zilongwang/ReadingBank huggingface dataset:
Name: The ORCF Underwriter will complete this Telephone: The ORCF Underwriter will complete this Email: The ORCF Underwriter will complete this 29. Prior to Initial Endorsement, evidence of flood insurance is required whenever the property is located in an area of special flood hazards in which flood insurance is available under the National Flood Insurance Act. On this project, flood insurance is: REQUIRED NOT REQUIRED 30. All comments in the Legal Punch List must be addressed to HUD’s satisfaction prior to closing. 31. If an archaeological site, human remains, or cultural resources of tribal interest are revealed during the project's construction, HUD must be notified. HUD will contact responders to the Section 106 consultation, as applicable. 32. The final insurance policy must include Fidelity Insurance equal to at least two months underwritten potential gross income ($_________) and must be in place prior to issuance of the Permission to Occupy. 33. Prior to Initial Endorsement, the Borrower and Operator must certify that between issuance of Firm Commitment and Initial Endorsement, none of the following have occurred: (a) federal, state, municipal and or other regulatory authority action against the project that demonstrates or alleges substantial deficiencies in the operation of the project which may be evidenced by an administrative or judicial proceeding or final audit finding; (b) filing of a bankruptcy petition of Borrower, or Operator; (c) filing of a lawsuit or criminal charges against the Operator or Borrower entity or any principal thereof; or (d) placement of a Special Focus Designation or ban on new admissions on the project. HUD reserves the right to suspend processing or terminate this Commitment in the event that any of the factors (a)-(d) listed above occur prior to Endorsement. 34. This Commitment is: Subject to Special Conditions numbered 1 through , which are included below and are made a part hereof. Not subject to any Special Conditions. Special Conditions: [Insert Special Conditions] [Balance of page intentionally left blank]
Attachments: Exhibit A Legal Description Exhibit B Index to Drawings and Specifications Exhibit C List of Major Moveables Exhibit D Reserve for Replacement Funding Schedule (if applicable) Form HUD-92264a-ORCF Form HUD-92329 Form HUD-92447 Form HUD 2328, Contractor’s and/or Borrower’s Cost Breakdown
Improved stability for general performance such as exposure range on HyP mode Caution Only K-5 users are permitted to download the firmware update. PENTAX Firmware Update Software for K-5 Name PENTAX Firmware Update Software for K-5 Registered name k5_e115w.exe (For Windows 9,946 Kbytes) , k5_e115m.zip (For Mac 9,878 Kbytes) Applied product K-5 To check the version number, turn your camera on while holding down the MENU button. The version number will appear in the center of the LCD screen. Updated firmware file For Windows : LHA self-extract file, For mac : zip type Release date 2013/09/12 Copy right RICOH IMAGING COMPANY, LTD. Preparation of update Blank, formatted SD/SDHC card (32MB or more) USB cable I-USB7 If you are copying the firmware update file to the SD/SDHC card by connecting the camera directly to your computer. SD/SDHC card reader or a computer with a SD/SDHC card slot. If you are copying the firmware update file to the SD/SDHC card using a memory card reader / writer. Fully charged battery (D-LI90)
First Aid 2017 Policy statement Shipton Preschool are able to take action to apply first aid treatment in the event of an accident involving a child or adult. At least one adult with a current first aid certificate is on the premises, or on an outing, at any one time. Newly qualified staff who achieved an early years qualification at level 2 or 3 on or after 30 June 2016 also have a paediatric first aid certificate in order to be counted in the adult: child ratios. The first aid qualification includes first aid training for infants and young children. We have evidence of due diligence when choosing first aid training and ensure that it is relevant to adults caring for young children. Procedures The first aid kit Our first aid kit is accessible at all times and contains the following items: Triangular bandages (ideally at least one should be sterile) x 4. Sterile dressings: Small x 3. Medium x 3. Large x 3. Composite pack containing 20 assorted (individually-wrapped) plasters x 1. Sterile eye pads (with bandage or attachment) e.g. No 16 dressing x 2. Container of 6 safety pins x 1. Guidance card as recommended by HSE x 1. In addition, the following equipment is kept near to the first aid box: 2 pairs of disposable plastic (PVC or vinyl) gloves. 1 plastic disposable apron. A children’s forehead ‘strip’ thermometer. An ice pack is kept in the fridge. Information about who has completed first aid training and the location of the first aid box is provided to all our staff and volunteers.
First Aid, CPR and AED Name: _________________________ Chapter 10 Notes: p 52-60 Date/Block: _____________________ Condition What to Look For What to Do HEAD INJURIES! Scalp Wound (may cause heavy bleeding, but does not affect blood supply to the brain) Scalp wound Apply a sterile or clean dressing and direct pressure to control bleeding Keep head and shoulders raised Seek medical care. Skull Fracture (A break of part of the skull caused by significant force to the head) Pain at point of injury Deformity of the skull Clear or bloody fluid draining from the ears or nose Heavy scalp bleeding Penetrating wound Check responsiveness and breathing and provide any necessary care. Control bleeding by applying pressure around the edges of wound Stabilize the victim’s head and neck against movement. Call 911 Brain Injury (Concussion-a temporary disturbance of brain activity caused by a blow to the head that shakes the brain) Befuddled facial expression Slowness in answering questions Unaware of surroundings or day of week Slurred speech Stumbling, inability to walk a straight line Crying for no apparent reason Inability to recite months of year in reverse order Unresponsiveness Headache, dizziness, and nausea Repetitive speech Check responsiveness and breathing and provide any necessary care. Stabilize the victim’s head and neck against movement. Control any scalp bleeding Call 911 EYE INJURIES! Eye injuries (can produce severe lifelong complications such as blindness if not treated promptly) Loose foreign object in eye Penetrating eye injury Blow to the eye Eye avulsion, eyeball knocked out of its socket Cuts of eye or lid Chemicals in eye Eye burns from light Look for object underneath both lids. If seen, remove with wet gauze. If object is still in eye, protect eye and stabilize long objects. Call 911 Apply an ice or cold pack. Seek medical care if vision is affected Cover eye loosely with wet dressing. Do not try to put eye back in socket. Call 911 If eyeball gets cut, do not apply pressure. If only eyelid is cut, apply dressing with gentle pressure. Call 911
Autozooid Polyps The polyps known as autozooids have eight pinnate tentacles and eight septae. Their role is to acquire food for the colony. The tentacles capture the prey, primarily planktonic foods from the water column, and move it to the mouth in the center. The eight septae are equal sized compartments with interconnecting channels that distribute the food throughout the colony. Siphonozooid Polyps The second type of polyp is known as siphonozooids. It has reduced tentacles and cilia, along with an oral cavity. Its job is to pump water into the body of the colony, which supplies oxygen and also helps so keep the soft coral erect. All of those available in the lab will belong to unidentified Gorgonia species. We actually just order them by color. One of the lab questions on the next exam will focus on distinguishing between the two, that is hydroid colonies and gorgonians, which are anthozoan colonies.
Bread of Life Course for Parents Assessment Day: Scheduled group assessment Or by appointment First Holy Communion (Best Months) April 22, May 20, June17, July 15 Aug. 12, 2017 9-noon Sept., Oct., Nov., Dec., 2017
looking forward to starting our best year ever at Beairsto! The first day back for students Tuesday, September 5th. Dismissal is at 11:45 that day. Students will spend their first day back with their class from last year. New Grade 1s will meet in gym and have some fun activities planned. They will also be picked up at 11:45 in the gym or will go to their bus. New students at other grades will meet in gym and be integrated in their grade level classes as quickly as possible. New classes will start on Wednesday, September 6th. The class lists will be posted outside the building with chairs with teacher`s names to line up at. Excited to have all that enthusiasm and energy back in the building!!!
(arrival & unpacking time) from Book Bags (leveled for independent. reading.) Message Time Plus Modeled Writing/Shared Reading Concepts about print Phonics Vocabulary High frequency words Fluency Comprehension 20 min One option for MTP is to teach a writing behavior or strategy that can lead into the writing workshop. All Journey’s pacing for phonics, phonemic awareness, vocabulary, sight words, and concepts about print can be taught through MTP. Writer’s Workshop Mini-lesson Independent Writing Share (2 students share) 30 min 5 min 20 min 5 min Independent writing consists of guided writing groups and/or one-to-one conferences. Intentional Read Aloud 10 min Tell children what you are going to demonstrate and why this will help them as readers. Ask students to watch and listen to how you think (or problem solve) as a reader. Guided Reading/ Literacy Centers 30 min Literacy Centers Group A Group B Group C 1st rotation (15 min) Guided Reading iRead Literacy Center 2nd rotation (15 min) Literacy Center Guided Reading iRead The Literacy Center component is not limited to the above format. Teachers may have more than 3 groups.
Reading Lit and Informational Text Foundational Skills Lesson Selection Text Based Comprehension Phonological Awareness/Phonics Print, Fluency, HFW 9 Anchor Text Dr. Seuss Genre: Biography Decodable Readers can be used for guided reading and for independent reading. Target Skill Text and Graphic Features iRead-Students are working on the differentiated level for phonics. High-Frequency Words after, draw, pictures, read, was, write Speaking and Listening Language and Writing Lesson Selection S&L Academic Vocabulary Language Writing 9 NA Vocabulary may vary depending which informational text is used for the week. Spelling Principle Words with Short e Spelling Words Basic: yes, let, red, ten, bed, get These spelling principals can be introduced during MTP and students can work on the spelling patterns in a word work center. Writing Mode Informational Text Writing
Rotations for Guided and Independent Practice Guided Practice Independent Practice Monday ELA -Teacher Led- Read “Where Does Food Come From?” and Guided Retelling activity -Assistant Led- Vocabulary Reader “My Favorite Foods” and Blackline Master page 18.4 Math - Teacher Led- and -Assistant Led- Problem set for Mod. 4 Lesson 11 ELA -Computers-i-Ready -Spelling Word Building with stamps and sentence writing -Read to Self w/ Response Math -Computers-i-Ready - Module 4 Lesson 10 Homework pages -Fluency practice Tuesday ELA -Teacher Led- Reread “Where Does Food Come From?”. RN pgs 41-42 -Assistant Led- Dig Deeper pgs 112-113 and Write about Reading activity Math - Teacher Led- and -Assistant Led- Engaged NY Mod. 4 Lesson 12 ELA -Computers-i-Ready -Spelling Word Building with stamps and sentence writing -Read to Self w/ Response Math -Computers-i-Ready - Module 4 Lesson 11 Homework pages -Fluency practice Wednesday ELA -Teacher Led- Leveled Readers BM 18.5-7 -Assistant Led- RN 38-39 Math Mid-Module Test ELA -Computers-i-Ready -Spelling Word Building with stamps and sentence writing -Read to Self w/ Response Math -Computers-i-Ready -Comparing numbers center -Fluency practice Thursday ELA -Teacher Led- Connect to the Topic, Compare Texts using Text to World. Draw and Share. -Assistant Led- RN pgs. Math Mid-Module Test continued ELA -Computers-i-Ready -Spelling Word Building with stamps and sentence writing -Read to Self w/ Response Math -Computers-i-Ready -Comparing numbers center -Fluency practice
Perform the story “The Boy Who Cried Wolf” for an audience using eye contact, appropriate volume, and clear enunciation Identify new meanings for familiar words, such as company, and apply them accurately Agenda (Activities / Tasks) 1A 1. Introducing the Read-Aloud (10 minutes) A. Domain Introduction B. Essential Background Information or Terms C. Making Predictions About the Read-Aloud D. Purpose for Listening 2. Presenting the Read-Aloud (15 minutes) A. The Boy Who Cried Wolf 3. Discussing the Read-Aloud (15 minutes) A. Comprehension Questions B. Word Work: Started 1B 1. Extensions (20 minutes) A. On Stage B. Multiple Meaning Word Activity Company 2. Take-Home Material A. Family Letter Resources/ Materials: (What texts, digital resources, & materials will be used in this lesson?) world map Poster 1M: Company Instructional Masters 1B-1 and 1B-2 Relevance/Rationale: (How do the strategies employed meet students’ needs?) This domain will introduce students to fables and stories that have delighted generations of people. By listening to these classics, students will increase their vocabulary and reading comprehension skills, learn valuable lessons about ethics and behavior, become familiar with the key elements and parts of a story, and acquire cultural literacy. Listening to well-known fables will help students learn the elements of this genre and will develop an understanding of different types of fiction. Reading these fables and stories will help first-grade students develop a strong foundation for the understanding and enjoyment of fiction. TUESDAY EngageNY Domain #/ lesson # / lesson title L&L Domain 1 / Lesson 2A-2B: The Maid and the Pail Supporting target(s) (These are daily targets. What will students know and be able to do as a result of this lesson?) Retell the fable “The Maid and the Milk Pail” including key details (RL.1.2) Identify the moral of the fable “The Maid and the Milk Pail” (RL.1.2) Identify the literary terms characters and plot, and explain those terms as they apply to the fable “The Maid and the Milk Pail” (RL.1.3)
B. Word Work: Disguise Resources/ Materials: (What texts, digital resources, & materials will be used in this lesson?) T-Chart from Lesson 4 drawing paper, drawing tools classroom objects Relevance/Rationale: (How do the strategies employed meet students’ needs?) This domain will introduce students to fables and stories that have delighted generations of people. By listening to these classics, students will increase their vocabulary and reading comprehension skills, learn valuable lessons about ethics and behavior, become familiar with the key elements and parts of a story, and acquire cultural literacy. Listening to well-known fables will help students learn the elements of this genre and will develop an understanding of different types of fiction. Reading these fables and stories will help first-grade students develop a strong foundation for the understanding and enjoyment of fiction.
Scope of lesson plan: Lessons 1-5 Teacher name: Grade: 1 Subject: math Period(s) this lesson will be taught: MONDAY EngageNY module #/ lesson # / lesson title Module 1 / Lesson 1: Analyze and describe embedded numbers (to 10) using 5-groups and number bonds. Long-term Targets: (Common Core standards addressed) 1.OA.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Supporting target(s) (These are daily targets. What will students know and be able to do as a result of this lesson?) Daily Objective: Analyze and describe embedded numbers (to 10) using 5-groups and number bonds. Agenda (Activities / Tasks) 1. Opening A. Fluency Practice (16 minutes) 2. Work Time (37 minutes) A. Application Problem B. Concept Development 3. Closing and Assessment (7 minutes) A. Student Debrief B. Exit ticket Resources/ Materials: (What texts, digital resources, & materials will be used in this lesson?) (S) 5-group dots Sprint (T) 1 egg carton cut to 10 slots (S) 1 egg carton cut to 10 slots for each student, bag with 9 beads (or other fun classroom objects), personal white boards with number bond template, personal white boards marker and eraser Worksheets Exit ticket.
globe and map using a t-chart. Children find where we are on the map and where Columbus started and traveled. (1.SS.2.1.1; 1.SS.4.2.3) Materials: Geography Big Book (Macmillan) Globe Large World Map Colored String Scott Foresman Graphic Organizer Flip Chart p. 4 EXPO markers Activities: Read Geography Big Book p. 20 – 21 and discuss. Discuss the difference between the globe and the map and write the differences on t-chart. Using colored string, show Columbus’s trip from Spain to the “Americas” on both the globe and the world map. Add discovery to t-chart. Refer to Macmillan Teacher’s Guide: Unit 2 Lesson 3: All Together, Geography p.20-21 Big Idea: How did people live long ago? Performance Indicator #8 SS: Compare how families came to the Americas for Europe and how families would travel today. Make a foldable book for Then and Now. How did Columbus travel to the Americas/ how you would travel today.(1.SS.1.1.4; 1.SS.4.2.3; 1.S.1.4.1) Materials: History Big Book (Macmillan) Foldables p. 24 Premade Foldable Book (1 per student) Transportation Picture Page for Now and Then Scissors Glue or Glue Stick Pencils, Markers, or Crayons Activities: Read History Big Book p. 18-23 and discuss. Give each student premade foldable book and transportation picture page for Now and Then. Cut and paste transportation pictures to the correct side of the foldable. Refer to Macmillan Teacher’s Guide: Unit 3 Lesson 3: All Together, History p. 18 -23 Big Idea: How do we get along together? Performance Indicator #9 SS:
Now turn and tell your partner how her teacher helped solve her problem. (if they have difficulty, you can go back and reread that section, then have them discuss) Now I want you to think about how Vashti felt at the end of the story. How has she changed? How do you know? After they have shared, add their answers onto the chart (see sample) Sample Chart: Story Main Character Problem How the Teacher Helped Solve the Problem How Did Character Feel About Art at End of Story The Art Contest John John couldn’t think of anything to draw for the contest. Told them to close their eyes and think of something beautiful. John was pleased with his work. He even thought he might win a prize. The Dot! Vashti Vashti felt she couldn’t draw. The teacher framed Vashti’s dot and made her feel like an artist. She continued to create new pictures. She even encouraged someone else to draw.
Example: Foxy Loxy told the animals to follow him because he wanted to take them to his foxhole. First Grade Writing Plans Lesson 20 Day 4: Writing in response to Little Rabbit’s Tale Comprehension Skill Addressed in Writing: Cause and effect Before Reading: As I read this story, I want you to listen for what happens to the characters and why it happens. Turn and tell your partner what you are listening for as I read. After Reading: Turn and share with your partner why did the King give Little Rabbit an umbrella. List the events in the “what happened” column. Then have to the students provide the outcomes and record them on the chart. What happened? (Cause) Outcome or Effect? (What happened next?) An apple fell on Little Rabbit’s head. Little Rabbit thought the sky was falling. Little Rabbit told Goose the sky is falling. Goose went with Little Rabbit to tell Beaver. Goose tells Beaver that the sky is falling. Beaver goes with Little Rabbit and Goose to tell Turtle. Beaver tells Turtle the sky is falling. All the animals run to tell Little Rabbit’s mother the sky is falling. Little Rabbit tells his mother the sky is falling. An apple hits his head and his mother tells him that the sky is not falling. All the friends didn’t get to do the things that they wanted to do. Little Rabbit and Mother Rabbit invited the friends to eat with them.
Reading Writing September Genre: Fiction/Realistic Fiction Monitoring for Meaning Introducing Writer’s Workshop October Genre: Fiction/Realistic Fiction Monitoring for Meaning Personal Narrative November Genre: Fiction/Realistic Fiction Monitoring for Meaning Personal Narrative /Narrative December Genre: Folk Tales/Fairy Tales Schema Personal Narrative/Traditions January Genre: Folk Tales/Fairy Tales Schema and Retelling/Summarizing Teacher Choice (possibly Folk Tales/Fairy Tales) February Genre: Fiction Retelling/Summarizing Teacher Choice March Genre: Non-Fiction Determining Importance/Asking Questions Informative/Explanatory April Genre: Non-fiction Determining Importance/Asking Questions Informative/Explanatory May Genre: Fiction/Non-fiction Making Inferences Opinion Piece June Genre: Poetry Sensory and Emotional Images End of Year Narrative First Grade Yearly Plan *Note: While these are comprehension strategies, a primary focus in first grade continues to be decoding and fluency strategies *Poetry will be sprinkled throughout the year
Operations and Algebraic Thinking Students OA.A.1. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. 19 OA.A.2. Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. 19 OA.C.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten; decomposing a number leading to a ten; using the relationship between addition and subtraction; and creating equivalent but easier or known sums. 20 OA.C.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten; decomposing a number leading to a ten; using the relationship between addition and subtraction; and creating equivalent but easier or known sums. 20 Assignment Date 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25.
Operations and Algebraic Thinking Students OA.D.8. Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? =11, 5 = ___ – 3, 6 + 6 = ___. 22 OA.D.8. Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? =11, 5 = ___ – 3, 6 + 6 = ___. 22 Assignment Date 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25.
Geometry Students G.A.1. Distinguish between defining attributes (e.g., triangles are closed and versus attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. 30 G.A.2. Compose shapes (rectangles, squares, trapezoids, triangles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. 31 G.A.3. Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. 32 Assignment Date 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25.
132 14240294 KANNU BABU LAL 66.655 133 14240395 KIRAN RAM DHANI 66.638 134 14240942 SEEMA SURESH 66.379 135 14240216 RENU BALA BANARSI DASS 66.293 136 14240473 RASHMI RAJINDER SINGH 65.397 137 14240317 PUSHPA RANI JAGDISH CHAND 64.729 138 14241439 RAKHI ASHOK KUMAR 64.483 139 14240522 PARYAG PARMAAL SINGH 64.362 140 14240045 AMRITA MEHRA DILBAG SINGH 63.845 141 14240181 SHEELA RAM KUMAR 63.362 142 14240968 GURVINDER BALBIR SINGH 62.828 143 14240399 DIPESH KUMAR JAGDISH PARSHAD 62.586 144 14240612 PINKI JILE SINGH 62.517 145 14240208 RAJINDER SINGH BHAGWAN DASS 62.310 146 14241490 MANISHA HAWA SINGH 62.052 DA/ESM/DFF CATEGORY 147 14242035 KOMAL DESWAL SURESH KUMAR DESHWAL 74.942 CHAIRMAN Endst. No. : Maths/14/6884-88 Dated 16.7.14 Dean, Faculty of Science, KUK Head AEIMC Cell to upload the list on University Website. Assistant Incharge, Fee Section, KUK A.R. (Regn.), KUK. Notice Board of the Department. CHAIRMAN Note : Candidates selected for admission are required to submit an declaration and to submit filled Students Information Form.
Nucleus Cell size Complexity Typical Number of Cells Organelles Structure Function Prokaryote Animal Plant Cellular Control Center Nucleus Organelles that store, clean up, and support Vacuoles/Vesicles Lysosomes Cytoskeleton Centrioles Organelles that build proteins Ribosomes Endoplasmic Reticulum Golgi Apparatus Organelles that capture and release energy Chloroplasts
Compound Elements (Ratio) Monomer (Building Blocks) Diagram of Molecule Polymer(s) Primary Use or Function Secondary Use or Function Examples Carbohydrate C,H,O (1:2:1) Lipid Protein Nucleic Acid What is Dehydration Synthesis? What is Hydrolysis? What are the differences between DNA and RNA? Simple Carbohydrates, Complex Carbohydrates, Fats, and Proteins are all capable of being used as an energy source and/or storage. What are the different ways each is used? Properties of Water
Part II- Osmosis in Living Cells (Potatoes) Overview: Potato cylinders placed in sucrose (sugar) solutions and massed before and after to get percent change in mass. IV- Sucrose solutions (varying molarities) DV- percent change in mass Equations: , Part III- Design Your Own Experiment (Dialysis Bags) Overview: Students were provided with dialysis bags, colored sucrose solutions of unknown molarities, and basic lab equipment to use to design an experiment on how to determine the molarities of the colored solutions. IV- unknown molarities DV- for most groups it was percent change in mass Equations: (final mass-initial mass)/ initial mass -------------------------------------------------------------------------------------------------------------------------------------------------- Biochemistry: amino acid amphipathic carbohydrate carbon denaturation disaccharide ester bond fibrous protein globular protein glycosydic bond hydrogen bond ion lipid macromolecule monomer monosaccharide nitrogen non-polar molecule nucleic acid nucleotide organic molecule peptide bond phospholipid polar molecule polymer protein water Cells: active transport amphipathic apoptosis aquaporin carrier protein cell wall centrioles channel protein chloroplast concentration gradient cytoplasm cytoskeleton diffusion electron microscope endocytosis endoplasmic reticulum glycolipid glycoprotein Golgi apparatus hypertonic hypotonic ion pump isotonic ligand light microscope lysosome magnification membrane mitochondrion nuclear envelope nuclear pore phospholipid pinocytosis plasma membrane plasmolysis prokaryotic cell
Pays 50% of the cost of eligible claims over the threshold. No changes recommended. As a result of previous Government decisions, the threshold for HCCS will increase from $300,000 to $500,000 from 1 July 2018. No further changes recommended (continue with previously announced change from 1 July 2018 and monitor impact). HCCS While the objects of the legislation refer to support for medical practitioners, the wording of the HCCS provisions has meant that claims have been made by insurers of health professionals. Clarify the eligibility criteria for the HCCS such that the scheme only enables claims by medical insurers in respect of medical practitioners (consistent with the original intent of the HCCS). Uncertainty regarding some circumstances in which Commonwealth will pay claims and evidential requirements. Clarify eligibility and claims requirements. ECS Pays 100% of the cost of private practice claims that are above $20 million. No changes recommended (no claims have been made under the ECS to date). As for the HCCS, the wording of the ECS provisions means that claims could be made by insurers of health professionals. Clarify the eligibility criteria for the ECS such that the scheme only enables claims by medical indemnity insurers in respect of medical practitioners (consistent with the original intent of the ECS). Costs of the ROCS are recovered from medical practitioners via a levy which is collected by insurers. Some have argued that the levy should be lowered as the Commonwealth is recovering in excess of the cost of the ROCS. Retain levy at current level but improve monitoring to enable of the appropriateness of the levy in five years. ROCS Practitioners over 65 who permanently retire can access ROCS. Those under 65 must cease practice for three years before accessing ROCS. If their insurer has contracted with the Commonwealth for the PSS, the insurer must offer cover at $50 per year for the three years until they become eligible for ROCS. The requirement to cap the cost Enable access to ROCS for practitioners permanently retiring before age 65. This would also remove the need for PSS-specific differential charging for run-off cover for such practitioners who have had continuous cover with the insurer for 10 years.
Oct. 12 The Catcher in the Rye, Chapters 13-15 due Oct. 13 The Catcher in the Rye, Chapters 16-17 due Oct. 14 PSAT/Early Release Day Oct. 15 The Catcher in the Rye, Chapters 18-20 due Oct. 16 Vocabulary Quiz 6 ----------- Oct. 19 The Catcher in the Rye, Chapters 21-23 due Oct. 20 The Catcher in the Rye, Chapters 24-26 due Oct. 21 PPP Quiz #5: prepositions and conjunctions Oct. 22 Oct. 23 Vocabulary Quiz 7; Dress up as a vocabulary word! ---------- Oct. 26 Teacher Workday: End of first quarter Oct. 27 Cumulative Grammar Test Oct. 28 Oct. 29 Pester Papers Due Oct. 30 Living Catcher Test!
e. Develop an emergency action plan for your home that includes what to do in case of fire, storm, power outage, and water outage. f. Explain how to obtain potable water in an emergency. FITNESS 8. a. After completing Second Class requirement 7a, be physically active at least 30 minutes each day for five days a week for four weeks. Keep track of your activities. (You can log your activities using the form at the end of this workbook) b. Share your challenges and successes in completing First Class requirement 8a. Set a goal for continuing to include physical activity as part of your daily life and develop a plan for doing so. CITIZENSHIP 9. a. Visit and discuss with a selected individual approved by your leader (for example, an elected official, judge, attorney, civil servant, principal, or teacher) the constitutional rights and obligations as a U.S. citizen. Person Visited: Position Held
Your Provider 1. Our records show that you got care from the provider named below in the last 6 months. Bassam G. Rizk MD Fawzi S. Farha MD Is that right? 1 Yes 2 No If No, go to #23 on page 4 The questions in this survey will refer to the provider named in Question 1 as “this provider.” Please think of that person as you answer the survey. 2. Is this the provider you usually see if you need a check-up, want advice about a health problem, or get sick or hurt? 1 Yes 2 No 3. How long have you been going to this provider? 1 Less than 6 months 2 At least 6 months but less than 1 year 3 At least 1 year but less than 3 years 4 At least 3 years but less than 5 years 5 5 years or more Your Care From This Provider in the Last 6 Months These questions ask about your own health care. Do not include care you got when you stayed overnight in a hospital. Do not include the times you went for dental care visits. 4. In the last 6 months, how many times did you visit this provider to get care for yourself? None If None, go to #23 on page 4 1 time 2 3 4 5 to 9 10 or more times 5. In the last 6 months, did you contact this provider’s office to get an appointment for an illness, injury, or condition that needed care right away? 1 Yes 2 No If No, go to #7 6. In the last 6 months, when you contacted this provider’s office to get an appointment for care you needed right away, how often did you get an appointment as soon as you needed? 1 Never 2 Sometimes 3 Usually 4 Always 7. In the last 6 months, did you make any appointments for a check-up or routine care with this provider? 1 Yes 2 No If No, go to #9
2a. Parent/carer details Adult’s/parent’s full name DOB Gender Address and contact number Relationship to child referred? e.g. mother, father, step parents, parental partner Ethnic origin Do they have parental responsibility Yes No Unknown Yes No Unknown Yes No Unknown Yes No Unknown 2b. Other significant adults details Adult’s full name DOB Gender Address and contact number Relationship to child referred? e.g. grandparent, aunt, family friend etc Ethnic origin 3. Reasons for referral What are you and/or the family concerned about? What is the impact on the child(ren)? What do you think needs to happen to ensure the safety of the child(ren)?
“Yes,” I say. “Did it go through the washing machine?” “Not yet,” I tell her. Zoey is right behind me. She laughs. Miss Jenrik laughs too as she squints at the display on the machine and wiggles all her rings at it. “I don’t know why this thing is asking me for a code,” she mumbles. “I’m new on the job. But I haven’t seen this all day…” She punches a few buttons. She tries the card again. The line is backing up behind us. I tell Zoey, “You should have gone first. You could be eating by now.” Zoey leans around me to speak to the cashier. “Hey, what if we swipe my card twice? Just for today?” “It’s not going to let us do that.” Jingle-jingle. “Hmm…” The line is pressing on Zoey now. I’m pretty sure the edge of someone’s lunch tray is in her back. She plants her feet like she’s holding our ground. “What gives?” someone asks from the back of the line. I look and see a tall boy with his empty tray clamped in one hand. He points to himself with the other. “Starving here!” “Well, look who’s holding things up.” I know that voice. It’s Brian Morris, and he’s leaning out of the line to sneer at me. “Not so fast today, are you?” he says. As if I ever sprint through a lunch line. Miss Jenrik asks me, “Did you pick up this card here in the school office?” I lean forward and tell her, “It was mailed to me. From the state.” “The state? Oh! This is an assistance card!” She seems to get louder with each word. “You’re on assistance! That’s why it wants a code.” Zoey lets a puff through her lips and shakes her head. Brian Morris makes a duck-call with his hand from behind us. “It’s Perry Crook!” he squawks. “Escaped from Surprise!” Miss Jenrik’s head snaps up when she hears that. Her face turns five shades of red beneath her pink hair.
the tone downward. My new teacher tilts her head back, fakes an even sadder laugh. September 2 Morning Rainbow I face the class. MiSSS SScott speaks. Each classmate says something. I don’t understand, but I see. Fire hair on skin dotted with spots. Fuzzy dark hair on skin shiny as lacquer. Hair the color of root on milky skin. Lots of braids on milk chocolate. White hair on a pink boy. Honey hair with orange ribbons on skin. Hair with barrettes in all colors on bronze bread. I’m the only straight black hair on olive skin. September 2 Midmorning Black and White and Yellow and Red The bell rings. Everyone stands. I stand. They line up; so do I. Down a hall. Turn left. Take a tray. Receive food. Sit. On one side of the bright, noisy room, light skin. Other side, dark skin. Both laughing, chewing, as if it never occurred to them someone medium would show up. I don’t know where to sit any more than I know how to eat the pink sausage snuggled inside bread shaped like a corncob, smeared with sauces yellow and red. I think they are making fun of the Vietnamese flag until I remember no one here likely knows that flag’s colors.
Program Goal (as reported in the most recent program review) Which institutional goals will be advanced upon completion of this goal? (circle all that apply) Progress on goal attainment (choose one) Explanation and Comments (if a goal is revised, please explain and describe the revision) Curriculum 1. PCCD Strategic Goals (list the specific goal here ____________). 2. College Goals: (list the specific goal here ________________ ). 3. College Institutional Effectiveness Indicators: (list the indicator (s) here __________________________). 4. SSSP Plan Goal: (list the goal here ______________________). 5. Equity Plan Goal: (list the goal here ______________________). 6. Basic Skill Plan (list the goal here ______________________). Completed: ________________ (date) Revised: __________________ (date) Ongoing: __________________ (date Assessment 1. PCCD Strategic Goals (list the specific goal here ____________). 2. College Goals: (list the specific goal here ________________ ). 3. College Institutional Effectiveness Indicators: (list the Completed: ________________ (date) Revised: __________________ (date) Ongoing: __________________
Human Resources: If you are requesting new or additional positions, in any job classification, please explain how new positions will contribute to increased student success. Human Resource Request(s) Requested in Recent Program Review? Program Goal (from program review) Contribution to Student Success Alignment with College Goal (list the goal) Alignment with PCCD Goal (A, B, C, D, or E) Technology and Equipment: How will the new technology or equipment contribute to student success? Technology and Equipment Request(s) Requested in Recent Program Review? Program Goal (from program review) Contribution to Student Success Alignment with College Goal (list the goal) Alignment with PCCD Goal (A, B, C, D, or E) Facilities: Has facilities maintenance and repair affected your program in the past year? How will this facilities request contribute to student success?
Facilities Resource Request(s) Requested in Recent Program Review? Program Goal (from program review) Contribution to Student Success Alignment with College Goal (list the goal) Alignment with PCCD Goal (A, B, C, D, or E) Professional Development or Other Requests: How will the professional develop activity contribute to student success? What professional development opportunities and contributions make to the college in the future? Professional Development or Other Request(s) Requested in Recent Program Review? Program Goal (from program review) Contribution to Student Success Alignment with College Goal (list the goal) Alignment with PCCD Goal (A, B, C, D, or E)
selling itself in security terms to the security sector. Support is expected to come from both sides of the dialogue, i.e. NGOs and governments. To make this suggestion more concrete and avoid reinventing CVE approaches, participants suggested the organization of trainings focusing on capacity building from countries with a broader CVE experience in terms of trained staff, activities and achievements. Yet, it was pointed out that also civil society should participate in capacity building with its diversified skills and experience developed through its work in the field. Strengthen Inclusiveness and Local Perspective Capitalizing on existing CVE processes, capacity building and a common strategic framework for CVE brought the experts to consider two other aspects for follow up activities: 1) improving inclusiveness of traditionally excluded actors, such as ‘non-usual suspects’ and 2) strengthening the local perspective. To make this suggestion more concrete, follow-up meetings to discuss future work and cooperation between CVE, security and development should be organized in a way to be more inclusive of new and emerging donors as well as traditionally excluded groups, such as women and grassroots organizations. These kinds of initiatives would be helpful to: 1) bring new partners into dialogue; 2) support a joint plan for the implementation of actions 3) facilitate sharing of analysis and information. A practical example would be to organize a conference gathering different types of donors to encourage internal discussions among traditional Western countries, emerging donor countries, private sector, CVE Global Fund and foundations. On the other hand, expanding inclusiveness is important to continue working on the local perspectives and strengthening local ownership of strategies. Therefore, future initiatives need to include local civil societies and governments to find new and valuable intermediaries and implementing partners. For governments the financing of projects that have a certain measure of risk as they are focused on prevention, small-scale and in tune with the cultural and political context through trusted intermediary organizations may be an attractive option. These intermediaries have to be trusted by all stakeholders, impartial, politically astute, and able to operate horizontally and vertically. Disseminate results The preparation of a comprehensive and inclusive distribution list for all the documents prepared under this initiative it is relevant to raise the visibility on the topic and progress achieved and create awareness on initiatives. To make this suggestion more concrete, participants recommended to map local actors to encourage internal dissemination and invite different participants to follow up meetings and activities. The distribution list would also possibly include GCTF member states and possibly follow a parallel strategy of dissemination between governments and civil society.
centre de formation professionnelle Mohamed Mchaouri Djanet Nom et Prénom : ………………………………………………….. Contrôle N°2 Complétez chaqu’une de ces phrases les mots suivants : Tension-transformateur-enroulement-courant-primaire- appliquée – un-traverse - enroulement primaire d’un ……………… de courant et un enroulement parcouru par le ………. a transformer. - ………………… primaire d’un transformateur de tension et un enroulement auquel et appliquée la …………. a transformer. courant …………. …..d’un transformateur de courant et un courant qui ……………… l’enroulement primaire d’un transformateur de courant . tension primaire d’un transformateur de tension et …. courant qui est…………….. a l’enroulement primaire d’un transformateur de tension. 2- Complétez chaqu’un de cés mots avec les lettres suivants : q-s-d-m-f-r-u-n-c-t-o-e
againe, and againe : And if then you doe not like him, surely you are in some manifest danger, not to understand him. And so we leave you to other of his Friends, whom if you need, can bee your guides : if you neede them not, you can leade your selves, and others. And such Readers we wish him. John Heminge. Henrie Condell. What we gaine from using the First Folio Cambridge Edition What a piece of work is a man! How noble in reason: How infinite in faculty! In form and moving how express and admirable! In action how like an angel! In apprehension how like a god! The beauty of the world! The paragon of animals! And yet, to me, what is this quintessence of dust? Man delights not me; no , nor woman neither, though by your smiling you seem to say so. First Folio 1350: What a piece of worke is a man! how Noble in 1351: Reason? how infinite in faculty? in forme and mouing 1352: how expresse and admirable? in Action, how like an An-gel? 1353: in apprehension, how like a God? the beauty of the 1354: world, the Parragon of Animals; and yet to me, what is 1355: this Quintessence of Dust? Man delights not me; no, 1356: nor Woman neither; though by your smiling you seeme 1357: to say so. (keep in mind question marks, were also used, at times, for exclamation marks. But it’s interesting to note that the first sentence uses and exclamation mark and the rest of the speech does not.) Guidelines Definitions Small Words Verse & Prose Assonance & Alliteration Heightened & Direct Language Repetition Spelling Irony Ecphonesis “O” Antithesis Punctuation & Breathing Double Entendre Parenthetical Banter
V. SCRIPTURE PASSAGE Lector: A reading from the 1st Letter of St. Paul to the Corinthians. All of you together are the one body of Christ, and each one of you is a separate and necessary part of it. Here is a list of some of the parts he has placed in his Church, which is his body: Apostles, Prophets—those who preach God’s Word, Teachers, Those who do miracles, Those who have the gift of healing; Those who can help others, Those who can get others to work together, Those who speak in languages they have never learned. Is everyone an apostle? Of course not. Is everyone a preacher? No. Are all teachers? Does everyone have the power to do miracles? Can everyone heal the sick? Of course not. Does God give all of us the ability to speak in languages we’ve never learned? Can just anyone understand and translate what those are saying who have that gift of foreign speech? No, but try your best to have the more important of these gifts. The Word of the Lord. ALL: Thanks be to God. COMMENTATOR: Please be seated and silently meditate on the message of the Word of God. (5 minutes) VI. POINTS FOR REFLECTION (From Bp. Thomas Olmsted’s article: “Pope Francis’ Vision of Parish Life: Christianity is not an ethical system but a community of faith whose origin and identity are founded in the three Persons of the Blessed Trinity. This is why the Holy Father writes, “The parish is not an outdated institution; precisely because it possesses great flexibility, it can assume quite different contours depending on the openness and missionary creativity of the pastor and the community.” Jesus calls His followers to speak the truth in love, to go forth in His Name, to make disciples of all nations. As we respond to His charge, it is important to keep in mind His
Every Day Counts® Element Organizer Name of Element___Counting Tape and Tens Grid__________________________ Grade ___1_____ Months Concepts and Skills Materials Notes August/September Comparing and ordering quantities, count by 5s, 10s, and 1s, learn 5+ facts, one to one correspondence, “teen” numbers Register tape, colored squares, glue stick, marker, red and blue sticker dots October Group and count by 5s, 10s, and 1s, compare and order quantities, see combinations for 5 and 10, count on and count back See Aug./Sept. See the numbers 6, 7, 8, and 9 as “5 + more” November Group and count by 5s, 10s, and 1s, compare and order quantities, know combinations for 5 and 10, see number patterns, add or subtract 10 See Aug./Sept. 100 chart (TR20) or a meter stick See 50 as half of 100 December Group and count by 5s, 10s, and 1s, compare and order quantities, use number patterns to do mental math See Aug./Sept. January Group and count by 5s, 10s, and 1s, compare and order quantities, use number patterns to do mental math, understand place value See Aug./Sept. 100th day of school See February Skills See Aug./Sept. See p. 93-94 February See 100 as 10 tens, see number patterns beyond 100, read three digit numbers, use number patterns to add and subtract 10 See Aug./Sept. Small plastic pocket for hundreds place on ten grid poster (used for the rest of the year) March Understand place value, compare the counting pattern beyond 100 to the pattern before 100, number sense See Aug./Sept. April Add or subtract 10 or 100 using place value, read and understand three digit numbers See Aug./Sept. May/June Add or subtract 10 or 100 using place value, read and understand three digit numbers, mental math See Aug./Sept. Review the entire number tape for the year, focus activities on taking DOWN the tape, cut into 10 intervals to make an