zilongwang/ReadingBank huggingface dataset:
b) With a fastball grip, cock and snap your wrist to throw the ball straight upward. You may initially hold your forearm down with the other hand to ensure that only the wrist muscles are used, but eventually you must learn to do this drill by relaxing your forearm during the wrist snap, c) You may use any ball but a weighted softball, like a 1 pound cannonball which can be purchased on-line, is best. d) Work on increasing the height of the ball as it is thrown (ball speed) and work on controlling where it lands (ball control). The benefits of this drill are it helps increase ball speed with better wrist snap, improves control by practicing ball release and it corrects improper release. You should feel the ball roll off the ends of the fingers, feel the laces on the ball as it is released and you should relax your arm muscles as you flick your wrist. One knee throw Eliminates extra leg and body movement, concentrates on arm position. Proper over hand throwing technique, 4 steps. Balance Step towards target Glove out, throwing hand back with 90 degree elbow, ball away, lead foot pointing towards plate/player, weight on back leg Follow through arm across body back leg comes around lands in front of other foot. Proper Windmill pitching It is too young to practice proper windmill pitching technique. simple with no leg kick just up and around with feet on ground. Fielding Break up into stations with 3 or 4 kids per group Have 3 kids at each infield position with 4 coaches on infield, have one coach hit to each group and throw back to them. Rotate kids every ground ball and then rotate the position. Work in more challenging fielding. Hit to SS throw to 3rd. Hit to 2nd to 1st. First baseman to bag, big target. Double play ball 2nd to SS. Situational fielding (use extra kids as runners) Runner on 1st and 2nd Runner on 2nd Base loaded Cutoffs SS out for left and center field hits 2nd out for right field hits Fielding position Glove open, down on ground and alligator mouth. 2 forward towards batter on pitch Backing up, cover your base, Running Home to first Overrun the base into foul territory
Test date: 9.11.18 16.11.18 23.11.18 30.11.18 7.12.18 14.12.18 Spelling rule ‘fer + suffix’ ‘ough’ ‘augh’ Homophones No Spelling Test Y5 Forest School Week The children will be tested on 12 random spellings taken from this term. Spellings transferring transferred conferring conference preferential preference enough borough drought nought thorough plough laughter distraught slaughter daughter draughts haughty aloud allowed cereal serial aisle Isle I’ll Common Exception Words competition conscience conscious controversy convenience correspond criticise curiosity definite desperate determined develop dictionary disastrous embarrass environment BONUS words (optional) monument pyramid ocelot hieroglyphs/ hieroglyphics chilli religion civilisation stelae calendar maize priest accelerate decelerate resistance friction surface Three bonus spellings from this term will be selected at random. Y5 Spelling List – Term 2 – Mrs Palmer Please note: Y5 Spelling Test will now be held on a FRIDAY The children will have 10 spelling words each week. 6 of these will focus on a spelling rule and the other 4 are National Curriculum common exception words. The children will have the option to also challenge themselves and take part in a bonus round - this is optional, but a great opportunity to support their topic learning.
MEADE RIVER SCHOOL HALLWAYS School-wide expectations addressed in lesson (taken from matrix) “Respectful” in hallway Behavior definitions addressed in lesson (taken from matrix) Close lockers quietly Keep feet on floor Keep hands to self Move with purpose Use kind words PBIS Evidence-based social/emotional lesson delivery structure TEACHING=Tell+ Show+ Practice+ Feedback+ TELL: Provide a narrative of how you will introduce lesson tying to SW-PBS (matrix & behavior statement). Today we are going to learn/talk about what kind of behaviors make us “Respectful” of ourselves and others in the hallway. SHOW: Describe how you will model expected behaviors. Elementary: Introduce 1-2 behavior definitions and teach for understanding. Have students practice and give high rates of verbal reinforcement. (May need to revise/prioritize “rules”.) Incorporate cultural connection with elders, peers, etc. Middle: Introduce lesson with students at desks focusing on matrix. Role-play, guided practice, group discussion after lesson preferred. Incorporate cultural connection with elders, peers, etc. High School: Introduce lesson and utilize group discussion. Utilize community and work environments for contextual understanding. Incorporate cultural connection with elders, peers, etc. Non-examples of expected behavior Horseplay Hanging out with your friends instead of getting your to go for class Swearing, yelling, name calling Loud noises Slammed lockers or lockers Garbage on floor Touch walls Tear off walls, tear paper Jump on other students Jump and touch ceiling Inappropriate touching of others and materials Other? Examples of expected behaviors Walking, hands & feet to self giving peers space Have materials and head to class directly Talk with inside voice, and kind words Quiet in hall if class is in session Yell at others, curse, call names Lockers shut quietly Use own locker Garbage in trash cans Keep to your own locker Request help from adult, problem solve PRACTICE (Activities): List teaching opportunities for students to practice/use expected behaviors. expected behaviors, role play, art activity (depending on grade/ability)
Describe (1) any research you have conducted and any papers that have resulted from this effort and (2) your current research interests, if any. Describe any work experience, internships, or research assistantships that have shaped your interest in finance or that will be of value to your study in this program. In which country do you hope/plan to work or pursue a Ph.D. immediately after completion the degree program? Describe your long-term career goals. What do you hope to be doing in 10 years? How will the master’s degree help you realize your objectives?
Q1. (a) Complete the word equation for photosynthesis. Use words from the box. chlorophyll minerals oxygen water carbon dioxide + ........................ → glucose + ........................ (2) (b) Plants may grow faster if they have more carbon dioxide. Indigestion tablets dissolve in water to form a solution. This solution slowly gives off carbon dioxide. A student set up an investigation to see what concentration of carbon dioxide is best for increasing the growth of geranium plants. The student: put a geranium plant in a clear plastic bag put a dish containing water and one tablet in the bag sealed the top of the bag. The student: set up 5 more experiments each with water and a different number of tablets left all the plants in a well-lit place for four weeks. The student used a clear plastic bag, not a black plastic bag. Explain why.
Woodlands Primary School Spelling Homework Year 1 (Mrs Paterson’s phonics group) W/C 15.1.18 Spelling Meaning Put it in a sentence was N/A said When you or someone speaks bigger My tower is bigger than Sam’s tower little when You use this word when you are talking about the time something happens.
Woodlands Primary School Spelling Homework Year 1 (Mrs Paterson’s phonics group) W/C 22.1.18 Spelling Meaning Put it in a sentence N/A they N/A bread I’m to cook some tasty bread. jumped pushed When you push something you use your hands to move it away from you.
Woodlands Primary School Spelling Homework Year 1 (Mrs Paterson’s phonics group) W/C 4.11.17 Spelling Meaning Put it in a sentence there In that place watch When you watch something you look at it. small I have got a small blue car. tonight frighten Something that makes you feel scared.
Monday, Tuesday, Thursday, Friday Wednesday 7:45 – 7:55 Announcements Unpacking Check Homework 7:45 – 7:55 Announcements Unpacking Check Homework 7:55 – 8:15 WIN Time Independent Reading 7:55 – 8:15 Vocabulary 8:15 – 9:00 Guided Reading 8:15 – 8:30 Writing Workshop Mini Lesson 9:00 – 9:10 Restroom Break 8:30 – 9:00 Independent Writing /Conferencing Guided Writing/Sharing 9:10 – 9:35 Reading Workshop Mini Lesson 9:00 – 9:10 Restroom Break 9:35 – 10:00 Shared Reading/ Reading Response/Independent Work 9:10 – 9:35 Reading Workshop w/ Social Studies 10:00 – 10:15 Writing Workshop 9:35 – 9:55 WIN Time Independent Reading 9:55 – 10:00 Closing/Exit Ticket/Journaling 10:15 – 10:20 Closing/Exit Ticket/Journaling 10:00 – 10:05 Switch classes Santos HR 10:20 -10:25 Switch classes Santos HR 10:05 – 10:25 Vocabulary 10:25 – 10:35 Unpacking Check Homework Independent Reading 10:25 – 12:10 PLC 10:35 – 11:15 Guided Reading 12:10 – 12:35 Writing Workshop Mini Lesson 11:20 – 12:10 Activity/Teacher Conference P.E. Music – ½ Godwin ½ Wallace 12:40 – 1:10 Lunch 12:10- 12:20 Restroom Break 1:15 – 1:30 Recess 12:25 – 12:55 Lunch 1:30 – 1:40 Restroom Break 12:55 – 1:15 Recess 1:40 – 2:10 Independent Writing /Conferencing Guided Writing/Sharing 1:15 – 1:35 Reading Workshop Mini Lesson 2:10 – 2:30 Reading Workshop w/ Social Studies 2:30 – 2:50 WIN Time Independent Reading 1:35 – 2:00 Shared Reading/ Reading Response/Independent Work 2:50 – 2:55 Closing/Exit Ticket/Journaling 2:00 – 2:20 Writing Workshop 2:55 Pack Up & Dismiss 2:20 – 2:45 WIN Time Independent Reading Library Friday: Cano – 9:05 Santos – 1:30 2:45 – 2:50 Closing/Exit Ticket/Journaling 2:50 Pack Up & Dismiss
his reduction in hours (Faatoafe Decl. ¶ 19). Instead, he will likely have to resort to the inferior “bed bath,” which creates a high risk of infection. (Id.) Further, Z.J.’s bowel program (inducing his bowels with a suppository, then cleansing Z.J. following the bowel movement) will be delayed every morning because the personal care attendants cannot arrive as early due to the reductions. (Id. ¶¶ 12b, 20.) This change in his care routine places Z.J. at risk of infection, hospitalization and even death. (Id. ¶ 20.) Z.J.’s personal care attendant, Glenda Faatoafe, has been providing Z.J.’s care for five years (id. ¶ 2), and she believes the reduced hours will result in a “concerning gap of care” and a “serious risk of deteriorating [health]” (id. ¶ 16). Victoria Partridge, who has provided personal care assistance for A.B., An.B., J.B. and M.B. over the past eight years, will have to make impossible choices between tasks such as taking A.B., M.B. and J.B. to medical appointments, doing laundry after toileting incidents, cooking and bathing. (Partridge Decl. ¶ 13.) Ms. Partridge fears that the reduced hours will force A.B., An.B., J.B. and M.B. into nursing homes. (Id. ¶¶ 5, 27.) For those receiving additional hours through the Exception to the Rule (ETR) process, the harm associated with reducing their services is undeniable. The State has already made a specific determination that they require more hours than those generated by CARE for “the client’s welfare” and were thus approved for additional hours. Wash. Admin. Code § Irrespective of the determination that the additional hours were needed for the individuals’ welfare, the State has nevertheless reduced the total hours of in-home personal care to individuals with ETRs. (HCS Management Bulletin, DKT 66, Ex. 10, at 2, Dec. 2, 2010 (“Clients who have ETRs in place for personal care will have the reduction applied to their CARE generated hours, but not the additional hours approved by ETR.”).) As a result, the
Packaging materials: Detailed study with regard to composition packaging characteristics, . 1 2014, Oct. 1st and limitations of various packaging materials with special emphasis on glass, plastics,metals and rubber. Evaluation of packaging materials. Production of oriented and non-oriented filmsand laminates 3 2014, Oct. 2nd Packing:, advantages,significance and limitation of Strip Packing, 4 2014, Oct. 3rd Films employed in Strip Packing (including composites and laminates) ,Strip Packing machinery , evaluation of filmsand strips packs 4 2014, Oct. 5th Packaging: Blister packing materials and their significance 2 2014, Nov. 2nd packing, advantages and limitation of blister packing, blister packing machinery, various types of blister packages, evaluation of blister package. 4 2014, Nov. 3rd
Driver: show slide #3 OBJECTIVES Driver: Double click on Green Wizard hat to open HEO/ Wiz Training region Trainer: Explain this is another way to see the patient’s publicity status Confidential Status N= pt requested no info be out G= general info such as room number can be given out U = unknown NS = No info and Security Risk, i.e. Victim of violent crime and should be treated the same as no info patient Other Things from Census View Search for patient. Type Ztest Printouts button Refresh(refreshes the census after a Medipac transfer/discharge) Printouts Button: Trainer: Printouts button used for printing most important list of day…The patient list used for tracking patient movements throughout the shift. May print patient list with 30 names on a page (see laminated patient list on ring holder) or may print with maximize spacing for room to write details about patient movement Also printed on most units for dayshift are the diet list and the rehab list Driver: Click on Printouts; demonstrate printing a patient list from Printouts button Click printouts Click for a given unit Click unit Click maximize spacing Click cancel to exit out-NOT the X Don’t print Diet List is printed (for Adult Units) prior to the arrival of the food cart
OVERVIEW Market Research (MR) is required to be conducted for all requirements. It will vary in detail on the dollar value and complexity of your requirement. Simply put, your role in supporting MR is to survey the marketplace and provide an analysis to help the Government define the requirement and the price that the Government would be willing to pay for that requirement. Even Federal Supply Schedule (FSS) or General Services Administration (GSA) actions require support of market research to ensure we know what we are buying before we try to buy it! MR gathers current data on existing market sectors to identify potential sources of supply, commercial product characteristics, market characteristics, commercial item standards and best practices, emerging technologies, and vendor capabilities, so that informed acquisition strategy decisions can be accomplished. MR is a process of exploration that will Government decisions surrounding your requirement. It is not a source selection process by which you are trying to pick your favorite vendor for your requirement. In the final analysis, we use the MR process to build a requirement that will support a competitive and fair acquisition! DISCUSSION Purpose To provide information about your requirement – is your description or Performance Work Statement clear and accurate? To demonstrate the capabilities of the firms in the marketplace – are there enough to support competition and what kinds/types are available? Specifically, test the Small Business firms capabilities to meet Federal goals for acquisition award To identify differences between requirements, (offering, form, fit, function) – does your item description or Performance Work Statement accurately capture what you want or are there other offerings available that you might want to include in your baseline? To identify price/cost levels & various levels of support or technical drivers and gain insight into the development of an Independent Government Estimate – is it affordable given your budget or do you need to tailor to accommodate? If you are doing a reacquisition, has the market for your requirement changed significantly to impact changing the way it should be acquired now compared to the way it was acquired previously? Process CAUTION: Please be clear to potential sources during this data gathering process that you are not obligating government resources or giving the impression that a contract award will be issued to a particular firm based on your MR activities! 1. Define The Requirement – What do you think you want to purchase and can you clearly state what it is? 2. Gather Historical Information – What have you purchased in the past – can you summarize the past acquisition history?
WA-3 (ST5-IV) Western Australia 199919 Macrolides/Lincosamides variable Negative Community Increasing WA-2 (ST78-IV) Western Australia ≤ 2000 [AGAR studies] Macrolides/Lincosamides (variable) Negative Community Increasing WA-84 (ST45-V) Victoria ≤ 2004 [AGAR studies] Fluoroquinolones Macrolides/Lincosamides, Tetracyclines (variable) Negative Community Increasing USA300 (ST8-IV) United States (2000)23 200023 Macrolides/Lincosamides Fluoroquinolones (variable) Positive Community Rare and sporadic *Staphylococcal Cassette Chromosome mec †Apart from β-lactams ‡The 2/3 designation refers to different pulsed field electrophoresis types.
List Starting a business 1.1 Growing a business 2.1 What is a business? Expanding a business Finding a gap in the market Methods of expansion Franchises Conflict between stakeholders Business objectives Choosing the right legal structure Business stakeholders Changing aims and objectives Business plans Social costs and benefits Business risk Regional Location Legal structures (Sole trader and partnership International location Locating the business 1.2 Marketing 2.2Marketing Market research Product Product Price Price Place Place Promotion Promotion 1.3 Finance 2.3 Finance Financial support for small businesses Finance for large businesses Financial calculations Profit and Loss Accounts Cash flow and using cash forecasts Balance sheets 1.4 People in Business 2.4 People in Business People in business: recruiting Organisational structure Rewarding employees Recruitment of staff Motivating staff Training and appraisal Protecting staff through legalisation Motivating and retaining 1.5 Operations 2.5 Operations Production methods (Job and Batch) Production methods Operational efficiency Recognising challenges of growth Production and technology Quality assurance Production and quality Customer service Consumer protection Impact of ICT on businesses
Prevalence of sensitisation to ‘improver’ enzymes in UK supermarket bakers. Short title: Sensitisation to ‘improver’ enzymes in UK bakers M J Welch, J Turvey, J Cannon1, P Clark, J Szram, P Cullinan Department of Occupational and Environmental Medicine, Imperial College and Brompton and Harefield NHS Trust1, London, UK. Corresponding author: Dr Meinir Department of Occupational and Environmental Medicine, Imperial College, 1B Manresa Rd, London SW3 6LR Telephone number: 0207 351 8355 Fax number: 0207 351 8336 E-mail: meinir.jones@imperial.ac.uk
Maltogenic amylase (160611-47-2) 40-50 ppm 1+2 13/268 (5%) 11/81 (14%) 2/187 (1%) Cellulase (9012-54-8) 25 ppm 1 12/122 (10%) 9/27 (33%) 3/95 (3%) Fungal xylanase (9025-56-3) 20 ppm 1+2 41/268 (15%) 37/82 (45%) 4/186 (2%) Lipase 9043-29-2 20 ppm 1 8/121 7 7/26 27 1/95 1 Lipase 9001-62-1 20 ppm 2 17/147 12 17/55 31 0/92 0 Bacterial xylanase (9025-57-4) 10 ppm 1+2 36/269 (13%) 36/86 (42%) 0/183 (0%) Glucose oxidase (9001-37-0) 5-10 ppm 1+2 30/268 (11%) 28/85 (33%) 2/183 (1%) Bacterial (9000-85-5) 0.5 ppm 1+2 16/269 (6%) 15/86 (17%) 1/183 (0.5%) Any of the above enzymes 1+2 66/269 (25%) 57/86 (66%) 9/187 (5%) 3. Sensitisation to ‘improver mix’ enzyme in bakers not sensitised to either flour or alpha amylase Supermarket Maltogenic amylase Cellulase Fungal Xylanase Lipase Bacterial Xylanase Glucose oxidase Bacterial alpha amylase 1 1 2 3 4
1) OVERALL UNDERGRADUATE GPA (all coursework): _ ___________ 2) BIOLOGY GPA: _ ____________ Descriptive Course Title Course Number Institution (abbreviate) Term (F, W, S, Su + Yr) Letter Grade Sem Units Semester Grade Points Intro to Biology (example) BIOL101 CSUF F09 B 3 9.0 TOTAL (sum) 3) SUPPORTING COURSE GPA: __ __________ Descriptive Course Title Course Number Institution (abbreviate) Term (F, W, S, Su + Yr) Letter Grade Sem Units Semester Grade Points TOTAL (sum) B. TEST SCORES
The exact length of track will be determined by space available. Unlike the TSA rules, a guideline is not used to secure dragster to the track. The lane is 6 inches wide with a 1-inch tall wall on each side. There may be bumps where sections fit together. An Impulse race system, which uses a student's reaction time to launch their vehicle, will be connected directly to the finish gate. If a race time is not recorded, event coordinators will determine if the car should race again. If the cars design is a factor, it will not race again. (Example: light mass of vehicle causes it to fly off track.)
Springport Middle School Course Descriptions MATH COURSES: 6th Grade Math The sixth grade Math class is the last element of the Everyday Math program, which our students have been exposed to since early elementary grades. The Everyday Math program is fully aligned with national Common Core State Standards (CCSS) and requires students to: Make sense of problems and preserve in solving them, reason abstractly and quantitatively, construct viable arguments and critique the reasoning of others, model with mathematics, use appropriate tools, attend to precision, look for and make use of structure, look for and express repeated reasoning Grade Level content expectations in numbers and operations, Algebra, Measurement, Geometry, data and probability are covered. 7th Grade Math This core class covers four main units: Numbers and Operations, Geometry, Algebra, and Data/Probability. Students will be using the Holt McDougall textbook. Students must be able to compute with fractions, decimals, and negative numbers in each unit. Many concepts are extensions from topics taught in sixth grade. We will be relating curriculum concepts to real-life situations through projects and computer research. 8th Grade Math Four main units of study are covered. Numbers and Operations covers basic operations such as addition, subtraction, multiplication, and division of rational numbers. This also includes exponents and roots. Geometry covers area and volume. Algebra required students to solve 2-3 step linear equations as well as understand linear graphs. Data and Probability presents many types of graphs. Algebra This is an accelerated course. Students who show advanced knowledge in math are invited to participate. Students who achieve a C or better in each semester are awarded .5 high school credits for each semester. Students learn about functions focusing on linear, quadratic, and absolute equations. Systems of equations and simplifying expressions are also covered. ENGLISH/LANGUAGE ARTS COURSES 6th Grade English Language Arts This course covers the 6th grade English/Language Arts curriculum as set forth in the State of Michigan content standards. The focus of the class is on reading and writing: covering the genres of action/adventure, fantasy, folktale, and informational text. Writing includes narrative, informational, and peer response to student writing.
science because she loves science just as much as she loves poetry. The last questions I asked her were about bullying. When asked if she was ever bullied her surprising response was, “Yes, by my cousin.” When asked, “Do you have anything to say to the students who have been bullied?” Her response was, “Don’t let people intimidate you.” I enjoyed interviewing Ms. Cullinan. Ms. Cullinan seemed pretty cool and fun. If you have never met her, stop by room 203 to say hello.
Latin root –um (PHLit p. 591), Latin suffix –ly (PHLit p. 609), Latin suffix –ancy and –ency (PHLit p. 655), Latin prefix –im (PHLit p. 673). Greek root –gram (PHLit p. 597), Greek suffix –y (PHLit p. 617), Old English suffix –less (PHLit p. 661), Old English prefix –un (PHLit p. 681). Useful Sites: NJ Educator Resource Exchange (), In Common: Effective Writing for All students (), , , , , Text Crosswalk: Reading: Preparing to Read Complex Texts- PHLit p. 771, Prentice Hall Notebook, 3-5 short texts (literature 2-3 and informational 1-2). Writing: routine- argument: Problem-and-Solution Essay (PHLit pp. 599, 619, 640-645) exposition: Persuasive Essay (PHLit pp. 663, 683, 4-6 analysis (PHLit pp. 628 - 639 Comparing Narrative Poems and p. 692 - 697 Comparing Imagery), 1-2 narratives- (teacher created), 1 brief research project (PHLit pp. 619 or 683). Speaking and Listening: (PHLit pp. 599, 663, 708-709). Language: Integrated Language Skills (PHLit pp. 598, 618, 662, 682) Differentiated Instruction Resources: Prentice Hall Unit 4 Resources (Leveled Vocabulary, Leveled Selection, Leveled Selection Tests, Graphic Organizers), SOLO 6, (additional resources can be found at http://udltechtoolkit.com/, http://udlwheel.mdonlinegrants.org/ Unit 4:
Report gridline status ALT+SHIFT+G Say active cell coordinates INSERT+C Say last numeric value or word that appears in the Formula bar CTRL+NUM PAD 5 Say Excel version CTRL+INSERT+V Say cell font and attributes INSERT+F Say formula INSERT+CTRL+F2 Read spelling error and suggestion INSERT+F7 Display detailed cell appearance information INSERT+TAB twice quickly Navigation Keystrokes Description Command Move to prior screen in spreadsheet ALT+PAGE UP Move to next screen in spreadsheet ALT+PAGE DOWN Next CTRL+PAGE DOWN Prior Sheet CTRL+PAGE UP Move to first cell in region ALT+SHIFT+HOME Move to last cell in region ALT+SHIFT+END Move down to the edge of current data region CTRL+DOWN ARROW Move up to the edge of current data region CTRL+UP ARROW
Move left to the edge of current data region CTRL+LEFT ARROW Move right to the edge of current data region CTRL+RIGHT ARROW Insert CellMarker INSERT+WINDOWS Key+K Move to CellMarker on current worksheet WINDOWS Key+K Move to CellMarker on next worksheet CTRL+WINDOWS Key+K Move to CellMarker on previous worksheet CTRL+WINDOWS Key+SHIFT+K List all CellMarkers in workbook CTRL+ALT+WINDOWS Key+K Selection Keystrokes Description Command Select column CTRL+SPACEBAR Select hyperlink INSERT+F7 Select region CTRL+SHIFT+8 Select a region and announce the region's cell range CTRL+SHIFT+SPACEBAR Select row SHIFT+SPACEBAR Select worksheet objects CTRL+SHIFT+O Read the current worksheet object INSERT+CTRL+C Select the first worksheet object INSERT+ALT+C Collapse selection to current cell SHIFT+BACKSPACE Configuration Keystrokes Set monitor cell through INSERT+SHIFT+0 Note: If a monitor cell was previously set and you then try to set that cell again, a message appears letting you know that you are about to overwrite the existing monitor cell. You have
befitting zeal apathy empathy pertinent combative cordial evacuate summon banish affable muster aggravate incense* apprehend alien* modest* falsify grandiose bewilder counterfeit solemn antics barge* content* fallacy meek
Logo Contest Rubric Tech Wars 2018 Excellent Good Poor Unacceptable/ Exceptional use of the Principles and Elements of Design and has a clean, graphic and professional look. use of some of the Principles and Elements of Design,and has a fairly clean, graphic and/or professional look. Only makes use of a some of the Principles and Elements of Design,and has a slightly sloppy, unrefined, or cluttered look. Does not use the Principles and Elements of Design, and has a very sloppy, unrefined, and cluttered look. The logo will translate well onto a tee shirt or other promotional material without any editing, modifying or cropping. The contrast is high (near 50% black and 50% white.) The logo will translate well onto a tee or other promotional material with minimal editing, modifying or cropping. The contrast is fairly high as well. The logo will need considerable work in order to be used on a a tee shirt or other promotional material. The contrast is low. The logo will not work at all on a tee shirt or other promotional material. Their is no contrast except for the outlines of objects/text on white paper. The subject matter of the logo reflects the essence of Tech Wars well. The subject matter of the logo reflects the essence of Tech Wars fairly well. The subject matter of the logo reflects the essence of Tech Wars well. The subject matter of the logo reflects the essence of Tech Wars well.
12002 Phone number not present or too large. 12003 Inconsistent list state transaction. 12004 No route found. 12005 Error parsing policy. Table 29 VoIP (inbound routing) error codes (13000–13999) Code Error Text 13000 Call to self loop. 13001 Request was cancelled. 13002 No suitable final response. No final response. 30 VoIP (Translation) error codes (14000–14999) Code Error Text 14000 Translation unknown. 14001 Phone number too long. 14002 Called number not found. 14003 Profile name not found. 14004 Multiple phone contexts. 14005 Profile not found. 14006 Regex matching not found. 14007 Regex replace failure. 14008 Not a phone number. 14009 Tx phone num too long. 14010 Matching rule not found. Table 31 Exchange Server UM error codes (15000–15999) Code Error Text 15000 User properties not readable.
6 mark questions Mitosis Question: Describe what happens during the cell cycle. (6) Success criteria Level 1 (1-2 marks) Level 2 (3-4 marks) Level 3 (5-6 marks) State what the cell cycle is and state the number of stages in the cell cycle Level 1 plus… A simple description of each stage of the cell cycle Level 1 and 2 plus… A detailed description of each stage of the cell cycle, using correct scientific terminology Teacher feedback for improvement WWW: EBI:
Use power point presentation if needed/ available Self Management- Symptom Diary, Brain Health When to seek help; relapse vs. exacerbations Sources of Information of Support- Reputable websites: MS Trust & MS Society Online community platforms: MS Local charities: MS Society CAB, Access to Work, Employment rights Discuss Treatment Proposed ( if appropriate) Use leaflets and MS Decisions Past Medical History Current Medications & Allergies Legal Requirement following Diagnosis DVLA Role of MS Discuss what they can expect from your service, access, contact details, time frame Working together and shared responsibilities Care Plan- Next review, frequency of review MS NURSE LED RELAPSE TRIAGE FORM: Telephone Contact Date: Clinic Review Date: Patient Details Presenting Complaint Time Frame ( When, sudden, gradual, fluctuating ?) Pre symptom history: Infection, stress, sleep, change/s in life/family/ work dynamics How do you feel now? Previous Relapse History Drug History including DMT and steroid use in the past Social History- Family support, absence from work
Grades 6, 7, & 8 Standard 1: Demonstrate competency in skills and movement patterns needed to perform a variety of physical activities. **Learning Target 1.1: Demonstrate basic offensive and defensive skills and strategies in team physical activities. **Learning Target 1.2: Apply locomotor, non-locomotor, and manipulative skills to team physical activities. Standard 2: Demonstrate understanding of movement concepts, principles, strategies, and tactics as they apply to learning and performance of physical activities. **Learning Target 2.1: Describe and demonstrate how movement skills learned in one physical activity can be transferred and used to help learn another physical activity. **Learning Target 2.2: Use short-term goals and self-evaluation as a process to learn a new activity. **Learning Target 2.3: Diagram, explain, and justify offensive and defensive strategies in modified and team sports, games, and activities. **Learning Target 2.4: Recognize that a variety of activities that require different physical abilities will maintain function throughout life. Standard 3: Demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical fitness. **Learning Target 3.1: Participate in moderate to vigorous physical activity a minimum of two to three days each week. **Learning Target 3.2: Identify the different ways of increasing physical activity in routine daily activities and weight/resistance training. **Learning Target 3.3: Identify and apply basic principles in weight/resistance training and safety practices. Standard 4: The student exhibits responsible, personal, and social behavior that respects self and others in physical activity settings. **Learning Target 4.1: Demonstrate cooperative behaviors with a group to achieve a common goal. **Learning Target 4.2: Accept the roles of group members within the structure of a game or activity. Standard 5: The student values physical activity for health, enjoyment, challenge, self-expression, and/or social interaction. **Learning Target 5.1: Use physical activity to express feelings or motivate self or others. **Learning Target 5.2: Identify positive effects of participation in different kinds of physical activity. **Learning Target 5.3: Identify personal likes and dislikes of various sports, games, activities.
Panel 2C: Across-Analyst Spreads in ACC, FLFR, and RLFR in Low-MPC and High-MPC Stock-Years Low MPC Mean High MPC Mean High – Low p-value max (ACCt) – min (ACCt) 1.03 1.41 0.38 <0.01 max (FLFRt) – min (FLFRt) 7.38 8.48 1.10 <0.01 max (RLFRt) – min (RLFRt) 2.47 3.74 1.27 <0.01
Multimedia Project : Cell Theory Presentation Rubric Teacher Name: Student Name: ________________________________________ CATEGORY 4 3 2 1 Evidence to support component #1 Presentation contains an that strongly supports the component of cell theory. Presentation contains an image that supports the component of cell theory. Presentation contains an that weakly supports the component of cell theory. Image does not provide support for cell theory component. Justification of support component #1 Students have clearly stated their justification for selecting the image to support the cell theory component and demonstrate good understanding of how the image supports the component. Students have stated their justification for selecting the image to support the cell theory component. Students' justification is incomplete and/or does not completely justify their reason for using the image. The students' justification is incorrect OR the students did not justify their reasoning for selecting the image. Evidence to support component #2 Presentation contains an image that strongly supports the component of cell theory. Presentation contains an image that supports the component of cell theory. Presentation contains an that weakly supports the component of cell theory. Image does not provide support for cell theory component. Justification of support component #2 Students have clearly stated their justification for selecting the image to support the cell theory component and demonstrate good understanding of how the image supports the component. Students have stated their justification for selecting the image to support the cell theory component. Students' justification is incomplete and/or does not completely justify reason for using the image. The students' justification is incorrect OR the students did not justify reasoning for selecting the image.
Other Important Information:_______________________________________________________________
Station 5: Prism Procedures: 1. Place your prism on a blank sheet of white paper. 2. Take your flashlight and it through the prism. 3. Observe what you see on the white sheet of paper. What did you observe happen to the light when it went through the prism? Why do you that this happened to the light? Was it reflected, refracted or absorbed? ______________________ How do you know? If you look through the can you see in front of you or do you see to the side or you? ___________________________ Why do you think this happens? Notes for Students Word: Reflections Definition: When light changes direction as it bounces off a smooth, shiny surface Synonym: bounce Why it’s similar: Both change direction Word: Refraction Definition: The bending of a wave as it from one medium to another Synonym: fracture Why it’s similar: Both look broken Word: Absorption Definition: Waves that are “soaked up” by a substance Synonym: sponge Why it’s similar: Both ”soak up” The Power of Energy http://www.cpalms.org/Public/PreviewResource/Preview/28413
Would you use ser or estar to talk about physical location? Would you use ser or estar to tell the time? Choose the correct translation of the following sentence. I am thin. Choose the correct translation of the following sentence. She is tired. Choose the correct translation of the following sentence. We are from Guatemala. Choose the correct translation of the following sentence. The teachers are busy. Fill in the blank with the correct verb. Gloria _____ maestra. Fill in the blank with the correct verb. Yo _____ rubia.
MS support working group application – Branch chair, lead support volunteer and support volunteer 1 Your name: 2 Contact telephone number: 3 Contact email address: 4 Address: 5 What is your volunteer role? 6 What interests you about joining this group? 7 What do you think the role of a volunteer is on this Working Group? 8 What skills and/or experience do you have that will help us implement our Please see the proposed tasks the group will be asked to consider
MS Word 3- Practice Template 1. Insert Images Directions: Click on the cell next to the word to insert a picture next to the word. Click on the “Insert” tab, then “Online Pictures” to find a picture to match the corresponding word. The first is an example. House Bird Dog Kite Cat Tree 2. Resize Images Directions: Resize the image by clicking on the corner and increasing the size so it takes up the entire cell.
SUB-SUBSERIES 3: NUMBERED OFFICE MEMORANDA 1962-1972 (NOT INCLUSIVE) Folder Description 1 - #85 - #99 1970 2 - #100 - #149 1970 3 - #150 - #197 1965-1971 (not inclusive) and undated 4 - #200 - #249 1966-1972 5 - #250 - #261 1956-1971 (not inclusive) and undated NOTE: For a list of subjects contained in this Sub-subseries, see Appendix III. MS 14 SERIES III: OPERATING FILES 1894-1981 (Not Inclusive) AND UNDATED SUBSERIES 4: MEMORANDA AND REPORTS c.1950-1977 (NOT INCLUSIVE) SUB-SUBSERIES 1: TASK ON COMMUNITY AND SOCIAL SERVICES 1973-1974 Folder Description 1 - Study Report on Field Services 1973 2 - Report on Ministry Organizations Structure 1973 3 - Memorandum on Project Reports 1973 4 - Report on Selected Issues and Relationships 1974 Records of the Children’s Aid Society MS 14 SERIES III: OPERATING 1894-1981 (Not Inclusive) AND UNDATED SUBSERIES 4: MEMORANDA AND REPORTS c.1950-1977 (NOT INCLUSIVE) SUB-SUBSERIES 2: WELFARE CASE MANAGEMENT INFORMATION SYSTEM – STEERING COUNCIL 1975-1977 Folder Description
It is of two types:- Concentric and Conglomerate Merger - In merger two firms, agree to move ahead and exist as a single new company. Merger can be merger of equals : both companies are of equal sizes. merger of unequal's : large company merge with smaller one Acquisition - Acquisition is a deal when one company takes over another company and buyer becomes sole proprietor. In legal terms, the target company ceases to survive. The buyer swallows the company and the buyer's stock continues to be traded. Unlike mergers which are friendly, acquisitions can be friendly or hostile. Ventures - A joint venture is an entity created when two or more firms pool a portion of their resources to create a separate, jointly owned organization. All involved will have an equity stake in the new venture. It is a legal partnership between two(or more) companies where in they both make a new (third) entity for competitive advantage. Unlike mergers and acquisitions, in joint venture the parent companies does not cease to exist. Strategic Alliance - A Strategic Alliance is a formal relationship between two or more parties to pursue a set of agreed upon goals or to meet a critical business need while remaining independent organizations. A business growth strategy starts with market insights. The source of insights lies within and across your market ecosystem. research firms and strategic marketing consultants can bring these insights to bear on an ad-hoc basis, companies committed to growth will serve themselves well by developing systems and processes to ensure a continuous flow of market insights into their business. This is a key strategy for developing the demand side of your business STABILITY OR CONSOLIDATION STRATEGY A firm following stability strategy maintains its current business and product portfolios; maintains the existing of effort; and is satisfied with incremental growth. It focuses on fine-tuning its business operations and improving functional efficiencies through better deployment of resources. In other words, a firm is said to follow stability/ consolidation strategy if: It decides to serve the same markets with the same products;
THE TORCH CLUB COLLECTION 1951-1987 MS 38 Municipal Archives – Public Library Acc. Nos. 1987/10 Marian Gallant 1987/11 Student Intern 1987/12 7 May 1996 1987/13 1988/28 1990/1 10 in./26 cm THE TORCH CLUB COLLECTION MS 38
LeAp @ MS 447 Activity Schedule FALL 2017 (Updated 11/13/2017) MONDAY 1 GROUP 2 GROUP 3 GROUP 4 GROUP 5 2:35-3PM 3-3:45PM DANCE- Ms. Brianna STUDIO) MUSIC- Mr. Khalid (THEATER RM) SPORTS & REC- Mr. Dallas (GYM) HOMEWORK- Ms. Feline STUDIO) WRESTLING- (CAFETERIA) 3:45-4:30PM SPORTS & REC- Mr. Dallas (GYM) HOMEWORK- Ms. Feline (CAFE) HOMEWORK- Mr. Andy (CAFE) DANCE- Ms. Brianna (DANCE STUDIO 4:30-5:20PM HOMEWORK- Ms. Feline STUDIO) SPORTS & REC- Mr. Dallas (GYM) DANCE- Ms. Brianna (DANCE STUDIO) Mr. Khalid (THEATER RM) 5:20-5:35pm DISMISSAL WEDNESDAY GROUP 1 GROUP 2 GROUP 3 GROUP 4 5 2:35-3PM ARRIVAL/SNACK 3-3:45PM HOMEWORK- Ms. Davis (CLASSROOM) THEATRE- Ms. Robinson (THEATER RM) COMMUNITY Feline (T. LOUNGE) DANCE- Ms. Brianna (DANCE STUDIO GIRLS BASKETBALL- (GYM) 3:45-4:30PM DANCE- Ms. Brianna (DANCE STUDIO) COMMUNITY Feline (T. LOUNGE) HOMEWORK- Ms. Davis (CLASSROOM) THEATRE- Ms. Robinson (THEATER RM) 4:30-5:20PM COMMUNITY Feline (T. LOUNGE) HOMEWORK- Ms. Davis (CLASSROOM) DANCE- Ms. Brianna (DANCE STUDIO) HOMEWORK- Ms. Davis (CLASSROOM) 5:20-5:35pm DISMISSAL
LeAp @ MS 447 Activity Schedule FALL 2017 (Updated 11/13/2017) TUESDAY/THURSDAY GROUP 1 - GROUP 4 GROUP 5 GROUP 6 GROUP 7 GROUP 8 2:35-3PM ARRIVAL/SNACK MUSICAL THEATRE (TUES/THURS) STUDENT COUNCIL (TUESDAY ONLY) WRESTLING- (CAFETERIA) (THURSDAY ONLY) BASKETBALL (GYM) (THURSDAY ONLY) 3-3:45PM SPORTS & RECREATION- (GYM)/HMWK- (CAFE) (TUESDAY ONLY) 3:45-5:20PM CLUBS 5:20-5:35pm DISMISSAL FRIDAY GROUP 1 GROUP 2 GROUP 3 GROUP 4 5 GROUP 6 GROUP 7 GROUP 8 2:35-3PM ARRIVAL/SNACK BOYS BASKETBALL (GYM) WRESTLING- (CAFETERIA) MUSICAL THEATRE NEWSPAPER/ YEARBOOK 3-3:45PM SOCIAL ACTION- Group Leader SOCIAL ACTION- Group Leader SOCIAL ACTION- Group Leader SOCIAL ACTION- Group Leader 3:45-5:20PM CLUBS 5:20-5:35pm DISMISSAL
Table 594-6 - GRI GM21-Table 1(b) – Ethylene Propylene Diene Terpolymer (EPDM) – Nonreinforced Property Test Method Test Value Testing Frequency (minimum) Thickness, mil (min. ave.) • lowest individual of 10 values D 5199 45 60 -10% -10% 40,000 lb Tensile Properties (1) • strength, lb/in.2 (min.) • break elongation, % (min.) D 412 1200 1200 500 500 40,000 lb Tear Resistance, lb (min.) D 1004 12 15 50,000 lb Puncture Resistance, lb (min.) D 4833 30 40 50,000 lb Multiaxial Tension • break elongation, % (min.) D5617 100 100 per formulation(2) Brittleness Temperature, deg F (max.) D2136 -49 -49 per formulation(2) Oven Aging at 100oC for 170 hours • % retained on tensile strength • % retained on tensile break elongation • surface cracking at 7X magnification D 5721 D 882 D 882 GM 16 90 90 75 75 no cracks per formulation (2) UV Resistance (b) Xenon Arc for 2000 hours at 80oC • % retained on tensile break strength • % retained on tensile break elongation • surface cracking at 7X magnification -or- (b) UVA-Fluorescent after 7500 hours total testing time(3) • % retained on tensile break strength • % retained on tensile break elongation • surface cracking at 7X magnification G 26 D 882 D 882 GM 16 D 7238 D 882 D 882 GM16 90 90 75 75 no cracks 90 90 75 75 no cracks per formulation (2) (1) machine direction (MD) and cross machine direction (XMD) average values should be on the basis of 5 test specimens in each direction (2) at least once per year or whenever formulation changes. (3) condition of the test should be 20 hours UV cycle at 75oC followed by 4 hours condensation at 60oC
Table 594-7 - GRI GM21-Table 2(b) – Ethylene Propylene Diene Terpolymer (EPDM) – Scrim Reinforced Property Test Method Test Testing Frequency (minimum) Thickness, mil (min. ave.) • lowest individual of 10 values D 5199 45 60 -10% -10% 40,000 lb Tensile Properties (1) • break strength, lb (min.) D 751 190 250 40,000 lb Tear Resistance, lb (2) (min.) D 5884 130 170 50,000 lb Puncture Resistance, lb (min.) D 4833 60 80 50,000 lb Brittleness Temperature, deg F (max.) D2136 -49 -49 per formulation(3) Oven Aging at 100oC for 170 hours • % retained on tensile break strength • surface cracking a 7X magnification D 5721 D 751 GM 16 90 90 no cracks per formulation (3) UV Resistance (b) Xenon Arc for 2000 hours at 80oC • % retained on tensile break strength • surface cracking at 7X magnification -or- (b) UVA-Fluorescent 7500 hours total testing time(4) • % retained on tensile strength • surface cracking at 7X magnification G26 G 792 GM 16 D 7238 D 792 GM 16 90 90 no cracks 90 90 no cracks per formulation (3) (1) machine direction (MD) and cross machine direction (XMD) average values should be on the basis of 5 test specimens in each direction (2) the strength refers to prior fiber pullout (3) at least once per year whenever formulation changes (4) condition of the test should be 20 hours UV cycle at 75oC followed by 4 hours condensation at 60oC.
Equal Opportunities Monitoring Manchester Refugee Support Network MRSN is committed to ensuring: equality of opportunity in our recruitment and employment practices; our staff reflect the communities we serve. To help us identify any inequalities and barriers to employment, we would appreciate your cooperation by completing this form. Information you provide will not influence any of the selection process and will not be shared with the interview panel. All information you disclose will be treated confidentially and will only be used for statistical and monitoring purposes. If you choose not to provide details for the following questions, the success of your application will not be affected. Please answer the following questions by ticking the appropriate box or writing in the space provided. Post you are applying for: What is your gender? Female ❏ Male ❏ Are you a refugee, a former refugee or asylum-seeker? Yes ❏ No ❏ What is your country of origin? How would you describe your ethnic origin? ASIAN: Asian British ❏ Indian ❏ Pakistani ❏ Bangladeshi ❏ SE Asian ❏ other Asian background please specify BLACK: Black British ❏ Caribbean ❏ African ❏ other Black background please specify WHITE: White British ❏ Irish ❏ other White background please specify Chinese ❏ Middle Eastern ❏ Any other ethnic group please specify MIXED: & Black Caribbean ❏ White & Black African ❏ White & Asian ❏ Other mixed background please specify: Do you consider yourself to have a disability? Yes ❏ No ❏ Do you consider yourself to be: Heterosexual ❏ Bisexual ❏ Gay Man ❏ Lesbian/gay woman ❏ Are you already an MRSN employee? Yes ❏ No ❏ How did you find out about the vacancy? Thank you for taking the time to complete this form. Please return this form with your completed application.