zilongwang/ReadingBank huggingface dataset:
areas of the United States and Canada); create maps using shading/colour to show details of the physical characteristics of regions (e.g., resources, agriculture, climate, elevation); use information about time zones to identify time differences among regions of the world; use special-purpose maps (e.g., contour maps, climatic maps, physical-features maps) to find specific geographic information; use latitude and longitude coordinates to locate some major cities and countries of the world; compare various map projections of the world (e.g., Mercator, Peters, Mollweide, and Pacific-centred), and analyse their differences to determine the particular bias of each. digitally (see, e.g., A2.3) Extracting information from various maps, including issue- based maps (see, e.g., B2.3) Analysing and constructing various types of print and digital maps, including issue-based maps (see, e.g., B2.3, B2.4, B2.6) Extracting and applying information using latitude and longitude (see, e.g., B3.6) Graphs: Constructing line graphs, using computer programs, to show change over time (see, e.g., A2.4) Extracting information from and constructing double bar graphs (see, e.g., B2.4) Extracting information from a climate graph (see, e.g., B2.4) Constructing graphs using computers (see, e.g., B2.4) Map, Globe, and Graphing Skills – A Continuum Refer to Appendix C (pages 191 – 198) in the revised document. How will this continuum impact your planning? Part 4: Resource Supports Resources to Implement the Revised SSHG What I have What I need Where are some of the places I can access these resources?
Rocket Car Data Table 1 Car Trial 1 Trial 2 Trial 3 Average Distance (cm) Speed (cm/s) Distance (cm) Time (s) Speed (cm/s) Distance (cm) Time (s) Speed (cm/s) Distance (cm) Time (s) Speed (cm/s) Original Design Modification #1 What was changed? Modification #2 What was changed?
Chapter Title Description: Section Titles Timeline Chapter 1: Numerical Expressions and Factors 1.1 Whole Number Operations 1.2 Powers and Exponents 1.3 Order of Operations 1.4 Prime Factorization 1.5 Greatest Common Factor 1.6 Least Common Multiple Stem Performance Task- Filling Piñatas September 17 days Chapter 2: Fractions and Decimals 2.1 Multiplying Fractions 2.2 Dividing Fractions 2.3 Dividing Mixed Numbers 2.4 Adding and Subtracting Decimals 2.5 Multiplying Decimals 2.6 Dividing Decimals Stem Performance Task- Space is Big October 20 days Chapter 3: Algebraic Expressions and Properties 3.1 Algebraic Expressions 3.2 Writing Expressions 3.3 Properties of Addition and Multiplication 3.4 The Distributive Property Stem Performance Task- Shadow Drawings November 13 days Chapter 4: Areas of Polygons 4.1 Areas of Parallelograms 4.2 Areas of Triangles 4.3 Areas of Trapezoids 4.4 Polygons in the Coordinate Plane Stem Performance Task- Golf Course Maintenance December 13 days Chapter 5: Ratios and Rates 5.1 Ratios 5.2 Ratio Tables 5.3 Rates 5.4 Comparing and Graphing Ratios 5.5 Percent 5.6 Solving Percent Problems 5.7 Converting Measures Stem Performance Task- Human Circulatory System January 18 days Chapter 6: Integers and the Coordinate Plane 6.1 Integers 6.2 Comparing and Ordering Integers 6.3 Fractions and Decimals on the Number Line 6.4 Absolute Value 6.5 The Coordinate Plane Stem Performance Task- Tuning a Guitar February 15 days Chapter 7: Equations and Inequalities 7.1 Writing Equations in One Variable 7.2 Solving Equations Using Addition or Subtraction 7.3 Solving Equations Using Multiplication or Division 7.4 Writing Equations in Two Variables 7.5 Writing and Graphing Inequalities 7.6 Solving Inequalities Using Addition or Subtraction 7.7 Solving Inequalities Using Multiplication or Division Stem Performance Task- Designing a CubeSat February-March 18 Days
Fill in the empty spaces on the table Standard Form Expanded Form In Words 167 089 2000 + 400 + 50 + 7 Seven hundred three thousand two hundred seventy Round the following numbers: 384.5 to the nearest ten 6562.41 to the nearest thousand 675.296 to the nearest hundredth Decimals What decimal would describe the shaded part of the diagram? Colour the blocks to show the indicated decimal numbers: 0.4 0.75 Use <, >, or = to make the statements true:
0.6 ____ 0.006 42.18 ____ 42.7 Fractions What fraction would describe the shaded part of the diagram? Show in at least 3 different ways. Order the following fractions from smallest to largest. _____, _____, _____, _____ _____, _____, _____, _____ Are the shaded fractions of the following diagrams equivalent? YES or NO Give an equivalent fraction for each of the following: Circle the bigger fraction. If fractions are equal, circle both.
6.SL.2.2 Elaborate and reflect on ideas under discussion by identifying specific evidence from materials under study and other resources. 6.SL.2.3 Follow rules for considerate discussions, set specific goals and deadlines, and define individual roles as needed. 6.SL.2.4 Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion. 6.SL.2.5 Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing. Comprehension 6.SL.3.1 Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study. 6.SL.3.2 Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not. Presentation of Knowledge and Ideas 6.SL.4.1 Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation. 6.SL.4.2 Create engaging presentations that include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information. 6.SL.4.3 Students are expected to build upon and continue applying concepts learned previously. MEDIA LITERACY Guiding Principle: Students develop critical thinking about the messages received and created by media. Students recognize that media are a part of culture and function as agents of socialization and develop understanding that people use individual skills, beliefs, and experiences to construct their own meanings from media messages. Students develop media literacy skills in order to become more informed, reflective, and engaged participants in society. MEDIA LITERACY By demonstrating the skills listed in Media Literacy, students should be able to meet the Learning Outcome for Media Literacy. Learning Outcome 6.ML.1 Critically analyze information found in electronic, print, and mass media used to inform, persuade, entertain, and transmit culture. Media Literacy 6.ML.2.1 Use evidence to evaluate the accuracy of information presented in multiple media messages. 6.ML.2.2 Identify the target audience of a particular media message, using the context of the message (e.g., where it is placed, when it runs, etc.)
Tasks from Inside Mathematics () These tasks can be used during the course of instruction when deemed appropriate by the teacher. NOTE: Most of these tasks have a section for teacher reflection. Rabbit Costumes - Operating with Positive Rational Numbers. Application of division of fractions. Sewing - Operating with Positive Rational Numbers for majority of task (questions #s 1, 2 and most of 3). Unit Assessments The items developed for this section can be used during the course of instruction when deemed appropriate by the teacher. Manny has cup of pancake mix. Each pancake uses cup of pancake mix. How many pancakes can Manny make? Answer: 6 A rectangular strip of land has an area of square yards. The strip is yards long. How wide, in yards, is the strip of land? Answer: Look at the equation below: What number makes the equation true? Answer: Answer: 10 How many cup servings are in cups of chocolate ice cream? Show or explain how you found your answer.
Concepts What Students Need to Know Skills What Students Need To Be Able To Do Bloom’s Taxonomy Levels Measure of center Median Mean Measure of variation Range Interquartile range Mean absolute deviation Numerical data sets Observations Attributes Overall pattern Deviations from Choice of measures of center and variability Shape of the data distribution Center Spread Variability Statistical question Numerical data displays Number line Dot plot Histogram Box plot RECOGNIZE (measure of center and measure of variation) SUMMARIZE (numerical data sets) REPORT (observations) DESCRIBE (attribute) GIVE/FIND (measure of center and measure of variation) DESCRIBE (overall pattern) RELATE (choice of measure to shape of the data) RECOGNIZE (a statistical question) UNDERSTAND (data distribution is described by its center, spread, and overall shape) Display (numerical data) 2 4 1 1 3 4 4,5 2 2 3 Essential Questions
31.) What is the sum of the first 4 odd whole numbers? 31.) 32.) 2003 ÷ 1003= 32.) 33.) (9+1+8+2) ÷ (7+3+6+4)= 33.) 34.) 25% of one hour= minutes 34.) 35.) Twice my age, plus 9, is 37. How old am I? 35.) 36.) A polygon cannot have sides. 2, 3, 4, 21 36.) 37.) If 3 pies require 2 dozen apples, then 6 pies require apples. 12, 18, 36, 48 37.) 38.) What is the tens’ digit of 55 x 55? 38.) 39.) The sum of the measures of all the angles in a triangle is _. 39.) 40.) Fill in the missing number. 69.34 - - 3.1 = 46.94 40.) 41.) If the perimeter of a pentagon is 60, its average side length is _. 41.) 42.) Of the 10 factors of 48, how many are divisible by 2? 42.) 43.) What time is 1111 minutes after 11:11 A.M.? 43.) 44.) 75% of a 12-slice pizza is slices? 44.) 45.) 32 + 44 + 122= 45.) 46.) Write the decimal in words. 3.602 46.) 47.) Name the decimal as a fraction or mixed number. 3.4 47.) 48.) Order the following decimals from least to greatest. 0.205, 1.07, 0.3, 0.52 48.)
49.) Solve the equation. 140 = 70 + U 49.) 50.) Solve the equation. H – 35 = 58 50.) 51.) Solve the equation. 7q = 49 51.) 52.) What is an equilateral triangle? 52.) 53.) Write the expression: 41 times the difference of 9 and k 53.) 54.) Write <,> or = 1.759 1.01 54.) 55.) Write the number in standard form. Forty-two thousand, five hundred 55.) 56.) Complete. 241,008 g = kg 56.) 57.) Complete. 27 ft = yd 57.) 58.) Complete. 18 in = ft 58.) 59.) Complete. 250 cm = m 59.) 60.) Complete. 4 gal. = quarts 60.) 61.) Find the quotient. 7 1,463 61.) 62.) Find the quotient. 89 18,512 62.) 63.) Find: 8●64 ÷ 0.6 63.) 64.) Multiply. 0.931 x 5.8 64.) 65.) Write as a fraction. 0.3 65.) 66.) Write as a decimal. 3 5 66.) Formulas: Area: Rectangle: A = l x w Perimeter: Rectangle: P = 2 l + 2w Triangle: A = ½ b x h Square: P = 4s Circle: A = π r2 Circumference: C = 2π r or C = π d π = 3.14
effects. Conventions of standard English are correct or purposeful Conventions of standard English are mostly correct or purposeful There are mistakes in conventions of standard English All prompt directions are followed; scene is completely correct in format Most prompt directions are followed; scene has minor errors in format Some prompt directions are followed; scene has errors in format that interfere with comprehension
Parts of units are used where a whole unit cannot fit. We use fractional language to describe these parts. A fat container will hold heaps more than a skinny container. The closer you get to a sphere, the more volume it holds. Arrays is basically the same as area (multiplication expressed as rows and columns so that it is arranged into a grid) Volume can be conceptualised as a 3D array – a bottom layer is the array and then you have a whole lot of layers Weeks 7-10: Algebra, patterns and functions Focus: Identifying and creating number patterns and functions. Trading and equivalence. Introducing equations, inverse operations reverse a rule. Also, please help kids to understand that the “equals” sign doesn’t mean that the answer is coming next. It means “is the same as”. Make sure that you write some number sentences in the wrong order (e.g. 15 = 3x5) and also when there is no “answer” at all (e.g. 3 x 4 = 2 x 6) Make sure that kids understand: Patterns can be comprised of colour, shape, size, actions and numbers. How the pattern begins and how to get from one position in the pattern to the next (identify the pattern – whether it repeats or grows, and what is similar each time) is really important. Differences between items within a pattern and between patterns are also important. We can make generalisations about the rule that is used to make the pattern. In order to be a rule, it should be true for every step in the pattern. We can test a rule against subsequent steps in the pattern to check if it is right. A function describes when a rule is consistently applied. Resources: Spend roughly one week each on these topics: Patterns H1. Identify a rule for number patterns, H3. Identify pattern rules H4. Create a number pattern based on a rule H5. Identify the relationship between quantities H6. Identify the position of any term Equations JP 13. Writing + - equations with variables Consider using: 7 Blasts H3 (online) and 7 Blasts H5 (online) writing equations and unknowns JP 16. Unbalanced scales Balancing Equations G7. Solve problems: balancing equations D25. Writing and evaluating expressions JP.14. Function machines H5. Identify the relationship between quantities Regular Tasks or Indirect Teaching Homework Suggestions
Chapter 9: Surface Area and Volume 9.1 - Surface Areas of Prisms 9.2 - Surface Areas of Pyramids 9.3 - Surface Areas of Cylinders 9.4 - Volumes of Prisms 9.5 - Volumes of Pyramids 9.5e - Cross Sections of Three-Dimensional Figures April 16 days Chapter 10: Probability and Statistics 10.1 - Outcomes and Events 10.2 - Probability 10.3 - Experimental and Theoretical Probability 10.4 - Compound Events 10.5 - Independent and Dependent Events 10.5e - Simulations 10.6 - Samples and Populations 10.6e - Generating Multiple samples 10.7 - Comparing Populations May 20 days
What does an equal sign mean? 3 = Solve each equation for the variable. 5x = 15 x – 7 = 19 3x + 7 = 31 Choice B is the correct solution. Why? Show your work. Proficient Question Exceeding Standard Question Choice A is the correct solution? Why? Show your work by solving the equation. Explain your choice: Circle the statement that best matches your personal understanding of today’s benchmark. BENCHMARK DOES NOT MEET STANDARD PARTIALLY MEETS STANDARD MEETS STANDARD EXCEEDS STANDARD 7.2.4.1 I do not understand this standard I understand some parts of this standard I am confident I can do problems on this standard correctly. I understand this standard so well I can explain it to friends. Grade 7 MCA #9 part 3 ALGEBRA (7.2.x.x) Vocabulary Benchmark equation 7.2.4.2 Solve equations resulting from proportional relationships in various contexts. For example: Given the side lengths of one triangle and one side length of a second triangle that is similar to the first, find the remaining side lengths of the second triangle. Another example: Determine the price of 12 yards of ribbon if 5 yards of ribbon cost $1.85. Emerging Understanding Question Partially Proficient Question
Hang an object in a spring balance and measure its weight W1 = ………………….. Lower the object into a beaker of water and measure its weigh W2 = ………………….. The weight of the object in water is………………..…… Because of …………………………………………… Upthrust = W1 – W2 The weight of an object is less in water because of the upthrust. The difference between the two readings is equal to the If the weight of a rock is 2000 N. When you place the rock in water the weight will be 1200N اذا 2000 1200 Calculate the upthrust? ................................................................................................. …………………………………………………………………………………………….. Why the weight of the rock is less in .............................................................................................................
Final Writing Prompt and Guidance for Teachers A good final assessment for “My Mother, the Scientist” will encourage students to work with the ideas they discussed in class, but also give them an opportunity to express thoughts of their own that might not have surfaced during class discussion. Here are two different ways to do this. Choice One: Science teachers at Weddles Middle School want their students to become more interested in science. Therefore, they are planning to offer a class called Science for Everyone. But, the teachers disagree about what the students should read during the first week of class. One group wants students to read an essay called, “Madame Curie, Heroine in the Laboratory.” Another group prefers “My Mother, the Scientist.” You have not read the essay about Marie Curie, but you do have a very good knowledge of “My Mother, the Scientist.” Based on the knowledge you have, write a letter to the teachers at the Weddles school telling them why “My Mother, the Scientist” is the appropriate text for a class called Science for Everyone. In your letter, be sure to clearly establish your position, persuade your readers by offering thorough and compelling evidence for your reasons, and organize your ideas such that your letter has a beginning, middle, and end, and paragraph breaks wherever they are needed. Choice Two: On the next page are three separate passages from “My Mother, the Scientist.” Choose one and write a thorough, organized essay explaining how the passage develops one or more idea that is central to the text as a whole. Be sure to plan your essay in advance so your ideas are organized, establish the main idea or ideas you will discuss, cite specific evidence from the passage. Include discussion of other parts of the text where appropriate. Teachers should choose three passages most appropriate for their own class, but possibilities include: Mother and son in the kitchen (My introduction to chemistry came in 1970… when they said that science was boring.) Joan’s childhood (One of my mother's earliest memories…My mother had discovered her destiny.) Joan’s challenges when she becomes a full-time housewife (I cannot pretend that, as a boy…or a full-time madwoman.)
Well-known temperatures. A B ____ i. Temperature of boiling water at sea level. a) 0ºC ____ ii. Comfortable room temperature. b)20-25ºC ____ iii. Absolute zero. c)37ºC ____ iv. Temperatures of an ice-water bath. d) 100ºC ____ v. human body tempera tures. e) 0 K
Contributors The following people contributed to the development of this document: Lacey Alkire – Fayetteville School District Debbie Kamps – Highland School District Laura Beth Arnold – Little Rock School District Bennie Lard – Hope School District Nathan Andrew Bagley – Phillips County Community College, Helena Jan Loyd – Cabot School District Cindy Beckman – Conway School District Dr. Kristen Dutcher-Mann – University of Arkansas at Little Rock Kris Bertelsen – Federal Reserve Bank of St. Louis, Little Rock Branch Marsha Masters – Economics Arkansas Dr. Kay Bland – Butler Center for Arkansas Studies Lisa McGriff – Star City School District Ruth Brown – Marvel School District Toney McMurray – Alma School District Lisa Byrum – Pulaski County Special School District Shannon Neumeier – North Little Rock School District Kelli Castleberry – Camden Fairview School District Kari Nichols Henard – Bryant School District Barbara Clements – Marion School District Martha Pelley – Cedar Ridge School District Napoleon Cross – Lafayette County School District Lindsey Phillips – Rogers School District Teddy Davis – Arkansas State University, Beebe Carmen Walker-Pierce – Little Rock School District Debra Ewing-Hight – Bentonville School District Judy Pierce – Benton School District Georgia Fletcher – Russellville School District Don Porter – Little Rock School District David Freligh – Forrest City School District Sarah Pugh – Bentonville School District Lantha Garmrath – Paragould School District Steven Quoss – Warren School District Sue Geery – Norfork School District Julie Roark – Nettleton School District Angie Goodding – Monticello School District Jason Sanders – El Dorado School District Ron Graham – Drew Central School District Joy Spivey – Deer/Mt. Judea School District Willie Gulley – Dollarway School District Linda Thrasher – Mountain Home School District Bailey Hendricks – Searcy School District John Traband – Hampton School District Schula Holley – Little Rock School District Karen Trusty – Paris School District Nancy Hull – Fountain Lake School District Cathy Tucker – Lake Hamilton School District Dr. Margie Hunter – West Memphis School District Shelina Warren – Pine Bluff School District Anthony Jackson – Fordyce School District James Washington – Arkansas Consolidated School District Ashley Jackson – Dumas School District Barry Watkins – Bay School District Carmen Jones – Malvern School District Vickie Yates – Virtual Arkansas Dr. Cherisse Jones-Branch – Arkansas State University, Jonesboro
Comm’n, et al. v. City of Lancaster – Bureau of Water, Docket Nos. R-2010-2179103, et al. (Opinion and Order entered July 14, 2011); citing, Warner v. GTE North, Inc., Docket No. C00902815 (Opinion and Order entered April 1, 1996). Decisions of the Commission must be supported by substantial evidence. 2 Pa.C.S. § 704. "Substantial evidence" is such relevant evidence that a reasonable mind might accept as adequate to support a conclusion. More is required than a mere trace of evidence or a suspicion of the existence of a fact sought to be established. Norfolk & Western Ry. Co. v. Pa. Pub. Util. Comm’n, 413 A.2d 1037 (Pa. 1980); Erie Resistor Corp. v. Unemployment Comp. Bd. of Review, 166 A.2d 96 (Pa.Super. 1961); and Murphy v. Comm., Dept. of Public Welfare, White Haven Center, 480 A.2d 382 (Pa.Cmwlth. 1984). Section 69.1201 of the Commission’s regulations provides a Policy Statement regarding factors and standards to be used when evaluating litigated and settled proceedings. 52 Pa.Code § 69.1201. The factors in the Policy Statement will be utilized by the Commission in determining if a fine for violating a Commission order, regulation or statute is appropriate, as well as if a proposed settlement for a violation is reasonable and approval of the settlement agreement is in the public interest. 52 Pa.Code § 69.1201(a). When applied in settled cases, the factors and standards in the Policy Statement will not be applied in as strict a fashion as in a litigated proceeding but the parties in settled cases will be afforded flexibility in reaching amicable resolutions to complaints and other matters so long as the settlement is in the public interest. 52 Pa.Code § 69.1201(b). The Commission has plenary authority under Section 501 of the Public Utility Code to direct an electric generation supplier to issue a credit or refund for an over bill.
PENNSYLVANIA PUBLIC UTILITY COMMISSION Harrisburg, PA 17105-3265 Public Meeting held November 19, 2015 Commissioners Present: Gladys M. Brown, Chairman John F. Coleman, Jr., Vice Chairman Pamela A. Witmer Robert F. Powelson Andrew G. Place Pennsylvania Public Utility Commission Office of Consumer Advocate Office of Small Business Advocate PP&L Industrial Customer Alliance D. Wintermeyer Cathleen A. Woomert Michael B. Young Joseph E. McAndrew Michael C. Muller v. PPL Electric Utilities Corporation R-2015-2469275 C-2015-2475448 C-2015-2478277 C-2015-2480265 C-2015-2485827 C-2015-2484588 C-2015-2485860 C-2015-2489524 C-2015-2501983 PPL Electric Utilities Corporation Petition for a Waiver of the Distribution System Improvement Charge Cap of 5% of Billed Revenues P-2015-2474714 OPINION AND ORDER
exceptions if the ALJ adopted the Settlement without modification. Because PPLICA was a Party to the Settlement, and because the ALJ adopted the Settlement without modification, PPL argues that PPLICA’s exception must be denied. PPL contends that consideration of PPLICA’s exception by the Commission would set a very bad precedent by allowing a party to a settlement to disregard and take actions contrary to the express terms and conditions of that settlement. According to PPL, the only conditions under which a party to the Settlement in this proceeding may file exceptions are if the ALJ does not adopt the Settlement, or if the ALJ adopts the Settlement with modifications. PPL Response at 3. PPL also contends that the basis for PPLICA’s Letter is contrary to the Settlement. According to PPL, PPLICA’s concern that the language in the Recommended Decision regarding Amtrak’s savings under Rate Schedule LPEP might be cited with prejudice already has been addressed and resolved by the Settlement. PPL points out that the Joint Petition expressly provides that the Settlement is “presented without prejudice to any position which any of the Joint Petitioners may have advanced, and without prejudice to the position any of the parties may advance on the merits of the issues in future proceedings.” Id., citing Joint Petition ¶ 63. Finally, PPL asserts that the ALJ’s statement regarding Amtrak’s savings under Rate Schedule LPEP is not a finding of fact or conclusion of law, but is simply a summary of PPL’s position in support of its original proposal regarding Rate Schedule LPEP. PPL argues that it is not necessary to modify the Recommended Decision to clarify the record regarding PPLICA’s own position as PPLICA requests, because that position is already a part of the record in the form of PPLICA’s testimony and exhibits, which were admitted to the record without objection. PPL Response at 4.
combined screening – biochemistry (MBS item 66750) nurse clinic pregnancy population model. Less than 100% in the higher-risk pregnancy model: some women may be eligible for NIPT due to other reasons, e.g. prior history of fetal trisomy First trimester combined screening – nuchal translucency (NT) scan (MBS item 55700) Ultrasound operator Antenatal clinic/imagine centre 100%: would continue to be required to detect fetal deformities etc. (likely to be lower in practice due to access issues) 1 $60.00 EMSN cap $32.95 $60.00 Resources provided to deliver proposed intervention NIPT Physician/ nurse Antenatal clinic 100% of eligible women (assuming full uptake) 1 TBD in SBA Genetic counselling Resources provided in association with proposed intervention – confirmatory testing for women testing positive for common trisomies Chorionic villus sampling (CVS) (MBS item 16603) Obstetrician Hospital/clinic To be estimated from positive result rate of NIPT, i.e. 100% of women determined by NIPT to be at In practice, uptake will be incomplete due to miscarriage risks 1 (in practice, some women may require repeat testing for various reasons) $121.85 EMSN cap $65.90 $121.85 Amniocentesis (MBS item 16600) Obstetrician Hospital/clinic $63.50 EMSN cap $32.95 $63.50 Consultation (MBS item 104) Obstetrician Hospital/clinic $85.55 EMSN cap $256.65 $85.55 Karyotyping (MBS item 73287) Obstetrician Hospital/clinic $394.55 $394.55 Resources provided to deliver comparator
EMERGENCY VEHICLE SIGNAL PREEMPTION TRACEABILITY MATRIX FUNCTIONAL REQUIREMENT SOURCE DOCUMENT SOURCE DOCUMENT REFERENCE TEST PASS/FAIL CORRECTIVE ACTION 1. Vehicle based emitter is activated by emergency personnel in the vehicle Signal reception verified in controller and by detectors. 2. Detectors mounted on the signal mast arms are responsive Signal reception verified in controller and by detectors. This is done for each approach of the intersection. 3. The traffic signal controller shall terminate any conflicting phases to bring up the through phase for the authorized emergency vehicle Signal reception verified in controller and by detectors. This is done for each approach of the intersection. Visually verify that signal phasing has been preempted. 4. Indicator lights shall be mounted on signal mast arms (one for each direction) Visual inspection 5. Indicator lights shall indicate that preemption is in operation a. The indicator light shall be steady for the preempted approach and the opposing approach during preemption activation b. The indicator light shall flash for the conflicting approaches during preemption activation c. The indicator light shall remain dark when the preemption system is not active Visually verify confirmation light operation in the field. This is done for each approach of the intersection. The lights should be wired through the controller to confirm true preemption; not through phase selector.
X = (N + h) cosφ cosλ Y = (N + h) cosφ sinλ Z = [N(1 - e2) + h] sinφ Transformations from Geocentric (X, Y, Z) to Geodetic (φ, λ, h) This transformation is not straight forward, it is iterative. Longitude λ = tan-1(Y/Z) Latitude Initial approximation for N and φ tan(φ) = .........................................1 (N + h) sinφ = z + e2N sinφ .........................2 tan(φ) = ...........................................3 φ0 = tan-1() ...................................4 using this value for the latitude, an initial approximation for the value of N can be found as: N0 = .............................................5 Now substitute the values obtained in equations 4 and 5, back into equation 3 and iterate until sufficient convergence is obtained for the station's latitude. Ellipsoidal height From equation 1 we have
Resources provided in association with proposed intervention Ambulance transport, if required Re-dosing with C1-INH in Emergency Department, if required (non-admitted) Hospital admission for two-day observation following a severe attack Intubation and ventilation Tracheotomy Other rescue medication to achieve relief Re-dosing with C1-INH, if required Emergency Department visit for breakthrough attack Hospital admission for two-day observation following a severe attack Intubation and ventilation Tracheotomy Other rescue medication to achieve relief from breakthrough attack Ambulance transport, if required Emergency Department visit for breakthrough attacks Hospital admission for two-day observation following a severe attack Intubation and ventilation Tracheotomy Other rescue medication to achieve relief from breakthrough attack Resources provided to deliver the comparator Specialist/GP visit for prescription Cost of icatibant per administration Emergency department visit for administration of icatibant if not ‘on hand’ No administration cost for patients who are eligible for IRT; however, a proportion of patients will need assistance with SC administration from a healthcare provider (e.g. community nurse, GP). Specialist/GP visit for prescription Cost of oral danazol per administration Resources provided in association with comparator Ambulance transport, if required Re-dosing with icatibant in Emergency Department Hospital admission for two-day observation following a severe attack Intubation and ventilation Tracheotomy Other rescue medication to achieve relief Re-dosing with danazol, if required Emergency Department visit for breakthrough attack Hospital admission for two-day observation following a severe attack Intubation and ventilation Tracheotomy Other rescue medication to achieve relief from breakthrough attack Ambulance transport, if required Emergency Department visit for breakthrough attack Hospital admission for two-day observation following a severe attack Intubation and ventilation Tracheotomy Other rescue medication to achieve relief from breakthrough attack Abbreviations: C1-INH, C1 esterase inhibitor concentrate; GP, general practitioner; IRT, individual replacement therapy; SC, subcutaneous There are a number of published animal and clinical studies of C1-INH concentrate for indications other than HAE (Singer et al, 2011). In particular, the use of C1-INH concentrate in patients with septic shock has been explored. Being the largest potential alternative population for this intervention, such potential use of C1-INH concentrate will be examined in financial impact sensitivity analyses.
Used for tagging and targeting Surveillance For missions in interior of building Power line inspections Rescue operations Aerial photography CHALLENGES Flight control is difficult All system is based on microelectronics Requirement of Flapping wings Stabilization and guidance require highly autonomous control systems The state-owned Defence Research and Development Organisation (DRDO) and the Department of Science and Technology (DST) have launched an ambitious joint National Programme for Micro Air Vehicles (NP-MICAV). According to DRDO officials, an estimated $21.5 million will be spent on this programme involving the creation of micro air vehicles in two phases. The MAV program’s first phase will be completed in three years and the second phase, which will focus on futuristic technologies, will take up the last two years.
[64] Kripa Foundation The Organization: Kripa Foundation has the privilege of being the largest Non–Governmental Organization in India, affiliated with the Union Ministry of Social Justice & Empowerment, working among people afflicted with chemical dependency & HIV Infection. Over a quarter century of service, Kripa Foundation has evolved a module of non-discriminating, supportive community living, empowering people to introspect and bring about a change in lifestyle. KRIPA, derived from the Sanskrit word “GRACE,” lays emphasis on the need to study risk perception, effectively assist in harm minimization and provide training to the affected individuals enabling them to monitor life as an ongoing process of Spiritual Growth. The beginning: the year and place, foundation day, registration of a charitable trust. The Organization had humble beginnings in a church compound in Bandra in 1981, with three patients in residence, a priest, a doctor & a recovering alcoholic as a role model for recovery and sobriety. [65] Since then this Public Charitable Trust has spread its tentacles all over India with 69 varied facilities addressing Chemical Dependency in 12 states in the country, namely, Maharashtra (Mumbai, Vasai, Pune), Gujarat (Baroda), Goa (Anjuna,), Karnataka (Mangalore), West
Substantive testing refers to details testing either to obtain evidence that an account balance is not materially misstated or to make an independent estimate of some amount for example to value stock where there are no records. A transaction may be tested from the book of original entry to the ledger and finally to the financial statements. In carrying out substantive tests, transactions should be traced to supporting documentation. Audit tests are generally in 3 forms: Substantive tests Compliance tests Walk through tests Substantive tests These are detailed procedures carried out by the auditor to tests the operating effectiveness of the accounting system. Substantive procedures are used to detect material misstatement in transactions. They are usually in two forms: Tests of details of classes of transactions, which test for errors, fraud or accuracy of the records. [Capital and revenue expenditure] Substantive analytical procedures which involve the comparison of recorded values with the trend. These tests include trend analysis and use of accounting ratios NB- the auditor now concentrate on exceptional figure which fall out of trend Compliance tests: observing transactions in detail These are tests made to check whether the operations of the buzz where done in accordance with regulations stated by management. Compliance tests are done where the auditor wishes to rely on some system of internal control. The purpose of compliance tests is to obtain reasonable assurance that internal controls functions both properly and consistent. The auditor will observe transactions as they pass through the various control procedures e.g. security checks at the gate. The auditor uses compliance test to see whether the control procedures are being observed as recorded. Where the auditor is satisfied by level of compliance, he will limit out the carrying out of detailed tests of transactions. Walk through tests This is where the auditor picks some transactions and follows them from start to end. They are performed to tests the effectiveness of controls in preventing or detecting material misstatements. They are done when the auditor assessment of the risk includes an expectation of the effectiveness of controls and when substantive procedures alone do not provide sufficient audit evidence. They include enquiries, observation of specific controls and inspection of the client records. AUDIT OF FINANCIAL POSITION ITEMS Auditing non-current assets
Question 27 ISAS 300 to 320 provide guidance on planning an audit of financial statements to ensure that the audit can b performed in an effective manner. You are the manager responsible for the audit of TK Supermarkets which has a number of stores selling household products to the general public, including furniture, electrical equipment, cooking equipment and carpets. The company has annual sales revenue of about fifteen million dollars. In previously year’s audits there have been problems with: Misappropriation of inventory by employees and customers Slow moving and damaged inventory which is worthless than cost Incomplete recording of sales when the customer pays in cash (there represent 55% of all sales) The company has a small Internal Audit Department, the staff of which visit branches and perform appropriate audit work at the head office. Required Describe the work you will carry out on the matters you will consider in planning the audit prior to the commencement of the detailed work, Including Consideration of the timetable for the audit. [25marks] Question 28 [20 marks] An Auditor’s Independence may be compromised by the provision of other non-audit services. Some of the Zimbabwean audit firms provide additional services to their audit clients such as Calculating the company’s income tax liability and the director’s personnel tax liability, and negotiating with tax authorities. Preparing the Company’s financial statements for audit, from the accounting records Advising on setting up systems of Internal Control. Required Consider for each of the services listed above: The effect on the auditor’s Independence of providing these services The procedures the audit firm should instigate to minimize the risk of providing them affecting their independence. [10 marks] b) ’Research carried out in one African country has shown that the fees charged to listed companies by audit firms for non audit work are, on average , about equal to the audit fee. It is alleged that: - Audit firms are charging how audit fees in order to obtain lucrative non-audit work - With large fees from non-audit, auditors will be relevant to qualify their audit report because of the risk of loosing both the audit and non-audit fees. - Auditors’ reluctance to qualify their audit report compromises their independence.
Anaesthesiac MBS Surgical - 1 service 75% = $103.95 85% = $117.85 (MBS item 21941) - - (Increment of patient costs – may vary) 25% = $34.65 15% = $20.75 $138.60 Indicative costs related to sensor implantationd MBS Surgical - 1 service 75% = $334.05 85% = $378.60 (MBS Item 38200) plus incremental feed - - (Increment of patient costs – may vary) 25% = $111.35 15% = $66.80 $445.40 plus incremental feee Clopidogrel or warfarin Hospital / other government Hospital / Pharmacy - 1 month worth - - - - - - Post-procedure hospital stay (including critical care, ward medical, non-clinical salary, pathology allied, pharmacy, hotel, on-costs)b Other government Public or private hospital - 1 inpatient episode - - - - - Approx. Physician consultationf MBS / Patient / PHI Hospital / clinician consulting rooms - - 75% = $64.20 85% = $72.75 (MBS Item 104) - - (Increment of patient costs – may vary) 75% = $21.35 85% = $12.80 $85.55 (specialist added cost may vary) Resources provided in association with proposed intervention Aspirin Other government Hospital / Pharmacy - 12 - - $8.51 (PBS 1010E and 8202Q) $16.01 (RPBS 4076M, 4077N and 4078P) - $13.85 (PBS) $6 (RPBS) $268.32 (PBS) $264.12 (RPBS) Resources provided to deliver standard care
Appendix 1 Abstract provided for further background on CardioMEMS: Abraham WT, Adamson PB, Bourge RC, et al. Wireless pulmonary artery haemodynamic monitoring in chronic heart failure: a randomised controlled trial. Lancet 2011; 377:658-66.ppendi
level Event No. of students expected to participate Strategies Planned No. of Achievers after the event Remarks SGFI ----- ----- ----- ----- ----- National Level Atheletic, Judo 6 An Individual activity prefer 2 Region Level ----- 131 An Individual activity prefer 52 State Level ----- ----- ----- ----- ----- Other ----- ----- ----- ----- ----- NCC Wing (Army/Navy/ Airforce) No. of Troops No of Students Army 1 30 School Band Teacher Head No. of Students Trained Nil Nil V- Administration& Finance S. No. Activity/Programme Planned Achievement Targets Expected Date of Completion Actual Date of Completion/ Actual Achievement Remarks 1 Staff sanctions proposals: Proposals for up gradation /additional sections etc. XIth Science increased 01/04/2017 Completed on 1st April 2017 2 Selection of staff for contractual appointments. 9 31/03/2017 31/03/2017 3 Construction Works: i) New works NIL NIL NIL ii) Maintenance & Repairs NIL NIL NIL iii) Developmental work NIL NIL NIL iv) Coloring/white washing of school building and staff quarters, etc. Coloring/white washing of school building 30/06/2017 ---------- 4 Transfer of land/execution of lease deed etc. if required. Already done Already done Already done 5 Annual stock verification Annual stock verification of all departments 31/03/2017 31/03/2017 6 Vidyalaya Management Committee/Vidyalaya Executive Committee Meetings VMC Meeting 06/09/2016 21/12/2016 03/03/2017 06/09/2016 21/12/2016 03/03/2017 7 Financial Management i) Budget proposals Budget proposals Submitted in time Submitted in time ii)Revised Estimates Revised Estimates Submitted in time Submitted in time iii)Rectification if any NIL NIL NIL
Audit of school accounts Activity/Programme Pending Expected Date of Settlement Actual No. of Paras Settled Remarks Audit Paras Internal Audit Para 13 31/07/2017 NIL A G Audit Para 01 30/06/2017 1 Recommended to drop by KVS RO JPR Court cases No. of Cases Subject of litigation Current Status Remarks NIL NIL NIL NIL ACADEMIC LOSS COMPENSATION PROGRAMME (alcp) S.no Class No. Of programmes organized Activities planned 1 VI to XII 3-Extra classes & tests were taken for the students who attended various activities at regional & national level. Separate records were also maintained of above work. Extra classes Tests Record keeping VI- Plan for Community Participation Plan to encourage Community & Social Services by the students Program/ Campaign Objective of Program/ Campaign Target Area/ Population Resources required Community Lunch To motivate Students for Unity Classes 1 to 5 As per the need Bal Mela To encourage unity & sharing Classes 1 to 5 As per the need Grand Parents Day To motivate Students for moral values & respect to elders Classes 1 to 5 As per the need
Question 21 Why should an auditor be involved in the system design? [20 marks] Question 22 a) As an accountant of an organization, discuss why it might be necessary to initiate systems analysis. [6 marks] b) Giving reasons for your answer, discuss the accounting system you would recommend to a decentralized organization between a computerized accounting information system and a manual accounting information system. [14 marks] Question 23 RECYC Ltd is a medium sized recycling consultancy firm, which is currently experiencing rapid growth. This is evidenced by increased turnover. It has been able to develop a range of new consultancy and specialist business advisory services that it offers to its growing customer base. To cope with these developments, several organisation-wide initiatives have been launched over the past two years. The existing financial systems are struggling to cope with these developments, but replacement software is due to be installed within the next six months. The new system was justified partly because it could reduce costs, although precise details have not been given. The application software selected does not fit existing business processes exactly. However, it has the clear advantage of giving RECYC access to an industry best practice system and is identical to that used by all its main competitors and some of its clients. A three-person Project Steering Group has recommended that a phased approach to introduction should be used and has undertaken most of the project planning. A programme of events for implementing the system has been agreed, but is not yet fully operational. This group has not met for a while because the designated Project Manager has been absent from work through illness. You are Head of RECYC’s Central Support Unit. You also serve on the Project Steering Group. A Directors’ meeting is due to take place soon. The firm’s Managing Director has asked you to prepare and present a PowerPoint presentation to the other Directors on project management and implementation issues. You understand that the Directors are conscious that system implementation represents a form of further organisational change. They are asking questions about the approach that will be taken to the introduction of the new system, likely changes to practices, critical areas for success, system testing, support after implementation, system effectiveness, etc. REQUIRED: (a) List and describe the project management activities and variables addressed by your steering group. (8 marks)
Justify the selection of each measure, and explain the assumed linkage between each measure and the business unit’s long-term financial performance. (15 marks) [Total: 25 marks] Chapter 5 NON FINANCIAL MEASURES OR CONTROL Chapter objectives 1. Define non financial measures. 2. Give examples of non financial measures. 3. Explain advantages and disadvantages of non financial measures NON FINANCIAL MEASURES OR CONTROL These are controls where non financial performance outcomes are measured Examples of non financial measures Human resources - employee satisfaction Average tenure Turnover Marketing New product launched Customer satisfaction Brand power Production Number of defects
A smaller number of stealth aircraft may replace fleet of conventional attacks jets with the same or increased combat efficiency. Possibly resulting in longer term savings in the military budget. A Stealth aircraft strike capability may deter potential enemies from taking action and keep them in constant fear of strikes, since they can never know if the attack planes are already underway. The production of a stealth combat aircraft design may force an opponent to pursue the same aim, possibly resulting in significant weakening of the economically inferior party. Stationing stealth aircraft in a friendly country is a powerful diplomatic gesture as stealth planes incorporate high technology and military secrets. [1] [2] [5] [9] [10] Disadvantages Of stealth technology
Table 1. Moorings to be deployed (see Fig. 1): Name Latitude Longitude Depth(m) U.S. Mooring positions in the Iceland Basin: M1 58.85 -30.54 1695 D1 58.73 -30.10 1770 D2 58.53 -29.50 2520 D3 58.28 -28.79 2100 M2 58.00 -28.00 2330 D4 58.00 -27.00 2640 M3 58.00 -24.50 2840 M4 58.00 -21.08 2900 Dutch Mooring positions in the eastern Irminger Basin: IC1 59.14 -33.72 2450 IC2 59.04 -32.69 2110 IC3 58.96 -31.92 1690 IC4 58.89 -31.23 1510 UK Mooring positions in Rockall/Hatton region: RTADCP2 57.29 -9.4 400 RTADCP1 57.22 -9.45 800 RTEB1 57.1 -9.563 1800 RTWB1 57.2 -12.77 1600 RTWB2 57.12 -12.77 1800 WHOI Sound Source moorings: SS-5 59.00 -34.00 2633 SS-6 58.00 -28.00 2326 SS-7 58.00 -23.00 3087 Table 2. Proposed CTD/LADCP Stations (see Fig. 2): Sta. Latitude Longitude Depth(m) Site Name Irminger Basin 01 59.1705 -34.4431 2513 02 59.1356 -34.0986 2487 03 59.1007 -33.7544 2393 IC1 04 59.0746 -33.4963 2316 05 59.0484 -33.2385 2232 06 59.0223 -32.9808 2182 07 58.9962 -32.7232 2039 IC2 08 58.9702 -32.4658 1898 09 58.9441 -32.2086 1713 10 58.9181 -31.9514 1669 IC3 11 58.8949 -31.7230 1566 12 58.8718 -31.4947 1461 13 58.8487 -31.2665 1474 IC4 14 58.8360 -31.0225 1480 15 58.8230 -30.7800 1399