zilongwang/ReadingBank huggingface dataset:
Every Day Counts® Element Organizer Name of Element__Graphing____________________________ Grade __1_______ Months Concepts and Skills Materials Notes August/September p. 30 - 31 Identify and order months of the year Interpret birthday data Count and compare small quantities 12 birthday packages (TR14), gift tags for each child (TR 14) For the rest of the year, birthday data will be considered part of calendar Celebrate summer birthdays October p. 44 - 45 Collect and record weather data on a picture graph Interpret graphs Graph paper (TR 15), weather markers (TR 16) * Keep this graph for comparison in January November December January p. 83 Collect and record weather data on a picture graph over time Interpret graph Graph paper (TR 15), weather markers (TR 16), October weather graph *Graph comparison with Oct. *Save Oct. and Jan. weather graphs Look at and graph weather in another part of the country to compare it to our weather. 100th day of school February p. 98 - 99 Collect and record data on a picture graph Explore odd and even quantities Count by 2’s 3 sheets of graph paper (TR 15), 29 shoe markers (TR 16) Discuss odd and even quantities (counting by twos) Represent patterns on a graph with cubes March p. 111 - 113 Collect and graph data from a preference poll Every day graph (TR 15), bright colored paper markers (squares), small paper sack Involve students in constructing graphs. Allow students to survey other students. April p. 123 - 125 Collect and record weather data on a picture graph over time Interpret graphs Graph (TR 15), weather markers (TR 16), weather graphs from Oct. and Jan. *Graph comparisons with Oct. and Jan. (seasonal changes associated with these months). *Don’t forget to record weather for Spring Break days. May/June p. 134 - 135 Collect, sort, and graph three dimensional shapes Collection of boxes, containers, and objects that are cylinders, spheres, rectangular solids, or cubes, graph paper (TR 15), class set of paper square markers, water color pen, 4 large posters (one for each shape), advertising Each child is encouraged to bring in one object from home that fits into one of the categories of shapes. See parent letter: p. 135 Emphasize geometry concepts
Week 1: Overview and Slavery What do you understand by the term ‘slavery’? Why was slavery introduced in America? What was the Triangular Slave Trade? Annotate the map to demonstrate how the Triangular Slave Trade worked. _____________________________________________________________ _____________________________________________________________
Substance Misuse Education Stage: First Lesson: How Do Medicines Get Into the Body? Expected national standards for each level: Identifies conditions which require medication and how it benefits health. Substance Misuse Experiences and Outcomes: HWB1-38a I know that there are medicines and some other substances that can be used in a safe way to improve health and I am becoming aware of how choices I make can affect my health and wellbeing. Resources Required for Lesson: Drawing materials Main Activities: What Goes Into My Body? Encourage children to think about all of the ways in which ‘things’ can enter their bodies. For example: Breathing in Eating Drinking Sniffing Mouth, Ears and Eyes Injection Accident (splinters, wasp stings, fingernails, pins or thorns) Encourage them to think widely, to include medicines, pills, berries, smoke, fumes, pleasant smells and scents. Remind them of the danger of things they cannot identify or could mistake for sweets. It is important at this stage to discover as much as possible about the children’s perceptions of what is inside their bodies, before planning any teaching about the dangers of specific substances on different parts of the body and body systems. Invite the children to paint large-scale pictures of what they think is inside their bodies. Display the pictures and talk with the children about what happens when all the different things they have talked about enter their bodies. Where does food and drink go? Pills? Injections? Without attempting to explain body systems, it is possible to explain that what we eat, drink, sniff or are injected with finds its way all round our bodies. Benefits of medicine? Discuss with children and identify conditions which require medication and how it benefits health. This might be themselves, family members or friends. Examples: asthma, allergies, diabetes, fever, flu, tonsillitis, skin conditions – children might be able to add in other examples.
Ahenakew, Freda (1988) How the Mouse Got Brown Teeth: A Cree Story for Children Cameron, Anne How the Loon Lost Her Voice Taylor, C.J. How Two-Feather Was Saved from Loneliness: An Abenaki Legend Norman, Howard. How Glooskap Outwits the Ice Giants Wood, Douglas Old Turtle When the animals start arguing, Old Turtle surprises everyone. This is a story of respect for each other and for the environment. Bruchac, Joseph (2003) Turtle’s Race with Beaver : a Traditional Seneca Tale Who owns the pond, turtle, or beaver? This traditional story shows that turtles can win races, if they are smart enough. A nice companion to the traditional European tale “The Hare and the Tortoise” Kimmel, Erica K. (1993) Anansi Goes Fishing This is a trickster tale, where turtle’s intelligence wins the day. Culleton, Beatrice. Spirit of the White Bison Kleitsch, Christel & Paul Stephens. Dancing Feathers Kleitsch, Christel & Paul Stephens A Time to be Brave Palud-Pelletier, Noelie Louis, Son of the Prairies Goble, Paul Iktomi and the Boulder: A Plains Indian Story Bruchac, Joseph Keepers of the Earth Publishers Eaglecrest Books Levelled Readers featuring First Nations Children and Their Families Jerold Gliege (Saskatchewan Representative) 306-664-2808 306-653-7770(fax)
The First Parish in Concord, Massachusetts Ambient Engineering (Ambient) was retained by the First Parish in Concord, Massachusetts, to provide civil engineering and permitting services for the Church building and site improvements project. The Site is located in downtown Concord, an Urban district. The First Parish Church is the primary building on the Site, but there are multiple support buildings as well, including a small chapel. The Site is adjacent to Mill Brook, a perennial stream, and is also within the FEMA 100 year flood plain. The proposed development program included design changes to the Church, regarding the church lawn and sidewalk leading to the chapel, repaving the parking areas and drives with dedicated handicap parking spaces and access paths, and granite curbing along all pavement. Ambient teamed with an Architect to develop site plans for permitting, bid drawings and documents. Ambient provided the following services: Developed site plans appropriate for permitting based on 1. Site layout, including building layout, parking layout, site distance, and setbacks. 2. Grading, Drainage, and Utilities Plan, showing site grading and drainage system as well as modified utility connections. 3. Lighting and Landscaping Plan, showing proposed locations of site lighting, landscaping, and snow storage. 4. Erosion Control Plan, showing erosion control measures to be taken during construction. 5. Construction Details. · Secured approvals from the Concord Historic District Commission, Natural Resources Commission, Planning Board, and Board of Appeals. · Secured approvals from Concord Department of Public Works, Water and Sewer Department. · Developed drawings and specifications for construction and provided shop drawing reviews during construction.
Table Waste goods management standard, landing places where goods are landed Standard Evidence Responsibility Waste goods – containment Approved biosecurity waste receptacle to be made available for disposal of waste goods subject to biosecurity control and loose items of biosecurity risk that do not form part of the documented consignmenta. Waste goods subject to biosecurity control must be: double bagged or stored in re-usable receptacles that are sealed or closed securely to prevent escape of live insects or seeping of biosecurity waste goods. Receptacles must be: maintained free of cracks, tears and damage that prevent them from effectively containing waste goods subject to biosecurity control cleaned and disinfected with approved disinfectants at an approved rate before re-use if they have come into contact with waste goods subject to biosecurity control. Airport operators Aviation industry participants Not required at landing places that do not land goods. Waste goods - security Waste bags/receptacles must be: clearly marked as ‘biosecurity waste’ secure. Airport operators Aviation industry participants Not required at landing places that do not land goods. Waste goods – collection and treatment Arrangement in place for the collection and treatment of waste goods subject to biosecurity control: Arrangement with a waste management provider. or If option 1 is not viable, alternative arrangement approved by the Department of Agriculture and Water Resources. Airport operators Aviation industry participants Not required at landing places that do not land goods. a For example, soil, seeds, bags, fruit cartons, plant or animal contamination.
PERSON SPECIFICATION JOB TITLE: First Point of Call LOCATION: The Roundhouse, Ashington ESSENTIAL DESIRABLE ASSSESSED BY EDUCATION 5 x GCSE (A-C) including English & Maths or Business Admin Apprenticeship L3 Information, Advice and Guidance NVQ L3 Customer Care NVQ L2 Application form Interview EXPERIENCE Experience of working in a charity, not for profit organisation or social enterprise. Experience of receiving calls from clients and dealing with enquiries. Working with volunteers Dealing with clients at Reception Handling cash and issuing receipts Signposting clients to other sources of help and support Dealing with official visitors and contractors Working with older people Providing information, advice or advocacy services to clients. Application form Interview SKILLS & ATTRIBUTES Excellent communication and interpersonal skills Competent in MS Office and IT skills Competent administration abilities Ability to prioritise tasks and multi-task as necessary Able to use own initiative Ability to work alongside a diverse range of individuals Familiar with Charity Log system Calm under pressure Managing multiple priorities. Application form Interview
$ FIRST THINGS FIRST Coconino _ __, Navajo Nation Hualapai Tribe La Paz/Mohave 0 Yavapai Navajo/Apache Colorado River Indian Tribes Northwest Maricopa Gila White Mountain Apache Tribe Yuma Southwest Maricopa Apache Tribe Pinal Pima South Graham/Greenlee Pima North East Maricopa Tohono O'odham Nation Yaqui Tri e Salt River Pima Maricopa Indian Community IC"' Pima South Cochise Southeast
have collected the tax by coding it out. The reason HMRC had taken the course it had, was to create a circumstance where there would be a debt which could be enforced. Comment The effect of this decision appears to be that HMRC is unable to issue section 8 notices to taxpayers unless the content of the return is genuinely required for the purpose of establishing the taxpayer's liability to tax. It would not therefore be a surprise if HMRC sought permission to appeal this decision to the Upper Tribunal. [2018] UKFTT 0190 (TC) TC06431 Appeal TC/2016/03478 Income tax – self assessment – late filing – proof of requirements of s8 Taxes Management Act 1970. Burden of Proof in Penalty cases – When inferences are permissible. Regina v Alan Peter Ronald Hedgcock, David Charles James Dyer, Robert Mayers: Court of Appeal Criminal Division [2007] EWCA Crim 3486 applied. FIRST-TIER TRIBUNAL TAX CHAMBER MR A. GALIARA Appellant - and - THE COMMISSIONERS FOR HER MAJESTY’S Respondents REVENUE & CUSTOMS Runs to 6 pages [2018] UKFTT 0220 (TC) TC06453 Appeal INCOME TAX - individual tax return - penalties for late filing - whether properly imposed - no - purpose for which the notices to file were served - to establish chargeability - no – Goldsmith and Wandsworth v Winder considered - Tribunals jurisdiction to consider validity of notices - yes - whether reasonable excuse - no - whether special circumstances - no - appeal allowed FIRST-TIER TRIBUNAL TAX CHAMBER BARRY LENNON Appellant - and - THE COMMISSIONERS FOR HER MAJESTY’S Respondents REVENUE & CUSTOMS Runs to 21 pages
Infection Prevention and Control Hygiene Protective Equipment (PPE) and Availability Management and Reporting Prevention and Control Contact Specific Infection Prevention Policy Location of Infection Prevention Manual o Infection and Prevention Training: o _______________________ o ___________________________________ Corporate Compliance information about Compliance Hotline Safety and Patient Rights Compliance Abuse and/or Neglect Reporting of Excellence Department Specific Corporate Compliance Requirements: o ________________________________________ o ________________________________________ o ________________________________________ Emergency Preparedness Procedures: what to do, who to notify, where to go for further instruction o Department Fire Escape Plan/Evacuation Routes o Fire Extinguishers o Emergency Exits o Safety Manuals o Policy/Procedure Manuals & SDS Manuals o Tornado and other Weather Threats Plan Code Personal Other Other
PROVISION Is there shift work / out of hours work? (give details) First aid provision is required at all times people are at work. Do you have employees who travel a lot or work alone? (give details) You will need to consider - providing personal first aid kits and training staff in their use. - providing a personal means of communication. Do any of your employees work on sites occupied by other employees? (give details) You will need to make arrangements with other site occupiers. Do members of the public visit your premises? (give details) HSE strongly recommends their inclusion in your first aid provision. EXISTING PROVISION: How many first aiders are currently available on site? Is a register of such persons maintained on site and updated as necessary? What first aid equipment is provided on site, in vehicles etc.? Is the equipment checked and replaced on a regular basis (as necessary)? Where is the equipment located? Are all employees fully aware of who the first aiders/ appointed persons are? Are all employees, including first aiders/appointed persons, familiar with action to be taken in event of accident with regard to first aid?
Burns Module (non-stick gel padded dressing with bandage attached) Eye Injury Module (sterile eye pad/saline/tape) 6 Eye wash bottle 1 Non-stick wound dressings (small, medium, large) 2 of each Spare adrenalin auto-injection device as appropriate Yard Duty Bags Items Quantity Type Expiry Date Refill? Single use nitrile gloves 2 Sterile saline ampoules 6 Gauze bandages 1 2.5cm 1 5cm Band-Aids 1 packet Resuscitation face mask (reusable) 1 Mobile phone/cordless phone/two way radio (optional) 1 Heavy elastic bandages 15cm Spare adrenalin auto-injection device as appropriate. Blood Spill/Vomit Kit Items Quantity Type Expiry Date Refill? Single use nitrile gloves 1 packet Paper towels 1 packet Single use plastic bags As appropriate Detergent Absorbent material “kitty litter” Biohazard waste bin Eye Protection (Glasses) Gown First Aid Kits for non-school workplaces within the Department Items Quantity Type Expiry Date Refill? Band-Aids – non-allergic/plain Pack of 50 Band-Aids - fabric strips Pack of 50 Burns Module (non-stick gel padded dressing with bandage attached) 1 Combine pads 2 10 x 10cm Crepe bandages (hospital weight) 1 2.5cm 1 5cm
4. Minimum First Aid Facilities – also refer to School Policy and Advisory Guide - Student Health and First Aid and WorkSafe Victoria Compliance Code – First aid in the workplace Site Characteristics Minimum first aid requirements - The minimum acceptable level of training is HLTAID003 Provide First Aid Tick Less than 50 employees (and students) 1 first aid officer 1 first aid kit Yes No N/A 50 - 199 employees (and students) 2 first aid officers 4 first aid kits Yes No N/A 200 - 399 employees (and students) 4 first aid officers 6 first aid kits Yes No N/A 400 - 599 employees (and students) 6 first aid officers 8 first aid kits Yes No N/A 600 - 799 employees (and students) 8 first aid officers 10 first aid kits and a first aid room with a bed and stretcher Yes No N/A 800 - 999 employees (and students) 10 first aid officers 12 first aid kits (including specific “type of incident” treatment) and a first aid room with a bed and stretcher Yes No N/A >1000 employees (and students) 10 + one first aid officer for every additional 100 employees and students 12 + one kit for every additional 100 employees and students A first aid room with a bed and stretcher Yes No N/A Where access is limited to medical and ambulance services (e.g. remote workplaces, school field excursions etc.) 2 additional first aid officers for every category 2 additional first aid kits for every category Yes No N/A 5. Additional First Aid Facilities Insert description of additional facilities required after completing and evaluating sections 2, 3 and 4 of this form: 6. Review Controls Workplace Manager and/or Management OHS Nominee verifies provision of the above first aid facilities: Effective Not effective Date: / / Name: Signature:
Microsoft SQL Server Customer Solution Case Study First American Title Insurance Runs Application on SQL Server 2008 Overview Country or Region: United States Industry: Financial Services Customer Profile Based in Santa Ana, California, First American Title Insurance Company is the second largest title company in the United States. Business Situation First American Title Insurance Company needed an enterprise-grade solution to support its mission-critical First American Software Technology (FAST) application and its 10-terabytes of data. Solution The company upgraded its FAST application database to Microsoft SQL Server 2008 Enterprise (64-bit) to take advantage of enhanced Online Indexing, Table Partitioning, and other features. Benefits 96 percent reduction in scheduled downtime for re-indexing 400 percent improvement for table partitioning Easier troubleshooting Enterprise-grade scalability “With SQL Server 2008, we’ve been able to implement Online Indexing on 99 percent of our tables, gaining a 96 percent reduction in the time required for offline Lianne Kwock, Senior Database Administrator, First American Title Insurance Company One of the largest title insurance companies in the nation, First American Title Insurance Company, a subsidiary of The First American Corporation, traces its history back to 1889. The company offers title services through its direct operations and an extensive network of agents throughout the United States and abroad. Over the years, First American acquired several companies, leading to a complex IT environment that at one point had more than 50 different title and escrow systems. The company united these disparate systems with its First American Software Technology (FAST) solution, deployed on the Microsoft Application Platform, recently upgrading its FAST solution to Microsoft SQL Server 2008 and making use of features such as Online Indexing and Table Partitioning. The company stores 10 terabytes of information on SQL Server 2008, with 900 million rows in the largest table.
What do you think your physical presence communicates about you? Section 4: What have you experienced as the advantages and disadvantages of working with partners? “The image below shows a scene from the New York production RENT. Based on the opera La Boheme, RENT was written by composer Jonathan Larson, who died at 35 of an aneurysm the night before the musical made its off-Broadway debut. RENT won both the Tony Award and the Pulitzer Prize in 1996. 1. Describe the people in the picture. How do they seem to be interacting? 2. Study the picture, then close your eyes and try to describe three of the people in it. 3. How improvisational do you think this moment is? Explain.
Procedures/Strategies Differentiation Teacher and students will sort words by following categories: Begins with th and Ends with th. Teacher will complete anchor chart with words with th. Students will complete page in interactive notebook for words that begin with th. Students will pick 2 words from list and write a sentence with the words. Students will complete page in interactive notebook for words that end with th. Students will pick 2 words from list and write a sentence with the words. Teacher will model interactive drawing of moth from Animated Literacy program. Students will add drawing to interactive notebook. Students will write 2-3 sentences about the moth. Teacher will model interactive drawing of tooth and thumb from Animated Literacy program. Students will add drawing to interactive notebook. Students will write 2-3 sentences about the either the tooth or the thumb. Lesson Summary Review words with th using BitsBoard. Using BitsBoard, review words with –th-. Have students give voiced and unvoiced -th- sound. Review drawing and have students write a sentence about their drawing. Review drawing and have students give rhyming words for drawing. Assessment/ Evaluation Ticket Out the Door: Give one word that has the –th- sound in it. Ticket Out the Door: Orally give a sentence with a -th- word. Ticket Out the Door: Give a clue to a –th- word and have other students guess the word. Ticket Out the Door: Write a sentence with a –th- word. Ticket Out the Door: Name one word that begins with-th- and one word that ends with Utilization of Technology SmartBoard BitsBoard SmartBoard BitsBoard SmartBoard BitsBoard SmartBoard BitsBoard SmartBoard BitsBoard Worksheets/Graphic Organizers Interactive Notebook page for th Interactive Notebook page for th
phrases such as the Fry Phrases. PHONICS: PHONICS: CCSSW1.2 Explanatory/ informational Write explanation Write explanation First Grade: Second Quarter, Weeks 17-18 Learning Priorities NONFICTION LITERACY IN SCIENCE AND SOCIAL SCIENCE Week of January 11 Week of January 18 Nonfiction Sources _ picture book _big book __history _topic book _ biography __video __museum exhibit _ picture book _big book __history _topic book _ biography __video __museum exhibit and DEVELOP NONFICTION LITERACY Locate information CCSSRI1.2 explain an idea with information from pictures and visuals CCSSRI1.3 and 1.7 Integrate NONFICTION reading and visual resources to explore a topic with a Focus Question. Make glossary List information to support an idea Identify source of information Compare and contrast how a writer and an illustrator/photographer provide information Integrate NONFICTION reading and visual resources to explore a topic with a Focus Question. Make glossary List information to support an idea Identify source of information Compare and contrast how a writer and an illustrator/photographer provide information
First Grade: Second Quarter, Weeks 19-20 Learning Priorities NONFICTION LITERACY IN SCIENCE AND SOCIAL SCIENCE Week of January 25 Week of February 1: Comprehensive Assessment Nonfiction Sources _ picture book _big book __history _topic book _ biography __video __museum exhibit _ picture book _big book __history _topic book _ biography __video __museum exhibit and DEVELOP NONFICTION LITERACY Locate information CCSSRI1.2 explain an idea with information from pictures and visuals CCSSRI1.3 and 1.7 Integrate NONFICTION reading and visual resources to explore a topic with a Focus Question. read, experience, draw, list facts, write/tell about a topic Make a poster or booklet or page that tells/shows an important idea you have learned. Integrate NONFICTION reading and visual resources to explore a topic with a Focus Question. read, experience, draw, list facts, write/tell about a topic Make a poster or booklet or page that tells/shows an important idea you have learned.
Things to Remember… Trustee’s Meeting – Tuesday, 2nd at 7pm UMW Meeting – Monday, 7th at 7pm Pairs and Spares Meal to Shut-in’s Tuesday, 8th at 5:30pm MOTHER’S DAY BREAKFAST sponsored by UMM – Sunday, 13th at 8:45am Administrative Council Meeting – Wednesday, 16th @7pm Foster Care Sunday, May 20th RSVP Deadline for Tony’s Retirement Luncheon at Glen Oaks CHOIR PRACTICE – Tuesday’s at 7pm GO YE SUNDAY MAY 27th Vacation Bible School Plans and Preparations Jenna Southers is still seeking volunteers to assist in this year’s Vacation Bible School preparations. Storytellers, Arts and Crafts, Music, Recreation and Refreshments are the areas available. Volunteers must receive Safe Sanctuary Training to help out. Please step up and get involved. VBS is a multiple day event during the summer and is normally held from 6p-8p on those days. This year’s dates are July 22nd through 26th. HAPPY ANNIVERSARY 3rd – Crystal & Gene Dellinger 14th – Jenna & Brody Southers 16th – Torey & Zach Rome MONEY COUNTERS/SECURITY Patrick Rowan & Susan Poovey/ Security – Steve Poovey USHERS Brian Brown, James Campbell, Andrew Wilson & Dwayne Wilson MAY 28TH Remembering those soldiers that lost their lives for the freedom of others.
P = 20 – Q , when 0 ≤ Q ≤ 15 P = 10 – (1/3)Q , when 15 ≤ Q ≤ 30 P = 20 – Q , when 0 ≤ Q ≤ 10 P = 50/3 – (2/3)Q , when 10 ≤ Q ≤ 25 Q = 25 – (3/2)P , when 0 ≤ P ≤ 10 Q = 20 – P , when 10 ≤ P ≤ 20 P = 10 – (1/3)Q , when 0 ≤ Q ≤ 30 Suppose that prior to setting price the dairy manager at Babcock knows the market demand. Suppose also that the market supply curve for Babcock ice cream is now given by the equation: P = (1/2)Q + 2. Holding everything else constant, which of the following statements is incorrect? With the new market supply, the equilibrium price in the market would now be $8 per pint with 12,000 pints of ice cream sold. When the market for Babcock ice cream is in equilibrium, both types of customers (those who like and those who are crazy about ice cream) will purchase equal amounts of ice cream. Both types of customers will purchase 6,000 pints. One possible explanation for the change in the market supply equation could be that there is a shortage of the dairy products that go into the production of ice cream in the Wisconsin area. If Babcock continues to sell ice cream at a price of $4 per pint, then Babcock will find that there is an excess demand for 14,000 pints of ice cream at this price. Which of the following statements concerning economic growth is not true? If an economy produces only two goods using a single factor of production and a natural disaster eliminates much of that factor of production, then the PPF will shift inward. Suppose an economy produces only two goods, apples and computers. Suppose this economy produces 200 apples and 30 computers in 2005, and 300 apples and 20 computers in 2006. Given this information, this economy definitely had no economic growth between these two years. When an economy has economic growth this is depicted by drawing a PPF that has shifted out from the original PPF.
Rome now has absolute advantage in the production of purple dye. Rome now has comparative advantage in the production of purple dye. Carthage maintains its comparative advantage in the production of purple dye. John and Bobby love to play golf. The following equations provide their individual demand curves for golf where P is the price for a round of 18 holes of golf and Q is the number of 18 hole rounds: John's Demand for golf: QJ = 20 – P Bobby's Demand for golf: QB = 7 – (1/2)P Suppose that John and Bobby are the only two golfers in the market. What is the market demand curve for golf? Multiple Choice Answer to Bubble In a. P = 20 – Q if 0 ≤ Q ≤ 6 P = 18 – (2/3)Q if 6 ≤ Q ≤ 27 b. P = 27 – (3/2)Q if 0 ≤ Q ≤ 14 P = 20 – Q if 14 ≤ Q ≤ 20 c. P = 40 – Q if 0 ≤ Q ≤ 24 P = 32 – (2/3)Q if 24 ≤ Q ≤ 48 d. P = 48 – (3/2)Q if 0 ≤ Q ≤ 24 P = 40 – Q if 16 ≤ Q ≤ 40 Use the following information for the next two (2) questions: Consider the market for corn where the market is described by the following equations where Q is the quantity of corn and P is the price in dollars per unit of corn: Market Demand for corn: QD = 9 - P Market Supply of corn: Qs = 2P
e) Is indeterminate; increases Use the information below to answer the next three questions. Table 2 Ben’s and Rhonda’s Individual Production Capability (numbers are in pounds) Ben Rhonda Cherries Grapes Cherries Grapes 0 80 0 50 40 0 75 0 13. Ben’s opportunity cost for producing one cherry is _______ grapes, and Rhonda’s opportunity cost for producing one cherry is _____ grapes, so ____________ has a comparative advantage in producing cherries. a) 2/3, 2, Ben b) 2, 2/3, Rhonda c) 2, 2/3 Ben d) 2/3, 2, Rhonda e) 2, 1.5 Ben Use this figure and the above information to answer the next question. 14. In the above figure the path AZE is the joint production possibility frontier for Ben and Rhonda. What are the numerical coordinates for the three points, A, Z, and E, respectively, where the coordinates are (GRAPES, CHERRIES). Multiple Choice Answer Coordinates for Point A Coordinates for Point Z Coordinates for Point E a) (0, 115) (80, 75) (130, 0) b) (0, 40) (80, 75) (50, 0) c) (80, 0) (50, 80) (50, 0) d) (80, 0) (80, 75) (50, 0) e) (120, 0) (120, 125) (0, 125) 15. Given the above information, if Ben and Rhonda each specialized in their comparative advantage, then the trading range for the price for a pound of grapes would be ____ , and the trading range for the price of a pound of cherries would be ________.
225/50R17 114W 011-204 0 92971-22431 8 $156.00 235/45R17 108W 011-238 0 92971-22433 2 $157.00 225/60R18 91V 011-340 0 92971-22439 4 $157.00 245/45R17 114W 011-289 0 92971-22436 3 $161.00 235/45R18 94V 000-894 0 92971-24006 6 $161.00 225/45R18 99W 011-323 0 92971-22438 7 $164.00 245/40R17 108W 011-272 0 92971-22435 6 $167.00 225/40R18 84W 011-306 0 92971-22437 0 $169.00 245/40R20 95H 000-168 0 92971-24044 8 $192.00 245/40R19 110W 011-391 0 92971-22442 4 $217.00 Mileage warranties excluded on Bridgestone & Firestone Light Truck Tires with LT designated sizes. See retailer for details.
to where you use them. Rogoff’s work will also help you set up your paper, by helping you articulate why what is going on in your sociocultural activity is important or significant Keep in mind Rogoff’s precepts about ethnocentrism. You do not want to use judgmental or normative language about what is better or worse, but rather analyze what is happening neutrally. How to Organize your Paper Argument statement The thesis of your paper should make a claim about what participants in the sociocultural activity you are analyzing know to do, including any differences in their participation and any evidence for cultural change. The argument statement is due February 16th and is worth 1% of your grade. Background Then, give an overview of the sociocultural activity in your cultural community. You will want to describe the rules or expectations of this sociocultural activity. For example: Where does this tend to take place? Who tends to participate? (And who does not?) What is the goal of the activity? What is the emotional attitude participants are expected to take in the activity? This description is important as a set-up for your analysis. It may feel silly to you to do so, as you will be pointing out “the obvious,” but doing so will help your reader understand what is going on. Analysis of the Interaction Here you should provide evidence to support your argument. This means pointing out where in your activity you see participants demonstrate their development and how their development might vary (in terms of their roles, etc). You should quote from the recording when necessary, quoting exactly what people say and how they say it, including their stutters, pauses, and curse words. If you have video, you may include a still in the paper, if you want to make a point about bodily posture or spatial arrangements; otherwise, provide a detailed description from your notes. Conclusion In your conclusion, you should restate the major points from your analysis, using different words. You can be more specific here than you were in the introduction now that you have developed your argument in the paper. (Note how Rogoff re-states her argument, varying her word choice.) How I Will Evaluate Your Paper You need to show that you have understood The Cultural Nature of Human Development. In order to do that, you will have to show me that you are making use of that text and its ideas in your paper.
FOR APPLICATION OR RECERTIFICATION SIGNATURE & CITY INFORMATION The application needs to be signed (on the line just below standard #4) by the person making the application. Also, fully complete the sections providing information regarding your community’s Mayor (or equivalent) and the City Forestry Contact. That contact can be the parks supervisor, city maintenance person, public works director, city manager, volunteer, city forester, etc. FOR APPLICATION OR RECERTIFICATION SUBMIT FORMS TO This year the Community Forestry Assistant in your area will be processing your application instead of IDL’s Community Forestry Coordinator. So please submit completed application & forms, by December 15, 2016 to the Assistant in your area. Also, contact them for any questions you might have regarding your application. North Idaho (Serving Benewah, Bonner, Boundary, Kootenai & Shoshone counties) Central Idaho (Serving Clearwater, Idaho, Latah, Lewis & Nez Perce counties) South Idaho Stephen Drinkard 63 Upland Drive Sandpoint, Idaho 83864 208-610-9999 / c/o Dave Stephenson Idaho Department of Lands 3284 W. Industrial Loop Coeur d’Alene, Idaho 83815 208-666-8621 / Gerry Bates 208-681-5964
problems Increased proportions of Indigenous women are able to have their say within community on important issues including violence National Aboriginal and Torres Strait Islander Social Surveys Services meet the needs of women and their children experiencing violence Increased access to and responsiveness of services for victims of domestic/family violence and sexual assault Personal Safety Survey Justice responses are effective Increased rates of women reporting domestic violence and sexual assault to police Personal Safety Survey Perpetrators stop their violence and are held to account A decrease in repeated partner victimisation Personal Safety Survey
First Year 6 week revision schedule 2015 Week Irish English Maths Science History Geography Religion Business German French Home Economics Week beg 13/4 Aonad 1: Mé Féin agus mo Theaghlach Litir: Leagan Amach. An Aidiacht do…) Revise PQE & RAFT P29-31 techniqueS Informal Letters & Formal Letters p172 Instructions & Rules p158 Ch 1: Sets Ch 2: Natural Numbers Ch 1: Living Things Ch 17: Solids Liquids & Gases Ch 31: Measurement Ch 1 Work Of Historians and Ch 1: The Earth Ch2: The Rocks Sect C Judaism Abraham Ch 1 & 2 Household Income & Household Expenditure Chapter 1 Wie heiβt du? Greetings Numbers 1-10 Alphabet Verbs Ch 1: Professions Days Months Personal pronouns Être Food Week beg 20/4 Aonad 2: Mo shaol ar Scoil Aimsir Láithreach Short Stories & literary extracts: Revise themes & genres p11-41 Functional writing – Speech writing & debating P171 Ch 3: Fundamental principles of counting Ch 4: Integers Ch 2: Cells & Microscope Ch 18: Solutions & Crystallisation Ch 37: Work Power & Energy Ch 3: Early Ireland Ch: 3 Denudation Sect C Moses P212 Ch 3 & 4: Budgeting & household budgets Chapter 2 German speaking countries Numbers 11-20 Where you come from Where you live Verbs Ch 2 Conversations Un,une,des; Asking questions; Classroom objects Digestion Gramadach -
Week beg 27/4 Aonad 4 An Teach An Aimsir Chaite Media Studies – Tabloid vs Broadsheet P197-p209 Advertising Industry & analysis of adverts P192 Ch 5: Rational Numbers Ch 6: Decimals & percentages Ch 3: Food Ch 19: Separating Mixtures Ch 39: Light Ch 3: Ancient Rome (Do half of this chapter) Ch: 4 Primary Economic Activity CH: 5 Secondary Economic Activity Section B Life in Ch 5 Money & Borrowing CH 3 Age Birthday date and month Seasons Time Preposit -ions Verbs Ch 3 Animals Grammar Plurals First Aid & Safety Risk Week beg 4/5 Aonad 5: An Baile Mór Gramadach An Aimsir Fháistineach Sraithpictiúr Drama: Ch 5 Revise key terms, stage layout, development of plot & characters Grammar: P5-9 P34-35 P61 & p79 Ch 7: Probability Ch 8: Number Patterns Ch 4: Digestion & Enzymes Ch 20: Elements Compounds and Mixtures Ch 41: Magnetism Ch 3: Ancient Rome (finish this ch) Ch:6 Teritary Economic Activity Section B Bible P93, Ch 6 Banking Ch 4 Describe yourself Adjective Verbs Ch 5 Family Numbers 40-1,000 Pronoun Profession Work places Nominative Accusative Ch 4: Numbers 1-20; Avoir & expressions; Questions; Avoir; Negative (Je n’ai pas Interior Design Week beg 11/5 Aonad 7: Caithimh Aimsire Gramadach Uimhreacha Novel: Revise themes, plot etc P50 Functional writing – Reports & film/book reviews P168 Ch 9: Algebra 1 Ch 10: Algebra 2 Ch 11: Geometry Ch 5: Respiration & breathing Ch 28: Water Ch 33: Motion Ch 4 : The Middle Ages Ch 7 Introduction to Mapping Section B Kingdom of God p131-154 Ch 7 The Consumer Chapter 6 Animals & pets Describing pets Animal feed Ch 5: Family -Er verbs Numbers 20-69 Le, la, les Du, de la, des, de l’ Material from folder Aonad 3&6 Poetry:
an annual CPR refresher program. 6 All Clarification of administering first aid treatment, dispensing of medication, disposal of biological waste. Addition of cleaning and sanitising. Change to First Aid training course codes to align with revised training code. Addition of reference to Cleaning and Handling of Blood SWP Minor wording changes to section 6.2. June 2014 ESWB
Biology Weekly Planner Week of 8/7/17 Day Objective Essential question Activities Handouts/*Homework Mon Students will understand what is required to be successful in Biology class. What do I need to do to be successful in this class? -Student information sheet -Syllabus -Lab safety contract *-bring in two circles for lab *-go over information with parent *-info sheets and contracts to be signed and turned in Tues Students will understand what is required to be successful in Biology class. What do I need to do to be successful in this class? -Goal setting activity -Concept inventory baseline -Introduction to Biology notes. -Intro to Biology study guide. Wed What is measurement and how is it used? Students will understand scientific measurement -Notes- Lab safety and scientific method -miniLab- measurement Minilab *-study all notes for the week Thurs What is lab safety and the scientific method? Students will understand scientific measurement -Finish measurement lab -Finish Unit 1 notes and vocab *Study for test Fri What is measurement, lab safety and the scientific method? Students will understand measurement, lab safety and the scientific method -review activity -Test -Begin unit 2 Test #1- Lab safety, scientific method, and measurement Alice programming 8/8/17 Welcome to….
Time Frame: August-June, 2017/18 # of Prospects: 10 Goal: 100% giving; $10,000 (Raised in previous FY: $8,250) Method: Personal Solicitation and board member agreements. Follow-up from Chairs during FY to collect all funds. Solicitors: Board, Governance & Fund Development Chairs Individual Solicitation (Board & Staff) Time Frame: August-June, 2017/18 # of Prospects: 7 new C4G Members, 5 @ Partner level and 2 @ Ally level. Additional $5,000 from United Way donors, etc. Goal: $20,000 (Raised in previous FY $8,277) Method: Personal solicitation by Board, CEO and Development team annual giving in lieu of multiple solicitations) Solicitors: Board, CEO & Development Director Corporate Solicitation (Board & Staff) Time Frame: September-April, 2017/18 # of Prospects: Retain current corporate sponsors: 1 IDOG, 5 DDD, 8 CL. Recruit 15 new sponsors: 1IDOG, 5 DDD, 6 CL and 3 additional for non-events Goal: $34,500 (Raised in previous FY $26,650) Method: Personal solicitation by board, CEO and Development staff annual giving in lieu of multiple solicitations) Solicitors: Board, CEO & Development Director Special Events International Day of the Girl (Chair: CEO & Development Director) Time Frame: October 11, 2017 # of Attendees: 50-75 existing and new corporate partners Goal: $1,000 sponsorship
First Grade Instruction and Assessment Schedule It is expected that the units will be taught consecutively. The table below reflects which units are assessed on each benchmark. It is possible to begin a new unit prior to the quarter in which it is being assessed. Approx. Number of Days of Instruction Benchmark 1 ?? ?? ?? Common Assessment A ?? ?? ?? Common Assessment B Benchmark 2 ?? ?? ?? Common Assessment C ?? ?? ?? Common Assessment D Benchmark 3 End of Year Instructional Content Unit of Study 1 Unit of Study 2 Unit of Study 3 Unit of Study 4 Unit of Study 5 Unit of Study 6 Unit of Study 7 Unit of Study 8 Unit of Study 9 Unit of Study 10 Unit of Study 11 Unit of Study 12 Getting Ready for Gr. 1 Unit Assessment Ch. 1 Test Ch. 2 Test Ch. 3 Test Ch. 4 Test Ch. 5 Test Ch. 6 Test Ch. 7 Test Ch. 8 Test Ch. 9 Test Ch. 10 Test Ch. 11 Test Ch. 12 Test
First Grade- Learning Targets- Date: Phonological Awareness and Phonics Standard: Activity: Measurable Outcome: Reading Literature/ Informational Text Standard: Activity: Measurable Outcome: Speaking/ Listening Standard: Activity: Measurable Outcome: Stations/Small Groups Standard: Activity: Measurable Outcome: RTI Standard: Activity: Measurable Outcome: Writing Standard: Activity: Measurable Outcome: Language Standard: Activity: Measurable Outcome: Spelling Standard: Activity: Measurable Outcome: Vocabulary Standard: Activity: Measurable Outcome: Math Standard: Activity: Measurable Outcome:
Literacy Unit Theme Iowa Core Standard K-2 I Can Statements Materials/ Resources Project Ideas Vocabulary needed 3 Balance and Motion Understand and apply knowledge of the positions and motions of objects. The position of an object can be described by locating it relative to its background. An object’s motion can be described by observing and measuring its position over time. An object’s position or movement can be changed by pushing or pulling. I can produce a balanced object (mobile/pencil) using my knowledge of counterweight I can identify an object as moving or not based on its relationship to its background. I can identify the factors that influence how an object spins. Foss Balance and Motion Kit Additional resources: Heartland Books on Motion and Forces Online Resources: Online Interactive activities: Foss Balance and Motion Kit push, pull, motion, balance, rotation, wheel, axle, ramp, mobile, spin Literacy Unit Theme Iowa Core Standard K-2 I Can Statements Materials/ Resources Project Ideas Vocabulary needed 5 Pebbles, Sand and Silt Understand and apply knowledge of properties of earth materials. I can recognize that rocks and soils have different physical properties. I can sort objects based on their observable characteristics. Order non-fiction books from Heartland AEA Online Resources: Foss Pebbles, Sand and Silt kit: Investigation 1, Investigation 2, Investigation 3 (parts 1 & 2 only), Investigation 4 Other Extension ideas: Make your own crystals: soil, sand, silt, rock, geologist, rough, smooth, sort, texture, mud, crystal, gravel, pebble, fine, coarse
I. There are 3 ending sounds for past tense words. Listen to the teacher and repeat the vocabulary. The regular verbs end in “ed” with the past tense. Look at the samples and practice in your notebook. Present: (Today, now) walk play dance help ask answer finish look love watch cook work Past Tense: (Yesterday, last night, last week) walked played danced helped asked answered finished looked loved watched cooked worked II. Fill in the correct verb tense 1. The dog ____hungry last night. 2. He _____ dinner last week. 3. He_____ a book yesterday. III. Write the past tense of the following irregular verbs.
They / go/to/ the/ mall The students/ are/ in the school My father/ is/ at/ work 4. She / eats/ my hamburger 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15.
VII. Complete the del formulario Yesterday evening I __________ to the movie I ________ a very good film It _________ Jack Nicolson It___________ a about a gangster He __________ another gangster in the head and kill him. After the cinema, I went to Mc Donald´s and ______ a hamburger. I also a milk shake. I ______ to bed quite late: However, I _______ up early this morning I ____________ dressed quickly And at work early I _________ the first person to arrive at work It _______very calm and peaceful. I ______ my eyes for a few moments And back to sleep again! When everybody else _______ there I ______up. VIII. Read the text and complete on the lines (use the words in the box below). Once upon a time there was a little girl named Sherry who loved to visit her grandparents’ farm because there were so many interesting things to do. There were trees to climb and ponds to explore. There were horses to ride and cows to milk. There were sheep, pigs, ducks, geese, chickens, cats, and dogs to feed and care for. There were fruits and vegetables to pick and eggs to gather. There was cream to churn into butter and other food to prepare for cooking and eating. After supper, there was always time to tell stories by the light of the coal oil lamp. Once upon a time___ was a little girl Sherry who loved to visit her grandparents’ farm because ___were so many interesting things to do. There were___ to climb and ponds
First Incumbents Optional Programme 2016 -17 Date and time topic Leader Venue November 1st, 10.00 – 13.00, 2016 Demystifying money, how to read balance sheets and other terrifying things David Pickles and Charles Adams St Thomas’ & St Andrews Church, Doxey, Stafford November 26, 2016 10.00 – 15.00, Matthew, a Gospel with attitude Preaching the Gospel of St Matthew Fr Nick King St Thomas’ & St Andrews Church, Doxey, Stafford Advent and Christmas January 23 – 25, 2017 New to multi-parish benefices, residential Pam MacNaughton, Helen Sammon, Lesley Bentley et al Shallowford House Feb 28, 2016 10.00 – 15.30 Buildings and Fundraising Archdeacon Matthew, Kristina Williamson, Pat Evemy St Thomas and St Andrew Church, Doxey March 29, 2016 10.00 – 13.00 How to chair church meetings and how to get the most out of church meetings John Allen, Alison Ransome Trinity Methodist Church, Stafford April 16 Easter Sunday May 4th, 19.00 – 21.00 The Legalities of Weddings Andrew Wynne - Assistant Registrar for Lichfield Diocese St Andrew and St Thomas, Doxey June 20, 2017 10.00 – 13.00 Time Management and boundaries Alison Ransome and Lesley Bentley St Thomas’ & St Andrews Church, Doxey, Stafford Oct 2– 5, 2017 First Incumbents Residential Naomi Nixon and West Midlands CMD group Walton Hall Hotel
# Module title Question Answer 1:1 Behaviour in Context What is the purpose of human behaviour? 2:1 Behaviour in Context Define the relationship between positive behaviour supports and quality of life 1:2 Ethics Considerations in Understanding Behaviour Identify the four ethical principals associated with supporting people with disabilities. 2:2 Ethics Considerations in Understanding Behaviour Provide an example of an ethical dilemma specific to supporting an individual with a challenging behavior. Identify the conflicting values and your process for resolving the issue. What did you learn from the experience? 1:3 Risk Assessment Describe the concept of risk and provide three examples 2:3 Risk Assessment What areas should be covered in a risk assessment 1:4 Staff Roles and Responsibilities Identify three common risks direct service workers face in their day to day work environment 2:4 Staff Roles and Responsibilities Describe the role of each level of staff in relation to Positive Behaviour Supports. For example; front line staff, team leaders, supervisors, qualified persons. 1:5 Behaviour Observation and Charting Explain the purpose of behavioural observations. Describe 2 common approaches.