zilongwang/ReadingBank huggingface dataset:
CARROLL HIGH SCHOOL LESSON PLANS Teacher: Coach Renfro Subject: Geometry Monday Tuesday Wednesday Thursday Friday ACCRS: [G-CO11] Prove theorems about parallelograms. Theorems include: opposite sides are congruent, opposite angles are congruent, the diagonals of a parallelogram bisect each other, and conversely, rectangles are parallelograms with congruent diagonals. CCRS 34.) Determine areas and perimeters of regular polygons, including inscribed or circumscribed polygons, given the coordinates of vertices or other characteristics. CCRS 21.) Use trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems. CCRS 21.) Use trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems. CCRS 34.) Determine areas and perimeters of regular polygons, including inscribed or circumscribed polygons, given the coordinates of vertices or other characteristics. Before: Unit 6 Test Students will learn to solve areas of parallelograms. Quiz on Areas of Parallelograms and triangles Students will solve areas of parallelograms. During: Quadrilaterals Test Area of Parallelograms and Triangles Students will use the Pythagorean theorem to derive a formula for what happens when you have 45-45-90 and 30-60-90 triangles Solving 45-45-90 and 30-60-90 triangles around the room. Area of Trapezoid, Rhombus, Kites After: Quadrilaterals Test “Areas of Parallelograms & Triangles” Worksheet 45-45-90 and 30-60-90 Triangles examples Quiz: 30-60-90 and 45-45-90 Worksheet over finding areas of traps, rhombi, kites Desired Outcome: Students will show a mastery of skills that they have learned with quadrilaterals. Students will be able to determine the area of parallelograms and triangles. Students will be able to solve 45-45-90 and 30-60-90 triangles. Students will be able to solve 45-45-90 and 30-60-90 triangles. Students will be able to determine the area of all quadrilaterals. Formative/Summative Quadrilaterals Test Quiz: 30-60-90 and 45-45-90
9 36.77472 67.31586 338 TW 95 22 2880 8.04 17.3 10 36.77619 67.31621 339 TW 90 23 5370 8.2 18 11 36.77839 67.30784 338 TW 110 22.5 2980 8.9 18 12 36.78145 67.30717 337 TW 123 23.2 2950 8.4 17 13 36.78693 67.30583 337 TW 105 105 3080 8.4 17.4 Note: Ele = Elevation Figure Groundwater level and salinity distribution 4. Vertical electrical sounding survey 4.1 Vertical Electrical sounding method In this method the applied Schlumberger techniques was used. Current was transmitted into the ground from DC or low frequency sources by two electrodes (A and B) and the potential difference between a second pair of electrodes (M and N) was measured (figure 4). Figure 4 Vertical Electrical Sounding Method Apparent resistivity value is calculated: Pa= K V / I Where: Pa is the apparent resistivity K is the geometric factor, V is a voltage or potential difference between a second pair of electrodes in volts Iis the current from DC or low frequency sources by two electrodes in ampere. The field data interrelated according to the following resistivity scale for water and rocks (see figure 5). Figure 5 Resistivity scale for water and rocks 4.2 Field study On18 -20 November 2012, 8 Vertical Electrical sounding (VES) profiles (VES-1, VES-2, VES-3, VES-4, VES-5, VES-6, VES-7 and VES-8) were performed in Camp SakhiTown,Nahr- of Balkh Province using Shlumbergerelectrodes arrangement.The lengths and locations of VES profiles are indicated in Table 2 and Figure 6. Table Location of VES Profiles NO Location Name VES Profiles LAT LON Elevation VES Length
(m) (m) 1 Camp Sakhi VES-1 36.77377 67.32578 342 600 2 Camp Sakhi VES-2 36.77608 67.32362 337 680 3 Camp Sakhi VES-3 36.77610 67.31688 339 600 4 Camp Sakhi VES-4 36.78168 67.31715 337 600 5 Camp Sakhi VES-5 36.78196 67.31611 322 600 6 Camp Sakhi VES-6 36.77929 67.31992 340 600 7 Camp Sakhi VES-7 36.78240 67.32468 365 600 8 Camp Sakhi VES-8 36.78173 67.31544 337 6 Figure 6 Location and length of VES profiles in Camp Sakhi area 4.3 Measured VES field data SYSCAL Pro resistivity meter measured the field data and the measured data are shown in Table 3, Table 4, Table 5 and Table 6. Table VES 1 & 2 measured field data Table VES 3 & 4 measured field data Table VED 5 & 6 measured field data Table VES 7 & 8 measured field data 4.4 Interpreted field data The collected field data were interpreted by IPI2 wins software. The interpreted data were used to calculate apparent resistivity, thickness, depth and boundaries of layers.The interpreted data are shown in Table 7. Table Interpreted data VES Profiles Vertical Electrical Sounding data interpretation results Expected lithology of layers App-Resistivity (Ohm.m) Layer Thickness (m) Depth (m) 1 VES-1 LAT: 36.77377 LON: 67.32578 111 1 0.75 0.75 Loess, sand, gravel 1.4 2 0.05 0.806 Silt clay (evaporative) 701 3 2.23 3.14 Dry sand and gravel 6.64 4 54.5 57.1 Silt clay 25.2 5 87.1 145 Sand, silt clay 0.0661 6 ? ? ? 2 VES-2 LAT: 34.37914 111 1 0.75 0.75 Loess, sand, gravel 1.01 2 0.0411 0.791 Silt clay (evaporative) 724 3 2.25 3.05 Dry sand and gravel
ESTIMATED EXPENDITURES Acquisition $ Purchase $ Processing and Interpretation $ Total $ CONTRACTORS Contractor Role Contractor Name OTHER INFORMATION “I certify that the information provided on this form is true and correct” Name Phone ( ) Ext Title E-Mail Operator Signature Date Responsible Officer of Company OROGO use only GOA _________ - _______
Malcolm, N. (1958) Ludwig Wittgenstein: A Memoir. Oxford: Oxford University Press. Mouffe, C. (1993) The Return of the Political. London: Verso. Vidal de la Blache, P. (1928) The Personality of France. New York: Alfred A. Knopf.
Table of Contents Page Introduction ………………………………………………………… 3 Project Background and Purpose …………………………………… 3 Rationale and Motivation for the GEOPOD Project………………… 5 Project Scope and Duration …………………………………………. 6 Evaluation Design and Methodology……………………………….. 8 Evaluation Goals and Objectives …………………………………….. 8 Data Collection for all Phasesof the Project ……………………….. 10 Organization of the Report……………………………………………. 12 Key Activities of the GEOPOD Project in Phase I………………… 12 GEOPOD Project Management…………………………….………… 12 Outcomes of Key Activities in Phase I …………..…………………… 13 Results of the Pilot Test of Student Assessment and the Usability Study………………………………………………………………….. 20 Findings from the Pilot Administration of the GEOPOD Assessment………………………………………………… 20 Findings from the Usability Study…………………………………….. 27 Conclusions from Phase I and Recommendations for Phase II…… 27 References…………………………………………………………… 30 GEOPOD Project (GEOScience Probe of Discovery) I. INTRODUCTION
Figure 3. Rank Order of Student Experience with 3-D Gaming and Computerized Navigational Systems (N=40) 3-D Gaming/Computerized Navigational Systems Number of Students with Experience Experience by Gender M (N=29) F (N=11) Google Earth 30 (75%) 24 (83%) 6 (54%) GEMPAK/GARP 25 (63%) 22 (76%) 3 (27%) IDV 20 (50%) 16 (55%) 4 (36%) Call of Duty 16 (40%) 15 (52%) 1 (9%) McIDAS 10 (25%) 8 (28%) 2 (18%) GIS 7 (18%) 6 (21%) 1 (9%) Microsoft Flight Simulator 6 (15%) 5 (17%) 1 (9%) World of War Craft 5 (13%) 5 (17%) 0 (0%) No Experience with 3-D Gaming 5 (13%) 2 (7%) 3 (27%) Other (Not Specified) 7 (18%) 5 (17%) 2 (18%) Undergraduate Applied Research Experience and Practical Field Experience. Students were asked to respond to a question (Question 6) related to the type of research experience in the sciences they had engaged in as an undergraduate student. A third of the students reported that they had experience in Data Analysis and Inquiry-Based Research and a quarter (25%) reported “Other” research experience that was not specified. However, an equal percentage of students (30%) also indicated that they had no experience in any scientific research. Students reported few instances of engagement with Observational Fieldwork (15%), Computational Analysis (15%) or Geophysical Simulations or Experiments (5%). The reporting by males and females follows roughly this same pattern. Based on a discussion held at the June 22 GEOPOD team meeting where the team expressed lack of confidence with the student responses to this question, it was decided
A student wrote the sentence “4 is an odd integer.” What is the negation of this sentence and the truth value of the negation? 1) 3 is an odd integer; true 2) 4 is not an odd integer; true 3) 4 is not an even integer; false 4) 4 is an even integer; false The statement "x is a multiple of 3, and x is an even integer" is true when x is equal to 1) 9 2) 8 3) 3 4) 6 Mary says, “The number I am thinking of is divisible by 2 or is divisible by 3.” Mary’s statement is false if the number she is thinking of is 1) 6 2) 8 3) 11 4) 15 The statement "If x is prime, then it is odd" is false when x equals 1) 1 2) 2 3) 3 4) 4 Which statement is expressed as a biconditional? 1) Two angles are congruent if they have the same measure. 2) If two angles are both right angles, then they are congruent. 3) Two angles are congruent if and only if they have the same measure. 4) If two angles are congruent, then they are both right angles. Which compound statement is true? 1) A triangle has three sides and a quadrilateral has five sides. 2) A triangle has three sides if and only if a quadrilateral has five sides. 3) If a triangle has three sides, then a quadrilateral has five sides.
Teacher: Strong Subject: World History Adv Period: ALL OBJECTIVES ACTIVITIES RESOURCES HOMEWORK EVALUATION STANDARDS Students will become familiar class rules and expectations Class Syllabus Paper, pencil , class syllabus. Finish Labeling Map Describe the world in spatial terms using maps, major physical and human features, and urban and rural land use patterns. Before: Bell Ringer Quick Write During: Geography Notes After: Geography Handouts Power Point Smart Board ELMO ACOS: Geo. 1 RH: 7 Describe the world in spatial terms using maps, major physical and human features, and urban and rural land use patterns. Integrate visual information with other information in print and digital texts. Before: Bell Ringer Graphic Organizer During: Geo Notes After: Geography Handouts Power Point Smart Board ELMO Map and Geo Test Thursday ACOS: Geo. 1 RH: 7 CCRS: 7 Describe the world in spatial terms using maps, major physical and human features, and urban and rural land use patterns. Integrate visual information with other information in print and digital texts. Before: Bell Ringer Graphic Organizer During: Quiz After: Lat and Long WS Time Zones WS Geography Handouts Power Point Smart Board ELMO TEST ACOS: Geo. 1 RH: 7 CCRS: 7 F R I Describe the world in spatial terms using maps, major physical and human features, and urban and rural land use patterns. Integrate visual information with other information in print and digital texts. Map and Geography TEST Intro to I.C.E. Geography Handouts Power Point Smart Board ELMO ACOS: Geo. 1 RH: 7 CCRS: 7
Ms. George Science Teacher OBJH (360) 426-7991 x15204 Welcome to Ms. George’s 9th Grade Earth & Space Science Class! Course Outline: (Subject to change) 1st Semester Unit Final Projects Unit 1: Practices of Science Mini Investigation____________ Unit 2: Earth’s Systems Volcanoes! Project Unit 3: Science Fair Project Student-designed Investigation__ 2nd Semester Unit 4: Earth & Human Activity Landslides! Project___________ Unit 5: Earth’s Place in the Universe Adopt a Constellation Presentation Adopt a Mineral Project I am focused on creating a positive learning environment that is student-centered, meaning students work at their own pace and at their own level. I grade all classwork using a standards-based grading system and convert those scores into a percentage grading scale using the following conversion chart provided by Marzano. Final Unit Projects will be graded straight 100 pt scale. Per OBJH Grading Policy, the gradebook is weighted: 25% classwork and 75% of total grade is for final projects/tests. Missing work will be entered as a 50%. Generic Form of the Scale Score 4.0 More complex content Score 3.0 Target learning goal Score 2.0 Simpler content Score 1.0 With help, partial success at a score of 2.0 content or higher Score 0.0 Even with help, no success Marzano Conversion Chart Scale Score Percentage Score 4 100 3.5 95 3.0 90 2.5 80 2.0 70 1.5 65 1.0 60 Below 1.0 50
Scousers who joined the Queen’s Own Highlanders(1961-1994) Johnny Fairfield Pepe Dunn Pete Bennet Keith Bennet ScouseGilduff Jim Riley Leo Riley Scouse Rood Scouse Jones Charlie Larkin Ronny Baybut John Payne Tam Murphy Tony Cameron Dave Williams Freddie Floyd Kenny Banks John Gribbin Pte R Rothwell Phil Dannunzio Charlie Derbyshire Chris Cameron Colin Hughes Kenny Allen Derek Peers Wally Tyrer Ritchie Hindley Alan McNiece George Givens Billy Lammond Jimmy Ryan Lt Martin Smart Alan Kirkwood Tony Glover John Dougherty Jimmy Patterson Scouse Rathbone Tony Strannock Keith Jones Alan Jones Mark Yenson Gerry Cameron John Butler John Millington Andrew Connolly Bobby Pearson Mark Woods Andy Kerry Andy Owens Billy Jones Tony Moore Howard Finnan Steve Kelly
Sources: Mikkelson, Edward. “ Jordan, George.” Blackpast.org. 2007. Web. 15 July 2014. <http://www.blackpast.org/aaw/jordan-george-1849-1904> “The Buffalo Soldiers.” Presidio of San Francisco. National Park Service, n.d. Web. 14 July 2014. < http://www.nps.gov/prsf/historyculture/buffalo-soldiers.htm> “The Exodusters.” The West. Pbs.org. 2001. Web. 18 July 2014. < http://www.pbs.org/weta/thewest/program/episodes/seven/theexodust.htm> George Jordan Design a poster featuring George Jordan. Use the graphic organizer below to help plan your poster.
troops to defeat British forces. Perhaps one of Washington’s officers expressed America’s feelings about Washington best: “He was first in war, first in peace, and first in the hearts of his countrymen.” Source: 3 “Farmer at Mount Vernon” painted by Junius Brutus Stearns Junius Brutus Stearns is best known for his five part “Washington Series,” 1847-1856, in which he tries to capture ‘s life as farmer at his plantation; citizen at his wedding; soldier at Monongahela; Christian on his deathbed, and statesman at the Founding. This particular painting was completed in 1851 and resides in the Virginia Museum of Fine Arts. Source 4: A slave family standing next to baskets of recently-picked cotton near Savannah, Georgia in the 1860s. Source 5: Letters from George Washington Letter from George Washington to John Francis Mercer – September 9, 1786 Mercer served in the Revolutionary War and was a member of Continental Congress. He attended the Constitutional Convention, served in various state political posts (for Virginia and then Maryland), and was Governor of Maryland 1801-1803.
The Real Number System – RN Quantities – Q The Complex Number System – CN Vectors and Matrix Quantities – VM High School Algebra – HSA Seeing Structure in Expressions – SSE Arithmetic with Polynomials and Rational Expressions – APR Creating Equations – CED Reasoning with Equations and Inequalities – REI High School Functions – HSF Interpreting Functions – IF Building Functions – BF Linear, Quadratic and Exponential Models – LE Trigonometric Functions – TF High School Geometry – HSG Congruence – CO Similarity, Right Triangles, and Trigonometry – SRT Circles – C Expressing Geometric Properties with Equations – GPE Geometric Measurement and Dimension – GMD Modeling with Geometry – MG High School Statistics and Probability – HSS Interpreting Categorical and Quantitative Data – ID Making Inferences and Justifying Conclusions – IC Conditional Probability and the Rules of Probability – CP Using Probability to Make Decisions – MD Geometry Domain Cluster Congruence 1. Investigate transformations in the plane 2. Understand congruence in terms of rigid motions 3. Apply and prove geometric theorems
HSG.GPE.B.6 13 Find the midpoint between two given points; and find the endpoint of a line segment given the midpoint and one endpoint Note: An extension of this standard would be to find the point on a directed line segment between two given points that partitions the segment in a given ratio. HSG.GPE.B.7 13 Use coordinates to compute perimeters of polygons and areas of triangles and rectangles Note: Examples should include, but are not limited using the distance formula and area of composite figures. Domain: Geometric measurement and dimension Cluster(s): 14. Explain volume formulas and use them to solve problems 15. Visualize relationships between two-dimensional and three-dimensional objects HSG.GMD.A.1 14 Give an informal argument for the formulas for the circumference of a circle, area of a circle, volume and surface area of a cylinder, pyramid, and cone For example: Use dissection arguments, Cavalieri’s principle, and informal limit arguments. HSG.GMD.A.2 14 (+) Give an informal argument using Cavalieri’s principle for the formulas for the volume of a sphere and other solid figures HSG.GMD.A.3 14 Use volume formulas for cylinders, pyramids, cones, spheres, and to solve problems which may involve composite figures
International Financial Reporting Standard, (IFRS). Training. July 2013 PM Revolution International Project Management Conference (British Project Professional). April 2013 Covenant University, Business Breakfast Meeting May 2012 Covenant University, Business Breakfast Meeting November 2010 Basic Certificate Course (Word of Faith Bible Institute) May 2010 Certificate of Baptism and Recognition 2001 The Redeemed Christian Church of God COMMITTEE RELATED WORK: Drugs /Consumables Purchase Committee. April 2013 Covenant University Health Centre, Ota. Member, 2012 Convocation Planning Sub-Committee on Finance, Feb., 2012 Covenant University, Ota COMPUTER KNOWLEDGE: Computer: Linux/ Obuntu Application Programmes: Microsoft Office Programming language: AUTO CAD PERSONAL PROFILE: Drive for excellence Ability to work under pressure with minimum supervision Ability to work effectively as a team Physical and mental alertness Ability to think laterally and creatively Capable of working in a fast changing environment Good communication skills Ability to assimilate new concepts quickly High level of numeracy EXTRA-CURRICULAR ACTIVITIES: Accountability, stewardship, and safeguarding. HOBBIES AND INTERESTS: Football, Socializing, I am Honourable and etc. UNPUBLISHED BOOKS:
MONTROSE KALORAMA George TindaIe Garden OLINDA MONBULK To UPPER KALLISTA (30km) FERNTREE GULLY BELGRAVE 0 1.5 3 Kilometres EMERALD LLOYDS Wedding Photography Wedding photography is available with a permit (conditions apply). The permit form and other information is available online at: NO PUBLIC ACCESS Other attractions in the area Alfred Nicholas Gardens National Rhododendron Gardens William Ricketts Sanctuary Dandenong Ranges National Park WT RJ Hamer Arboretum SIX WAYS In order to tree risk are currently unable to access the garden below this fence. WT WT WT WT JONES DRIVE JUNCTION • Genats Corner Garden Garden Area No Public Access • WT WT Shed WEST LAWN FRONT LAWN Sheds • House • PATH NORTH LAWN IIIIIII Rock Garden Major Road Main Walking Path Other Walking Paths Steps To Fermy Creek 2 km Caring for the Garden Help us look after the garden by remembering these guidelines: Dogs must be controlled on a leash at all times Please take rubbish away with you for recycling & MAIN • Gatehouse EAST LAWN
Table Three Aggregate Models of Appeal Tweets Variable Appeal for Action Marginal Effect2 Model A1 Model B Model C General Statements Any Issue Content -0.81** (0.037)3 -0.76** (0.038) -0.77** (0.039) -0.205 Mention Party 0.02 (0.039) -0.02 (0.040) -0.03 (0.040) Mention Ideology -0.24** (0.043) -0.21** (0.045) -0.19** (0.046) -0.056 Mention Elite -0.18** (0.039) -0.32** (0.041) -0.33** (0.041) -0.095 Election Statements Direct Reader Interaction 0.06 (0.046) 0.06 (0.047) Mention Opponent -0.34** (0.036) -0.35** (0.037) -0.103 Mention Event 0.33** (0.036) 0.32** (0.036) +0.109 Mention Media 0.67** (0.039) 0.69** (0.039) +0.244 Mention Election Status -0.04 (0.048) -0.03 (0.049) Candidate Characteristics Candidate Level Covariates? No No Yes Constant -0.41** (0.017) -0.50** (0.022) -0.42** (0.077) N 10,398 Pseudo R Squared 0.049 0.084 0.090 PRE 0.00 7.89 7.56 p < **0.01 *0.05 1Results of probit regression models. 2Based on Model C. Other covariates held at their mean values. 3Standard errors reported in parentheses.
Table Four Aggregate Models of Interactive and Actionable Tweets Variable Direct Interaction1 Marginal Effect2 Actionable Appeals Marginal Effect General Statements Any Issue Content -0.33** (0.051)3 -0.040 -0.56** (0.042) -0.114 Mention Party 0.09^ (0.053) 0.08^ (0.043) Mention Ideology -0.26** (0.064) -0.031 -0.18** (0.050) -0.039 Mention Elite 0.02 (0.056) -0.38** (0.047) -0.079 Election Statements Direct Voter Interaction -0.20** (0.054) -0.043 Appeal for Action 0.07^ (0.042) Mention Opponent -0.09* (0.048) -0.013 -0.21** (0.040) -0.048 Mention Event -0.80** (0.064) -0.077 -0.02 (0.040) Mention Media -0.70** (0.073) -0.067 0.56** (0.041) +0.160 Mention Election Status -0.40** (0.072) -0.043 0.05 (0.051) Candidate Characteristics Candidate Level Covariates Yes Yes Constant -0.54** (0.107) -0.91** (0.084) N 10,398 10,398 Pseudo R Squared 0.105 0.059 PRE 0.00 0.28 p < **0.01 *0.05 ^0.10 1Results of probit regression models. 2Other covariates held at their mean values. 3Standard errors reported in parentheses.
■ Paid leave helps workers care for family members with disabilities. Approximately 2 in 5 adults report caring for an adult or child with significant health issues. This caregiving is most often unpaid and can impact one’s own employment. Access to PFML can help workers balance their personal care needs while working and providing support to a family member. ■ Paid leave improves family well-being and health. For a parent, PFML can have positive effects on one’s own emotional health as well as the physical and emotional health of one’s child. By empowering families with more flexibility and resources, paid leave may even help mitigate the impacts of gender and race on expectations and arrangements. Women of color, who disproportionally lack any paid leave, may especially benefit from increased access. ■ Access to paid leave is particularly limited for individuals with disabilities and their families— especially those who are low-income, women, people, LGBTQ, and/or people of color. Workers with disabilities are more likely to be in part-time, low-wage jobs that often don’t offer even basic benefits—much less paid family and medical leave. Over 2 in 3 part-time workers don’t have even one sick day. Workers with disabilities are twice as likely as workers without disabilities to be part-time. ■ The U.S. has no national paid family and medical leave program, and lags far behind peer nations in the world, who typically offer robust national paid family and medical leave programs. National momentum for paid leave is growing, with a handful of states leading the way. Over 3 in 4 voters and 7 in 10 small businesses support creating a national PFML program. ■ A national system of universal and equitable paid leave that fully includes people with disabilities and their families should include measures that expand coverage and job protections; increase stability and security; and ensure robust, accessible public outreach and education.
with a disability with one or more children with a disability (5-17 years old) with one or more working age adults with a disability years old) with one or more seniors with a disability (65+ years old) where the household head has a disability Total number of households 3,100,000 19,900,000 13,700,000 23,300,000 83,200,000 Percent of households 28.8% 8.2% (of households with children) 20.7% (of households with working age adults) 43.9% (of households with seniors) 19.9% 71.11% Median income $51,600 $50,100 $51,600 $51,000 $39,600 $70,500 Percent living in or near poverty At or below the Official Poverty Measure (OPM) 23.1% 35.4% 31.1% 17.7% 27.5% 18.4% At or below 150% of the OPM 35.0% 48.8% 42.3% 29.4% 40.8% 26.6% At or below 200% of the OPM 46.0% 59.5% 52.6% 40.6% 51.4% 34.8% [End of Exhibit 6] Endnotes
From 1859 on, the Leweses became friends with four leading English Positivists – Richard Congreve, J. H. Bridges, Frederic Harrison and Edward Spencer Beesly. Gordon S. Haight states categorically: The extent of George Eliot’s concern with Positivism has been greatly exaggerated (George Eliot a Biography, p. 302) and seeks to belittle the annual contributions which the Leweses made to the Positivist funds from 1864 until 1878. GE also offered to help pay for the costs of series of nine lectures given by Richard Congreve, the first English Positivist, at Sussex Hall London in 1867, four of which she attended. Since two major essays by Martha S. Vogeler (George Eliot and the Positivists, Nineteenth Century Fiction Vol. 35 Dec. 1980), and T. H. Wright (George Eliot and the Positivists a Reassessment The Modern Languages Review Vol.. 76 April 1981), it is, however, beyond doubt that Positivism was for the Leweses, as for many other Victorian intellectuals such J. S. Mill and Herbert Spencer, of considerable intellectual importance. But my article concentrates on an enormously important aspect of English Positivism, generally neglected by GE scholars and not mentioned in the articles by Vogeler and Wright, which is expressed best by the political work of the two Positivists with whom GE and GHL had the most contact, Edward Spencer Beesly and Frederic Harrison. I refer to the major role played by these two men, as advisors and propagandists, in the English labour movement primarily in London between 1864 and 1872. Especially GE’s contact with Beesly and Harrison has a great bearing on the central issue of this essay, GE’s “conservatism” and her place in the political spectrum of England of 1864 – 72. Although his research didn’t include George Eliot or George Henry Lewes, the social historian Royden Harrison has brilliantly and comprehensively documented the innumerable contributions made by Beesly and F. Harrison to the labour movement and what we would today call left-wing politics in the 1860s and 1870s, and some of this infringes on politics and the Leweses. Royden Harrison’s book Before the Socialists, Studies in Labour and Politics 1861 – 1881 (Gregg Revivals 1994) and his long essay in two parts E. S. Beesly and Karl
Lesson Title: Tangent Ratio, Cotangent Ratio and Inverse Tangent Book Day 82 Goal(s) of Lesson Use the tangent ratio in a right triangle to solve for unknown side lengths. Use the cotangent ratio in a right triangle to solve for unknown side lengths. Relate the tangent ratio to the cotangent ratio. Use the inverse tangent in a right triangle to solve for an unknown angle measure. Resources Needed Worksheet 1-4 Common Core Standards Addressed Module 1 Outline of Teaching Procedure Each group will get worksheets #1-4. Each member must take 1 of the worksheets. Students will be given 25 minutes to complete the worksheets. Students will then find a partner with the same number on the worksheet. They will check answers and answer questions. Assessment(s) Teacher observation Rubric Checklist Homework data collection warm-up check for understanding exit slips performance task oral response written test/quiz project/presentation essay guided practice student conference journal/reflections other _________ Differentiation Strategies Anchor Activities Bloom's Taxonomy Centers Choice Boards Compacting Flexible Grouping Graphic Organizers Group Investigations Independent Study Jigsaw Learning Contracts Menus Multiple Intelligence Options Portfolios Problem Based Learning Socratic Seminar Think, Pair, Share Tic-Tac-Toe Tiered Assignments Web Quests Math Practices Addressed
George White Yearbook Order Form ITEM PRICE TOTAL Yearbook $30 $25 $25$25 Foil Stamp Personalization 1-Line (29 characters) $5 Included Checks payable to George White PTA — no cash accepted __________________________________________________________________________ Foil Stamp Personalization 1-Line (29 characters) PTA Sponsored — Not Printed at CUSD Expense
Sources at the Georgia Archives Records of the Adjutant General (RG 22-) Because the adjutant general controlled the state militia (which was evolving into the National Guard), the records of this agency have the highest level of material relevant to the 1906 Riots. Adjutant General’s Miscellaneous Files (RG 22-1-10). The descriptive inventory for this series has substantial folder control (frequently with dates), but it is not ordered chronologically. Because various Guard units reported activity in their “returns,” it is possible that any of the unit returns filed around this date would provide information. Two examples are given here: In Unit 9 of this series we located a “Return of Co. F, 2nd National Guard of Georgia for Quarter ending December 31, 1906.” This document references riot duty and indicates a statewide concern. Unit 2 of this series contains a folder (Folder 17 by count—not noted on the folder) entitled “Georgia National Guard Army Quarterly Returns, Cedartown Guards 1906 to 1912.” The last document in the folder is “Return of Company G, 5th Infantry National Guard of Georgia.” This Cedartown unit reports that the riot duty in Atlanta was good training. Incoming Correspondence to the Adjutant General (RG22-1-17) The richest concentration of 1906 riot-related materials exists in two files in Unit 37. These files are “370.6 Atlanta Riot Duty 1906” and “370.6 Riot Duty 1906.” These are adjacent files containing letters, orders, and reports concerning riot duty on the part of the militia units. A cursory examination of this series located these documents. It is very likely that in -depth examination of the series will reveal additional material relevant to this event or its aftermath. Adjutant General’s Letterbooks (RG 22-1-1) Unit 62 of this series covers the time period of the riot. A careful reading of its contents would be required to determine the level of relevance to the 1906 Riot. This volume is comprised of copies of outgoing letters. The William J. Northen Papers (AC0000-0074M) This private collection contains information related to the riot and represents the point of view of Georgia’s most prominent white activist against mob action. Much in this collection will have relevance to research on the 1906 Riot. Series 3, folder 5 contains a brochure entitled An Illustrated Lecture: the Atlanta Riot and the Minister’s View-Point (undated, 3 pages).
Domain Cluster Congruence 1. Apply and prove geometric theorems 2. Make geometric constructions Similarity, Right Triangles, and Trigonometry 3. Apply and prove theorems using similarity 4. Define trigonometric ratios and solve problems involving right triangles 5. Apply trigonometry to general triangles Circles 6. Understand and apply theorems about circles 7. Find arc lengths and areas of sectors of circles Expressing Geometric Properties with Equations 8. Use coordinates to prove simple geometric theorems algebraically Geometric measurement and dimension 9. Explain volume formulas and use them to solve problems 10. Visualize relationships between two-dimensional and three-dimensional objects Modeling with Geometry 11. Apply geometric concepts in modeling situations
Monday Tuesday Wednesday Thursday Friday 10-20 10-21 10-22 10-23 10-24 e k 1 Day 1 of Angles and Parallel Lines Day 2 of Angles and Parallel Lines Day 3 of Angles and Parallel Lines Day 1 Proving Lines are Parallel Day 2 Proving Lines are Parallel 10-27 10-28 10-29 10-30 10-31 e k 2 Parent Conference Day Slope of Parallel and Perpendicular Lines Review Game: Bingo And Begin Review Unit 3 Review Unit 3 CUA 11-3 11-4 11-5 11-6 11-7 e k 3 Triangles and Interior Angles Exterior Angles Day 1 Isosceles Triangles Day 2 Isosceles Triangles Quiz 11-10 11-11 11-12 11-13 11-14 e k 4 Triangle Inequality Angle and Side Relationships Special Segments in a Triangle Day 1 Solving with Special Segments Day 2 Solving with Special Segments 11-17 11-18 11-19 11-20 11-21 e k 5 Unit 4 Review Unit 4 CUA Similar Figures Day 1 Similar Triangles Day 2 Similar Triangles 11-24 11-25 11-26 11-27 11-28 12-1 12-2 12-3 12-4 12-5 e k 6 Side Splitter and Proportional Segments PBA2 Day 1 Geometric Mean and Similarity in Right Triangles 45-45-90 Triangles 30-60-90 Triangles More Practice with Special Right Triangles 12-8 12-9 12-10 12-11 12-12 e k 7 PBA2 Presentations Unit 5 Review Unit 5 CUA REVIEW REVIEW 12-15 12-16 12-17 12-18 12-19 e k 8 REVIEW REVIEW/EXAM EXAMS EXAMS EXAMS
General Performance Management Process Timeline Performance management is a year-round process, not a one-time event. Below is a broad time line illustrating various activities associated with the Georgia Performance Management Process. Each agency will provide specific due dates for activities. Most agencies use the ePerformance tool to support the process. Agencies without computer access may use another tool to accomplish each step, but the basic activities will remain the same. Performance Management Process Timeline Planning Phase Mid-Year Review Annual Evaluation June July August September – December December – January February – June June - July HR Create Documents Questions from managers & employees Approve plans (if required by agency procedures) Serve as agency SME Mid-year evaluation (monitor, review, approve) Serve as agency SME Annual evaluation (monitor, review, approve) Monitor and update reports, To serve as SME to managers and employees Managers Performance management training, begin thinking about goals Collaborate with employee to develop performance plan; Create plan Get plan approved (if required), Performance notes Performance notes, work with employee on execution of plan Mid-year review, meeting with employee, Conduct evaluation Performance notes, work with employee on execution of plan Review employee feedback, complete annual review, meet with employee Ongoing Coaching and Development Employees Performance management training, think about goals Collaborate with manager to develop plan Begin plan execution, performance notes Performance notes meet with manager to discuss progress Performance notes review achievements with manager, meet with manager Execution of Performance Plan and Obtaining Feedback Performance Planning For each fiscal year or other performance period, the performance management process begins with the preparation of the employee’s performance plan. The performance plan is a collaborative process between the manager and employee, and is the basis for the employee’s annual evaluation. evaluation,
Domain: Modeling with Geometry Cluster(s): 14. Apply geometric concepts in modeling situations G.MG.1 14 Use geometric shapes, their measures, and their properties to describe objects (e.g., modeling a tree trunk or a human torso as a cylinder).* Major (CS) G.MG.2 14 Apply concepts of density based on area and volume in modeling situations (e.g., persons per square mile, BTUs per cubic foot).* Major (DG) G.MG.3 14 Apply geometric methods to solve design problems (e.g., designing an object or structure to satisfy physical constraints or minimize cost; working with typographic grid systems based on ratios).* Major (CS)
STATE BAR OF GEORGIA FORMAL ADVISORY OPINION NO. 03-2 ISSUED BY THE FORMAL ADVISORY OPINION BOARD PURSUANT TO RULE 4-403 ON SEPTEMBER 11, 2003 QUESTION PRESENTED: Does the obligation of confidentiality described in Rule 1.6, Confidentiality of Information, apply as between two jointly represented clients? SUMMARY ANSWER: The obligation of confidentiality described in Rule 1.6, Confidentiality of Information, applies as between two jointly represented clients. An attorney must honor one client's request that information be kept confidential from the other jointly represented client. Honoring the client's request will, in most circumstances, require the attorney to withdraw from the joint representation. OPINION Unlike the attorney-client privilege, jointly represented clients do not lose the protection of confidentiality described in Rule 1.6, Confidentiality of Information, as to each other by entering into the joint representation. See, e.g., D.C. Bar Legal Ethics Committee, Opinion No. 296 (2000) and Committee on Professional Ethics, New York State Bar Association, Opinion No. 555 (1984). Nor do jointly represented clients impliedly consent to a sharing of confidences with each other since client consent to the disclosure of confidential information under Rule 1.6 requires consultation. Id. Consultation, as defined in the Rules, requires "the communication of information reasonably sufficient to permit the client to appreciate the significance of the matter in question." Terminology, Georgia Rules of Professional Conduct. When one client in a joint representation requests that some information relevant to the representation be kept confidential from the other client, the attorney must honor the request and then determine if continuing with the representation while honoring the request will: a) be inconsistent with the lawyer's obligations to keep the other client informed under Rule 1.4, Communication; b) materially and adversely affect the representation of the other client under Rule 1.7, Conflict of Interest: General Rule; or c) both.
Rate the employee’s performance of the following factors based upon expectations for the position. Generally, the majority of the factors should be rated as “Effective”. Where the employee’s performance has been evaluated as either “Highly Effective” or “Improvement Required”, the supervisor then includes a brief explanation in support of the rating. Highly Effective: Most performance objectives exceed expectations. Projects and objectives are completed in a manner that expands the scope and impact of the assignment and increases the contribution to the department/university. Effective: Generally, this describes performance that is competent and effective in meeting established expectations. Initiative, resourcefulness and good judgment are consistently exercised. Employee makes a solid, reliable and meaningful contribution to the department. Improvement Required: Performance falls below expectations on one or two job requirements and responsibilities. A performance improvement plan must be put in place with a specific timeline for improvement. PERFORMANCE FACTORS Highly Effective Effective Improvement Required Explanation UNDERSTANDS AND SUPPORTS CORE VALUES Employee’s Self-Evaluation Supervisor’s Evaluation SKILLS/JOB KNOWLEDGE Employee’s Self-Evaluation Supervisor’s Evaluation QUALITY/QUANTITY OF WORK Employee’s Self-Evaluation Supervisor’s Evaluation COOPERATION Employee’s Self-Evaluation Supervisor’s Evaluation INITIATIVE Employee’s Self-Evaluation Supervisor’s Evaluation DEPENDABILITY Employee’s Self-Evaluation Supervisor’s Evaluation MOTIVATION Employee’s Self-Evaluation
Supervisor’s Evaluation ATTENDANCE/PUNCTUALITY Employee’s Self-Evaluation Supervisor’s Evaluation COMMUNICATION/ INTERPERSONAL SKILLS Employee’s Self-Evaluation Supervisor’s Evaluation JUDGMENT Employee’s Self-Evaluation Supervisor’s Evaluation CUSTOMER SERVICE SKILLS Employee’s Self-Evaluation Supervisor’s Evaluation PLANNING AND ORGANIZATION Employee’s Self-Evaluation Supervisor’s Evaluation STAFF DEVELOPMENT/PERSONNEL MANAGEMENT (For those employees with supervisory responsibilities) Employee’s Self-Evaluation Supervisor’s Evaluation OPERATIONS MANAGEMENT (For those employees with supervisory responsibilities) Employee’s Self-Evaluation Supervisor’s Evaluation WHICH DESCRIPTION BEST DESCRIBES THE EMPLOYEE’S OVERALL PERFORMANCE LEVEL
Title: Performance Management Process Policy (For use by agencies in creating their agency’s policy) Who Is Covered All Employees Effective Date Effective Immediately Policy Purpose and Impact To provide policy and guidance to agency managers, supervisors and employees in fulfilling their responsibilities under the Georgia Performance Management Process (PMP). The State’s Performance Management Process provides a process for the periodic review and rating of the quality and quantity of work performed by employees. Such process shall be applicable to all full-time and part-time permanent employees not otherwise covered by a different performance management process. Agency Performance Management Process policies and procedures are established to ensure that all employees: Are aware of goals and outcomes expected of them; Understand the level of performance expected of them; Receive timely feedback about their performance; Have opportunities for education, training, and development; and Are rated in a fair and consistent manner. Definition of Key Terms 1. “Performance Expectations” means competencies, goals, and responsibilities that drive individual performance. 2. “Competencies” means observable and measurable behaviors, knowledge, skills, abilities, and other characteristics that contribute to individual success in the job and in the organization. 3. “Goal” means a measurable outcome or result that needs to be achieved. Goals should include the result of the behavior being measured, the measurement criteria, and the level of performance expected. 4. “Individual Development Plan” means an action plan that identifies goals, projects, and activities which contribute to the employee’s continual development in the organization Policy Statement Introduction
Fourth Quarter Students will understand: How to use chords, tangents, and secants to find missing arc measures and segment lengths. How to find area of sectors and arc lengths of circles. How to find the geometric probability of an event. How to find volume and surface area of prisms, pyramids, cylinders, cones, and spheres. How do intersections of segments on a circle affect arc measures and segment lengths? How is the area of a sector similar to find the arc length of part of a circle, and how are they different? How can we represent the probability of an event using geometric properties of length or area? How can a change in one measurement of a 2- or figure effect other measurements such as perimeter, area, surface area or volume of that figure? Diagnostic Assessment: Study island questions Classroom Diagnostic Tools test Or Keystones when implemented Formative Assessments: Various formative assessments to monitor student progress such as student questioning, listening to students explain to others, quizzes on individual sections, written responses. Summative Assessments: Test and quizzes on arc measures and segment lengths in circles. Tests and quizzes on area, circumference, area of sectors, and arc length of a circle. Tests and quizzes on geometric probability. Tests and quizzes on volume and surface area of solids. Common Assessment chapters 10-12 2.9.G.A.:G.1.1.1 Identify and/or use parts of circles and segments associated with circles, spheres, and cylinders. 2.3.G.C.: G.2.2.2 Use and/or develop procedures to determine or describe measures of perimeter, circumference, and/or area. (May require conversions within the same system.) 2.7.G.A.:G.2.2.4 Apply probability to practical situations. 2.3.G.E.:G.2.2.3 Describe how a change in one dimension of a 2 OR 3-dimensional figure affects other measurements of that figure. 2.3.G.C.:G.2.3.1 Use and/or develop procedures to determine or describe measures of surface area and/or volume. (May require conversions within the same system.)
James Oglethorpe Tomochichi Mary Musgrove Elijah Clarke Austin Dabney Nancy Hart Button Gwinnett Lyman Hall George Walton Abraham Baldwin Alexander McGillivray William McIntosh Sequoyah John Ross Henry Grady Joseph Brown John B. Gordon Alfred H. Colquitt Rebecca Latimer Felton Booker T. Washington W.E.B. DuBois Alonzo Herndon Eugene Talmadge Franklin Delano Roosevelt Richard Russell Carl Vinson William B. Hartsfield Ivan Allen Jr. Ellis Arnall Martin Luther King Jr.
Ketevan Aptarashvili East European University (EEU) kate.aptara@gmail.com 80.241.255.2 300 995 (591) 936 777 Shatili Str. #4 (M "Sarajishvili"), Tbilisi, Georgia Marekhi Chaduneli LTD "Georgian Aviation University" mail@ssu.edu.ge 92.54.232.10 1053 995598849312 0103 Tbilisi, Ketevan Tsamebuli ave. № 16 Nana Barnabishvili Tbilisi Humanitarian teaching university nanabar@rambler.ru 800 995599 97 39 06 53, Cholokashvili str., 0144 Tbilisi, Georgia Zurab Kheladze Critical Care Medicine Institute kheladze@gmail.com 92.241.66.38 250 99532251 67 21 TBILISI. 1 Chachava St. Mariam Maisuradze Georgia State University of Physical Education and Sport m.maisuradze@sportuni.ge 94.43.160.145 94.43.160.126 94.43.160.127 94.43.160.128 890 995595407374 Il. Chavchavadze Avenue N-49, 0162, Tbilisi, Georgia
3.4 Does the project have plans to include local gardens/farms in supply chain? 3.5 Is the project including low-flow kitchen hoods? 3.6 Is the project including demand control for kitchen hoods? 4. Parking Project Criteria (delete if not applicable) 4.1 Does this project utilize LED lighting throughout parking and pedestrian spaces? 4.2 Is the lighting level reduced for daylight harvesting? 4.3 Are lights controlled for motion? 4.4 Are Level 2 charging stations included with restricted parking spaces? Indoor Environmental Quality Requirements Are there special requirements for Indoor Environmental Quality [YES or NO] Temperature and Humidity Refer to the GT Yellow Book Section 230003 (reference version stated under Section XI of this OPR document) Record project-specific requirements deviations to the 230003 requirements: Minimum humidity: ____ % RH Ventilation Requirements Meet the requirements of ASHRAE 62.1-______ as required by the Yellowbook. Demand Control Ventilation (if applicable) Deviations from Yellowbook Acoustics Space Type NC (Max) Wall STC Acoustical Field Testing Requirements Utilities and Metering Requirements Utilities
Answer: E 60) Which of the following relationships is incorrect? A) December solstice — subsolar point at 23.5 degrees S latitude B) March equinox — subsolar point at 0 degrees latitude C) June 21 — subsolar point at 23.5 degrees N latitude D) June solstice — subsolar point at 23.5 degrees N latitude E) September equinox — subsolar point at 23.5 degrees S latitude Answer: E 61) Which of the following is correctly matched? A) D: Spring solstice in the northern hemisphere B) C: Winter solstice in the southern hemisphere C) B: Fall equinox in the northern hemisphere D) A: Winter solstice in the southern hemisphere Answer: D 62) Which of the following is true regarding dawn and twilight? A) Dawn and twilight last longest at the equator—approximately 2.5 hours. B) The polar regions do not experience dawn and twilight. C) 60 degrees north and south latitudes receive the most dawn and twilight. D) The duration of both increases with increasing latitude. Answer: D 63) Air consists of
1) Label continental and oceanic lithospheric plates. 2) Label the asthenosphere. 3) Label mid-oceanic ridges. 4) Label divergent plate boundaries. 5) Label oceanic troughs or trenches. 6) Label convergent plate boundaries where one plate is subducting. 7) Label volcanoes. 8) Draw arrows showing direction of plate movement. 9) Label passive margins. 10) Show locations where rocks are undergoing erosion. 11) Show locations where sediments are being deposited. 12) Label areas where rocks are being squeezed under great pressure. 13) For each of the plate boundaries and passive margins you identified, name a real-world location that is an example of that kind of boundary or margin.
- Wright “The Dandelion King” (website) - Robbins and Birkenholtz “Turfgrass Revolution” (website) -- Traditional Ecological Perspectives in Miami Culture (previous occupants of local land, now revitalizing their culture & healing their land) - Miami Tribe 2007 “A Miami View of Land: Our Ecological Perspective” (website) - Study materials on the Myaamia Project web site () to gain further appreciation of the Miami Tribe’s cultural/ecological resource agenda.