Little Pigs 22-25 26-29 30-33 Word Level Three Billy Goats Gruff Goldilocks Little Red Riding Hood The Three Little Pigs 34 35-38 39-42 43-46 47-50 Sentence Level Three Billy Goats Gruff Goldilocks Little Red Riding Hood The Three Little Pigs 51 52-53 54-55 56-57 58-59 Special Characters for Keyboards Thanks to Learning and Teaching Scotland 60-63 National flags 64-65
Which language can you identify? Text A Text B Text C Text D Evidence: Evidence: Evidence: Evidence: Choice: French German Spanish Italian Choice: French German Spanish Italian Choice: French German Spanish Italian Choice: French German Spanish Italian Text A – Three Billy Goats Gruff
Fueron a la sala. “Alguien ha tocado mi silla,” gritó papá oso. “Alguien ha tocado mi silla,” gritó mamá oso. “Alguien ha tocado mi silla,” gritó bebé oso, “¡y la ha roto!”
Malheureusement en le vélo a eu un pneu crevé. Petit Chaperon Rouge devait marcher. Tout d’un coup un grand loup s’est approché. «Bonjour petite fille. Où vas-tu ce beau jour?» «J’apporte des gâteaux à ma grand’mère. Elle habite de l’autre côté de la forêt,» a répondu Petit Chaperon Rouge. Text A – The Three Little Pigs
Los Tres Cabritillos Traviesos Les Boucs Bourrus / Three Billy Goats Gruff I Tre Capretti Furbetti / Die drei Ziegenböcke Word (A) Show language you think each word is by highlighting them with these colours: German=red Spanish=yellow French=blue un topolino a mouse eine Maus une souris un Gras hierba erba the bridge el puente il ponte die Brücke le pont mi hermano mon frère my brother mio fratello mein Bruder
Los Tres Cabritillos Traviesos Les Trois Boucs Bourrus / Three Billy Goats Gruff I Tre Capretti Furbetti / Die drei Ziegenböcke Word Level (B) Show which language you think each word is by highlighting them with these colours: German=red Spanish=yellow French=blue Italian=green un albero a tree ein Baum un arbre un árbol la rivière der Fluss el río the river il fiume Billy Goats Cabritillos Capretti Ziegenböcke Boucs un valle une vallée a valley una valle ein Tal
three bears drei trois ours tres osos Goldlöckchen Rubiales Goldilocks Ricciolidoro la silla la sedia der Stuhl la chaise une lettre a letter una lettera ein Rubiales Boucle d’Or / Goldilocks Ricciolidoro / Goldlöckchen Word Level (B) Show which language you think each word is by highlighting them with these colours: German=red Spanish=yellow French=blue Italian=green babbo orso table the bed tres tazones
Cappuccetto Rosso / Rotkäppchen / Caperucita Roja Word Level (A) Show which language you think each word is by highlighting them with these colours: German=red Spanish=yellow French=blue Italian=green il dente the teeth die Zähne les dents el diente forêt Wald bosque forest bosco Help Aiuto Socorro Hilfe Au secours una vez Il une fois Once upon a time C’era una Es war einmal Petit Chaperon Rouge / Little Red Riding Hood
costruire in campagna pratico il camino to build in the countryside practical the chimney auf dem Lande praktisch der Schornstein construire à la campagne pratique la cheminée construir en el campo práctico la chimenea
Information Stalls: Public sector Behaviour/ASD SEND Support Teams Disabled Children’s Team: Social Care Careers Guidance Team IAG (Information, advice and guidance) for young people with SEND Early Help Assessment: early support for families Early Years Inclusion Coordinators/Area SENCOs (Special Educational Needs Coordinators) Family Information Service/Early Years Team Family Support Team Health: including Clinical Commissioners Independent and Supported Living (Social Care) Job Centre Plus Ashington event only NALS (Northumberland Adult Learning Service) Personal Budgets/Direct Payments Portage Service SEND Information, Advice and Support Service for families SEND Team SEND Transport Sensory Support Service Speech/Language and Literacy SEND Support Services Social/Emotional/Mental Health Services Welfare Rights Team Information Stalls: Private, Community and Voluntary Organisations Active Northumberland Aspire PCS – Independent Support for the EHC assessment and planning process Autism Northumberland Calmer Therapy Carers Northumberland Contact a Family Dyslexia North East ECCDS (Education Centre for Children with Down Syndrome) Hexham and Ashington Healthwatch In it Together National Autistic Society National Deaf Children’s Society Hexham event only Natural Ability Hexham event only SpLinterGroup (support for young people with specific learning differences) Toby Henderson Trust Ashington event only Useful Vision Wecan Hexham event only
Notable Geographers AP Human Geography Directions: For the quiz you should be able to identify the following models by their descriptions, names and individuals responsible (if appropriate). Bid-Rent Theory Boserup Hypothesis Central Place Theory (Walter Christaller) Concentric Zone (E. Burgess) Demographic Transition Model Environmental Determinism (E. Huntington) Epidemiologic Transition Model Evolution of American Metropolis (John Borchert) Gravity Model Heartland Theory (MacKinder) Laws of Migration (Ravenstein) Least-Cost Theory/Location of Industry (A. Weber) Malthus’ Theory of Population Growth Medical Geography/Epidemiologist (John Snow) Stages of Economic Growth (W.W. Rostow) Multiple Nuclei Model (C. Harris & Ullman) Neocolonialism Organic Theory of Nations (Friedrich Ratzel) Peripheral Model Possibilism (Vidai de la Blanche) Primate City Model (M. Jefferson) Rank-Size Rule Rimland Theory (Spykman) Sea Power Theory (Mahan) Sector Model (H. Hoyt) Technopoles (M. Castella & P. Hall) Von Thunen Model World Systems/Core-Periphery Model (Wallerstein) Urban Realms Model (Vance) Notable Geographers AP Human Geography Directions: For the quiz you should be able to identify the following models by descriptions, names and individuals responsible (if appropriate). Bid-Rent Theory Boserup Hypothesis Central Place Theory (Walter Christaller) Concentric Zone Model (E. Burgess) Demographic Transition Model Environmental Determinism (E. Huntington) Epidemiologic Transition Model Evolution of American Metropolis (John Borchert) Gravity Model Heartland Theory (MacKinder) Laws of Migration (Ravenstein) Least-Cost Theory/Location of Industry (A. Weber) Malthus’ Theory of Population Growth Medical Geography/Epidemiologist (John Snow) Stages of Economic Growth (W.W. Rostow) Multiple Nuclei Model (C. Harris & Ullman) Neocolonialism Organic Theory of Nations (Friedrich Ratzel) Peripheral Model Possibilism (Vidai de la Blanche) Primate City Model (M. Jefferson) Rank-Size Rule Rimland Theory (Spykman) Sea Power Theory (Mahan) Sector Model (H. Hoyt) Technopoles (M. Castella & P. Hall) Von Thunen World Systems/Core-Periphery Model (Wallerstein) Urban Realms Model (Vance)
Rubric Category Description Score Historical Accuracy and Depth of Content All information is historically accurate and relevant. All pertinent information is provided and expanded upon in detail in the words of the students. /20 Creativity and Effort Information is presented in a creative way that is engaging to the viewer. Student clearly spent a great deal of time and effort constructing their presentation. /20 Organization and Neatness Information is clearly presented in a logical and organized way. Project is and aesthetically pleasing. /20 Spelling/Grammar/Mechanics No spelling, grammar or mechanical errors exist and the presentation is completely coherent and understandable. /15 Requirements Project meets all requirements stated in the directions, thoroughly and thoughtfully. /25 GRADE _______________
Renee Davis Douglas Region Rep Kim Chester Bartow Robin Smith Catoosa Jenn Williams Coweta Cynthia Daniels Dade Together We Can Jean Moorehead Gordon Angela West Haralson Together We Can Jena Dennis Paulding Tracy Reynolds Polk Jodie Mazzolini Troup Michal Jones Walker Erin Arledge Whitfield Always Room for More Linda Young Trion City Always room for more Always room for more Always room for more e Always room for more Always room for more Always room for more Always room for more Always room for mere
“State of Texas, County of ____________” and “This instrument was acknowledged before me on (mm/dd/yyyy) by (name of Approving Official)” to the notary block. This will bring the notary block into compliance with Texas notary law.
ELAINE F. MARSHALL SECRETARY OF STATE Page 1 of 3 STATE OF DEPARTMENT OF THE SECRETARY OF Certification and Filing Division Office of Notary Investigations and Enforcement P.O. PHONE: 919-814-5400 FAX: 919-807-2210 E-MAIL: WEBSITE ADDRESS: WWW.SOSNC.GOV COMPLAINT FORM The Department has the authority to investigate complaints against any North Carolina Notary when there is an allegation or appearance of violation of Chapter 10B of the North Carolina General Statutes, any rule adopted or any order issued pursuant to this Chapter. Instructions: Please provide detailed information, be specific and compose clear, concise answers. Please furnish copies of any documents or other materials relating to this complaint. If additional space is needed attach separate sheets and reference the item. Please type or print clearly. COMPLAINANT INFORMATION USE TAB OR ARROW KEY FULL NAME: DATE OF BIRTH: First Middle Last MM/DD/YYYY ADDRESS: CITY: STATE: ZIP: HOME PHONE: BUSINESS PHONE: CELL FAX NUMBER: E-MAIL: INFORMATION ABOUT THE NOTARY WHICH YOU ARE FILING A COMPLAINT AGAINST If more space is needed please attach additional pages and reference the item as “Notary Information” Notary Name Title/Position Notary Address Phone No. NAME OF NOTARY’S EMPLOYER: DBA OR OTHER NAMES IT USES, IF ANY: ADDRESS OF ORGANIZATION: CITY: STATE: ZIP: PHONE: CELL PHONE: FAX NUMBER: E-MAIL:
Sullivan Carrollton City Region Rep Kim Chester Bartow Sharon Catoosa Georgia Fruechtenicht Coweta Cynthia Daniels Dade Brandi Waters Gordon Angela Cammarano Paulding Together We Can Tracy Reynolds Polk Jodie Mazzolini Troup Michal Jones Walker Erin Arledge Whitfield Marie Funes Calhoun City Caroline Threadgill Rome City Linda Young Trion City Together We Can
May 26 – ___________________________ surrenders May 28 – Battle at _______________________________________ __________________ and his men clash with the Canadian Militia; are able to escape July 2 – ___________________ surrenders This uprising lasted 99 days, resulted in the deaths of 53 Canadian Militia and 35 Metis and First Nations, and cost the Canadian government $5 million. Outcomes and Consequences of the Northwest Uprising Use Canada Revisited pp. 252-253 and Horizons 2nd edition pp. 187-189
_________________________ _________________________ SCHEDULE OF TUITION, MISCELLANEOUS & OTHER FEES for S.Y. _______________ LEVEL TUITION FEES MISCELLANEOUS & FEES Approved Tuition Fee SY: ________ Proposed Tuition Fee SY:________ Amount of Increase Percentage of Increase Approved MF & OF SY:________ Proposed MF & OF SY:________ Amount of Increase Percentage of Increase Prepared by: Processed and Evaluated by: VALIDATED BY: _________________ EVELYN V. MENDOZA MARINA C. ESPINO School Principal EPS-In-Charge of Private School Education Program Supervisor Quality Assurance Division, RO3 Noted: Pursuant to DECS Order #12, S. 1997 NICOLAS T. CAPULONG,Ph.D. CESO V Schools Division Superintendent Officer - in- Charge Office of the Assistant Regional Director
Item No. Amendments in Stewardship Policy (Version No.3.0) The following amendments are proposed in the current Stewardship Policy (Version 2.0)of the Company, was last approved by the Board on July 23, 2018: Proposed Amendments in Stewardship Policy (Version No. 3.0) Sr. No. Existing Provision Revised Provision Clause 1 Designated Holdings of Employees of RNLIC covered under Employee Personal Securities Trading Dealing policy would be shared to Compliance. Holdings of Designated Employees of covered under Employee Personal Securities Trading Dealing policy would be maintained by Compliance 2.4. (a) 2 The ECI shall be responsible for the supervision of the monitoring of the investee companies’ business strategy, performance, risk, capital structure, leadership effectiveness, succession planning, remuneration, corporate governance performance, cultural, social and environmental matters. The ECI shall be responsible for the monitoring of the investee companies’ business strategy, performance, risk, capital structure, remuneration, corporate governance performance, cultural, social and environmental matters. 3.2. (a) 3 RNLIC shall inform the investee companies to not share any unpublished price sensitive information with us which would make the us ‘insider’, without a specific prior agreement with RNLIC Removed 3.2. (c) 4 RNLIC shall review the investee companies’ business strategy, performance, risk, capital structure, leadership effectiveness, succession planning, remuneration, corporate governance, cultural, social and environmental matters. Removed 3.3 5 shall be required to record and disclose specific rationale supporting its voting decision (for, against or abstain) with respect to each vote proposal. RNLIC shall disclose all voting activity RNLIC shall be required to record and disclose voting decision (for, against or abstain) with respect to each vote proposal. RNLIC shall disclose all voting activity on a Clause 6.5
The dashboards concern the main dimensions and sub-dimensions linked to the concrete indicators and specific questions from the surveys. Segmentation and de-segmentation of the labour market DIMENSIONS INDICATORS SOURCES (survey + question numbers) JOB STATUS AND STABILITY Contractual status LFS Q 90 WAGE PROGRESSION Wage LFS Q 91, Q 92, Q 93 TRAINING OPPORTUNITIES Possibility to train LFS Q 74, Q 76 These questions put to a panel or asked biographically over several years would help to ascertain the transitions made by individuals between T and T+n. This is why we suggest LFS in a panel or, at the very least, biographical questioning in order to fill in this table: T+ n T Better status Equal status Lower status Access to training No access to training Better income Equal or lower income Status: Inactivity Unemployed Fixed-term contract Open-ended contract Access to training No access to training Income (salary or benefits): ……… Euros (gross) Via a simple regression, we can calculate the probability for an individual in situation X at time T to have made a progressive or regressive transition by time T+n.
Transition quality DIMENSIONS INDICATORS SOURCES NEW QUESTIONS (mainly subjective viewpoints) RESULT OF A CHOICE Reasons for this choice Variables: age, sex and level of qualification LFS: Q16, 19, 22, 23, 40, 42, 47 + SILC : I 32, I 36 + AES : C28, 29 ; D 2, 3, 4 Yes No: WITH POSSIBILITY OF ANTICIPATION OF THE TRANSITION EXPERIENCED (job to unemployment, regression within job or relocation) If you have changed status during the reference period, how much time before this change were you informed? (the period between the time when the person is informed and the actual beginning of the change) WITH SUPERIOR QUALITY SUPPORT Existence of support If not, see the following dimension If yes, continue If you have changed professional status during the reference period: Were you eligible for support? Did you take advantage of it? Did you receive training?
DIMENSIONS INDICATORS SOURCES LIFELONG LEARNING (LLL) INPUT (expenses) Expenditure on training for the unemployed (with regard to employment) Cost of on-the-job training per participant EMCO, UOE EMCO, CVTS Eurostat, AES CVTS
PROCESS Percentage of the population participating in training during the reference month By age and gender By of education attained By type of contract Percentage of workers participating in training during the reference By age and gender By level of education attained By type of contract Percentage of the unemployed participating in training during the reference month Number of hours of training per participant Number of hours of training per unemployed person EMCO, LFS + LFS EMCO, LFS + LFS EMCO, LFS CVTS Eurostat, LFS
Tony Kirkham North East Combined Authority (Sub) Present Alison Griffin Society of London Treasurers (SLT) - Present Sheila Little Society of County Treasurers (SCT) - Present Norma Atlay Society of District Council Treasurers (SDCT) - ALATS Apologies Nicole Jones Society of Unitary Treasurers (SUT) - ALATS Present Jill Penn Society of District Council Treasurers (SDCT) Apologies Cliff Dalton substitute Chartered Institute of Public Finance and Accounting (CIPFA) Apologies Magor Institute of Revenues Rating and Valuation (IRRV) Present Martin Clarke Greater London Authority (GLA) Present Paul Honeyben London Councils Apologies Duncan Savage Chief Fire Officers Association Finance Network Present Richard Paver Greater Manchester Combined Authority Present Richard Flinton Society of Local Authority Chief Executives (SOLACE) Present Chris Jackson HM Treasury Present Julie Sorensen HM Treasury Apologies Sarah Taylor Valuation Office Agency Dialled in DCLG Matthew Style Department for Communities and Local Government (DCLG) Present Stuart Hoggan Department for Communities and Government (DCLG) Present Lucy Rigler Department for Communities and Local Government (DCLG) Present Sophie Broadfield Department for Communities and Local Government (DCLG) Present
Trefor Henman Department for Communities and Government (DCLG) Present LGA Sarah Pickup Local Government Association (LGA) Present Nicola Morton Local Government Association (LGA) Present Mike Heiser Local Government Association (LGA) Present Mel Haslam Local Government Association (LGA) Present Jess Norman Local Government Association (LGA) Present </TRAILER_SECTION> <LAYOUT_SECTION> FIELD_TITLE FIELD_SUMMARY </LAYOUT_SECTION> <TITLE_ONLY_LAYOUT_SECTION> FIELD_TITLE FIELD_SUMMARY </TITLED_COMMENT_LAYOUT_SECTION> <COMMENT_LAYOUT_SECTION> FIELD_SUMMARY </COMMENT_LAYOUT_SECTION> <SUBNUMBER_LAYOUT_SECTION> FIELD_TITLE FIELD_SUMMARY </SUBNUMBER_LAYOUT_SECTION> <TITLE_ONLY_SUBNUMBER_LAYOUT_SECTION> </TITLE_ONLY_SUBNUMBER_LAYOUT_SECTION>
Dalton (marble model) Electrons: Protons: Neutrons: Other: Thomson (plum pudding model) Electrons: Protons: Neutrons: Other: Rutherford (planetary model) Electrons: Protons: Neutrons: Bohr (quantum model) Electrons: Protons: Neutrons: Important Scientists in the Atomic Theories and Models -atomos, initial idea of atom – Democritus - first atomic theory of matter, solid sphere model – John Dalton - discovery of the electron using the cathode ray tube experiment, plum pudding model – J. J. Thomson - discovery of the nucleus using the gold foil experiment, nuclear model – Ernest Rutherford - discovery of charge of electron using the oil drop experiment – Robert Millikan - energy levels, planetary model – Niels Bohr - periodic table arranged by atomic mass – Dmitri Mendeleev - periodic table arranged by atomic number – Henry Moseley - quantum nature of energy – Max Planck - uncertainty principle, quantum mechanical model – Werner Heisenberg - wave theory, quantum mechanical model – Louis de Broglie. DEVELOPMENT OF THE ATOMIC THEORY From 1000 B.C. to now DATE INFORMATION
Electron Capture Gamma Radiation Radioactive Decay Write the reaction that represents the following: 1. Alpha decay of Polonium – 218. 2. Electron capture of Promethium – 142. 3. Beta decay of Potassium – 43. 4. Alpha decay of Uranium – 233. 5. Beta decay of Nitrogen – 13. 6. Positron emission of Carbon – 14. 7. decay of astatine – 196. 8. Electron capture of mercury – 201. 9. Alpha decay of Radon – 226. 10. Beta decay of Iodine – 136.
Note biographique Dr. Andrea Rounce is an Associate Professor in Political Studies at the University of Manitoba. Her current work includes projects on government's use of public opinion and consultation to influence public policy and service delivery; public servants’ political activities; and distrust within the public service; public policy on end of life care; and government relations capacity-building within the voluntary sector. Emphasizing the need to bridge theory and practice, Andrea works with public and voluntary sector organizations on policy and governance issues. Andrea’s work is published in the How Ottawa Spends series, as well as in the Manitoba Law Journal, Canadian Political Science Review, Journal of Political and Parliamentary Law, and in the International Review of Administrative Sciences. Andrea is the President of the Canadian Association of Programs in Public Administration (CAPPA/ACPAP).
Activity 2: Shallow end Listen to the practice lecture again Take notes using the Cornell template Group discussion about how useful it was to you 4. Strategies for less traditional note-taking This includes anything that appeals to more visual learners. Use colours and size to make things out. Rather than working in linear format you record the information on plain paper in any way that appeals to you – in bubbles, for instance. Use doodles and sketches to help you remember what you have or read. Turn lengthy text explanations or arguments into diagrams and charts. MindMapping can be an extremely powerful visual tool. Aim to colour code and link information. You can include small graphics/doodles to stimulate memory. Pros: Appeals to people who are visual thinkers/ active learners Creative – releases ideas Good in – as a way to plan your answers Good for exam revision - Helps you to see what you know and also what the gaps are Cons: Does not suit everyone – the process can be difficult if you are not a visual thinker Hard to do ‘on the spot’ as a way of actually recording ‘live’ information in a lecture.
Note-Taking Template for Journal Articles Title of Article: ________________________________________ Publication: _________________________ Author(s): ___________________________________________ Date: ______________________________ Background What was the context for this research? What has been studied or determined already? Methods & Nature of this What was the objective? How did the author(s) collect data? When and did the research take place? Results What highlights emerged? Were there any surprises? Data What is most striking the tables, graphs, illustrations? Why did the author(s) include them? Conclusions What did the author(s) learn overall? Next What is implied or proposed for future study? Significance Why does this research matter? My Thoughts & Questions
xxxxxxxxxxxxxx xxxxxxxxxxxxxx xxxxxxxxxxxxxx xxxxxxxxxxxxxx xxxxxxxxxxxxxx Research question 1: What are the arguments against multiculturalism? more migrants from British backgrounds migrants should change to ways etc etc
Source 1 Author ______________ Date ________________ Publication details Source 2 Author ______________ Date ________________ Publication details Source 3 Author ______________ Date ________________ Publication details etc
12 Week Notebook Check: 9th 1st Section #1 Table of Contents/Anticipation Guide 9.28 10.5 10.11 10.26 2nd Section #2 Lord of the Flies Intro #3 Characterization Notes #4 Close Reading 3rd Section #6 STEAL Chart – Stamp for timeliness #5 Chapter 1 Questions – stamp/sign #7 Chapter 2 Questions – stamp/sign #8 Chapter 3 Questions – stamp/sign #9 Chapter 4 Questions – stamp/sign #10 Chapter 5 questions – stamp/sign #11 Chapter 6 Questions – stamp/sign #12 Chapter 7 Questions – stamp/sign #13 Chapter 8 Questions – stamp/sign #14 Chapter 9 Questions – Stamp/sign #15 Symbol box – checked and signed #16 Chapter 10 Questions – stamp/sign #17 Chapter 11 Questions 4th Section Vocab 5 Comma Notes Vocab 6 7 Vocab 8 Types of Sentences (not Cornell okay) Vocab 9 Vocab 10 5th Section n/a
Series Circuit Fold, (don’t break) tape around all corners. The adhesive is insulating. bulb Measure Voltage = V Measure Current = A Calculate Resistance = Calculate Power = W bulb Measure Voltage = V Measure Current = A Calculate Resistance = Calculate Power = W bulb Measure Voltage = V Measure Current = A Calculate Resistance = Calculate = W Voltage = V battery Place copper tape on the dashed line only!
NOTEBOOK CIRCUITS WITH METERING Individual Activities Activity 1: Electron checkers Materials: Material cards A and B – photocopied from Teacher Section Electron circles (20) – plastic disks marked with a negative sign (―–‖). Directions: 1. Cover each ―+‖ circle with a ―–‖ circle on ―Material A‖ and ―Material B.‖ 2. Remove one of the ―–‖ circles from Material A and place it on Material B. 3. Repeat step 2. – – + + + + + + + + 4. Answer the related questions on the Student Data Sheet. Activity 2: Electrical current + + Material A + + Material B Materials: Material cards A and B – photocopied from Teacher Section Wire card – photocopied from Teacher Section Electron circles (30) – plastic disks marked with a negative sign (―–‖). Directions: 1. On a ―Wire‖ card cover each – – positive ion (―+‖ circle) with an electron (―–‖ circle). – 2. Place Material A so it touches + + + + one end of the Wire and Material B so it touches the other end. + + + + + + + Make sure each positive ion is covered with an electron. 3. Remove two electrons from Material A and place them on B. + + Material A + + Wire + + + Material B 4. The electrons in the wire will be attracted to the excess positive charges in Material A (and repelled by the excess negative charges in Material B). Slide an electron from the end of the wire touching Material A to cover a nearby positive ion on Material A.
8:00 AM MASS 9:00 AM - 10:05 AM Discernment & Spiritual Direction Deacon Tom Sandusky 10:05 AM - 10:15 AM 10:15 AM - 11:20 AM Reading Scripture in Context I Ms. Kathy Hoffman 11:20 AM - 11:25 AM BREAK 11:25 AM - 12:30 PM and Metaphysics Fr. Augustine Tran 12:30 PM - 1:00 PM 1:30 PM – 2:35 PM JustFaith Deacon Gayle Peters 2:35 PM - 2:40 PM BREAK 2:40 PM - 3:45 PM JustFaith Deacon Peters 3:45 PM - 3:55 PM BREAK 3:55 PM - 5:00 PM Catholic Spirituality I Sr. Margaret McAnoy Candidate Community Men in 2015
12:30 PM - 1:00 PM LUNCH 1:30 PM – 2:35 PM Fundamental Theology Liturgy Homiletics Fr. Briese Fr. Paul Berny Fr. Bryan Small 2:35 PM - 2:40 PM BREAK 2:40 PM - 3:45 PM Patristics & Early Church History Documents of Vatican II Homiletics Archm. John Azar Dr. Ron Chandonia Fr. Bryan Small 3:45 PM - 3:55 PM BREAK 3:55 PM - 5:00 PM Social Doctrine II: Catholic Social Teaching History of the Hebrew People Liturgy Practicum Dr. Ron Chandonia TBD Fr. Vic Galier Candidate Liturgical Assignments Date Morning Prayer Acolytes Lector Lunch Prayer Jan 26th Andronaco & Baker & Buzeta Barron Alexander Feb 9th & Buzeta Campbell & Chavez Harris Cortez Feb 23rd Daly & Donohue Daly & Donohue Herndon Halloran Mar 9th Gant & Harvey Gant & Harvey Kretzmer Hogan Mar 23rd Thacker & Timme Thacker & Timme Ngoy Iner Apr 13th Andronaco & Baker Andronaco & Perri King Apr 27th & Buzeta & Buzeta Raffaelli Leidenfrost May 4th Daly & Donohue Campbell & Chavez Roberts MacLean May 18th Gant & Harvey Daly & Donohue Schueth Martin Aug 17th Thacker & Timme Gant & Harvey Skolds Munoz Aug 24th Andronaco & Baker Thacker & Timme Young Orf Sep 7th Brown & Buzeta Andronaco & Baker Barron Ory Sep 21st Daly & Donohue Brown & Buzeta Harris Perez Oct 12th Gant & Harvey Campbell & Chavez Herndon Sevilla
Day 5 – Bell Ringer Topic_______________________________________________ Additional Notes:
Notecard Rubric notecard must be on full 3x5 or 4x6 index cards. Each notecard must be numbered and initialed on the front. A definition needs to be on the back, as well as an example if applicable. I will flip through the cards and check for completion, and read the definitions of three terms to ensure accuracy and effort. Notecards must be hand written-no quizlet. The study of behavior and mental processes. Psychology EP 1 Rubric 40 30 20 10 0 -All notecards are completed on time with obvious effort and accuracy. -Notecards are organized and are made on actual index cards -Each notecard is numbered and contains initials. One of the requirements is not met Two of the requirements are not met Three of the requirements are not met but most notecards are turned in Notecards are not completed
What is a BOND? CHEMICAL BOND: INTRAMOLECULAR FORCE that holds one atom to another in a compound The energy stored in a bond is potential energy Why do atoms BOND? Atoms bond together to get 8 valence electrons to become STABLE (Stable Octet) Exception: Hydrogen can only have 2 (stable duet) FORMING A BOND Energy is RELEASED (EXOTHERMIC) spontaneously Forms a STABLE compound BREAKING A BOND Energy is ABSORBED (ENDOTHERMIC) Stability decreases Ex. Ripping two apart requires ENERGY REMEMBER BARF: Break, Absorb; Release, Form.
We can also measure calories lost from our bodies. A holds a test tube with 500grams of ice-water . She holds the ice water tube with her bare hand.. losing heat calories from her hand to the water. She holds the tube in her hand for 5 minutes. DATA Temp of water before holding = 5 degrees Celsius Temp of water after holding = 7 degrees Celsius Mass of water = 500 grams Calculations Calories gained by water = mass of water x specific heat of water x change in water temp. Calories gained by water = 500 grams x 1 x 2 degrees Celsius Calories gained by water = 1000
Board 1 ♠ JT9 ♥ Q42 ♦ 976 ♣ K982 Dummy ♠ A862 ♥ AT753 ♦ 42 ♣ J7 ♠ ♥ 98 ♦ AKQJT ♣ A ♠ 5 ♥ KJ6 ♦ 853 ♣ QT6543 Bidding: A strong two-suiter in South. Dummy Expectation: Minimum HCP, Dummy prefers Spades to Diamonds. Lead: ♥A by West; positive in 3rd seat. With in View: As expected. Defender Style: Active, because West has 4 Trumps including the Ace. Play: A “Forcing Defense”. Make Declarer ruff Hearts many times so West’s 4th trump becomes powerful. Lead 3rd Heart when in on the 3rd trick, making Declarer ruff. Then wait until the 3rd trump lead by Declarer to take out dummy’s last trump and then lead another Heart, making Declarer ruff with her 5th trump. Then ruff into Diamonds and play another Heart for down one or two. Declarer Technique: The “Forcing Defense” is when a defender has 4 trumps and can make Declarer ruff or more, and therefore gain control of the hand with longer trump. 2 ♠ 2 ♥ AKJ65 ♦ KJ72 ♣ KQ7
Bidding: No information. Dummy Expectation: Flat, 6 to 9 HCP Lead: ♥K by North. With Dummy in View: East is not flat; she has an unexpected, dangerous looking Diamond side-suit. Defender Style: A Passive sequence lead, but apparently a need to change to Active ASAP before Declarer dumps her losers on Diamonds. Play: South, 3rd hand, sees the Diamond suit but knows it won’t run. So Heart ruffs become the problem, not pitches on Diamonds. South should overtake North’s ♥K lead and lead a trump, basically telling North “Don’t worry about the Diamonds: get the Heart ruffs off the table!” As it happens, North has the ♠A4, so he can lead them twice, reducing Declarer’s Heart ruffs to just 1, thereby losing 2 Hearts, a Spade and a Club, with no Diamond pitches. Down 1. Defensive Technique: Don’t switch from Passive to Active Style when you know a dangerous looking side-suit won’t run for Declarer discards. ♠ KQJ976 ♥ 842 ♦2 ♣ AKJ ♠ T32 ♥ T ♦ AQT753 ♣ 754 Dummy ♠ 85 ♥ AJ93 ♦ KJ94 ♣ T98
Name ____________________________________ Period ____________ 6-1 Development of the Periodic Table The early periodic table By the end of the 1700’s scientists had identified only 30 elements By the mid 1800’s about 65 elements had been identified using spectra photography and line spectra where so many individual elements with slightly different chemical and physical properties that it became hard to keep track of all of them. Chemists began to need a organization system to help keep tack of all these similar but slightly different elements This organization system would ideally group the elements in a way that described there chemical and physical properties Dmitri Mendeleev and the first periodic table Dmitri Mendeleev – Organized the 1st periodic table according to increasing atomic mass Mendeleev put elements with similar chemical and physical properties in the same vertical column. Group- a vertical column of elements on Mendeleev periodic table that have similar chemical and physical properties Mendeleev noticed that when elements where arranged according to atomic mass some elements don’t fit into the predicted group. Because of this Mendeleev arranged some elements out of order and put them in the group that best matched their chemical properties. He also left three empty spaces in his table and used his groups to correctly predicted the properties of these 3 unidentified elements. Moseley and the periodic law Moseley reorganized Mendeleev’s periodic table the periodic table by atomic number instead of atomic mass When the periodic table was reorganized in this way it was found that all the elements fell into the correct group without the need to reorganize The Periodic Law - When elements are arranged in order of increasing atomic number, their physical and chemical properties show a predictable pattern. 6-2 Reading the Periodic Table What is the periodic table of the elements? The periodic table of the elements is a chart that lists all the elements that have ever existed in a meaningful way. The elements square on the table contains information unique to that element like atomic number, atomic symbol, name of the element and average atomic mass of the element
7. 6g2 + 5g – 6 8. 121b2 – 169 9. 3x2 – 5x + 2 10. 3n2 + 14n – 5 11. 2y2 + 11y + 14 12. 4c2 – 3c – 7 13. 3x2 – 13x – 56 14. 9x2 – 49 15. 9p2 + 24p + 16 16. 5n2 – 11n – 12 17. 2x2 – 7x + 5 18. 4m2 – 9m – 28
19. 3d2 – 23d + 30 20. 4a2 – 25 21. 3x2 + 2x – 1 22. 6a2 + 2x – 1 23. 25y2 – 20y + 4 24. 9c2 – 100 25. 2x2 + 9x – 5 26. 3x2 + 20x – 7 27. 2p2 + p – 3 28. 6n2 – 13n – 5 29. 49x2 – 14x + 1 30. 5m2 – 13m – 6
Sept. the new Italian gov’t surrenders. HOWEVER, German troops in do not. The allies will not control until April 1945. * The : Hitler broke his pact with Stalin and invades the . 3.6 million Germans poured into . The soviets adopt a “scorched earth” policy. They make their stand at . * The Battle of Stalingrad was the turning point of the war in the east. On , 90,000 freezing Germans surrendered. begins long fight to regain its lost territory. * D-Day: the allies invade western Europe on at . Largest landing by sea in history. cover of massive air shelling, 150,000 Allied troops and equipment begin to come ashore along 60 miles of coast. * Battle of the Bulge: German counter attack to protect from allied advances. The attack overwhelmed American forces and pushed them back, causing the lines to “bulge” and cutting off some units. This was the largest battle in western Europe and largest ever fought by US. Nazi leaders will realize after their loss here that the war is lost. Conference: In Feb. 1945, Roosevelt, Churchill, Stalin had met at , near the , to plan for post war . was to be: split into 4 zones - 1 each for , US, , . , the capital, would lie inside the zone but would also be split into four similar zones. Free elections were to be held in every nation liberated by the Allies. refused to allow this to happen in controlled territories. * of : The Soviets pushed into from the east, Hitler refuses to flee and commits suicide (May 1, 1945). On surrenders. V-E day: victory in . Rejoicing by both civilians and soldiers. But war isn’t over yet. still has to be defeated. 24.3 *: attacks * : Within hours bombs Clark Field, the airbase in the . D. MacArthur knew of the attack on but did not expect an immediate attack on , so his planes
EX: In a research experiment, a population of fruit flies is increasing according to the law of exponential growth. After 2 days there are 125 flies, and after 4 days there are 350 flies. How many flies will there be after 6 days? Substitute what we know into the equation(s). Now solve one of the two equations for a. Next, substitute this into the other equation and solve for b.
4-4 Study Guide and Intervention Proving Triangles Congruent—SSS, SAS SSS Postulate You know that two triangles are congruent if corresponding are congruent and corresponding angles are congruent. The Side-Side-Side (SSS) Postulate lets you show that two triangles are congruent if you know only that the sides of one triangle are congruent to the sides of the second triangle. SSS Postulate If three sides of one triangle are congruent to three sides of a second triangle, then the triangles are congruent. Example: Write a two-column proof. Given: ≅ C is the midpoint of Prove: △ABC ≅ △DBC Statements Reasons 1. ≅ 2. C is the midpoint of 3. ≅ 4. ≅ 5. △ABC ≅ △DBC 1. Given 2. Given 3. Midpoint Theorem 4. Reflexive Property of ≅ 5. SSS Postulate Exercises Write a two-column proof. 1. Given: ≅ , ≅ , ≅ △ABC ≅ △XYZ 2. Given: ≅ , ≅ Prove: △RST ≅ △UTS 4-4 Study Guide and Intervention (continued)
Proving Triangles Congruent—SSS, SAS SAS Postulate Another way to show that two triangles are congruent is to use the Side-Angle-Side (SAS) Postulate. SAS Postulate If two sides and the included angle of one triangle are congruent to two sides and the included angle of another triangle, then the triangles are congruent. Example: For each diagram, determine which pairs of triangles can be proved congruent by the SAS Postulate. a. In △ABC, the is not “included” by the sides AB and AC. So the triangles cannot be proved congruent by the SAS Postulate. b. The right angles are congruent and they are the included angles for the congruent sides. △DEF ≅ △JGH by the SAS Postulate. c. The included angles, and are congruent because they are alternate interior angles for two parallel lines. △PSR ≅ △RQP by the SAS Postulate. Exercises Write the specified type of proof. 1. Write a two column proof. Given: NP = PM, Prove: △NPL ≅ △MPL 2. Write a two-column proof. Given: AB = CD, ∥ Prove: △ACD ≅ △CAB 3. Write a paragraph proof. Given: V is the midpoint of V is the midpoint of Prove: △XVZ ≅ △WVY
Tuition Charge (T) 600 650 700 750 800 850 900 Probability 0.25 0.10 0.05 0.30 0.10 0.05 0.15 The mean and standard deviation of this distribution are: Notice that the shapes of both distributions are the same the mean of the distribution of T is 50 times bigger than the mean of X: 732.5 = 50(14.65) the standard deviation of T is 50 bigger than the standard deviation of X: 103 = 50(2.06) Here is the probability distribution for C: Overall Cost (C) 700 750 800 850 900 950 1000 Probability 0.25 0.10 0.05 0.30 0.10 0.05 0.15 The mean and standard deviation of this distribution are: Notice that the shapes of both distributions are the same the mean of the distribution of C is $100 larger than the mean of T: 832.5 = 100 + 732.5 the standard deviation of C is the same as the standard deviation of T We can add/subtract/multiply/divide to means. So then σy = |b|σx (you can only multiply/divide to standard deviations)
4.) B=75.48 degrees, C=4.52 degrees, b=122.87 5.) A=48 degrees, b=2.29, c=4.73 6.2 – Law of Cosines When solving for a side: When solving for an angle:
6.4 Inverse Trigonometric Functions Pre-Calculus Inverse Sine Inverse Cosine Inverse Tangent y sin1 x y arcsin x y cos1 x y arccos x y tan1 x y arctan x D: [–1, 1] D: [–1, 1] D: (–∞, ∞) R: R: R:  Example 1: Find the exact value (in radians). a) cos-1 0 b) sin-1 0 c) d) e) f) g) h)
Work from the inside out. Remember domain and range restrictions. Example 2: Evaluate each expression. a) b) Example 3: Find the algebraic expression equivalent to the expression. sin (cos1 x) b) cot (sin1 2x) Refer to pages 464 -465 Examples 4 and 5 Solving Problems with Trigonometry Pre-Calculus
6.3 Notes – Periodic Table Trends ATOMIC RADIUS Nuclear Charge the positive charge of the nucleus due to protons. nuclear charge increases L to R across a period because more protons are added. As nuclear charge increases electrons are pulled closer to nucleus so atomic radius decreases Trend for Atomic Radius Atomic radius decreases going left to right across a period Atomic radius increases going down a group Octet Rule The octet rule states that elements gain or lose electrons to attain an electron configuration of the nearest noble gas with 8 valence electrons. 2 will do but 8 is great!” Trend for Ionic Radius An ion is an atom that has gained or lost an electron Cations lose e- and have a positive (+) charge, become smaller than neutral atom Anions gain e- and have a negative charge, become larger than neutral atom Periodic Table Trends- Ionization Energy Ionization energy is the energy required to remove an electron from an atom in the gaseous state Electrons closest to the nucleus have high ionization energies because they are strongly attracted to the nucleus. Electrons farthest from the nucleus have low ionization energies because they are weakly attracted to the nucleus Trend for Electronegativity Electronegativity describes the tendency of an to attract a shared pair of towards itself. An atom's electronegativity is affected by both its and the distance at which its reside from the charged nucleus. The higher the associated electronegativity value, the more an element or compound attracts electrons towards it.
4-2 What Shapes an Ecosystem? Ecological Succession Succession – changes that occurs in a community over time Pioneer Species – first species to populate the area Climax Community – a stable mature community that undergoes little or no change in species Two Types of Succession 1. Primary Succession Succession that occurs on surfaces where no soil exists Example: rock surfaces formed volcanoes erupt Secondary Succession Succession following a disturbance that destroys a community without destroying the soil Because soil already exists, secondary succession usually takes less time than primary succession Example: fires, floods, farming, construction, hurricanes, tornadoes
Chapter 5 5-1 How Populations Grow Characteristics of Populations Geographic Distribution – the area inhabited by a population Population Density – number of individuals per unit area Growth Rate – an increase or decrease of the number of individuals in a population over time Population Growth/Decline A population can grow when its birthrate is greater than its death rate Immigration – movement of individuals into an area Populations can increase Animals maybe searching for mates or food Emigration – movement of individuals out of an area Populations can decrease Animals leave to find mates or food Exponential Growth Under ideal conditions with unlimited resources a population will grow exponentially resulting in a population explosion Exponential growth is characterized by a J-shaped In nature exponential growth does not continue in a population for very long As resources become less available, the growth of a population slows or stops Logistic Growth Occurs when a population’s growth slows or stops following a period of exponential growth Logistic growth is characterized by a S-shaped What prevents the world from being overrun with all kinds of living things?
Integumentary System I. Skin – the largest ____________. Also… nails, hair, glands, sensory receptors. Functions: 1. 2. 3. 4. 5. 6. Three layers Epidermis Dermis – Subcutaneous layer II. Epidermis 1. Stratum corneum – layers of flat dead cells filled with 2. Stratum lucidum – layers of flat, dead cells found in 3. Stratum granulosum - Cells die here, all organelles disintegrate, lipids diffuse out water proofing the skin. Keratin molecules develop forming a tightly packed layer. 4. Stratum spinosum – live ____________ cells (The cytoplasm shrinks during slide preparation leaving cytoskeleton and desmosomes causing cells to look like miniature porcupines. But hard to see) 5. Stratum basale - the ____________, single of cells. The stratum basale and stratum spinosum layers together are called the Cell Types: Keratinocytes - most _______________ skin cell that is found in all layers of the skin. It has fibrous keratin molecules that and intertwine around each other to form intermediate filaments of the cytoskeleton. Melanocytes – _______________ producing, found in the stratum basale Tactile cells (Merkel cells) – Sensitive to _______________, found in the stratum basale Dendritic cells – Helps fight _______________ from pathogens that happen to get into the epidermis Corneocytes – keratinocytes in the stratum corneum that are dead, tightly packed, and ____________. How long does it take for your skin to replace itself? ____________________
Key Vocabulary: ƒ frequency table ƒ relative frequency table ƒ distribution ƒ bar chart ƒ pie chart contingency table ƒ marginal distribution ƒ conditional distribution ƒ independent ƒ segmented bar chart Simpson’s Paradox _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________
Chapter Outline 6: The Standard Deviation as a Ruler and the Normal Model 1. What unit of measurement is used to describe how far a set of values are from the mean? 2. Explain how to standardize a value. 3. Briefly describe why standardized units are used to compare values that are measured using different scales, different units, or different populations. 4. How does adding or subtracting a constant amount to each value in a set of data affect the mean? Why does this happen? 5. How does multiplying or dividing a constant amount by each value in a set of data (also called rescaling) affect the mean? Why does this happen? 6. How does adding or subtracting a constant amount to each in a set of data affect the standard deviation? Why does this happen? 7. How does multiplying or dividing a constant amount by each value in a set of data (also called rescaling) affect the standard deviation? Why does this happen? 8. How does standardizing a variable affect the shape, center, and spread of its distribution? 9. In what way does a give an indication of how unusual a value is? 10. How would you describe the shape of a normal curve? Draw several examples. 11. Where on the normal curve are inflection points located? 12. When is it appropriate to use a normal model to model a set of data? 13. Explain the difference between y and μ .
the ends should be agreed and specified, the means should not.” (Clegg, 2000) mean that practices and are unlikely to support effective system Goal based controls which allow users (leaders and to ‘finish the design’ (Read, Salmon, Lenne, & Stanton, 2015) are more likely to support the of system goals. Simplicity (minimal critical specification) “This … includes a range of more detailed concerns such as ease of use, ease of understanding, and learnability.” (Clegg, 2000) The multiplicity of known and possible emergent tasks required of leaders mean that system will be supported by avoiding of specific
we are presenting today include a web site and a variety of posters to showcase various student work samples. Meet Our Students James Conti Kyle DeNormand Patrick Fretthold Furniss Dylan Hutton Jonah Karnuth Raymond Kelleher Anthony Licht Carlie McClinsey Orian Montgomery Danile Niemiec Ellie Purpora Dominik Snopkowski Jaclyn Wakeley Brandon Zadzilka
STAFF MOBILITY FOR TEACHING MOBILITY AGREEMENT Planned period of the teaching activity: from [day/month/year] till [day/month/year] Duration (days) – excluding travel days: …………………. The teaching staff member Last name (s) First name (s) Seniority Nationality Sex [M/F] Academic year 20../20.. E-mail The Sending Institution/Enterprise Name University of York Erasmus code (if applicable) UK YORK01 Faculty/ Department Centre for Global Programmes Address Derwent College, University of York, YO10 5DD Country/ Country code United Kingdom Contact person name and position Victoria Welchman Institutional Erasmus Coordinator Contact person e-mail / phone +44190432711 erasmus@york.ac.uk Type of enterprise: (if applicable) Size of enterprise (if applicable) <250 employees >250 employees The Receiving Institution Name Faculty/Department Erasmus code (if applicable) Address Country/ Country code Contact person name and position Contact person e-mail / phone
Trailblazer updates, including feedback on the Trailblazer pilots as they are coming to the end of the first foundation phase. UKCES NOS National College on Nuclear nearby EEF mini hub and spoke National college idea Venue Friday 6th May has been suggested. The date and will be confirmed. Steve McAloone thanked everyone for attending and to Scott and Preston College for hosting this seminar.