zilongwang/ReadingBank huggingface dataset:
FI 3.4 46 The guidance would benefit of giving indicative recommendations how different pressure layers are integrated to derive the three physical pressures which are conceptually very broad. Added to outstanding issues box. NB There are only two pressures (physical loss and physical damage), the third criterion relates to the adverse effects of disturbance on benthic habitats FI 3.4 46 The adverse effect is a difficult concept and may lead to overestimations of pressures/impacts. Much work has been carried out to develop best practices and environmentally more friendly methods and these should be visible in the thresholds for adverse effects. This should be taken into account in the setting of threshold values. No action required. FR 3.4.2 40 Regarding D6C3, could you precise which level of EUNIS should be used to for the map (Level 2 or 4 or 5)? Edited ‘(per benthic broad habitat type at EUNIS level 2, and per other habitat type if used, at appropriate EUNIS level)’ HELCOM 3.4.2 41 Please correct text on HELCOM approach to the following: HELCOM is developing a core indicator to assess the cumulative impact of activities on the seafloor. Pending the indicator development, a qualitative approach is taken in support of the 2018 reporting round by overlaying available data layers representing loss and damage of seabed habitats with benthic habitat maps. Impact estimates will also be used but no thresholds have been developed yet. Additional core indicators are expected to apply to benthic habitats under D1. Edited IT 3.4.2 40 D6C1 “Offshore data may be available from Marine Spatial Plans, more localised planning consents and EMODnet”. This sentence could be deleted as the plans according to MSP will be ready by 2021 it is difficult that the assessment done in 2018 will feed from the marine spatial plans. Edited through other MS’ comment MSFD NAVI 3.4.2 40 The hydromorphology data and relevant assessments in each water body will be derived from WFD data - this is welcome at least insofar as a consistent baseline is concerned. No action required. MSFD NAVI 3.4.2 40 We support the fact that data collection should not be limited to data obtained through licensing information. Offshore data may be available from Marine Spatial Plans, more localised planning consents and EMODnet No action required.
Get CCAC Depots Request Elements (version 1.0) Get CCAC Depots Request The following is a top level (root) view of the Get CCAC Depots Request and its main components. Name Field Length (bytes) Type Mandatory? Description MessageTrackingId 36 Alpha / Num (GUID) Yes The unique identifier of the message that can be used for message tracking. Note: although resubmitting failed messages with the same tracking ID is possible, it is recommended that each submission contains a unique tracking ID. Sender - Complex Yes See Sender and Destination section. Destination - Complex Yes See Sender and Destination section Version (Attribute of GetCCACDepotsRequest element) - Decimal Yes The version of the schema that this message adheres to. E.g. "1.0". This is required to correctly interpret the information being provided by the Provider or CCAC Sender and Destination
Name Field Length (bytes) Type Mandatory? Description Organization (child element of Sender or Destination) - Complex Yes Identifies the organization sending or receiving the document Code (attribute of Organization) 50 Alpha / Num Yes Specifies the unique code of the sender or the recipient organization Type (attribute of Organization) 150 Alpha / Num No Specifies the type of the sender or the recipient organization. Valid content is: “CCAC” “Provider” “Vendor”. Defaults to CCAC if not specified. Name (child of Organization) 250 Alpha No The name of the sender or the recipient organization Owner Organization Name Field Length (bytes) Type Mandatory? Description OwnerOrganization (child of Organization) - Complex Yes Specifies the owner organization of the sender or the recipient Code (attribute of OwnerOrganization) 50 Alpha / Num Yes Specifies the unique code of the sender or the recipient owner organization
Type (attribute of OwnerOrganization) 150 Alpha / Num No Specifies the type of the sender or the recipient owner organization. Valid content is “CCAC”, “Provider” or “Vendor”. If not provided the “CCAC” type is assumed. Name (child element of OwnerOrganization) 250 Alpha No The name of the sender or the recipient owner organization
13) I believe teen smoking is not a big deal. Consider This: It is a big deal! Tobacco users face increased medical costs and higher life insurance rates. The medical costs get passed on to everyone. Each day in the United States, approximately 4,000 young people between the ages of 12 and 17 years initiate cigarette smoking, and an estimated 1,140 young people become daily cigarette smokers (Substance Abuse and Mental Health Services Administration, 2005, “Results From the 2005 National Survey on Drug Use and Health”). Cigarettes are a known killer, so why even begin to form a routine of using tobacco, knowing in advance that the product could eventually kill you? The brain continues to develop into early adulthood, (approximately 24 years old), so why not set a goal to have the healthiest brain function possible for yourself? South Carolina has implemented methods of reducing underage access to tobacco by passing stricter laws and fines for underage tobacco use. The state also participates in the Youth Access to Tobacco Study, which has under-18 youth going into businesses such as convenience stores, grocery stores, and gas stations to see if merchants are selling tobacco to underage youth. 14) I expect to be a smoker at the age of 30. For those persons who agree with this, explore reasons why or how they see themselves quitting the use of tobacco products.
Neurone The nerve cell that transmits electrical impulses from receptors in the sense organs to the CNS. Sensory neurone Organ which has an effect when stimulated Motor Neurone Nerve cell; specialised to transmit electrical impulses Relay neurone The nerve cell that transmits electrical impulses from sensory neurones to motor neurones Stimulus The nerve cell that carries electrical impulses from the CNS to effectors Receptor Organ that detects a change in the environment Effector A tiny gap between 2 nerves in which the impulse must pass. Central nervous system The brain and the spinal cord. Reflex Any change in the environment. Synapse Automatic and rapid response to a stimulus. Match IT: Draw lines to match up the word with the correct definition
Atom Positively charged subatomic particle Ion Formed from two or more elements by chemical reactions Isotope A substance which cannot be broken down chemically Neutron A charged particle Proton The smallest part of an element Electron Atom of an element with a different number of neutrons Nucleus Negatively charged subatomic particle Element Part of atom which contains neutrons and protons Compound Subatomic particle with no charge Match IT Draw lines to match up the key words with the definitions.
Match IT and Label IT Match the key word to the definition. Use the key words to label the diagram. Neutron Negatively charged subatomic particle Proton Part of atom which contains electrons Electron Subatomic particle with no charge Nucleus Positively charged subatomic particle
Element The rows in the Periodic table Isotope Elements in group 1 of the Periodic table Group Made up of only one type of atom Period Elements in group 0 of the Periodic table Alkali metal The columns in the Periodic table Halogen Number of protons + neutrons in an atom Noble gas Atoms that have the same number of protons but different numbers of neutrons Atomic number Elements in group 7 of the Periodic table Atomic mass Number of protons in an atom Match IT Draw lines to match up the key words with the definitions.
Chromatography Used to separate a solvent from a solution Simple distillation Separating an insoluble solid from a liquid using filter paper Fractional distillation Used to separate a solid that has dissolved in a liquid Filtration Used to separate different substances dissolved in a liquid Crystallisation Separating a mixture of liquids each with different boiling points Dominoes
Solid (s) No fixed size or shape; can be compressed Liquid (l) The mixture made by adding a soluble substance to water Gas (g) Change in state from gas to liquid Aqueous (aq) Fixed size and shape; particles vibrate but cannot change position Melting Changing a liquid into a solid by lowering the temperature Evaporation Energy due to the movement of an object Condensing Fixed size but not shape; particles close together and attract each other Freezing Change in state from liquid to gas when the temperature is lower than the boiling point Kinetic energy Changing a solid into a liquid by increasing the temperature Match IT Draw lines to match up the key words with the definitions.
Gas Fixed size but not shape; particles close together and attract each other Liquid Changing a solid into a liquid by increasing the temperature Melting No fixed size or shape; can be compressed Solid Change in state from gas to liquid Freezing Fixed size and shape; particles vibrate but cannot change position Evaporation Changing a liquid into a solid by lowering the temperature Condensing Change in state from liquid to gas when the temperature is lower than the boiling point Dominoes
System Heat Kinetic energy Unit for power Thermal energy Unwanted energy transfer; energy is ‘wasted’ Specific heat capacity Object or group of objects Watt Rate at which energy is transferred Dissipation Found in a moving object Renewable Fossil fuels – supplies will run out Non-renewable Energy needed to raise the temperature of 1Kg of a substance by 1oC Power Supplies will be replenished Match IT Draw lines to match up the key words with the definitions.
Scalar A scientific word for size Vector Distance and direction moved by an object. A vector quantity Weight Has both a size (magnitude) and a specific direction Mass Acceleration in freefall. 10m/s2 Velocity Amount of matter an object has Acceleration Has a size (magnitude) but no specific direction Magnitude Change in velocity over time. Units are m/s2 g A force acting on an object due to gravity. W = m x g Displacement Speed in a given direction. Units are m/s Match IT Draw lines to match up the key words with the definitions.
Pole Simple lines drawn to show the field around a magnet Magnetic field Solenoid with an iron core Magnetic field lines Part of magnet where magnetic forces are strongest Solenoid Region around the magnet where a force acts on another magnet or a magnetic material Electromagnet Coil of wire that acts as a magnet when an electrical current passes through it Dominoes
Structural considerations sufficient organizers, well-developed framework Push for concise phrasing ‘less is more’ becoming too dense and formal with no ‘flavouring’ Professional authenticity using unnecessary jargon, vocabulary and grammar construction Logical and developmental pressures chaining text for ease of understanding using paragraphs and sentences ‘Say it once and say it right’ develops into a lack of ‘warm-up’ links needed to grasp wider pattern of argument Reproducing the feel of an original text as above Readability understandable language and simple grammatical forms Maximizing originality can lead to using unnecessary concepts or terminology, or writing over-dense text; and writing in ‘equations’, ie x with y leads to z Cramming in substantive content too much detail Managing readers’ expectations ‘need to know’ Structure of written work You want your marker to walk with you through your research process journey, picking up the golden nuggets you have carefully placed along the way to the conclusive pot of gold. A strong and simple logical structure showing your line of reasoning will do this. There are two aspects to structure – macro-structure relating to the piece of writing as a whole and the organisation of your notes, and micro-structure which concerns itself with the internal structure of chapters, sections, paragraphs and even further. It is important to be clear about the macro-structure of your post-graduate written work, to ensure that your ideas are clearly and logically presented to your reader, so that your research process with its supporting evidence can be followed. There are a number of basic writing structures. Just three of them are shown below:
Red shift Matter is continuously created as the universe expands so the density stays the same. Big Bang theory Cloud of gas and dust. Stars are made in these. Steady State theory Ball of ice and dust. Orbit is elliptical. CMB radiation A tiny point enlarged rapidly in a hot explosion and is still expanding today. Nebula A star where all the hydrogen has been used up. Red Giant Made of rock and metal, found in belts. Elliptical Increase in wavelength of light from distant galaxies Asteroid Cosmic microwave background radiation received from all parts of the galaxy. Comet Oval shaped Match IT Draw lines to match up the key words with the definitions.
Label IT Label the diagram showing the life cycle of a star. Match IT and Label IT Match the key word to the definition. Use the key words to label the diagram. Elliptical Orbits a star. Larger than an asteroid or comet. Comet Oval shaped Natural Satellite Its gravity keeps the planets, comets and asteroids in orbit Planet Ball of ice and dust. Orbit is elliptical.
Frequency Speed at which the wave moves through a medium. Frequency x Wavelength Wavelength Waves in a longitudinal wave are close together Amplitude Distance from a point on one wave to the same point on the next wave Period Sound is an example of this type of wave Wave velocity Maximum disturbance of a wave from its undisturbed position Longitudinal Waves in a longitudinal wave are far apart Transverse Number of waves passing a point each second (hertz) Compression Time taken for a wave to be produced. 1 ÷ frequency (seconds) Rarefraction Light waves, X-rays and waves on water are examples of this type of wave Match IT Draw lines to match up the key words with the definitions.
Learnzillion Lessons: Common Core: 6.EE.1 Write a numerical expression using exponents by interpreting a problem In this lesson you will learn how to write a numerical expression using exponents by interpreting a specific problem or situation. Common Core: 6.EE.2 Combine parts of an expression: using the associative property In this lesson you will learn how to combine parts of an expression using the associative property. Common Core: 6.EE.2a Write word problems as algebraic expressions In this lesson you will learn how to write word problems as algebraic expressions Common Core: 6.EE.2 Simplify addition and subtraction expressions: combining like terms In this lesson you will learn how to simplify addition and subtraction expressions by combining like terms. Writing: “Everything had a name, and each name gave birth to a new thought. As we returned to the house every object which I touched seemed to quiver with life.” How do these sentences reflect the author’s changing relationship Step #1: Analyze the Prompt: Understand Know the requirements Use it as a guide Step#2: Rewrite the Prompt: Write the prompt with my own words including the requirements. Step#3: Skim text to find evidence. Step #5: Write a thesis Use the prompt to lead into the main idea/thesis. Example: How do these sentences reflect the author’s changing relationship with language? “…using the quotes” then add the rest of the prompt… Step #6: Construct an intro paragraph Use connecting words Use main idea/these Include examples from text to support the thesis Step #7: Write The Body Step #8: Write The Conclusion: Rewrite the intro paragraph including one or two sentences from each of the body paragraphs.
with language? Use two details from the passage to support your answer. Use charts to organize information Take notes Step #4: Organize ideas and evidence to construct a response. The Story of My Life Write the example according to how it is listed in the intro paragraph Supporting details from the text and connect with my own words to expand the thoughts Notes: During my absence: Have I told each of you that you’re so special to me and I’m privileged to be a part of your learning experience? Thank you for being here. Please ….with a cherry on top, stay with the schedule and finish ALL of your assignments each day. Because we are at a very strong learning momentum and spring break is quickly approaching, we need to to stick with the schedule in order to be well prepared for the ultimate goal, passing the 2014GED. I’ll be back Wed. I’ll see you on Monday.
contributions of scientists. and contributions of scientists. and contributions of scientists. scientists as related to the content. scientists as related to the content. scientists as related to the content. scientists on scientific thought and society. 3.E Describe the connection between chemistry and future careers. 3.E Research and describe the connections between physics and future careers. Strand: Matter and Energy 5.A Measure, test, and record physical properties of matter including temperature, mass, magnetism, and the ability to sink or float. 5.A Measure, compare, and contrast physical properties of matter including size, mass, volume, states (solid, liquid, gas), temperature, magnetism, and the ability to sink or float. 5.A Classify matter based on physical properties including: mass, magnetism, physical state (solid, liquid, and gas), relative density (sinking and floating), and solubility in water, and the ability to conduct or insulate thermal energy or electric energy. 5.B Describe and classify samples of matter as solids, liquids, and gases and demonstrate that solids have a definite shape and that liquids and gases take the shape of their container. 6.C Test the physical properties of minerals including hardness, color, luster, and streak. 4.A Differentiate between physical and chemical changes and properties. 4.D Classify matter as pure substances or mixtures through investigation of their properties.
Hello Getting Better at Getting Along© Jack Hartmann Hands say hello to your knees – hello, hands say hello to your hips – hello Hands say hello to your nose – hello, hello, hello, hello Your thumb - say hello to a friends’ – hello Your pinky - say hello to a friends’ – hello Five fingers – say hello to a friends’ – hello, hello, hello, hello Chorus La, la, la, dee, dee, dee, hands together, friends we can be Your shoulders say hello to a friends – hello Your hip – say hello to a friends’ – hello Your toes – say hello to a friends’ – hello Repeat Chorus Your eyes – say hello to a friends’ – hello Your smile – say hello to a friends’ – hello Both hands – say hello to a friends’ hello, hello, hello, hello If You’re Angry & You Know It Getting Better at Getting Along© Jack Hartmann If you’re angry and you know it, blow it out If you’re angry and you know, blow it out Verse 1 If you’re angry and you know it Make peace when you show it If you’re angry and you know it, blow it out Follow same verse Verse 2 ________________(repeat 3X) Verse 3 ________________(repeat 3X) (Rap) You have feelings everyday – it’s alright and it’s okay You can let your feelings show Use your words, let someone know You have feelings everyday – it’s alright and it’s okay When you’re angry, you can choose What’s the best thing you can do Verse 4 (follow same verse) Children sing a positive choice Verse 5 (follow same verse) Children sing a positive choice The first verse of this song gives the suggestion to blow it out, discuss and use the next verses to offer other positive ways to deal with anger and then sing the verse with other constructive ways your students can deal with anger. Choices may include; walk away,
My hands stuck to my knees, sticky glue Pull them off, pull them off, Yeah, that’s what you do Now my knees stuck together, sticky glue Pull them apart, pull them apart, Yeah, that’s what you do My thumbs stuck to my nose, sticky glue Pull them off, pull them off, Yeah, that’s what you do Repeat Chorus My hands stuck to a friend’s, sticky glue Pull them off, pull them off, Yeah, that’s what you do My back stuck to a friend’s, sticky glue Pull it off, pull it off, Yeah, that’s what you do My hip stuck to a friend’s, sticky glue Pull it off, pull it off, Yeah, that’s what you do My shoulder stuck to a friend’s, sticky glue Pull it off, pull it off, Yeah, that’s what you do Repeat Chorus We Are A Family Activity – Sing along and try learning some basic sign language to this song. Family – thumb & index finger touch, move hands toward face and loop around. Together – make fists with both hands touching, circle hands together. Try learning more. We’re bit – we’re big we’re small – we’re small We’re young – we’re young and we’re old We’re all different people living together with love. We laugh – we laugh we play – we play We learn – we learn everyday – everyday We’re all different people living together with love. Together with love. And we – we are – are A – a family – family Living – living Together – together Together - together (Chorus) We are a family – family Wherever we may go We are a family – family I can feel our love – grow
My mobile phone credit runs out I think I am lost and don’t recognise the place I am in I miss my train or bus I leave my money at home I can’t find my myki card I know I am going to be late for work I get confused while travelling by myself
Now check your answer. 3. Now look at the text again and find these 12 words. Circle them. advice adviser anxious debt drop-in charity essential items financial loan rent support white goods Example: Text C Resettlement Advice and Support Worried about finding somewhere to live? Anxious about money? Let us help... If you are worried about life on the outside, we can help you. We are a charity dedicated to helping people recently released from prison Who we help... If you are over 18 and recently released from prison, we can offer information, support and guidance. What we help with... finding accommodation talking about your financial worries, e.g. paying rent debt advice advice on getting a loan information on buying essential items, such as furniture and white goods filling in forms How you can contact us... Ask your resettlement team or probation officer to refer you, or Telephone us on 01709 3217654 and make an appointment to an advisor,
I ……………… for my lunch at the cafe with the coins I have in my pocket. Check your answers at the back. How well did you do? (3) Money words Draw a line to match the words and pictures. gift voucher coins five pound note meal voucher bank card
you find £2 in the street you pay £30 for petrol it’s your birthday and you get £25 you have a hole in your pocket and lose £3 you borrow £20 from a friend, you must pay it back you win £10 on the lottery you buy some jeans for £42 you sell some things and get £60 you get £230 for working you get a voucher for £5 off your shopping you pay £22 for food with your bank card you get £25 for helping a friend Write your own here Write your own here
you spend £10 to top up your phone you buy a breakfast for £3 you buy a pizza and a bottle of wine for £10 you buy a £7 travel card for the bus you make a meal with a tin of tuna and a baked potato and two tomatoes for £1 you buy milk, cereal and bread for £3.50 you lend your friend £10 you buy a t-shirt for £4 buy 5 apples for 50p at the market buy a birthday present for £6 Write your own here Write your own here Write your own here Write your own here Task 4 Shopping for food.
Click Start > Control Panel > Hardware and Sound > Device Manager (under Devices and Printers) > Display Adapters. Right click your driver, and then click Update Driver Software. Additional Requirements: Internet functionality requires an Internet connection. Product functionality and graphics may vary based on your system configuration. Some features may require additional or advanced hardware or server connectivity. Monitor capable of at least 1024x768 resolution. Power Map can freeze without the proper graphics setup on Lenovo laptops. If you are running into issues, try the following workarounds. For Windows 8, follow these steps: Login with your corporate credentials. Suspend BitLocker: Click Start > Control Panel > System and Security > BitLocker Drive Encryption > Suspend protection. Reboot the computer. When the ThinkPad logo appears, press F1 to open the BIOS menu. In the BIOS menu, use the Arrow keys to highlight the Config menu, and then press Enter. Open the Display submenu. Change the Graphics Device value from NVIDIA Optimus or Switchable Graphics to Discrete Graphics, and then press Enter. Do one of the following: For the Lenovo T400 or W500, change the OS Detection for Switchable Graphics setting to Disabled, and then press Enter. For the Lenovo T420 or W520, change the OS Detection for NVIDIA Optimus setting to Disabled, and then press Enter. Press Escape, and then select Exit Saving Changes. Press Enter to reboot your computer. For Windows 7, make sure you are using one of the latest drivers listed here: Power Map does not work without Internet connection. There is no way to filter data in Power Map.
3.a A suitable method of retaining information from training Learners should state a suitable method of retaining information from training. The following assessment methods can be used in the assessment of this standard: Written tasks/questions and answers Oral questions and answers Group discussion Written or pictorial information This list is not exhaustive and other appropriate assessment methods may be used. 3.b An effective strategy for taking notes during training Learners should give an example of an effective strategy for taking notes during training. Final Tutor Feedback (Strengths and Areas for Improvement):
3.a A suitable method of retaining information from training Learners should identify a minimum of three suitable methods of retaining information from training. The following assessment methods can be used in the assessment of this standard: Written tasks/questions and answers Oral questions and answers Group discussion Learner log/reflective journal Observation of practical ability Expert witness evidence Professional discussion Report This list is not exhaustive and other appropriate assessment methods may be used. 3.b Effective strategies for taking notes during training Learners should give a minimum of three examples of effective strategies for taking notes during training. Final Tutor Feedback (Strengths and Areas for Improvement):
Section 3: The anticipated changes in family life and relationships How do you expect the baby’s arrival to affect: you? your family life? the other members of your family? family relationships? your relationship with the baby’s father? These are open questions that could bring a range of possibilities including, for example, changes in: daily schedule, physical/mental state or family relationships. If these are not mentioned then probe further, asking: How do you feel about these changes? (If not already indicated) If positive changes are anticipated – reinforce them. If negative changes are anticipated (e.g. conflicts on child rearing practice, jealousy of siblings, lack of support with baby’s care, financial or housing problems, etc.) ask: Have you any solution in mind? If solution is foreseen – reinforce it. If no solution is foreseen – encourage the woman to solve the problem together with her partner/husband and/or with other members of her family by asking: How about discussing the problem with your partner (baby’s father) or with other members of your family/friends? How do you think you will cope with these changes? (If not already indicated) Do you have any worries about how you feel? If there is no one to give support to her, help the woman to think about possible ways of obtaining adequate social or psychological support. Express your readiness to talk again and to offer ongoing support. Section 4: The pregnant woman’s current perceptions and anticipation of her unborn child How is your baby now? The aim of this is to pick up whether the woman has any particular anxieties about the child from the physical point of view. How do you imagine your baby now? What do you think his/her temperament/ personality is like? The aim of these questions is to encourage the woman’s involvement with the infant as a person during pregnancy.
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& GETTING A QUICK START MANUAL WELCOME Dear Beauty Entrepreneur, Welcome to the most incredible opportunity in the beauty industry. As you begin your new career and this incredible journey with Color Me Beautiful, I want to share a few words of encouragement. You have taken a boldly courageous step by declaring yourself the CEO of your own enterprise. Feels good doesn’t it?! Your success in this business will depend on several things that you will need to be willing to do. Nothing great is ever created from mediocrity. Likewise, to create something extraordinary requires a real effort. Being able to leave your J.O.B., becoming debt-free, caring for family members in an extraordinary way, being able to pay fully for your children to attend the college of their dreams and having the time and finances to pursue your personal dream requires that you press forward when you’re tired and stressed. Being successful with your Color Me Beautiful business means enjoying what you’re doing and putting in a consistent effort. Those are the keys to being successful in this (or any) business. ADRIEN ARPEL COLOR ME
Black British or Black: African 1.16% 0.66% Asian British or Asian: Other 0.99% 1.06% Asian British or Asian: Chinese 0.50% 0.97% Black British or Black: Caribbean 0.17% 1.67% Asian British or Asian: Bangladeshi 0.00% 1.27% Black British or Black: Other 0.00% 0.43% White: Gypsy or Irish Traveller 0.00% 0.06% Rather not say 0.50% Table 2: Breakdown of gateway questionnaire respondents by ethnic background. The employment status of our participants Majority of our participants (79.34%) are employed and around 11% aren’t working due to disability, ill health or being retired (see figure 8). Fig 8. A figure to show the employment status of those who responded to the gateway questionnaire. Employment in public/non-profit sector 56.03% of participants identified themselves as employees in the public or non-profit sectors and 43.97% did not. Participants willing to be contacted for future online workshops 87.11% of participants confirmed they can be contacted for Devolution Manchester’s future workshops. Online workshop Overview Ultimately, a key ambition of the Partnership is to help shift the “health and well-being curve” of the entire region in a positive direction – enhancing the mean level of welling of 2.7+ million people. As presented in our last project with the GMHSC Partnership (see www.TakingChargeTogether.org.uk), the “average narrative” of Greater Manchester shows us that majority GM citizens want to get more active. Yet, they said the following factors prevent them from taking charge: lack of time, lack of confidence and self-belief, and local leisure facilities and parks. This said, the average person appears to be open to low-cost, simple, high-impact ways of achieving their ‘more active’ outcomes. Given this backdrop, on 17th June we launched a second, focused,
Message What it means When is it issued Relevant code for the Area Flooding of low lying roads, coast and land is possible. Two days to two hours in advance of flooding 111WACWCD West Coast of Dorset triggered by tidal forecast 111111WAFWDRS West Dorset Rivers and Streams triggered by river gauges across West Dorset (local gauge at Up Lyme) Flooding of properties is expected One day to half an hour in advance of flooding 111FWTLYMH010 Lyme Regis Harbour triggered by coastal forecast base on tide height and waves 111FWFLIM101 River Lim from Up Lyme to Lyme Regis (riverside properties) triggered from Up Lyme gauge 11FWFLIM102 River Lim from Up Lyme to Lyme Regis triggered from Up Lyme gauge Flooding of properties, danger to life, severe disruption to services and transport When flooding poses a significant risk to life 111FWTLYMH010 Lyme Regis Harbour triggered by coastal forecast base on tide height and waves 111FWFLIM101 River Lim from Up Lyme to Lyme Regis (riverside properties) triggered from Up Lyme gauge 11FWFLIM102 River Lim from Up Lyme to Lyme Regis triggered from Up Lyme gauge (It is likely that the severe flood warning for the river would be issued after the two flood warnings have been issued)
Environment Agency issues flood warnings for flooding from rivers, the sea and groundwater; • receives and records details of flooding incidents; • monitors the situation and advises other organisations; • deals with emergency repairs and blockages on main rivers and own structures; • responds to pollution incidents; • advises on waste disposal issues. Water companies • clears blockages in public sewers; • may take action to protect property from flooding by water from the public water mains or discharges from the public sewerage systems. Electricity, gas and telecommunication companies • attends to emergencies relating to their service at properties where life is at risk as a result of flooding; • attends to flooding emergencies at their own serviced installations. Large industrial companies • protects own premises and installations; • provides resources which could be hired. Property owners • moves to a safe area if life at risk; • prevents water from entering property if possible; • switches off electricity and gas supplies at mains; • moves valuable possessions above areas liable to be flooded.
A comprehensive first course in ArcGIS Desktop 10. Each chapter includes an introduction and exercises using data on the accompanying CD. Can also be used for reference if you are looking for instructions for a specific task. GIS tutorial 1. Basic Workbook By Wilpen L. Gorr and Kristen S. Kurland, 415 pages Available in the RSL at shelfmark: G70.212 GOR 2010 A comprehensive first course in ArcGIS Desktop 10. Each chapter includes step-by-step exercises and end-of-chapter assignments that pose real-world problem scenarios that you must solve on your own using data on the accompanying CD. Can also be used for reference if you are looking for instructions for a specific task. GIS tutorial 3. Advanced Workbook By David W. Allen Available in the RSL at shelfmark: G70.212 ALL 2011 Although aimed at the intermediate to advanced ArcGIS user you may find it useful for reference if you are looking for instructions for a specific task, such as creating a custom legend.
Promotion – The Final M Money The final step in your advertising is to find out how much money it will cost. Advertising is one of the most important steps in running your business. It is wise to plan for this expense and put it in our start-up expenses (which we will look at later). Sometimes with a new business we can get free advertising in local newspapers, in the form of community stories. Another thing to think about is the size of your advertising and the number of times you will be using the different methods of advertising. Using an Advertising Planner will help. Example: Jan Feb Mar Apr May Market Message Method Money
Worksheet 3.1 – Choosing Your Best Business Type These questions may help you to decide what type of business is the best for you. I want the simplest way to register my businesses. Yes No I want the easiest way to run my business. Yes No I want complete control of my business. Yes No I want to spend less than $100 to register my business. Yes No Using the words “Inc.” or “Ltd.” in my business name is not important to me. Yes No I want to protect my personal stuff. Yes No I want to be able to get more money for my business in the future. Yes No My customers need to see my business as a stable one. Yes No The products or things I do at my business might harm customers. Yes No I am able to pay lawyers and bookkeepers to help me with my business. Yes No Add up the “Yes” answers in questions 1 to 5. Then add up the “Yes” answers in questions 6 to 10. Which part has the most “Yes” answers. If it is questions 1 to 5 then sole proprietorship or partnership may be best for your business. If there are more “Yes” answeres in questions 6 to 10, then a corporation is better. If the totals are equal, then you should talk with your Business Service or Development Officer before choosing.
Worksheet 3.3 – Rules and Regulations Use this chart to help you list any rules and regulations that might apply to your business and where you will go for information or licenses. Regulation/License Department/Address/Phone Number and Contact Costs Date to Start Date You Got It
Worksheet 3.4 – Insurance Needs You cannot insure your business against failure, but you can protect yourself and your business against big, money losses. Take a look at the following chart and fill in the first two columns. Risk – to you or Others Will it Happen? Yes, Maybe or No Loss – Will it be: All, half, or a little? Type of Insurance Cost of Insurance Theft Death Disability Fire Flood Property Damage Damage to Equipment Damage to Vehicles Benefits/Medical Death to key business person Other After filling out the first two columns, you can take this list with you when you go to talk with Insurance companies. Talk to several companies and fill out the last two columns before making any Insurance decisions
1 2 This video clip is used to encourage teachers to experience “moonshot thinking” as they learn about collaborative learning teams. 3 4 This is Rick and Rebecca Dufour’s definition of what a PLC is. 5 6 All of the beliefs mentioned in this slide will be addressed in greater detail at some point in additional collaborative learning team modules. 7 8 Instructional strategies- as important as they are – only take a teacher so far. Ultimately, the fundamental beliefs, values, and assumptions that drive the way the teacher thinks and, by extension behaves determine his or her effectiveness. Taken together, they determine the lens through which teachers view the world of schools and students. They determine the nature and quality of teachers’ interactions with their colleagues, administrators, parents, and most important, their students.
You can use the plan and examples below. Say who you are… or say a little more… Say why you are writing … Explain individual points in more detail and give reasons Say what you want your MP or the party leader to do (use your list of demands here) Request a response Proof read your letter and make changes where necessary.
The current Enterprise Edition of Java is known as Java EE This Java program will show how to use Java SE 7, but it should also work for earlier and future versions of Java Operating systems supported by Java: Windows Linux Solaris Macintosh OS X Applications, applets, and servlets: These figures describe the 3 types of programs you can create with Java When you create these desktop apps, you can use a graphical user interface(GUI) to get user input and perform a calculation as shown here The console application: runs in the console, or command prompt, that’s available from your operating system, as shown here. One of the unique characters of Java is that you can use it to create a special type of web-based application known as an applet This figure shows an applet that works the same way as the application above it The main difference between an application and an applet is that an applet can be stored in an HTML page and can run inside a Java-enabled browser As a result, you can distribute applets via the Internet or an intranet
Sample Procedures Time Sample Tasks Expected Outcome Resources 10’ Warm up In pairs or small groups, students talk about pictures Go over vocabulary, if needed Assess level of knowledge of/ interest in driver licensing in BC Generate interest Activate prior knowledge PLS Worksheet: Get Ready! 15’ Predict and Read Copy and cut strips Students put the strips in order and then confirm their predictions by reading Driving in BC, p. 3-5 Go over any new vocabulary, but encourage students to apply word attack strategies first: Ask for peer support Look at base form of word Guess the meaning from context Look in monolingual dictionaries Identify the key steps in the process of getting a BC driver’s license Identify where to get more information about getting a BC driver’s license PLS Worksheet: Predict! Driving in BC, p. 3-5. 15’ Research and write notes In pairs, students can complete the list of steps, referring to the booklet as needed Reduce a page of information to a list of important details. PLS Worksheet: Research and Write! Driving in BC, p. 3-5. 10’ Discussion In small groups, students compare driver licensing cross-culturally Think critically Relate information to their own lives PLS Worksheet: Talk about it! 20’ Read and compare Model finding the information in the booklet and selecting one rule to put in the chart In pairs, students complete the diagram Get pairs to present their answers with justifications Understand simple to moderately complex, instructions and instructional texts. Identify the rules associated with the graduated licensing system PLS Worksheet: Read and Compare! Driving in BC, p. 3-5.
1. Application of principles 2. Math calculations III. CONTRACTS AND RELATIONSHIPS WITH BUYERS AND SELLERS (14 items) A. Contract elements 1. Validity 2. Void/voidable 3. Enforceable/unenforceable (Statute of Frauds) 4. Executory/executed B. Listing contracts 1. General purpose/definition of listing 2. Types 3. Required elements 4. Establishing listing price 5. Responsibilities 6. Compensation arrangement C. Buyer Representation Agreements 1. General purpose 2. Types 3. Required elements 4. Responsibilities 5. Compensation arrangement D. Sales contracts 1. Terminology 2. Procedures 3. Standard parts 4. Contingencies and misc. provisions 5. Contractual rights and obligations 6. Disputes and dispute resolution terms 7. Delivery and acceptance E. Option contracts F. Agency relationships and responsibilities 1. Types of relationships — definitions 2. Relationship powers and obligations IV. PROPERTY CONDITIONS AND DISCLOSURES (9 items) A. Federal environmental regulations 1. Lead-based paint 2. CERCLA 3. Asbestos 4. Wetlands and flood plains B. Environmental issues 1. Mold 2. Radon 3. Protected species
Use the guide and flow chart to determine the textural class and approximate sand, silt, and clay proportions of the following samples: unknown light material Planting Experiment Soil 1 Planting Experiment Soil 2 Planting Experiment Soil 3 Do you think you might get different answers if you performed the analysis again? Why or why not? According to your own experience, and the definitions discussed in class and in your text, are these materials soils? Explain your answer. Do you think testing the same soil by feel and by quantitative/mechanical analysis (e.g., sieve, hydrometer, laser diffraction, etc.) might yield different textural classes for any of these samples? Why or why not? If so, which assessment would you consider more v
a great endorsement of the benefits of getting a writer in to help with school projects. Find out more, including how you can apply for funding to bring writers into your school, here: Chris Kelso – setting up a school writing magazine Librarian Chris Kelso was keen to give Doon Academy’s pupils a creative outlet, a place where writing outside the English curriculum could be celebrated and showcased. The ‘Doon Review’ was the result – a monthly compilation of pupils’ writing and artwork which has attracted writing both from keen scribblers and pupils who initially didn’t see themselves as writers. Chris’s call for submissions included fiction and non-fiction writing, including opinion pieces and photo journalism. Plans for the magazine include widening the call to staff as well as pupils! In his blog post, Chris explains how he creates the professional looking magazine and gives some examples of pupils’ writing: Strategies for teaching writing Our ‘Strategies for Teaching’ blog posts have focused on a number of different genres of writing, from poetry to personal writing. Here’s a selection of the most popular posts. Gordon Fisher – strategies for teaching personal writing (secondary) English teacher Gordon Fisher lays out his top tips in this post, including: Narrowing down the focus of an essay to help create an intimate piece of writing; Using some great poems as a stimulus; Writing mini-essays to practice ‘show, don’t tell’; Providing some helpful phrases to aid reflection. You can find out more about Gordon’s approach, including some great poetry recommendations for stimuli, here: Alan Gillespie – strategies for teaching poetry writing (primary and secondary)
Getting Started With Volunteer Recruitment About this Guide First of all, credit for this guide must be given to WildApricot.com and their Membership Knowledge Hub section of their website. WildApricot.com is a Canadian membership & website software company. The Membership Knowledge Hub contains a wealth of information for any membership organization and I encourage those who use this guide to visit their site for additional tips. The Getting Started Guide is divided into 4 sections that offer an overview of how you might approach volunteer recruitment for events, as well as a list of additional resources. Pre-Recruitment Planning Targeting Potential Volunteers Outreach and Screening Follow-up and Orientation Additional Resources Include links to various websites (mostly in Canada). See our website for additional links.
Tabs Tabs are a great way to organize the social conversations you’re most interested in following and responding to. Take a minute to jot down ideas for the tabs you may want to create. Tab Name Social Accounts Purpose Example: Customer Support Facebook – NTO Customer Care Twitter – NTO Support Identify and respond to customer issues How many tabs and columns can you create? 5
10 20 unlimited Workflow Workflow can be used in many ways to label posts and route them to the appropriate teams. Depending on your business you may want to ensure some posts get a personalized response while other posts just need to be labeled for reporting purposes. The workflow process you decide on depends on your business goals and objectives. For this next exercise think about how you might apply workflow to route and label incoming posts. Note: To increase processing time, once you establish your workflow procedures, you can convert them to macros. Post Type (Example: customer post, competitor mention) Workflow process (Example: Sentiment, label name) Team Responsible
Getting to Know the Periodic Table Part 2 Define the Following Terms: 2. Describe the Contributions of the Following Scientists: Periodic Law Groups Periods Malleabillity Ductile Dmitri Mendeleev Henry Moseley Complete the Chart Below: Group Name Group # Color on your Table Characteristics of Elements in this Group (Examples: metals/non-metals, reactivity, phase of matter for most elements, etc.) List 4 Elements