zilongwang/ReadingBank huggingface dataset:
SHANMUGA INDUSTRIES ARTS AND SCIENCE COLLEGE, TIRUVANNAMALAI – 01 INDIVIDUAL STAFF PROFILE DEPARTMENT OF MCA Name (In Capital Letters) BHARATHI G Designation Assistant Professor Qualification M.C.A., M.Phil., Age & DOB 36 yrs , 25-05-1979 Date of first appointment 01-07-2015 Total Experience (Teaching Experience) S. No College Name Position Held Duration 1 Al-Ameen Arts & Science College Asst.Prof 1 yr 2 SIASC Asst.Prof 1 yr Research Experience (years) 1 year Area of Research Software Engineering Research Guidance (No) M. Phil Ph. D. Guided Guiding Research Papers (No) NIL Books published (No) NIL Major/Minor Projects NIL Conference Participation NIL Conference Organized NIL Awards/Honours Received NIL Extension Activities NIL Administrative Position in college NIL Membership in academic/professional bodies NIL Others (relevant to academic activity) NIL For Correspondence (Address, E.Mail ID & Mobile No) NO.6 , TNHB , TAMARAI NAGAR, TIRUVANNAMALAI, PIN 606601, , 8807544009
Section 12 45% 4.44 4.11 41% 3.67 3.56 Section 13 35% 3.00 3.12 Section 14 42% 2.50 2.00 Section 15 44% 2.86 2.14 Section 16 61% 3.27 2.91 AVERAGE 55% 3.77 3.57 48% 3.99 3.97 Educational Foundations Courses Fall 2011 Spring 2012 EDF 670 Philosophy of Education Response Rate Increased Knowledge Course Worthwhile Response Rate Increased Knowledge Course Worthwhile Section 1 54% 4.71 4.57 35% 4.14 4.00 Section 2 47% 4.14 3.83 56% 4.80 4.80 Section 3 26% 3.80 3.67 Section 4 0% 0 0 Section 5 0% 0 0 Section 6 32% 3.83 3.67 AVERAGE 27% 4.00 3.96 41% 4.42 4.33 Fall 2011 Spring 2012 EDF 671 History of American Education Response Rate Increased Knowledge Course Worthwhile Response Rate Increased Knowledge Course Worthwhile Section 1 70% 5.00 4.86 48% 4.55 4.27 Section 2 36% 4.56 4.33 100% 4.87 4.87 Section 3 0% 0 0 Section 4 46% 4.69 4.69 Section 5 53% 4.50 4.50 Section 6 62% 4.50 4.38 AVERAGE 45% 4.64 4.56 68% 4.73 4.62 Fall 2011 Spring 2012 EDF 672 Comparative Education Response Rate Increased Knowledge Course Worthwhile Response Rate Increased Knowledge Course Worthwhile Section 1 25% 3.00 3.00 13% 5.00 5.00 AVERAGE 25% 3.00 3.00 13% 5.00 5.00 Core Special Education Courses: Course/Section Fall 2011 Summer 2012 ESE 649 Foundations of Special Response Rate Increased Knowledge Course Worthwhile Response Rate Increased Knowledge Course Worthwhile
Education: LD,ED,MR,OI,OHI Section 1 56% 4.40 4.30 0% N/A AVERAGE 56% 4.40 4.30 % Fall 2011 Summer 2012 ESE 634 Foundations of Special Education: Low Incidence Response Rate Increased Knowledge Course Worthwhile Response Rate Increased Knowledge Course Worthwhile Section 1 50% 3.38 3.00 50% 5.00 5.00 AVERAGE 50% 3.38 3.00 50% 5.00 5.00 Course/Section Fall 2011 Spring 2012 ESE 625 Advanced Classroom Management Response Rate Increased Knowledge Course Worthwhile Response Rate Increased Knowledge Course Worthwhile Section 1 33% 4.33 4.17 50% 5.00 5.00 Section 2 45% 5.00 4.80 AVERAGE 33% 4.33 4.17 47%% 5.00 4.90 Course/Section Fall 2011 Summer 2012 ESE 650 Advanced Methods of Special Ed: ED,LD,MR,OI,OHI Response Rate Increased Knowledge Course Worthwhile Response Rate Increased Knowledge Course Worthwhile Section 1 50% 5.00 5.00 AVERAGES 50% 5.00 5.00 Course/Section Fall 2011 Summer 2012 ESE 655 Advanced Assessment of Exceptional Learners Response Rate Increased Knowledge Course Worthwhile Response Rate Increased Knowledge Course Worthwhile Section 1 100% 4.00 4.00 0% N/A N/A Section 2 20% 5.00 5.00 47 4.83 4.71 AVERAGES 60% 4.50 4.50 44% 4.83 4.71 Course/Section Fall 2011 Spring 2012 ESE 520 Bilingual Aspects of Special Education Response Rate Increased Knowledge Course Worthwhile Response Rate Increased Knowledge Course Worthwhile
Not Isometry Translation Dilation Stretch Other Isometry Not Isometry Rotation Reflection Translation Dilation Stretch Other Isometry Not Isometry Rotation Reflection Translation Dilation Stretch Other Isometry Not Isometry Rotation Reflection Translation Dilation Stretch Other 5. Determine if the pre-image and image are isometric and also which transformation produced the image. PRE-IMAGE Circle Answer Circle Answer IMAGE Isometry Not Isometry Rotation Reflection Translation Dilation Stretch Other Isometry Not Isometry Rotation Reflection Translation Dilation Stretch Other Isometry Not Isometry Rotation Reflection Translation Dilation Stretch
that looks almost like a parallelogram. Sketch her new arrangement. She noticed that the radius of a circle represents the height of the shape. Which measure of the circle describes the length of the base of the parallelogram? Using the formula for the area of a parallelogram and the measures from above, derive the formula for the area of a circle. Show your steps. Use words, numbers, and/or pictures to show your work. 9. Pi Day In this task, you will use measurements and areas of polygons to derive the formulas for the circumference and area of a circle. You can use a ruler to measure distances that are straight, but it is difficult to measure around a circle with a ruler. However, you can do an experiment to find a good approximation of the formula for the circumference of a circle. You can find the area of a rectangle by calculating the number of square units that cover it, but square units do not fit neatly in a circle. However, you can approximate the area of a circle by finding the area of known figures that are close in size. Part A. Use the circular or cylindrical items your teacher provides. Wrap a string around each item and measure the length of string that goes around it. Record this measure as the circumference of the item and include units. Then, use a ruler or yardstick to measure the diameter of the circle. Record your findings in the table below and include units. You may use different units for different items, but be sure that both measurements of each item are in the same units. Be as precise as possible when you are measuring. Part B. In the last column of the table, write the ratio of the circumference
62. A line perpendicular to the graph of 2x + 3y = 9 passes through the point (–2, 8). What is the approximate coordinates where the two lines intersect? 63. △EFG is a right triangle. The measure of ∠G is 90°. Vertices F and G are located at F(–1, –1) and G(2, 3). What is the slope of ?
(1999) who confers greater participation responsibility with age. Scotland’s earlier work on Education for Citizenship (Learning and Teaching, Scotland, 2001) now forms part of Global Citizenship within A Curriculum for Excellence; this is viewed as a cross-curricular theme rather than a distinct curricular area, thus, extending the scope of teacher responsibility. Education for Citizenship bases its approach on the belief that, ‘Young people are citizens of today, not citizens in waiting’ and sees ‘learner voice’ as ‘a crucial element of education for citizenship’. However, a recent study indicates that the perspective of pupils as ‘citizens in waiting’ is still prevalent in Scottish education (Hulme, McKinney, Hall and Cross, 2011: 139). In 2002, Scotland established Assessment is for Learning with similar developments across the UK; it extended assessment approaches to create greater pupil self-reliance through self and peer assessment strategies. Teachers were encouraged to provide clarity about assessment and to engage in conversations with learners. Building the Curriculum 5 (2010: 10) provides a framework for assessment for the new curriculum. This model was consistent with prior assessment developments although progress was evident in reporting assessment. The previous curriculum provided guidance in Reporting 5-14 (1992) aimed at improving dialogue; Assessment is for Learning incorporated work with parents but teachers undertook separate dialogue with pupils and parents; Building the Curriculum 5 indicates the start of connections between the key stakeholders of the pupil, the parents and the teacher: Learners themselves should be in a good position to contribute to discussions about written reports and about their progress in learning at consultation meetings with parents. (Scottish Government, 2010:43) parent
A N N E X U R E to G.O.Ms.No.75, Finance (TFR) Dept., dt:03-04-2014. List of Object heads APTC Drawal Bill Form Procedure 010 Salaries APTC - 47 (Salary Bill Form) Direct Credit to the Bank A/c of Employee 011 Pay 012 Allowances 013 Dearness Allowance 014 Sumptuary Allowance 015 Interim Relief 016 House Rent Allowance 017 Medical Reimbursement APTC - 47/58 (Salary Bill Form/Fully Vouched Contingent Bill) 018 Encashment of Earned Leave APTC - 47 (Salary Bill Form) Direct Credit to the Bank A/c. of Employee 019 Leave Travel Concession APTC - 52 (T.A. Bill Form) 020 Wages APTC - 58 (Fully Vouched Contingent Bill form) Detailed Voucher Bill - Credit to the Account of DDO 030 Overtime Allowance 040 Pensionary Charges 041 Pensions APTC - 75/76 (Pension Bill form) Direct Credit to the Bank A/c. of Employee 042 Gratuities 050 Rewards Credit to the Account of payee 110 Domestic Travel Expenses 111 Travelling Allowance APTC - 52 (T.A. Bill Form) T.A. Bill form - Credit to the Bank Account of Agent 112 Bus Warrants 113 T.A./D.A. to Non Official Members Direct Credit to the Bank A/c. of Employee 114 Fixed Travelling Allowance APTC - 52 (T.A. Bill Form) 115 Conveyance Allowance 120 Foreign Travel Expenses T.A. Bill Form - Credit to the Bank account
Serial number Elements of R&R entitlements Entitlement/provision as per the RFCTLARR Act, 2013 Rehabilitation and Resettlement lump sum package under the RFCTLARR (Telangana Amendment) Act, 2016 (Act No.21 of 2017)
required field, make provision for employment at a rate not lower than the minimum wages provided for in any other law for the time being in force, to at least one member per affected family in the project or arrange for a job in such other project as may be required; or (b) onetime payment of five lakhs rupees per affected family; or (c) Annuity policies that shall pay not less than two thousand rupees per month per family for twenty years, with appropriate indexation to the Consumer Price Index for Agricultural Labourers. period of 20 years. OR (c) Rs.2,500/- per month as annuity will be paid for an affected family in case of other than SC and ST for a period of 20 years. (d) The annuities mentioned above will be with appropriate indexation to the consumer price index. 3. Subsistence grant for displaced families for a period of one year Each affected family which is displaced from the land acquired shall be given a monthly subsistence allowance equivalent to three thousand rupees per month for a period of one year from the date of award. In addition to this amount, the Scheduled Castes and the Scheduled Tribes displaced from Scheduled Areas shall receive an amount equivalent to fifty thousand rupees. In cases of displacement from the Scheduled Areas, as far as possible, the affected families shall be relocated in a similar ecological zone, so as to preserve the economic opportunities, language, culture and community life of the tribal communities. A total of Rs.40,000/- will be paid per family as a subsistence grant for one year. In addition to above, an amount of Rs.60,000/- as a one-time grant will be paid for the affected family belonging to SC and ST in the scheduled Areas. 1) (2) (3) (4) 4. Transportation cost for displaced families Each affected family which is displaced shall get a financial assistance of fifty thousand rupees as transportation cost for shifting of the family, building materials, belongings and cattle. Rs.60,000/- as a transport grant will be paid to each affected family in case of displacement. 5. Cattle shed/petty Each affected family having cattle or having a petty shop Rs.25,000/- as a onetime financial assistance will time
Class VI: Periodontal Gingivectomy Gingivioplasty Alveoplasty Vestibuloplasty Osseous Surgery Separate $250 Calendar Year Deductible to cross accumulate between classes VI, VII, IX No Annual or Lifetime Maximums apply 90% After Deductible 10% After Deductible 80% After Deductible 20% After Deductible Class VII: Oral Surgery Surgical Extractions of Impacted Teeth Separate $250 Calendar Year Deductible to cross accumulate between classes VI, VII, IX No Annual or Lifetime Maximums apply 90% After Deductible 10% After Deductible 80% After Deductible 20% After Deductible Class IX: Surgical Implants Separate $250 Calendar Year Deductible to cross accumulate between classes VI, VII, IX No Annual or Lifetime Maximums apply 90% After Deductible 10% After Deductible 80% After Deductible 20% After Deductible
Effective January 1, 2017 U.S. Network Aetna Open Choice PPO Out-of-Network General A plan year is a calendar year, January 1 through December 31 Medical Deductible (per person) $400 per plan year Medical Deductible (per family) $800 per plan year Medical Out-of-pocket limits (Office visit co-payments and dental services do not accrue toward the out of pocket limits) Medical out-of-pocket limits per person $3,250 per plan year Medical out-of-pocket limits per family $6,500 per plan year Office visits Office visits for Illness or Specialist 100% after $15 co-pay 80% after deductible Routine annual physicals and defined preventive services* 100% Ob/GYN (well woman) exam – one per plan year* 100% Laboratory and X-rays All services; (unless covered under defined preventive services above) 90% after deductible 80% after deductible Emergency room related 90% after deductible 80% after deductible if non-emergency use 90% after deductible Inpatient Hospital costs including anesthesia 90% after deductible 90% after deductible Surgery (physician) Hospice Outpatient Hospital costs including anesthesia 90% after deductible 90% after deductible Surgery (physician) Hospice Chemotherapy and Radiation Therapy Chemotherapy and Radiation Therapy: Does not include oral or injectable medications purchased through pharmacy benefit 100%, no deductible In-office/facility administration only Maternity Obstetrics: Single fee/delivery charge incl. Office visits 90% after deductible Routine prenatal office visits covered at 100%, no deductible 80% after deductible Obstetrics: Routine prenatal office visits billed separately from single fee 100% after $15 co-pay 90% after deductible Infertility Lifetime Limits: Contact Insurance Administrator for details Mental Health and Substance Abuse Inpatient hospitalization for mental health or substance abuse 90% after deductible 90% after deductible Outpatient facility, including day treatment programs 90% after deductible 90% after deductible Office visits 100% after $15 co-pay 80% after deductible
Class IV: Orthodontia Coverage for Dependent Children to age 19 Lifetime Maximum Study Models or Diagnostic Casts - Payable only when in conjunction with orthodontic workup 80% After Deductible $2,400 20% After Deductible 80% After Deductible $2,400 20% After Deductible Class VI: Periodontal Gingivectomy Gingivioplasty Alveoplasty Vestibuloplasty Osseous Surgery No Annual or Lifetime Maximums apply 90% After Deductible 10% After Deductible 80% After Deductible 20% After Deductible Class VII: Oral Surgery Surgical Extractions of Impacted Teeth No Annual or Lifetime Maximums apply 90% After Deductible 10% After Deductible 80% After Deductible 20% After Deductible Class IX: Surgical Implants No Annual or Lifetime Maximums apply 90% After Deductible 10% After Deductible 80% After Deductible 20% After Deductible
Landover, MD, 20785, USA Contact Aetna for questions regarding claims incurred prior to your enrollment effective date with Cigna. Always include your UPI number in communications with Aetna: Email: Web address: Phone: 1400 – 2200 GMT 9am – 5pm at Headquarters +1-800-723-8897 (toll-free within the U.S.) +1-202-473-8666 Fax: +1-888-351-5004 (toll-free fax within the U.S.) +1-904-351-5009 (Medical only) +1-904-351-2995 (Dental only) Mail: Aetna Operations P.O. Box 14199 Lexington, KY 40512-4199 CVS/caremark discounts are applied at the time of purchase with no claims forms. Replacement CVS/caremark cards may be requested from CVS/caremark’s Customer Service. Customer Service also will help you find the closest CVS/caremark pharmacy. Phone: Available 24/7 +1-844-641-0412 (toll-free within the U.S.) Email: www.caremark.com; Register or log onto your account, click on the "My Account" tab then the "Mailbox: Secure Message Center" tab to send a secure email.
Templates to be used: Milestones Internal Projects (non-Animation) Internal Projects (Animation) Industrial Projects Project Synopsis Template T001 – Project Synopsis Template T002 – Project Synopsis Presentation Template T007 – Project Synopsis Template T008 – Project Synopsis Presentation Template T001 – Project Synopsis Template T002 – Project Synopsis Presentation Project Requirements Template T006 – Project Requirements Not Applicable Template T006 – Project Requirements Project Report Template T003a – Project Report - Template T003b – Project Report Project Progress Template T004 – Project Progress Presentation Template T008 – Project Progress Presentation Template T004 – Project Progress Presentation Project Evaluation Template T005a & T005b – Project Evaluation Form Template T005c and T005d – Project Evaluation Form Template T009 – Project Evaluation Form
ongoing research and consultation on key accessible format issues. There are many benefits of being a member of UKAAF, not least to demonstrate your commitment to quality accessible formats. For more information visit us at . Your feedback is welcome We would welcome your views on this guidance, any suggestions for additions, or case studies of how this guidance has helped you. You might like to share your experience in an article in our magazine 'Format Matters'. You can phone, email or write to us - our details are at the back, or use the feedback form on our website . If you find UKAAF's guidance valuable, please encourage others to join by visiting our website. Appendix 1 - Customer satisfaction survey on accessible format materials Introduction This customer survey has been developed by the UK Association for Accessible Formats (UKAAF) to enable service providers/transcribers [delete one] like us to gather feedback on the accessible format information we provide to our blind and partially sighted customers. The survey can be completed electronically, in print, braille, audio or over the telephone [delete/add details as applicable].
Most of the questions are in the same format, asking you to rate your satisfaction with a particular aspect of our accessible information provision. A scale is given from very dissatisfied to very satisfied and for each question you also have the opportunity to make specific comments. For all questions, a colon indicates where to insert your answer - please insert 'yes' next to relevant answers. If you are replying in a format other than print or using the electronic version of the survey, please specify the question number followed by the appropriate letter for your response. A. Customer details 1. Customer name: 2. Customer address: 3. Customer account number (if known): B. Questions about accessible format materials 1. Which formats are you currently receiving from us? Please insert 'yes' after the relevant response. a. standard print: b. uncontracted braille (grade 1): c. contracted braille (grade 2): d. large print: e. audio CD: f. audio on USB device:
using a paper colour with a coloured tint of 10% – 15%, such as a pale yellow, can help reduce paper glare which some people find uncomfortable avoid using similar colours together, for example red and orange, or green and turquoise, particularly if they are similar in brightness as they will not be easy to distinguish avoid placing achromatic colours (black, white, grey) against colours of similar lightness or darkness, for example dark grey against black avoid placing pastel colours against white or grey avoid placing dark colours together or against black avoid placing light colours together or against white use complementary colours together with care, for example orange with blue, red with green, or purple with yellow, as they can cause a jarring effect if they are too similar in tone Note 3.6: Colour differentiation Some blind and partially sighted people have difficulty distinguishing colours of similar contrast or similar tone such as dark blue and black. In addition many people have colour vision deficiency, where they find specific colours difficult to distinguish. Colour vision deficiency Colour vision deficiency, also known as ‘colour blindness’, can be present from birth (congenital), affecting about eight per cent of men and one per cent of women, or can be acquired in later life. The most common type of colour vision deficiency is genetic colour vision deficiency. Most people who have this type of deficiency are unable to distinguish between red and green in dim light, and a small percentage have difficulty doing this even in brighter light.
Image 4: The same image with greyscale shading Image 5: The same image with colour shading Note 6.6: Altering paper orientation and size for images If any images need enlarging consider altering the page orientation. For example, an image on a portrait layout that is wider than it is tall may be enlarged effectively if placed on a landscape layout instead, and similarly an image that is taller than it is wide can be enlarged by placing on a portrait layout rather than landscape. A larger page size such as A3 can also be used to give more room. Use A3 with care; as it can be physically awkward to handle and can take up a lot of space. Note 6.7: Image text labels Ensure any labels are presented horizontally, as this will be easier to read. Using rotated text means that the end user will have to rotate the page in order to read it. This makes reading the image challenging and awkward. Any text labels must also match the size of any accompanying text to ensure they are legible. Text must be printed on a clear background, with good colour contrast. Avoid placing text directly over an image as this can distort the letter shapes, making any labels difficult to read. Any lines pointing from the label to the relevant part of the image must stand out clearly.
Image of original music score Image of Modified Stave Notation Some basic parameters to consider are outlined in the UKAAF document. This document expands these. Instrumental and vocal grade examination boards (such as ABRSM and Trinity Guildhall) and GCSE and GCE examinations boards (namely AQA, Edexcel, OCR and WJEC) present stave notation in their Modified Print papers as MSN. Basically, in MSN, smaller symbols are made proportionately larger than large symbols. Gaps between symbols left to right are reduced to the workable minimum. Symbols around the stave are placed wherever possible in the same position relative to the stave so the reader knows where to look for them (as in page numbers, bar numbers, dynamic markings always above/below stave etc.). Verbal descriptions are given at the opening of the score about any unusual, or any unusually, small symbols, stating where the symbols appear. Who uses MSN? Musicians who find ordinary stave notation, in all its hugely varied layouts, very hard to read and use efficiently. Musicians who have dyslexia or are partially sighted will be in this group. Using MSN is one part of accessibility for musicians. Other factors include the following considerations. The variables beyond the music notation itself include quality of lighting, how far and at what angles the music has to be from the reader's eyes and what else needs to be seen such as a conductor or fellow performers.
Document reference information Citation guidance Describing images 2: Charts and graphs: Guidance from UKAAF (2012) UK Association for Accessible Formats. Ref: G014 Document title Describing images 2: Charts and graphs: Guidance from UKAAF Publisher Association for Accessible Formats (UKAAF) Document ref G014 Version number 1.0 Publication date June 2012 Document purpose Good practice guidance for service providers and transcribers Primary contributors The Open University (OU) and RNIB Centre for Accessible Information Board approval June 2012 Acknowledgements With thanks to the Open University (OU) for agreeing to release these valuable guidelines and to all our reviewers for their valuable comments Superseded documents Open University: Guidelines for describing visual teaching material (2004) Template version 1.0
Judo Queensland JFA (Qld) Inc. Suite 1.07 Sports House 150 Caxton Street Milton Qld 4064 Please enclose cheque or copy of bank deposit when placing order to avoid double handling. GRADING CERTIFICATE ORDER FORM Number Unit Price Amount Owing OFFICE USE ONLY: Certificate Numbers Kyu Grading Certificates $15.00 $ Postage for Grading Certificates 10.00 $ Total Owing $ Bank Account Details: Acc Name: Judo Federation of Australia (Queensland) Inc BSB No: 484 799 Acc No: 162680319 Use Club name in reference and send transaction receipt with this Order. Products to be delivered to: Attention: Club: Address: SIGNATURE: DATE:
For RTRs, the following linkage rules must be applied: The SourceABN part property must be the same value as that provided in the TransferringSuperFundABNDimension within the Member Rollover Transaction context for this message part. If a value has been provided for the TransferringSuperannuationFundUniqueSuperannuationIdentifierDimension in the Member Rollover Transaction context for this message, the same value must be provided in the SourceUniqueSuperannuationIdentifier part property. These linkages mean that the RTR XBRL can only have a single Transferring Fund ABN and Transferring Fund USI throughout the message part. Release notes Guidance note G047 - SourceABN and SourceUSI in IRR and RTR messages Message pattern Rollovers: IRR and RTR. Relevant Schedules Rollover Message Implementation Guide v2.0 Due date 31 August 2017 Sending solutions The recommendations in this guidance note should be implemented by sending solutions as soon as practicable after the end of the scheduled Rollover version 2 implementation, but no later than the due date. Receiving solutions Receiving solutions should continue to use their current process for processing rollovers and must not reject rollover transactions that do not comply with this guidance until after the due date above. Future action The business rules in this guidance note will be incorporated in the next applicable version of the Rollover MIG and Error Code Management schedules after v2.0. As these are complex business rules they will not be incorporated into Schematron.
Supplemental Resources Content Title Gardening Resource Lessons Gardening by Grade Level The GSC involves students, teachers and school staff in designing and implementing environmental and energy solutions at their school. Join our Dream in Green GREEN SCHOOL CHALLENGE Save Energy, Save Money Get Your School Started Using models Activity Book: Practice Making and Using Models pp. 15 -16 If not registered, select “Register Here” button. Under teachers click Register and enter Pearson access code: 542470 (same for all MDCPS and grade levels) and school zip code. Log in. Click on the Grade 4 Teacher’s Edition. Click on Printable Resources: Activity Book. Using models Models are the Building Blocks of Science Scientific Method Science Fair Steps and Resources for Completing a Science Fair Project Elementary Science, Mathematics, Engineering, and Inventions Fair Handbook Click on Handbook. Resources for Teaching Students a Simulated Science Fair Project Science Fair Resources: Reaction Time Click on Resources. Inquiry and the Scientific Method Scientific Investigation: Doing Science pp.2-27 Gr. 4-5 ScienceSaurus Handbook Power Writing Model and the Art of Scientific Conclusions (Middle School Level) Power Writing Model and the Art of Scientific Conclusions: Components of Experimental Design pp. 2-3 Power Writing Model pp. 4-5 Laboratory Report Writing Form (Template) pp. 6-8 Click on Power Writing Model 2009 (Middle School Level). or use Scientific Method Introduction (Powerpoint, Videos, and Activities) Think Like A Scientist/M&M Experiment Everfi: Future Goals All Modules
Business Research, 64(12), 1335-1343. Lane, P. J., Koka, B. R., & Pathak, S. (2006). The reification of absorptive capacity: A critical review and rejuvenation of the construct. Academy of Management Review, 31(4), 833-863. Lichtenthaler, U. (2009). Absorptive capacity, environmental turbulence, and the complementarity of organizational learning processes. Academy of Management Journal, 52(4), 822-846. Lichtenthaler, U. (2013). The collaboration of innovation intermediaries and manufacturing firms in the markets for technology. Journal of Product Innovation Management, 30(S1), 142-158. Podsakoff, P. M., MacKenzie, S. B., Lee, J. Y., & Podsakoff, N. P. (2003). Common method biases in behavioral research: A critical review of the literature and recommended remedies. Journal of Applied Psychology, 88(5), 879-903. Stewart, J., & Hyysalo, S. (2008). Intermediaries, users and social learning in technological innovation. International Journal of Innovation Management, 12(3), 295-325. Tan, J. J., & Litsschert, R. J. (1994). Environment-strategy relationship and its performance implications: An empirical study of the Chinese electronics industry. Strategic Management Journal, 15(1), 1-20. Teece, D. J. (1986). Profiting from technological innovation: Implications for integration, collaboration, licensing and public policy. Research Policy, 15(6), 285-305.
Filed 12/22/2016 CERTIFIED FOR PUBLICATION IN THE COURT OF APPEAL OF THE STATE OF CALIFORNIA FOURTH APPELLATE DISTRICT DIVISION THREE NEWPORT HARBOR VENTURES, LLC, et al., Plaintiffs and Respondents, v. MORRIS CERULLO WORLD EVANGELISM et al., Defendants and Appellants. G052660 (Super. Ct. No. 30-2013-00665314) ORDER GRANTING REQUEST FOR PUBLICATION Appellants have requested that our opinion, filed on November 30, 2016, be certified for publication. It appears that our opinion meets the standards set forth in California Rules of Court, rule 8.1105(c)(2)-(6). The request is GRANTED. The opinion is ordered published in the Official Reports.
implied finding that Spainhour and SLP represented the partners of the partnership. All of these inferences would be contrary to the trial court’s express finding that the only advice given by Spainhour and SLG to Lynn and ALR was in their capacities as brokers for the transaction. DISPOSITION The order granting the motion to disqualify counsel is reversed. Appellants shall recover costs on appeal. FYBEL, J. WE CONCUR: O’LEARY, P. J. BEDSWORTH, J.
Changes in Liquids Physical and Chemical Changes Essential Lab # 2 Physical and Chemical Changes : Martian Fuel Open Learning Village: Pacing Guides and Curriculum Pathways: Elementary - Science Pacing Guides - 5th Grade – Quarter I - DISTRICT PACING GUIDES – 05 Science: Physical and Chemical Changes Lessons Physical and Chemical Changes p. 165-166 Ice Change: the Meltdown pp. 167 Micro-Muffins pp. 173-179 Change Matters pp: 181-189 Formative Assessment p. 461 AIMS Physical Science Florida Grade Signs of chemical changes Chemical Changes Inquiry and chemical changes Inquiry in Action Classroom Activities: Chapter 5 Chemical Changes Physical and Chemical Changes Reversible Changes and Irreversible Changes Inquiry and chemical changes Alka Seltzer Student Science Experiments Gardening Resource Lessons Gardening for Grades The Fairchild Challenge The Fairchild Challenge Green School Challenge: Chemical Changes All Purpose Scrubby Cleaner GSC Activities for Elementary Schools Standard: SC.5.P.9.1 Investigate and describe that many physical and chemical changes are affected by temperature. Video
Score/Step 2.0 I am able to recognize that electrical energy can be transformed into other forms of energy. Observe a lamp and another electrical device in your home. Draw the devices. Label and use arrows to show how electrical energy is changed into other forms of energy. Student Learning Goals – Quarter 2 Big Idea 10 SC.5.P.10.3 Investigate and explain that an electrically-charged object can attract an uncharged object, and can either attract or repel another object without any contact between the objects (Assessed as SC.5.P.10.4) (Level 3: Strategic Thinking & Complex Reasoning) Scale Learning Progression Sample Progress Monitoring and Assessment Activities Score/Step 5.0 I am able to independently perform an experiment to show the effect electrically-charged objects can have on other objects. Go to and select “Roll a Can with Static Electricity”. Do the demonstration and then design your own experiment. Score/Step 4.0 I am able to evaluate the effect electrically-charged objects can have on other objects. Write a creative short story about a situation you’ve experienced where charges have transferred from one object to another. Explain how and why this happens. Score/Step 3.0 Target (Learning Goal) I am able to explain the cause and effect electrically-charged objects can have on other objects. Choose one of the following objects: a piece of plastic (Saran Wrap), a balloon or a comb. Rub that object against your clothes or hair. Observe what happens when you hold that object near or above tiny pieces of
Student Learning Goals – Quarter 2 Big Idea 7 Topic 9 SC.5.E.7.1 Create a model to explain the parts of the water cycle. Water can be a gas, a liquid, or a solid and can go back and forth from one state to another. (Level 3: Strategic Thinking & Complex Reasoning) Scale Learning Progression Sample Progress Monitoring and Assessment Activities Score/Step 5.0 I am able to analyze why water changes states as it moves through the water cycle and the importance of the ocean to the water cycle. Create a three-dimensional model to inform others how the water cycle works including the ocean’s role in the process. Score/Step 4.0 I am able to evaluate how water changes states as it moves through the water cycle and the ocean’s role in the process. Write a creative short story or song to explain the water cycle using details and examples for each part including the ocean’s role in the process. Score/Step 3.0 Target (Learning Goal) I am able to relate how water changes states as it moves through the water cycle and the ocean’s role in the process. Describe and illustrate the water cycle and use local examples of where parts of the water cycle can be seen. Include the ocean’s role in the process. (evaporation, condensation, precipitation) Score/Step 2.0 I am able to recognize that water changes states as it moves through the water cycle and the ocean’s role in the process. Draw and label how water changes states through the water cycle beginning from the ocean.
BODY OF KNOWLEDGE: E: EARTH/SPACE SCIENCE N: NATURE OF SCIENCE TOPIC XII: Earth Structures ESSENTIAL CONTENT Questions you can ask your child: Mineral Properties Color Luster Hardness Streak Cleavage Rock Categories Sedimentary Rocks Igneous Rocks Metamorphic Rocks Physical Weathering Water Wind Ice Plant roots Movement of Weathered Materials by Erosion Moving Water Wind Moving Ice (Glacier) Gravity and landslides Natural Resources Uses of natural resources Renewable natural resources Nonrenewable natural resources Florida Natural Resources 1. phosphate 2. limestone 3. silicon 4. oil 5. water 6. wind and solar energy What is a mineral? Sample answer: A solid natural material that has a crystal form and its own set of properties. How are minerals identified? Sample answer: By its properties Color: the color of the whole mineral Luster: the way a mineral’s surface reflects light Hardness: the measure of the mineral’s resistance to scratching Streak: the color of a mineral when it is powdered Cleavage: the way a mineral can tend to break along lines or smooth surfaces when hit sharply What is the role of minerals in the formation of rocks? Sample answer: Rocks are made of mixtures of minerals. What are the three main types of rocks and what are some of their main properties or characteristics? Sample answer: Sedimentary Rocks: Form when layers of rock particles get pressed together at or near Earth's surface; layered” rocks Igneous Rocks: Form when magma (hot liquid rock) cools and hardens; fire formed” rocks Metamorphic Rocks: Form when underground rocks are changed due to high pressure; “changed” rocks .What is physical weathering? Sample answer: the breaking down of rocks by water, wind, ice, and/or plant roots What are some processes that erode weathered materials? Sample answer: See D #1-4 under Essential Content What are Natural Resources and how are they classified? Sample answer: Materials in the environment that are useful to people. They can be classified as Renewable and Nonrenewable. What are some resources naturally found in Florida? Sample answer: Water, phosphate, oil, limestone, silicon, wind and solar energy
Answer Key D. 1,2,3,4,6,12 1 2 4 8 16 Number of Rows Number of Tables in Each Row Arrangement 1 1 16 Arrangement 2 2 8 Arrangement 3 4 4 85 95 Prime Composite 16 X 13 X 12 X 9 X 7 X
Critical Dates for the Class of 2018 August 2017 1 Application for CSU’s Begin – () - Submit application in November 1 Application for UC’s Begin – () – Submit application in November 14 First Day for Reedley College Classes for HS Enrichment Students 14 Adult School Registration Begins (M-TH @ 5:00p.m. sharp) 16 First Day for Reedley High School – Senior Year Begins! 21 First Day of Zero Period Pottery 1 and 2 Classes 24 Back to School Night – 6:00p.m.-8:00p.m. 25 Senior Breakfast – 7:00a.m. – Sal Gonzalez Football Field 28 First Day for Adult School Courses September 2017 4 No School – Labor Day 5 Reedley College Application Opens and all other SCCD District Community Colleges 8 Deadline to Sign-up to go on the Bus for the Fresno Area College Night with RHS 13 Fresno Area College Night 6:00-8:30p.m. 22 ASVAB Testing 22 ACT Deadline to Register for October 28th Test Date Hosted at RHS (There are other SAT Dates but are not hosted at RHS – Verify in the Counseling Office) October 2017 1 FAFSA or Financial Aid Application Opens for 2018-19 School Year 1 Reedley College Honors Program - Applications Open (Deadline – February 1st) 1 Fresno City College Honors Program – Applications Open (Deadline – December 1st) 2-6 Homecoming Week Activities 6 Final Day to Sign-up for CSU Application Workshop hosted @ RHS in the Counseling Office 6 Homecoming 6 SAT Deadline to Register for November 4th Test Date Hosted at RHS (There are other SAT Dates but are not hosted at RHS – Verify in the Counseling Office) 14 Reedley Annual Fiesta @ 10:00a.m. – Senior Float 17 Eighth Annual KCUSD District Fair from 5:00-7:30p.m. at OCHS 17 CSU Application Workshop @ RHS – Sign-ups in the Counseling Office by October 6th 18 Fresno County Career Tech Expo 26 University of California (UC) Workshop presented by UC Merced from 1:30-3:00 – in the Counseling Office by October 20th
INSTRUCTION SUPPORTING INFORMATION Definitions and acronyms Exposure – the frequency of exposure to the hazard. Consequences – the most probable result of the potential incident. Likelihood – the probability of the exposure to the hazard resulting in the consequence. Key words for search engine Consequence Hazard Identification Risk Management Health Hierarchy of Controls Likelihood Risk Risk Assessment Safety Wellbeing
A Progression Toward Mastery Assessment Task Item STEP 1 Little evidence of reasoning without a correct answer. (1 Point) STEP 2 Evidence of some reasoning without a correct answer. (2 Points) STEP 3 Evidence of some reasoning with a correct answer or evidence of solid reasoning with an incorrect answer. (3 Points) STEP 4 Evidence of solid reasoning with a correct answer. (4 Points) 1 1.OA.1 1.OA.4 1.OA.6 1.OA.8 The student demonstrates a limited ability to both explain his thinking and answer accurately. The student demonstrates a beginning concept of how to solve an addend unknown relationship problem using pictures, words, or numbers by attempting to show her thinking, but provides an inaccurate answer. The student correctly solves the addend unknown relationship problem and writes a corresponding equation, but cannot explain his thinking in pictures, words, or numbers. Or, the student explains her thinking using pictures, words, or numbers, but is unable to write an accurate equation. The student correctly: Solves the addend unknown relationship problem and determines that 7 ducks are babies. Explains thinking by drawing a picture, writing numbers or equations, or words. Writes an equation that corresponds with her solution process (addition or subtraction). 2 1.OA.4 1.OA.5 1.OA.7 1.OA.8 The student shows little evidence of understanding how addition and subtraction differ, or is unable to complete the task. The student shows evidence of beginning to understand how addition and subtraction differ through his explanation, but demonstrates incomplete reasoning and/or an incorrect answer. The student identifies that Jennifer is incorrect, but cannot fully support the claim or explain his thinking clearly. The student correctly identifies that Jennifer is correct that addition can be used to solve a subtraction problem, and that she is incorrect in adding 9 and 6 to solve 9 – 6. The student shows her thinking using words, pictures, or numbers.
1.OA.4 1.OA.6 1.NBT.2a 1.NBT.2b concepts. understanding of the take from ten strategy, the connection between addition and subtraction, or the associative property. the final question, but may have errors in previous computations that impact accuracy (i.e., 1 or 2 off). Explains that 10 birds were sold. Explains that 4 turtles are left. Writes both an addition and subtraction equation 12 – 8 = 4 and 8 + 4 = 12. Explains that 18 animals are left altogether. Identifies the statement as false, and explains why citing the associative property with pictures or words (no formal terms necessary).
Assessment Task Item STEP 1 Little evidence of reasoning without a correct answer. (1 Point) STEP 2 Evidence of some reasoning without a correct answer. (2 Points) STEP 3 Evidence of some reasoning with a correct answer or evidence of solid reasoning with an incorrect answer. (3 Points) STEP 4 Evidence of solid reasoning with a correct answer. (4 Points) 1 1.OA.1 1.OA.2 The student is unable to complete either question accurately. The student correctly answers one question, but may not explain his thinking adequately. The student correctly answers both questions but fails to explain using a math drawing, number sentence, and complete statement. Or, the student explains his thinking using a math drawing, number sentence, and complete statement, but answers one or both questions incorrectly. The student correctly: Identifies that Olga and Pedro’s pennies together make ten. Finds the total number of pennies. Explains his thinking using a math drawing, number sentence and complete statement. 2 1.OA.3 1.OA.6 The student solves for one unknown correctly or is unable to complete the task. The student solves for up to four of the unknowns incorrectly but circles the pairs of ten. The student may solve for the unknown in each equation, but fails to circle the pairs that make ten or solves for one unknown incorrectly. The student correctly: Solves for the unknown in each equation. Circles the pairs that make ten. 3 1.OA.1 The student’s answer is incorrect and there is no evidence of reasoning. The student’s answer is incorrect but there is evidence of reasoning. For example, the student is able to write a number sentence or draw 5-groups. The student’s answers are correct but his response is incomplete, possibly missing labels for the drawing or an addition sentence, but the work is essentially strong. The student correctly: Finds there are 15. Correctly draws and labels. Writes a corresponding number sentence.
4 1.OA.3 1.OA.6 The student is unable to draw number bonds that demonstrate the make ten strategy. The student draws one or two of the number bonds correctly, showing how to make ten. The student draws three out of the four number bonds correctly, showing how to make ten. The student correctly: Draws a number bond for each of the four problems, showing how to make ten. 5 1.OA.1 1.OA.2 1.OA.3 1.OA.6 The student’s answers are incorrect and there is no evidence of reasoning. The student’s answers are incorrect but there is evidence of reasoning. For example, the student is able to write a number sentence. The student’s answers are correct but the responses are incomplete (e.g., may be missing labels for the drawing, an addition sentence, or may lack explanation). The student’s work is essentially strong. The student correctly: Labels the student drawings and writes a number sentence for each. Identifies the statement as false, and explains why citing the commutative property with pictures or words (no formal terms necessary). Draws to show how to make ten to solve the problem. Explains how they have the same number of pennies.
Funding from non-ARC sources In the second part of the template (Funding from non-ARC sources) list proposals and/or projects in descending date order. Support statuses are ‘R’ for requested, ‘C’ for current support and ‘P’ for past support. The proposal/project ID applies only to proposals, current and past projects (including fellowships) funded by the NHMRC. Details should be provided for all non-ARC sources of funding. Funding from non-ARC sources Description (All named investigators on any proposal or grant/fellowship in which a participant is involved, project title, source of support, scheme and round) Same Research Area (Yes/No) Support Status (Requested/Current/Past) Proposal/ Project ID (for NHMRC proposals only) 2015 ($’000) 2016 ($’000) 2017 ($’000) 2018 ($’000) 2019 ($’000) Prof Joe Example, Prof Jane Sample Y C n/a 205 100 Dr Mary Test, Prof Joe Example Y C n/a 175
The Switchman Name__________________________________ Paraphrase some of the anecdotes the old man tells the stranger (bullet points are fine). How is this story a satire of modern technology? How is this story an allegory for life? What does the suitcase symbolize? The inn that looks like a jail? Taking into account that this story was written many years after the Mexican Revolution, what similar themes do you notice? Where do you notice Magical Realism in this story? (Explain.) Where do you notice Absurdism in this story? (Explain.) At the end, the traveler says he is traveling to “X—” not “T—”. Why? (This is up to interpretation, so don’t worry about being ‘right’, just justify your answer.)
Method 1 – Transport Survey 1. Count the number of pedestrians/vehicles passing a given point over a three-minute period. 2. Repeat for another three-minute period. 3. Calculate the average count for each transport type. Site # Pedestrians Bicycles e-bikes Motorbikes (petrol) Buses Taxis Private cars Trucks/vans Count 1 Count 2 Average count
Method 4 – Pedestrian survey (Chinese translation) 问题 1. 你今天旅行的目的是？ 2.你到达目的地的交通方式 3.以下旅行你的主要 交通方式是： · 在仙林周边地区的多数旅行交通方式是？ · 去市中心（例如新街口）的交通方式是？ · 去其他城市（例如上海）的交通方式是？ 4. 多久你会使用仙林地区的公共自行车？请选择以下一个选项
Every day 每天 About three or more times each week 每天3次或更多 About once a week 一周一次 About once a month 一个月一次 Never used it 从不使用 5. 什么情况下你会经常使用仙林地区的公共自行车？