zilongwang/ReadingBank huggingface dataset:
(Miniature horses generally range in height from 24 inches to 34 inches measured to the shoulders and generally weigh between 70 and 100 pounds.) Entities covered by the ADA must modify their policies to permit miniature horses where reasonable. The regulations set out four assessment factors to assist entities in determining whether miniature horses can be accommodated in their facility. The assessment factors are (1) whether the miniature horse is housebroken; (2) whether the miniature horse is under the owner’s control; (3) whether the facility can accommodate the miniature horse’s type, size, and weight; and (4) whether the miniature horse’s presence will not compromise legitimate safety requirements necessary for safe operation of the facility.
I. Introduction Disasters negatively impact everyone. Preparing for disasters and emergencies is important for all individuals, and is especially critical for those with access and functional needs who may need specialized assistance during an emergency. To help reinforce the importance of pre-planning for access and functional needs populations, the Oklahoma State Department of Health (OSDH) is providing this document to assist local entities during the planning process. This tool will help guide local emergency planners in identifying the specialized resources needed to address everyone in their communities. A. Access and Functional Needs Populations – Defined The term “access and functional needs” means those specific actions, services, accommodations, programmatic, architectural, and communication modifications that a covered entity must undertake or provide to afford individuals with disabilities a full and equal opportunity to use and enjoy programs, services, activities, goods, facilities, privileges, and accommodations in the most integrated setting, in light of the exigent circumstances of the emergency and the legal obligation to undertake advance planning and prepare to meet the disability-related needs of individuals who have disabilities as defined by the ADA Amendments Act of 2008, P.L. 110-325, and those associated with them. – The Department of Justice. The OSDH uses the collective term “access and functional needs” to describe populations that need “access and “functional support assistance” before, during, and after emergency situations. The term “access and functional needs” is more descriptive of the “assistance requirement” by these individuals for independent living and during occurrences of natural, human-caused, or technological disasters. Many State and local governments are addressing their Emergency Operations Plans (EOPs) to specifically include the “access and functional needs” populations. This change in focus facilitates a more effective “whole community” approach to emergency planning efforts. This concept is also consistent with language contained in the National Response Framework (NRF) and is known as C-MIST planning. This approach establishes a flexible framework that addresses a broad set of common access and function-based needs irrespective of specific diagnosis,
MOU - Memorandums of Understanding NGO - Non-Governmental Organization NIMS- National Incident Management Systems NOD - National Organization on Disability NRF - National Response Framework OEM - Oklahoma Department of Emergency Management OK-MRC - Oklahoma Medical Reserve Corps OSDH - Oklahoma State Department of Health PETS Act - Pets Evacuation and Transportation Act PTSD- Post Traumatic Stress Disorder
Data Conversion Specifications Source Source Data Element Target Target Data Element Conversion Rules Notes <Source location> <Source Data Element Identifier > <Target location> <Target Data Element Identifier> <Describe rules for Data conversion> <Additional notes> References <List all references to external material used as background information or knowledge for the FSD. Examples may include a compliancy website, Stanford website, etc> Open Issues Issue ID Issue Raised By Raised On Solution/ Decision Resolved By Resolved On Status Appendix
Left Back Physical development assessment by indexes method. Indexes The formula of account Average date Inspections date Weight-height (index Ketle) Weight (kg) Height (m²) 20-24,9 Height-weight (index Brugsha) Height (sm) -100 = Weight (if height is 155 - 165 sm) Height (sm) -105 = Weight (if height is 166 - 175 sm) Height (sm) -110 = Weight (if height is 176 - 185 sm) Vital index VCL (ml) Weight (kg) M=65-70ml\kg F=55-60ml\kg Index of somatotype proportion Growth standing - Growth sitting Growth sitting *100% 87-92 % Power indexes Right manus (kg)*100% Weight (kg) M=65-80 % F=35-50 % Back (kg)*100% Weight (kg) M=200-220% F=135-150% Conclusion: 1. Daily physical activity 2. Somatotype
Section B Additional Comments on Abilities and/or Restrictions From the date of this assessment, the above will apply for approximately: Have you discussed return to work with your patient? 1 – 2 Days 3 – 7 Days 8 – 14 Days 14 + days Yes No Recommendations for work hours and start date: Regular full-time hours Modified hours Graduated hours Start Date: d d m m y y y y Section C Date of Next Appointment Recommended date of next appointment to review Abilities and/or Restrictions ► d d m m y y y y Treatment Plan: Estimated date for return to regular job duties: Thank you for your assistance in attending to our employee. Health Care Practitioner’s Signature Date: Health Care Practitioner’s Name (Please Print) Health Care Practitioner’s Address and Contact Information (Stamp if available)
Rubric A (20 points) B (16 points) C (12 points) D (8 points) Clarity and Accuracy of information Information is -Accurate -Clearly written enough to read from across the room -Most information is accurate -1 or 2 pieces of missing information -Writing is not quite large enough -Lots of inaccurate or missing information in written sections -Work is not large or clear enough -Whole sections are missing -Work is sloppy, messy, difficult to read Clarity and Accuracy of drawings Drawings are -Clearly written -Large enough to read from across the room -Most drawings are accurate -1 or 2 missing aspects -Drawings are not quite large enough -Completely inaccurate drawings -Missing information in drawings -Missing func. group structure and/or example molecules -Work is not large or clear enough -No drawings are included -Work is sloppy, messy, difficult to read
Frequency of physical job demands (average % of shift) Demands Not present Rare (0-7%) Occasional (8-33%) Frequent (34-66%) Constant (67-100%) Demands Not present Rare (0-7%) Occasional (8-33%) Frequent (34-66%) Constant (67-100%) Sitting Reaching Standing – static Handling Standing – dynamic Pushing Walking – flat terrain Pulling Walking – slippery/gravel terrain Lifting Climbing – step stools/ladders Carrying Climbing – stairs Balancing – above ground Stooping Fine motor Kneeling Control operation Crouching – one off Arm – hand steadiness Crawling Driving Auditory function Visual function Loads lifted and carried Not present Rare (0-7%) Occasional (8-33%) Frequent (34-66%) Constant (67-100%) 0-5kg Between floor and waist height. 6-10kg 11-15kg Between floor and shoulder height 16-20kg 21-25kg Tools/equipment handled Students’ chairs and desks – up to approximately 3kg and 8kg respectively. Computers and data projectors – for use during information technology-based learning activities with students and administrative tasks. Pens/pencils/chalk/whiteboard markers and books. Phone and email – planning and liaison with internal staff, external persons/parties and parents. Training materials e.g. data projector, white board markers.
How Well Do You Sleep? How Long Do You Sleep? Daily Stress Level (Please Rate) High Moderately High Average None Daily Energy Level (Please Rate) Excellent Good Fair Poor Do You Exercise? What Type? How Often Per Week? For How Long? How Important is Religion/Spirituality to You and Your Family’s Life? Extremely Important Somewhat Important Not At All Important Do You Drink Alcohol? How Much Per Week? Do you Flush with Alcohol Intake? Do You Use Recreational Drugs? How Much Per Week? Do You Smoke? How Much Per Day? For How Many Years? Where have you lived and traveled? Previous Surgery and Dates: Appendectomy Date: ( / / ) Hysterectomy Date: ( / / ) Tonsils/Adenoids Date: ( / / ) Breast biopsy Date: ( / / ) Back surgery Date: ( / / ) Knee surgery Date: ( / / ) Oral surgery Date: ( / / ) Cesarean Section Date: ( / / ) Tubal Ligation/Vasectomy Date: ( / / ) Other: Date: ( / / ) Other: Date: ( / / ) Other: Date: ( / / ) Previous Injuries and Dates: Head Injury Date: ( / / ) Neck injury Date: ( / / ) Back injury Date: ( / / ) Bones Broken Date: ( / / ) Previous Car or Tramatic Injury: Head Injury: Neck injury: Back injury: Bones Broken: Have You Been Diagnosed With: Anemia Arthritis Asthma Bronchitis Cancer type: Diabetes Epilepsy Gallstones Gout Heart Attack Heart Failure Heart Valve Problems Hepatitis (Liver problem) High Blood Pressure High Cholesterol or Triglycerides Irritable Bowel or Colitis Kidney Stones Mononucleosis Plantar Fasciitis Pneumonia Rheumatic Fever Sleep Apnea Stroke Thyroid Problems Do You Have or Wear: Glasses Contact lenses Hearing Aid(s) Dentures Pacemaker Artificial knee(s) Artificial hip(s) Other: How Often Have You Taken Antibiotics? <5 times >5times Infancy/Childhood Teen Adult How Often Have You Taken a Course of Oral Steroids? <5 times >5times Infancy/Childhood Teen Adult NAME: DOB:
Sam Love Uniquely deploy cross-unit benefits with wireless testing procedures. Collaboratively build backward-compatible relationships whereas tactical paradigms. Best by www.resume2017.net SUMMARY Vivamus a mi. Morbineque. Aliquam erat volutpat. Integerultriceslobortis. Pellentesque habitant morbi tristique senectus et netus et malesuadafames. Proin semper, ante vitae sollicitudinposuere, metusquamiaculisnibh, vitae. EDUCATION Bachelor of Art from Orlando State University, 2002 – 2011 BFA in Communication Design from Yale Tech University, 2000 – 2004 SKILLS SOFTWARE Donec blandit feugiat, Donec hendrerit,Donec ut est in lectus, Etiam eget dui, Aliquam erat volutpat, Sed at lorem in nunc, Proin nec augue, Quisque aliquam. APPLICATIONS Tempor, Pellentesque habitant, Nunc ac magna, Maecenasodiodolor, Pellentesque cursus, Pellentesqueporttitor, Cras non magna, Vivamus a mi meque. EXPERIENCE Creative Bee senior designer 2011 – present Sed consectetur porttitor leo, et accumsan nibh pellentesque vitae. Vestibulum ante ipsum primis in faucibus orci luctus et ultrices posuere cubilia Curae; Donec fringilla erat imperdiet Gravity Designs assistant designer 2005 – 2011 Proin eu tincidunt sapien. Quisque semper, diam in molestie commodo. Sadipiscing accumsan enim. Fusce at condimentum dolor. Cras scelerisque scelerisque ante eu Blue Bee Art art director assistant 1998 – 1999 Sed suscipit ante in arcu egestas convallis. Etiam fermentum tellus sit amet. Stristique ultrices. Nulla id auctor arcu. Nullam ante sem, euismod non tellus vel, blandit gravida dui. Sed sodales dignissim nisl,
FUNCTIONAL SKILLS SUMMARY FOR STUDENTS WITH HEARING LOSS Student: Grade: School: Date: This form assists professionals and school teams in considering the communication access and other needs of a student with hearing loss. These measures relate to communication access or communication interaction issues for which students are most vulnerable. Reviewing the results of measures in these areas will assist the school team in determining if unmet needs in educational performance, including skill development, self-advocacy, and access accommodations that require classroom intervention, special instruction, or specialized support services are evident. ACCURATE REPETITION OF □ SENTENCES □ PHRASES □ SINGLE WORDS (no visual input) FUNCTIONAL LISTENING EVALUATION Poor < 80% Below Average 80-89% Average 90-95% Good 96-100% Soft speech (35 dB HL) in quiet Loud speech (50 dB HL) in quiet Soft speech (35 dB HL) at +5 S/N Loud speech (50 dB HL) at +5 S/N Soft speech with use of FM With visual cues Soft speech (35 dB HL) at +5 S/N IOWA MEDIAL CONSONANT TEST Precision Listening Poor < 50 / 58 Fair 50 – 54 / 58 Good 55-57 / 58 Excellent 58 / 58 100% expected with early use of well-fit amplification and early auditory skill development if loss is 25-70 dB HL Student LIFE – Listening Inventory For Education Student Appraisal Gr 3+ Record number per each rating to total 15 Always Difficult Mostly Difficult Sometimes Difficult Mostly Easy Always Easy Classroom Listening Situations (1-10) using FM system Classroom Listening (1-10) with HAs/CIs only (no FM) Additional Listening Situations (items 11-15) □ Preschool SIFTER age 3-5 Content Areas Screened At Risk Pass □ SIFTER elementary Fail Marginal Pass □ Secondary SIFTER (Pre)Academics SCREENING INSTRUMENT FOR TARGETING EDUCATIONAL RISK Attention Communication Class Participation School (Social) Behavior LISTENING COMPREHENSION Below Average < 85 Low Average 85 - 99 Good 100 - 114 Excellent 115+ The Listening Comprehension Test Ages □6-12 □12-18 Oral Passage Understanding Scale LANGUAGE ASSESSMENT INSTRUMENTS Percentile Rank Below Average <85 Low Average 85 - 99 Good 100 - 114 Excellent 115+ Comprehensive Assmt of Spoken Language Clinical Evaluation of Language Function V Test of Auditory Processing Skills 3 Test of Narrative Language - 2 Pragmatic Language Skills Inventory Pragmatic Language Observation Scale Social Language Development Test
Behind Closed Doors ASIN: B008PDV4HM ISBN-10: 1478316926 ISBN-13: 978-1478316923 Published: July 25, 2012 (AVAILABLE IN KINDLE & PAPERBACK) BEHIND CLOSED DOORS K.F. & VIEW BOOK TRAILERS AT BOOKS ARE AVAILABLE AT , AMAZON, BARNES & NOBLE, VARIOUS ONLINE RETAILERS AND SELECT LOCAL BOOKSTORES Liar's Ball: Behind Closed Doors 2 ASIN: B00MKNXFSE ISBN-10: 1500729345 ISBN-13: 978-1500729349 Published: August 5, 2014 (AVAILABLE IN KINDLE & PAPERBACK) LIAR’S BALL: 2 VIEW BOOK TRAILERS AT BOOKS ARE AVAILABLE AT , AMAZON, BARNES & NOBLE, VARIOUS ONLINE RETAILERS AND SELECT LOCAL BOOKSTORES When I'm Bad, I'm Better ASIN: B0181JH7RA ISBN-10: 1522863583 ISBN-13: 978-1522863588 AND IN WHAT AND IN UNSCRUPULOUS AND AUTHOR
Functional Skills Link into Learning Centres – Skills for Life Functional Skills in English and Maths (Free) ESoL and I.T courses (fee may apply). Centres at: Barncoose, Bodmin, Bude, Callington, Camelford, Falmouth, Hayle, Helston, Launceston, Liskeard, Looe, Newquay, Penryn, Penzance, Saltash, St Austell, St Dennis, St Ives, St Just, Torpoint, Truro Truro and Penwith College; Adult Education Offers a range of short, vocationally relevant taught programmes leading to valuable qualifications, enabling you to progress into further learning or employment. Courses including functional skills in English/Maths, I.T and ESoL Cornwall College Functional Skills; English, Maths and I.T. Courses available across all campuses. Cornwall Neighbourhoods for Change Question and Answers CIC ‘Step up to I.T’ courses in Redruth office. Tel: 01209 200583 CMT services Function skills in English and Maths Entry level 3 – level 2. Tel: 0845 057 5030. Centres available in Truro, St Austell, Penzance. Cornwall Marine Network Support to learn job search techniques, use a computer to make applications and build a CV. Please also refer to our Free Online Learning resource sheet -
Functional Training Programme Day 1 Exercise Sets Reps Notes Tabata Interval Squats 8 x 20 second bouts, with 10 seconds rest in between Complete once for 4 minutes Use Tabata Timer App Bench Press / Press Ups 2 8 – 12 (or max reps if doing press ups) Increase weight or reps by a small amount each session Explosive Bench Press 2 6. Control weight on way down. Explode up. Use 40% of weight used in previous exercise Swiss Ball Hip Extension & Leg Curl 2 15 Swiss Ball Pike or Knee Raises 2 15 Medicine Ball Wood Chops 2 20 Split Squats or Leg Press 2 12 Do NOT hyperextend knees Multidirectional Lunges 2 20 Day 2 Exercise Sets Reps Notes Chin Ups / or lat pull downs 2 10 Ensure control during descent to avoid injuring shoulders Medicine Ball Russian Twist 2 20 Engage core – shoulders back Stability Ball Plank to Press ups 2 12
Tabata Interval on Bike or Treadmill Sprints 8 x 20 second bouts, with 10 seconds rest in between Once for 4 minutes Swiss Ball Crunches 2 Max reps Swiss Ball Dorsal Raises / Back Extensions 2 Max reps Controlled reps. Do NOT hyperextend back Burpees 2 20 Hold 1kg dumbbells to increase intensity
Name (please print): _________________________________________________________________________________ Health Profession (please print): ________________________________________________________________________ Address: _______________________ Phone: _________________________ Fax: ___________________________ Signature: _______________________________________ Date: ___________________________________________ Once completed: please mail or fax to Human Resources, Trent University 1600 West Bank Drive, Peterborough Ontario, K9J 7B8 or Fax: (705) 748-1276. Thank you for assisting us to work with your patient, our employee.
equations of one variable Handout A handout explaining how to solve algebraic equations of one variable. Practical examples included. Maths.mq.edu.au Transpose formulae and equations PowerPoint Cards A power point and interactive cards to introduce the students to reversing calculations / formulas. The PPT demonstrates the basics of how to rearrange formulae and use reverse calculations to check answers. The cards with symbols can be used to physically rearrange the formula showing the moves of each symbol. Rajal Naik Solve inequalities of one variable Webpage Explains how to solve inequalities Mathisfun.com Solving simultaneous equations Webpage A webpage that uses examples to demonstrate how to solve simultaneous equations. Practice questions are included. BBC Exploring Project Maths – Books 1, 2 & 3 Books All areas of the course are included in these books. They contain many worked examples, classroom activities, practice questions and real life problems. Only some sections of the book are relevant to this programme, however the Author: Seamus McCabe Published by: CjFallon
On-line tuition On-line quiz with hints, and videos with complete lessons Khan Academy Decimals Place value On-line tuition Lesson on decimal place value including examples and interactive exercises Math.com On-line tuition Instructional videos on decimal place value Khan Academy Negative numbers Integers Pdf file Examples and exercises including addition, subtraction, multiplication and division. CIMT Instructional videos on negative numbers. John Cooper Geogebra Geogebra interactive file Project Maths Fractions On-line tuition Examples of fractions and exercises that can be checked online CIMT On-line revision Worked sample questions on fractions and exercises that can be checked online CIMT Pdf file Adding, subtracting, multiplying and dividing fractions. Worked examples and exercises including real-life questions. CIMT On-line tuition Worked examples and revision exercises on fractions that can be checked online CIMT On-line tuition Instructional videos: Introduction to fractions, recognizing fractions, identifying numerators and denominators Khan Academy On-line tuition Instructional videos on rational numbers including equivalent fractions and reducing fractions John Cooper
Functional Assessment Information gathered from: Predicted Behavior: What does the behavior look like? How often does the behavior occur? What is the intensity of the behavior? How long does it last? Before the Behavior What is happening before the behavior occurs? Setting Events: Triggers: What do the parents or people involved see?
Summary Statement: There is no identified distant setting event. When CW is participating in free play with peers, he will begin to invade others personal space by either touching or grabbing staff or students, have close proximity (closer than arms reach away), partake in sexual acts towards peers such as air humping, or caressing or rubbing others to gain attention from peers and staff and at times to escape activities or academic tasks. FAI Summary: (See Appendix A for the Functional Assessment Interview) I felt that I was very lucky because I got to interview multiple people in the school setting that work with CW on a daily basis. I was also able to interview some of the staff from the residential unit as well. At the school, I interviewed the special education teacher, the school social worker, the two teacher assistants, and a member of the Peace Crisis Team as well. At the residential unit, I was able to interview 2 of the staff on shift. I was able to receive information from multiple people’s point of view. This was extremely helpful, but at times, also made it very complicated because I had to pick and choose what the important information would be. Everyone has observed the behavior, but when determining the frequency, most of the people could not agree on a particular amount. That was when my A-B-C chart and my FAO came in handy. Since there was only one particular problem behavior “invading personal space” it made some of the questions on the interview not really relevant. I also noticed that when I was interviewing staff, we could not pinpoint any particular setting or time of day that would most likely initiate the problem behavior. When conversing with staff, we could not really think of anything that would set the student off. However, when the student is angry or set off, we
Element Description Source Element Status Source Element Location (Name) Target Element Status Target Element Location (Name) Element Properties Notes/Comments Record Type D Derived D INTERFACE (RECORD TYPE) 1 byte Record Type always = ‘U’ Account Operation D Derived D INTERFACE (ACCOUNT OPERATION) 1 byte Derived (see RMS Interface Logic algorithm) D = deposit C = close Social Security # E CC_PERSONAL_DIM (PERS_NATIONAL_ID) N INTERFACE (CAMPUS ID NUMBER) 19 bytes RDS LOOKUP by IX_NATIONAL_ID Loyola Identification E PPLE_T_PERSON (IX_NATIONAL_ID) N INTERFACE (PID NUMBER) 10 bytes Leading zero is truncated Requirements Test Plan Identify “high-level” procedures for unit and system testing. list the requirements to be tested. All test cases shall be derived using the current design specification. Requirement # Test Description Test Setup Expected Results Actual Results Successful? Y/N
Functional Properties of Food Overview Protein Pgs 83 – 92 Food Technology in Action Property Denaturation Coagulation Gelation Foaming Browning Definition Foods property is related to Carbohydrates Pgs 92 – 97 Food Technology in Action Property Gelatinising Dextrinising Caramelising Crystallising Definition Foods property is related to
There will be a single Ministerial/Cabinet area and a single legal services area to manage prosecutions and Crown advice. It is also proposed to draw together all internal audit, risk management and investigation resources (including safety) into the one area to ensure our expertise is shared more evenly and that a number of small disparate teams across the old structure are better supported. Same too with learning and development. Customer Experience Establishes the service culture for the Department and provides customer service operations and analysis through: Managing call-centre operations and retail outlets Ensuring the effective delivery of information to identified audiences Providing media communications and public relations services Providing a strategic and corporate communications function Delivering community engagement expertise and services for business and projects Managing and maintaining Departmental corporate policies and procedures Coordinates services for the Department to manage business relations and monitor business performance, including: Managing and coordinating Departmental responses to external bodies Coordinating whole of Department monitoring and reporting requirements Coordinating Freedom of Information requests Investment Services Provides a financial management framework and leadership of finance related functions including: Development of budget and future investment strategies Financial compliance and reporting, including liaising with the Department of Treasury and Finance Financial analytics and business case support Project and business financial support services Administration of grants Economic and Financial analysis Developing and managing a risk management framework Provides contractor management and procurement resourcing to business and projects Information Services Provides governance, planning and support for Departmental Information Technology (IT) needs including: IT investment coordination, resourcing needs and support requirements Developing and implementing business solutions Providing an agency-wide IT service desk Providing a records management function People and Performance Focussed upon maximising employee engagement and performance across the Department through: Provision of a human resource and employee relations function Ensure a sound framework for employee development towards workforce objectives Implement and monitor equal employment opportunity programs, including indigenous employment, employment of people with a disability and women in leadership Providing effective leadership of culture change processes within the Department Managing a framework for a safe working environment for employees and contractors Providing organisational development and change management practices
FUNCTIONAL/TECHNICAL SPECIFICATION (Insert RICEFW Object Type Here, e.g. Workflow) RICEFW #: Enter RICEFW Object Name Review and Approve: Functional Specification Review – Functional Lead Date Functional Specification Review – Manager Date Technical Specification Review – Developer Date
Type of Program (Report, Interface, Dialog Program) Transaction code Transaction Description Program Name Screen Number What SAP transaction(s) do this involve? Menu path for transaction(s) Provide Selection - options & Parameters (if applicable) Selection Option(s) Description Field Name Default (Mandatory, Value, etc.) Screen validations/ Screen flow logic Output layout Class Information Class Details (Interface Framework) Class Name Super Class Name Global Attributes Attribute Name Type/Visibility Default Value Methods Method Name Description Method Parameters (Name/Type/Visibility) Flow Logic: Flow Logic:
Name: Period: Date: S.A.T. Prep - Functions 1. A company’s profit, P, in dollars, for producing x machines in one day is given by . If the company produces 10 machines in one day, then, according to this formula, what is the profit for that day? 2. The graphs of the functions f and g in the interval from to are shown above. Which of the following could express g in terms of f? 3. What equation expresses y in terms of x for each of the four pairs of values shown in the table above? 4. The price of a certain item was $10 in 1990 and it has gone up by $2 per year since 1990. If this trend continues, in what year will the price be $100? 5. 6, 10, 18, 34, 66 The first number in the list above is 6. Which of the following gives a rule for finding each successive number in the list? Add 4 to the preceding number. Take ½ of the preceding number and then add 7 to that result. Double the preceding number and then subtract 2 from that result. Subtract 2 from the preceding number and then double that result. Triple the preceding number and then subtract 8 from that results 6. Let the function f be defined by , where a is a constant. If , what is the value of a?
12. The graphs of the functions f and g are lines, as shown above. What is the value of ? 13. According to the graph above, when the wind velocity is 70 miles per hour, which of the following is closest to the pressure, in pounds per square foot? 13.5 14.0 15.0 16.0 16.5 14. The projected sales volume of a video game cartridge is given by the function , where s is the number of cartridges sold, in thousands; p is the price per cartridge, in dollars; and a is a constant. If according to the projections, 100,000 cartridges are sold at $10 per cartridge, how many cartridges will be sold at $20 per cartridge? 15. Which of the following equations is satisfied by the five pairs of numbers listed in the table above? 16. If the function f is defined by , then 17.
Based on the portions of the graphs of the functions f and g shown above, what are all values of x between -6 and 6 for which g(x) > f(x)? -6 < x < -3 only -3 < x < 0 only 0 < x < 3 only 3 < x < 6 only -6 < x < -3 and 0 < x < 3 18. The table above shows the total number of copies of Book B that were sold by the end of each of the first 5 weeks of its publication. How many copies of the book were sold during the 3rd week of its publication? 19. Which of the following is the graph of a function f such that f(x) = 0 for exactly two values of x between -5 and 5? D. E. C.
{(-2, 3), (-1, 3), (0, 3), (1, 3)} Domain Range Function? Relation Domain Range Function? Relation Domain Range Function ? Part 3—Make two columns on your poster. Label one “Function” and the other “Not a Function.” Then, cut out graphs below and paste in the appropriate column.
Relations and Functions – Class Work Name _________________________________ Is the relation a function? Relations and Functions – Home Work Is the relation a function? Spiral Review Simplify each of the following
iii) Graph f(x) and f-1(x) on the same graph. iv) Describe the domain and range for f -1(x). Spiral Review 145. Find: f ◦ g 146. Factor: 147. Simplify 148. Graph: If g(x) = x2 + 2 16x2 –25y2 (-2x3y2)4 and f(x) = (x – 1)2 Inverse Functions Homework (2 pages) i) Given f(x), find f-1(x) ii) Algebraically show that f(f-1(x)) = f-1(f(x)) = x. iii) Graph f(x) and f-1(x) on the same graph. iv) Describe the domain and range for f -1(x). i) Given f(x), find f-1(x)
iv) Describe the domain and range for f -1(x). Relations and Functions Classwork Function Not a Function Function Function Function Not a Function Not a Function Not a Function Function Function Function Function Not a Function Relations and Function Homework Function Function Function Function Not a Function Not a Function Function Not a Function Not a Function Function Not a Function Function Function Evaluating Functions Class Work Evaluating Functions Class Work Interval and Inequality Notation Classwork or Interval and Inequality Notation Homework or Spiral Review Discrete vs. Continuous Classwork Discrete Discrete Discrete Discrete Discrete Discrete Discrete Discrete Discrete Discrete
Continuous Continuous Continuous All Real Numbers Discrete vs. Continuous Homework Discrete Discrete Discrete Discrete Discrete Discrete Discrete Discrete Discrete Discrete Continuous Continuous Continuous All Real Numbers Domain And Range Classwork Domain And Range Classwork (4x-9)(4x+9) a) b) 26 128. a) b) 2 129. a) b) 130. a) b) 0 131. a) b) 9 132. a) 2x - 10 b) 10 133. a) b) -3 134. a) b) 135. a) b) 136. a) b) 4 137. 138. 139. 140. iii) iv) The domain and range are both the set of all real numbers. iii) iv) = iii) , dashed line is f-1, dotted line is f. iv) iii) , dashed line is f.
In Questions 11 – 13, consider the following graph. 11. The rate of change from x= 4 to x= 8 is A. 3 B. .75 C. 0 D. -3 12. The greatest rate of change is between A. x= -7 and x= -6 B. x= -1 and x= 3 C. x= 1 and x= 2 D. x= 8 and x= 9 13. The rate of change from x= -5 to x= -4 is the same as the rate of change from A. x= -6 to x= -5 B. x= -3 to x= -2 C. x= 6 to x= 7 D. x= 3 to x= 5 14. In the table, the rate of change between x= 4 and x= 6 is A. 2 B. 1 C. .5 D. -1 15. A rancher has 10,000’ of fence and wants to use it to make a pen with the maximum area. A barn 40’ by 100’ is to be used as a corner of the pen. Which equation could be used to solve this problem? A. A = 5000x – x2 B. A = 5070x – x2 C. A = 5140x – x2 D. A = 10,000x – x2 In Questions 16 – 18, refer to the graph. 16. There is a local max at A. -6 B. -3 C. -1 D. 1 17. In terms of concavity, the point at x = a is A. concave up B. concave down C. a point of inflection D. none of the above 18. The rate of change is positive on the interval A. (-4 , -1.5) B. (-2, 1) C. (-1, 3) D. (1, 3)
16 1 |a-4| 6b+4 1 4 9 1 50 .5 6 9 1 27 |2a-3| (2b-1)2 = 4b2-4b+1 8x^2 +26x -36 35x^2 +12x -36 2x^3 +8x^2 -32x +16 93.070608cm .7299cm/mo .81882cm/mo .801cm/mo between mo 24.5 and 25.5 300 hPa 27,000ft –1hPa/100ft -1hPa/4000ft between –1hPa/200ft and -1hPa/4000ft (x+1)(3x-5) (x+3)(5x+4) (x+7)(7x+4) 91.77421cm .80797cm/mo .84352cm/mo .88654cm/mo between mo 24.5 and 25.5 6 -1 0 Ex: nothing happened during that time between 2 and 6 (x-7)(4x-7) (2x+7)(3x-7) (5x+1)(3x-6) 21.54” by 21.54” by 21.55” 37 1/2’ by 50’ 52.514in3 P= 12/3 inch squares 27.14” by 27.14” by 27.15” 56.25’ by 75’ 67.604 in3 P= 1 inch squares (b,d) (- f & j b, h, &k none b ( ( g, i, and k (1,4)(5,9) 520 and 530 concave down -30 points/week between w=4 and w=5 e k none (c,f) c and f from w=1 to w=5 80 and 120 concave up 40 points/week from w=1 to w=2 even, neg odd, neg odd, pos odd even neither even neither odd even neither 16b 4p 4xy odd, neg even, pos odd, pos neither even even neither odd odd even odd
Discussion “sticks to the data” as opposed to a reflection on the process HYPOTHESIS OF FUNCTION 0-1 2-3 4-5 Hypothesis is written with ANY non-observable terms/explanatory fictions Does not in any way reflect the data collected or the summary No hypothesis of function is put forth Hypothesis is not justified Hypothesis reflects only 1 or 2 of the data methods used Hypothesis is not stated in one of the 4 functions Justification partially reflects summary and data collected Hypothesis is in observable terms and explanatory fictions Reflects the summary of the Indirect, Data Collection, and ABC Hypothesis is one or more of the following: 1) Escape, 2) Attention, 3) Materials 4) Sensory 2-3 sentence Justification for the hypothesis is provided Justification relates to the summary of assessments and the data collected Discussion “sticks to the data” as opposed to being a reflection on the process TOTAL POINTS: Comments/Questions:
Graphing the Inverse of a Function Defined by an Equation – by Calculator A graphing calculator may be used to graph the inverse of a function defined by an equation. The following instructions are an example of finding an inverse using a TI-83 or TI-84 series graphing calculator. Input the equation into Y1 and press GRAPH. Access the “draw inverse” command by pressing 2nd then PRGM. Scroll down to “DrawInv”, and press ENTER. To draw the inverse of the function in Y1, press VARS, scroll to “Y-Vars”, then to “Function”, and press ENTER ENTER. Press ENTER again. The graph of the inverse of the function is shown along with the original function. Note: To graph only the inverse of the function and not the original, clear the “Y=”, use “DrawInv” followed by the equation of the function, and press ENTER. To graph a series of inverses by this method, use the following sequence to clear the graph screen between each graph: ENTPress 2nd PRGM to “ClrDraw”, then press ENTER Example #6: Use the procedure to confirm that the graph of the inverse in Example #4a. The original graph has equation . Inverse of a Relation Some relations are functions and some are not. The inverse of a relation which is not a function can also be determined by the above methods (where appropriate). Example #7: Consider the relation whose graph is a circle, center (3,0), and radius 3. Describe how to use the graph of the relation to draw the graph of the inverse of the relation. Sketch the graphs of the relation and its inverse on the grid. Describe how to use the equation of the relation to determine the equation of the inverse of the relation.
Order of a Sentence: Subject/Verb/Indirect Object/Direct Object Functions of a Noun: Subject- Usually does the action John ran away from the monster. Nearing the yellow light, the driver sped up. Direct Object- follows the verb and receives the action of the verb ** ask yourself “who” or “what” John threw the ball. (threw what?) We helped him with his homework. (helped who?) Indirect Object- follows verb and is frequently a pronoun ** ask yourself “to whom” or “for whom” John gave me the money. (to whom?) Addison bought Alex a car. (for whom?) Predicate Nominative- follows a state of being verb and remains the subject John is a student. Addison will be an excellent surgeon. Object of a Preposition- the noun that follows the preposition He left after class. My best friend lives across the street. Appositive- follows the noun and renames the subject of the sentence My sister Rita lives in Virginia. The book I’m reading, The Scarlet Letter, is set in the U.S. Clause= Contains a subject and a verb Phrase= Does NOT contain BOTH a subject and verb
THE UNIVERSITY OF TOLEDO FOUNDATION FUND CONTROL SHEET Endowed Non-endowed (Min.$25,000) (Min. $2,500) FUND NAME INITIAL FUNDING FROM: College . Dept Program Detailed Purpose of Fund: may only be established for charitable purposes Donor Fund Contact e-mail Address City State Zip Authorized Signatures for Fund: (Please note you must have at least 2 authorized signers) Name: Title Signature Name: Title Signature Name: Title Signature Foundation Use Only Fund Number Entered in ONE Fund Group Entered in Agresso Use Code Budget Restrictions/ Spendable Restrictions UPMIFA Neg. Quasi UTF Approval Title Date
Project Budget: How much funding are you applying for? (maximum £3,300) We expect costs are minimised and you must not make any profit. Total Amount Requested: £ Budget Breakdown What will you spend the funding on? Your project costs must be clearly worked out. Will you be buying items, or hiring things, or paying someone to do something? Please provide a detailed breakdown of your project costs and what they will be spent on. Would this project or activity normally be funded by another funding stream or organisation? If yes, please state which funding stream or what organisation. Added Value: Are there additional elements of your project you can tell us about that do not have a cost attached to them, this may be things like linking with other projects that support families, improve other aspects of health and wellbeing, reducing food waste, supporting debt management etc.
Fact Sheets Attachment and Mental Health 70 Brain Development for Mental Health 72 Communicating with Children 74 Leadership for Early Childhood Mental Health and Wellbeing 76 Risk and Protective Factors 78 Trauma, Loss and Grief 80 Aboriginal and Torres Strait Islander Wellbeing 82 Refugee and Migrant Families 84 Children of Parents with a Mental Illness 86 Family Conflict and Separation 88 Abuse and Violence 90 Children with Additional Mental Health Needs 92 Supporting Additional Mental Health Needs 94 Support Agencies and Professionals 96 Discussing Mental Health Difficulties with Families 98 Helping a Person in Distress 100
New Rules for Closing Residential Transactions If a buyer of a residential listing applies for a mortgage loan on or after October 3rd, 2015, new federal regulations will apply to the loan transaction. Generally, these new regulations will apply to all transactions involving a new residential mortgage loan. Cash and commercial transactions, even if a residence is involved, are not affected. New Forms Replace GFE and HUD-1 Settlement Statement After October 3rd, 2015 buyers applying for a mortgage loan will receive a Loan Estimate from the lender instead of the current Good Faith Estimate (GFE). Buyers will generally receive the Loan Estimate three days after applying for their loan. The other new form, the Closing Disclosure, will include all of the information currently found on the HUD-1 settlement statement (HUD-1); it will also include an additional three pages of financial disclosures currently found on other forms. The traditional HUD-1 information will be found on pages two and three of the new five-page Closing Disclosure. However, the Closing Disclosure does not use the same familiar categories found on the HUD-1 and some costs are in a different area. For example, your real estate commission and any related charges for your services will be located in Section H labeled “Other” at the bottom of page two of the new form. Lender Will Prepare Closing Disclosure While the new rule allows a lender to authorize a settlement agent to prepare the new form, for a variety of reasons you should expect that the lender will prepare this new five-page form. This is a brand-new challenge for lenders because most of the information currently found on the HUD-1 is gathered by the settlement agent. For example, your commission, association assessments, home warranties, inspection fees, etc. Settlement agents will continue to be responsible for gathering this information and providing it to the lender. They will need to provide exact information about services and charges to the lender in a timely fashion. Therefore, you will need to communicate your information to the settlement agent much, much earlier than day of closing, perhaps two weeks before the scheduled closing date! Why? Read on.
less than $50,000 per annum) Due date: within 28 days after the end of each 6 month period exceed the variation in outputs allowed under clause of the Funding and Service Details. Information, Education and Training Services (Statewide) using the template attached to this Funding Schedule. Access Point Performance Framework using the template attached to this Funding Schedule. Acquittals - (not required if You receive less than $50,000 per annum) Reporting period: 6 monthly 1 Jul – 31 Dec 1 Jan – 30 Jun Due date: within 28 days after the end of each 6 month period Reporting period: annual Due date: in accordance with the lodgement period of Your incorporating legislation, or if not otherwise stated, within 6 months of the end of Your financial year You must submit Financial Acquittals – Periodic reports for the Funding received from Us under this Funding Schedule, which acquittal must: be in the form of a Special Purpose Financial Report*; apply the Australian Statements of Accounting Concepts and Australian Accounting Standards in the same manner to that used to satisfy the requirements for annual financial reporting; and include: statement of profit and loss; statement of asset and liabilities; and directors’ statement/declaration. *Note: refer to Our sample Special Purpose Financial Report available on Our Website which is provided as a guide only. If Funding is provided for part of the reporting period, a Financial Acquittal - Periodic must still be submitted for the relevant part of that reporting period. For the Service Agreement, You, as an organisation, are considered by Us to be a 'Reporting Entity' as set out in the Statement of Accounting Concepts (SAC1), Definition of the Reporting Entity prepared by the Public Sector Accounting Standards Board of the Australian Accounting Research Foundation and by the Accounting Standards Review Board. Financial Statements Requirement 1 of 2 You must provide Us with an audited financial report of You, as a Reporting Entity, for each financial year*, which report is prepared at an organisation level and must be: in the form of either a General Purpose Financial Report or a Special Purpose Financial Report (see below), as determined to be appropriate for You; and prepared in accordance with the Australian Statements of Accounting Concepts and Australian Accounting Standards. *Note: If the Service Agreement includes more than one Funding Schedule or You have more than one
SALES SUPPORT Graham Book Julie Male Alison Sheppard Mandy White 01761 409405 01761 409593 01761 409611 01761 409221 01761 409467 01761 409623 01761 409624 CONTRACT MANAGEMENT TEAM Kevin Dando Graham Freestone Steve Hares 01761 409465 01761 409616 01761 409217 01761 409586 01761 409622 ACCOUNT MANAGEMENT TEAM Nathan Douglas Tom Lamb Kelly Book Matt Drew Jane Padfield Kersty Button Dan Tamblyn Victoria Perry 01761 409242 01761 409253 01761 409291 01761 409243 01761 409606 01761 409246 01761 409627 01761 409286 01761 409207 victoria.perry@integrity-print.com
LABELS ACCOUNT MANAGEMENT TEAM Martin Clissold Mike Butcher Shaun Robinson Julie Hodge Paul Bridges Lewis Hand 01761 409266 01761 409583 01761 409224 01761 409594 01761 409483 01761 409584 PRE PRESS Admin 01761 409235 Artwork 01761 409273
106. Gi Gi's Dance Studio provided $150 of dance instruction and rented out its dance studio to the same client for another $100. The client paid immediately. Identify the general journal entry below that Gi Gi's will make to record the transaction.
98. J. Brown Consulting paid $2,500 cash for a 5-month insurance policy which begins on December 1. Given the choices below, determine the general journal entry that J. Brown Consulting will make to record this transaction. AACSB: Analytic AICPA: BB Industry AICPA: FN Measurement Blooms: Apply Difficulty: 2 Medium Learning Objective: 02-A1 Analyze the impact of transactions on accounts and financial statements. Learning Objective: 02-P1 Record transactions in a journal and post entries to a ledger. Topic: Analyzing Transactions Topic: Journal Entries
As part of the focus on managing feelings and behaviour: We ensure that children understand their own and others’ behaviour and its consequences, and learn to distinguish right from wrong as supported by our ‘Image of the child’ -’ I am exploring my emotions and learning about other people’. With the support of our ‘Supporting Positive Relationships and Behaviour’ policy and our photographic code, we ensure children are ‘seen as role models and good citizens and use opportunities to reinforce positive behaviour within school’. We negotiate rules and the codes of behaviour with the children, for example, in Class 2, children help to develop a ‘promise’ for the behaviour they would like to see happening in their environment. In Class 3, as the children mature they help to create three ‘promises’ where they consider their Nursery as a learning community and discuss and negotiate ideals of a safe and caring learning environment. Individual liberty: freedom for all As part of the focus on self-confidence and self-awareness and people and communities as cited in Personal Social and Emotional Development and Understanding the World: Children should develop a positive sense of themselves. We provide opportunities for children to develop their self-knowledge, and increase their confidence in their own abilities through our ethos in valuing the Characteristics of Effective Learning - Playing and Exploring, Active Learning and Creating and Thinking Critically’. We support children to develop a positive sense of self through our ‘Image of the Child’ - ‘I feel secure because I believe I can’ The children are encouraged to be individuals, challenge their learning, take risks and develop confidence in their own abilities, for example through exploring our outdoor space, mixing colours and making potions, testing their ideas and asking questions to find out more. We encourage children to envisage themselves as a community of learners and as a citizen of their local environment. We allow children to explore the language of feelings and responsibility, reflect on their differences and understand we are free to have different opinions through their Fascination groups. Mutual respect and tolerance As part of the focus on People and Communities, Managing Feelings and Behaviour and Making Relationships as cited in Personal Social and Emotional Development and Understanding the World: We work to create an ethos of inclusivity and
14. PLANNING APPLICATION FOR CONSIDERATION The following planning application was recommended for approval: H14-0925-16 – 42 Milestone Lane – Single storey extension H14-0855-16 – Bervor Close – Proposed signage H14-0928-16 – Pumping Solutions Ltd., Glenside South – Demolish warehouse/ build new office H14-0890-16 – Greencore, Wardentree Lane – External air lock building H14-0760-16 – Holmelea, Dozens Bank – Triple garage and access drive H14-0798-16 – Between 28-54 Six House Bank – Single dwelling H14-0958-16 – 82 Church Street – Change of use to Veterinary Clinic The following planning application, it was agreed, would require more time to consider as it had only been received by the clerk on the day of the meeting. Councillors to send their comments through to clerk direct. H14-0956-16 – Spalding Road – Residential development