zilongwang/ReadingBank huggingface dataset:
Invasion: Middle School Paired Passage Extended Writing Mini-Unit Man and the natural world have often been on a collision. As man continues to invade on the habitats of other creatures and plants, many animals, insects, and plants have either been totally destroyed or forced to change their natural environments. The changes on ecosystems often have deadly consequences. Below are two informational writings that examine what happens when man forces creatures out of one habitat into another or when people have different views on the topic. Read both selections paying close attention to how each writer feels about what happens when creatures are forced to change their habitats. Pay close attention to the words that the writer uses, the evidence and supporting details that prove a point, and the structure of the texts. As you read, think about what ideas, facts, or details from the text you might use to explain the viewpoints. You will read two texts. Afterwards, you will answer three selected response questions and one short construction response question. These questions are to help you think about what you have read. Finally, you will be asked to compose one extended writing about what you have read. These are the titles of the texts: Invasion” “Home on the Range” READ the PASSAGES. Three Selected Response Questions 1. What is the purpose of the article, “Alien Invasion”? To point out that invasive species come from many different countries To argue that invasive species are a serious problem that must be solved To describe the damage that invasive species cause in Australia To suggest that invasive species can be stopped only with the government’s help 2. What is the purpose of “Home on the To inform people about two opposing views To convince people to take a particular point of view To describe recent scientific discoveries To challenge a common belief 3. Which statement below best describes the relationship between the central messages of both texts? A. The main idea of both texts is that all species cause devastating problems when they are relocated into other areas. B. Both authors believe that the solution is simple when faced with endangered species or relocation of species. C. Both authors offer specific examples to present the information. D. Though one author offers a balanced view and one does not, both authors understand that the problem with invasive species or endangered species potentially brings negative consequences.
Needs Improvement Satisfactory Good Outstanding Cannot perform the proper physical motions needed to coordinate throwing ball and knocking over opponent’s Alien. Unable to block ball to defend territory. Does not leave personal territory to advance objective of game. Displays uninterested attitude. Has some ability to perform the proper physical motions needed to coordinate throwing the ball and knocking over Aliens. Can step from side to side in order to block the ball and defend territory about half of the time. Shows some initiative to play as a team beyond guarding one’s own hoop (personal territory). Shows some interest in game with a mostly positive attitude. Has the ability to perform the proper physical motions needed to coordinate throwing the ball and knocking over Aliens. Can step from side to side in order to block the ball and defend territory most of the time. Has an understanding of strategy and technique of the game. Shows some interest in the game. Has the ability to perform the proper physical motions needed to coordinate throwing the ball and knocking over Aliens. Can step from side to side in order to block the ball and defend territory most of the time. Very positive attitude. Willing to help others with strategy and technique.
Common Name: Scientific Name: Origin: Year it was ID: How Did It Get to the US: Where It Was First Introduced: How It Affects the Environment/Economy: Species Negatively Affected by It: How It Outcompetes/ Affects Native Species: How It Spreads/Breeds: Interesting Facts: Solution for Dealing With the Species:
Additionally, if a contract is executed as a result of this RFQ, the MDMR and Independent Contractor will execute MDEQ’s Request to Subcontract is attached hereto as Attachment F and incorporated herein by reference. Equal Opportunity Statement MDMR will select the respondent for these services without regard to political affiliation, race, color, handicap, genetic information, religion, national origin, sex, religious creed, age, or disability. Attachments The attachments to this RFQ are made a part of this RFQ as if copied herein in words and figures and include: Attachment A – SOQ Cover Sheet Attachment B – Sealed Pricing Offer Attachment C – Map of Coastal Preserves Areas Attachment D – Contract Clauses Attachment E – Clauses Required by MDEQ Sub-Grant No. 15-00082 Attachment F – MDEQ Request to Subcontract ATTACHMENT A SOQ Cover Sheet Please complete and sign this sheet to include with your SOQ. You may use supplemental pages, if necessary. Vendor’s Name:
Japanese Stiltgrass Microstegium vimineum Japanese stiltgrass is an annual grass with slender stalks that produce tiny flowers in late summer. Japanese stiltgrass may impact other plants by changing soil chemistry and shading other plants. Japanese Barberry Berberis thunbergii Japanese barberry is a spiny shrub that grows 2 - 8 feet high. It raises the pH of the soil and replaces native species. This plant spreads by seeds and by roots growing from branches touching the ground. Mullein Verbascum sp.
Speed Dating Rubric CATEGORY 4 (Advanced) 3 (Proficient) 2 (Partially Proficient) 1 (Unsatisfactory) Research Student researched the subject and integrated 5 or more "tidbits" from their research into their dating profile. Student researched the subject and integrated 4 "tidbits" from their research into their dating profile. Group researched the subject and integrated 2-3 "tidbits" from their research into their newscast. Either no research was done or it was not clear that the student used it in the dating profile. Accuracy of Facts All supportive facts are reported accurately. Almost all facts are reported accurately. Few facts are reported accurately. No facts are reported accurately OR no facts were reported. Point of View - Purpose establishes a purpose at the beginning and maintains that focus throughout! Cohesive presentation. Establishes a purpose at the beginning, but occasionally wanders from that The purpose is somewhat clear but many aspects of the dating profile seem only slightly related. It was difficult to figure out the position of the dater. Speaks clearly Speaks clearly and distinctly all of the time and mispronounces no words. Speaks clearly and distinctly all of the time but Speaks clearly and distinctly most of the time and mispronounces no words. Does NOT speak clearly and distinctly most of the time AND/OR
INVASIVE PROCEDURE SAFETY CHECKLIST: Bronchoscopy BEFORE THE PROCEDURE Patient identity checked as correct? Yes No Appropriate consent completed? Yes No Is suitable equipment available? (Difficult airway trolley/bronchoscope) Yes No Is appropriate monitoring available? (including EtCO2) Yes No Are there any contraindications to performing the procedure? (High FiO2, PEEP, anatomical, vascular, coagulopathy) Yes No Medicines and coagulation checked? Yes No Any known drug allergies? Yes No Is feed stopped and NG aspirated? Yes No Are spinal precautions required? Yes No Are there any concerns about this procedure for the patient? Yes No Names and registering body numbers of clinicians responsible for the procedure 1. 2. 3. TIME OUT Verbal confirmation between team members before start of procedure Is patient on adequate ventilator settings and 100% FiO2? Yes No Is patient adequately sedated and paralysed? Yes No Is position optimal? Yes No All team members identified and roles assigned? Yes No Any concerns about procedure? Yes No If you had any concerns about the procedure, how were these mitigated? Procedure date: Time: Operator: Observer: Assistant: Level of supervision: SpR Consultant Equipment & trolley prepared: SIGN OUT Any equipment issues? Yes No Capnography in situ? Yes No Ventilator settings reviewed post procedure? Yes No Is a chest X-ray required? Yes No Sedation reviewed? Yes No Post procedure hand over given to nursing staff? Yes No Signature of responsible clinician completing the form
INVASIVE PROCEDURE SAFETY CHECKLIST: Chest Drain BEFORE THE PROCEDURE Indication e.g. Pneumothorax, Pleural Effusion… Patient identity checked as correct? Yes No Does the procedure need to be performed ASAP? Yes No Appropriate consent completed? Yes No Is suitable drain and equipment available? (including ultrasound guidance) Yes No Confirm site of clinical abnormality Yes No Correlates clinical signs with CXR? Yes No Medicines and coagulation checked? Yes No Any drug allergies Known? Yes No Safe site of drain insertion identified? Yes No Are there any concerns about this procedure for the patient? Yes No Names and registering body numbers of clinicians responsible for the procedure 1. 2. 3. TIME OUT Verbal confirmation between team members before start of procedure Is patient on adequate ventilator settings and 100% FiO2? Yes No Is patient adequately sedated and paralysed? Yes No Is position optimal? Yes No All team members identified and roles assigned? Yes No Any concerns procedure? Yes No If you had any concerns about the procedure, how were these mitigated? Procedure date: Time: Operator: Observer: Assistant: Level of supervision: SpR Consultant Equipment & trolley prepared: SIGN OUT Sutures, tubing and dressing secured? Yes No Patient advised about care and not elevating drain above the chest? Yes No Analgesia prescribed? Yes No In effusion, confirm no more than 500ml is drained in the first 1 hour or no more than 1500mls in the first 24 hours? Yes No Request X-ray to confirm position? Yes No Verbal handover to Nurse responsible for patient? Yes No Signature of responsible clinician completing the form
INVASIVE PROCEDURE SAFETY CHECKLIST: ITU Intubation BEFORE THE PROCEDURE PREPARATION Have all members of the team introduced themselves? Yes No Is patient position optimised? Yes No Are spinal precautions required? Yes No Pre-oxygenate: 100% FiO2 for 3 mins Yes No Are nasal cannulae for apnoeic ventilation needed? Yes No Is a Water’s circuit available and ready? Yes No Is cricoid pressure considered and NGT aspirated? Yes No Post intubation sedation ready? Yes No EQUIPMENT & DRUGS Is monitoring attached ? (ECG, SpO2, BP on regular cycling, Yes No Is suction ready? Yes No Is adequate venous access in place? Yes No Are working laryngoscope/s and bougie ready? Yes No Are endotracheal tube/s ready? Yes No Are oropharyngeal airways and iGels available? Yes No Is difficult airway trolley likely to be needed? Yes No Are drugs and vasopressors ready? Yes No Any drug allergies known? Yes No TEAM Is senior help needed? Yes No Is role allocation clear? (Intubator, drugs, assistant, cricoid, MILS) Yes No Is difficult airway anticipated? Yes No TIME OUT Verbal confirmation between team members before start of procedure Were difficult airway plans discussed? Yes No Is senior help needed? Yes No Is role allocation clear? (intubator, drugs, assistant, cricoid, MILS) Yes No Is difficult airway anticipated? Yes No Any concerns about procedure? Yes No If you had any concerns about the procedure, how were these mitigated? Procedure date: Time: Operator: Observer: Assistant: Level of supervision: SpR Consultant Equipment & trolley prepared: SIGN OUT Endotracheal position confirmed (EtCO2 trace)? Yes No Tube depth checked (B/L Air entry)? Yes No ETT secured and cuff pressure checked? Yes No Nasal O2 Removed? Yes No Appropriate ventilator settings confirmed? Yes No Analgesia and sedation started? Yes No ICP optimisation required? D/W Neurosurgeon? Yes No Chest X-Ray required? Yes No Hand over to nursing staff? Yes No Signature of responsible clinician completing the form
INVASIVE PROCEDURE SAFETY CHECKLIST: NG Tube Insertion BEFORE THE PROCEDURE Patient identity checked as correct? Yes No Appropriate consent completed? Yes No NEX measurement ( cms) Yes No Are there any contraindications to performing the procedure? (Coagulopathy/base of skull#/ previous sphenoidal surgery) Yes No Are there any concerns about this procedure for the patient? Yes No and registering body numbers of clinicians responsible for the procedure 1. 2. 3. TIME OUT Verbal confirmation between team members before start of procedure Base of # ruled out if applicable? Yes No Is position optimal? Yes No All team members identified and roles assigned? Yes No Any concerns about procedure? Yes No If you had any concerns the procedure, how were these mitigated? Procedure date: Time: Operator: Observer: Assistant: Level of supervision: SpR Consultant Equipment & trolley prepared: SIGN OUT Any equipment issues? Yes No Is a chest X-ray required? Yes No Is aspirate below pH 5.5? Yes No Post procedure hand over given to nursing staff? Yes No Signature of responsible clinician completing the form
INVASIVE PROCEDURE SAFETY CHECKLIST: Tracheostomy BEFORE THE PROCEDURE Have all members of the team introduced themselves? Yes No Patient identity checked as correct? Yes No Appropriate consent completed? Yes No Is suitable tracheostomy and equipment available? (difficult airway trolley/bronchoscope) Yes No Is appropriate monitoring available? (including EtCO2) Yes No Are there any Contraindications to performing the procedure? (High FiO2, PEEP, anatomical, vascular, coagulopathy) Yes No Medicines and coagulation checked? Yes No Any Known drug allergies? Yes No Is feed stopped and NG aspirated? Yes No Are spinal precautions required? Yes No Are there any concerns about this procedure for the patient? Yes No Level of difficulty anticipated prior to the start of the procedure None anticipated Possibly difficult Difficulty anticipated Names and registering body numbers of clinicians responsible for the procedure 1. 2. 3. TIME OUT Verbal confirmation between team members before start of procedure Is patient on adequate ventilator settings and 100% FiO2? Yes No Is patient adequately sedated and paralysed? Yes No Is position optimal? Yes No Cuff tested as intact? All team members identified and roles assigned? Yes No Any concerns procedure? Yes No If you had any concerns about the procedure, how were these mitigated? Procedure date: Time: Operator: Observer: Assistant: Level of supervision: SpR Consultant Equipment & trolley prepared: SIGN OUT Tracheostomy position confirmed with Bronchoscope? Yes No Capnography in situ? Yes No Ventilator settings reviewed post procedure? Yes No Sedation reviewed? Yes No Post procedure hand over given to nursing staff? Yes No Signature of responsible clinician completing the form
Students will post three accurate species surveys to Vital Signs The days can be split into 2 or 3 days for hour-long classes. Day 1 – Introduction to Invasives Cane toads videos – Moodle (5 short videos on YouTube) Asian Carp Bowfishing – Moodle (YouTube) Snakehead fish – Moodle (Nat Geo on YouTube) Lurking in the Trees Video – CD Invasive Species ppt – Moodle Option of playing invasive species games Day 2 – Vital Signs Basics Investigable questions - Log in and check out site Invertebrate Mission(s ) - Look at map data - - Make predictions Species survey sheet Species identification cards Day 3 - Jobs Equipment use Skills stations Day 4 – Group investigation exemplar (choose a species nearby that can be easily done – could be indigenous) Chunk up survey sheet into group responsibilities (highlight section titles) Complete 1 survey sheet as a group (jig saw) Post data – Pay attention to peer review list Reflect on data quality - pictures, evidence, field notes (talk moves) Day 5 – Field Assign groups (2 or 3…maybe 4) Group protocol Practice species – could be an indigenous? data-upload Celebration of success and discuss issues
Windows Azure Customer Solution Case Study Windows Azure Platform AppFabric Enables Smart-Grid Energy Savings for Manufacturers Overview Country or Region: United States Industry: Manufacturing Customer Profile Invensys Operations Management is a leading provider of automation and information technologies, systems, software solutions, services, and consulting to global manufacturing and infrastructure industries. Based in Plano, Texas, Invensys has 9,000 employees. Business Situation The company required a scalable, secure way to enable two-way data exchange between electric utilities and their commercial customers to enable a approach to power distribution. Solution Invensys has created a smart-grid solution using the AppFabric Service Bus and AppFabric Access Control features of Windows Azure platform AppFabric. Benefits Optimization of energy use Interoperability with systems Efficient data delivery with Service Bus Faster development, lower costs Massive scalability “The Azure AppFabric Service Bus can provide a valuable vehicle for expediting the implementation of smart-grid technologies wherever needed.” David Hardin, Staff Engineer, Invensys Operations Management Invensys Operations Management, a leader in providing manufacturing execution systems to industry, needed a communications platform to provide real-time electricity pricing data from utilities that could be integrated with metering and automation systems on the factory floor. One barrier was the reluctance of utilities—and their customers—to allow direct Internet communication links to their IT systems. Invensys solved the problem by incorporating the Service Bus and Access Control features of Windows Azure platform AppFabric. AppFabric Service Bus provides a publish/subscribe platform, enabling two-way communication between utilities and customers, without requiring direct endpoint connections. The solution gives energy users real-time pricing information to guide scheduling of energy-intensive industrial processes and helps utilities reduce spikes in demand. grid grid
indefinite integral Integration is the inverse process of differentiation. Whereas there are definite rules for the of any function, there are no such rules for integration. that then F(x) called an indefinite integral because the value F(x) depends upon some arbitrary constant C. C is a constant Example The value of C can’t be determined from or alone. The value of an integral is unaffected by multiplication by a constant a is a constant The integral of a sum can be found by integrating each term separately
NGSS.Practice.6: Constructing explanations and designing solutions NCTM: Problem Solving: Solve problems that arise in mathematics and in other contexts. Problem Solving: Apply and adapt a variety of appropriate strategies to solve problems. Connections: Recognize and apply mathematics in contexts outside of mathematics Background Learner Background Enduring Understandings Essential Question(s) All students will have learned about previous steps in the process of inventing, including brainstorming, designing solutions, and creating models of selected solutions. All students will have continued work in their Inventor’s Logs with preliminary models of specific inventions. Invention is a necessary activity in every society and in every economy. Inventors continue to invent and re-invent to come up with better solutions. How do inventors evaluate and improve their and others’ inventions? Modifications Assessment Materials/Resources/ Technology You may use any commonly used material to use as a primer for brainstorming improvements. You may incorporate the SCAMPER activity into the lesson. For older students, have them review each other’s designs and provide constructive suggestions for improvement. Review the students’ drawings of their modifications of the ketchup packets with labeled parts and their explanation and reflection for evidence that they understand this part of the invention process. This lesson is not conducive to the use of a summative rubric due to the lack of objective and measurable evidence of understanding. Ketchup packets, paper towels, paper, writing utensils SCAMPER worksheet (optional), Invention Improvement worksheet, PowerPoint (handout and/or displayed), Modification data table
How did you come up with the idea for this invention? What types of people does this problem affect? How did you think up your solution to the problem? Where did you get the materials for the invention? Who helped you the invention and what did they help you do? Are there other materials that you could use that are better? Who has used your invention and what did they think about it? What changes you want to make to your invention? proud of what you have done You will use the problem-solving and communication skills you have gained here throughout your life and career. Congratulations on what you’ve done! Blank Page for additional information about what you’ve done This blank page is available for you to add anything to your Invention Log that will help explain what you did, how you did it and what the results were. This could be drawings, calculations, descriptions, test results, etc. Multiple copies of this page can be inserted anywhere you want in the Invention Log.
Transportation by land was hectic and took an enormous amount of time. Sumerians realized that transportation via sea be a lot easier and more convenient. The first boat was invented and used as transportation in rivers and needed to be navigated by humans. The sailboat was invented with a primitive design, ultimately helped the people with prosperous trade and commerce. It was initially used to cross the Tigris and Euphrates rivers for fishing and to explore other areas. The primitive sailboat was square in shape and the sail was made of cloth. The direction of the sailboat couldn’t be changed. If the wind didn’t blow in the direction they wanted to go, they had to wait for a change the wind’s direction in their favor. 8. The Plow: Humans learned to domesticate animals and use them in their daily life to make their tasks easier. In Mesopotamia, man first harnessed the ox and developed the first plow called ARD. The earliest plow was made of wooden material and was heavy. The major problem with the plow was that the dirt would stick on the plow and needed to be removed manually. It also did not work in dense grass. The invention of the plow in Mesopotamia helped the hunter-gatherer groups to stay in the same place and to depend on agriculture for food, rather than hunting. 7. Time: Mesopotamians developed the concept of time, dividing time units into 60 parts, which eventually lead to 60-second minutes, and 60-minute hours.
Inventor’s Box Rubric Name: _____________________________ Requirement Possible Points Points Earned Comments Your first and last name is on the project. 5=Complete name written neatly The project was turned in on time. Due 12/11/17 5=You brought your box in on Monday, 12/11 The project is done neatly and looks as though time and care was taken in completing it. 15=entire box covered neatly, 5=shoebox, but not covered or decorated Objects: You included 5-7 objects to represent your inventor. 5 points for each object included. 35 =7 items depicting inventor Facts: Write the name of the inventor, and at least 3-5 facts about him and what he invented. 5 points for name and each fact. 30=You write inventor’s name and at least 5 facts about him or his inventions. Writing Portion: On a separate sheet of paper write down why the inventor is important and how their inventions make your life better. 10= You explained the importance and showed evidence (4 pts). You used capitalization, punctuation, good penmanship (6 pts). Your Score is _______ out of 100.
Look in ALL cabinet, closets, desk, your car at home etc. and try to remember if you may have loaned it to another teacher. E-Mail all teachers at your school to see if they can help you locate it. If at this time you cannot find the equipment you will need to file a Police Report on the equipment. A copy of the Police Report must be sent to me at . Should you locate the equipment, email me so that I can add it back to your school inventory. Once again, please stress the accuracy of the Classroom Inventory List. Please report all inaccuracies to the principal/inventory contact person, and I will begin researching for those missing or improperly listed pieces. I am attaching the Inventory Scanning Schedule for next school year. A two day notice will be before I arrive at your school to scan. Inventory Scanning Schedule 2016-2017 August – December Elementary Elementary Upper Elementary High Elementary Middle Maurepas North Corbin Elementary North Corbin Junior Pine Ridge Levi Milton Elementary Walker Freshman Option III Elementary Westside Junior High Eastside Elementary Freshwater Elementary Northside Elementary January – May Live Oak Elementary Live Oak Elementary Live Oak High Live Oak Middle South Live Oak Elementary Denham Springs High Denham Springs Freshman Denham Springs Elementary Denham Springs Junior Southside Junior High Southside Elementary Lewis Vincent Elementary Seventh Ward Elementary Gray’s Creek Elementary South Fork Elementary Elementary Juban Parc Elementary
Inventory Master are lists of storeroom products associated with Storeroom Locations and are denoted by the prefix IV_. These lists are set up once Storeroom Locations are available, and are used by a Storeroom Manager to manage par levels. Inventory Master Lists are generally sorted and organized to match the layout of the products in the physical storerooms. An Inventory Master List can only be associated with one Storeroom Location, however one Storeroom Location can have many Inventory Master Lists. Typically hotels will have one Inventory Master List for each Storeroom for simplicity purposes. For example a Storeroom Manager may create the Food Storeroom Inventory Master List and associate it with the Food Storeroom Location. Any Outlets which have been set up as Storeroom Locations should also have a corresponding Inventory Master List consisting of all Beer, Wine, and Liquor products they need to take inventory on at the end of the reporting period. There are two ways to create Inventory Master Lists in BirchStreet: (a) create a new Inventory Master List on the Inventory Tab or (b) import a new Inventory Master List using a template called the Part Number Template. The benefit of creating an Inventory Master List using the Inventory Tab is that the Inventory Master List will be available immediately. From the Inventory Tab select the Create Master button Enter the Master Name, click the radio button next to Inventory and select the Storeroom Location then click OK. Note: To make the Inventory Master OG available to other users (Shared OG), make sure to precede the name with an asterisk (*). Click OK
By the end of 2015, Tier II human health and/or environment assessments for 2482 chemicals had been completed and published. Tier II assessments provide more comprehensive chemical safety information than Tier I assessments and include information on: use; existing national or international restrictions; a summary of chemical identity information; physico-chemical properties; environmental fate; relevant (eco) toxicological data risk characterisation; advice to the public and industry; and recommendations for risk management. The Tier II assessments were found to be a valuable source of information for a range of stakeholders. The content was found to be fit for purpose with some minor modifications suggested (refer What we heard: enhancing chemical safety information). What we heard: enhancing chemical safety information The transition process from Tier I to Tier II, and to Tier III, is well-rationalised and transparent (on the NICNAS website). It is important to be about the status of an assessment where the human health and environment components have progressed at different rates and one is available before the other. Assessments have been published where the environment component was pending – this makes the chemical’s status uncertain. The assessment outcome isn’t determined until both components are complete. The information on the NICNAS site is useful core information. Consideration could be given to providing some additional information and periodic review. (...) suggests that there are more structured updates on the specific assessment of chemicals. Tier I assessments [Provision of information on low concern chemicals is valuable], because it contributes to the knowledge available on chemicals more broadly and can assist in future management actions, especially if alternate data becomes available at a later date.
Physical Condition Financial Status or serial Item (make and model) Years of left Initial value Down Date or leased term in Loan rate Monthly costs Total cost Expected value at end of loan term Annual straight line Monthly straight line Current value 123 Make Model Main branch good local 5 $ $ 4 $ 634.06 $ 200.00 $ 834.06 $ $ 2,500.00 $ 208.33 $ $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ -
AIAN Physical Inventory Count Cover Sheet/Instructions Open the physical inventory template. Create file name for it. The format for the name is: FIRST NAME_LAST NAME_INVENTORY_2014, e.g. Lisa_Ren_Inventory_2014. Insert name and date form was completed. Complete the form. Include all textbooks, novels, teacher editions, unused workbooks and items with estimated new price of 200 rmb or more. Include items such as software, media, etc. Do not include any consumable items, i.e. pens, pencils, markers, paper, Write the location of the item. For most, the location will remain the same. If so, please copy and paste. The first three pages are for the textbooks. The last pages of the packet are for the other items to be inventoried. Save the completed inventory file. Email the completed file to appropriate department head by 3:00 p.m., Friday, May 30. Following email to secondary school head: middle school, high school, Chinese language, and physical education teachers. Following email to elementary school head: grades 4K-5, art and music teachers. Following email to ELL department head: ELL teachers. Following email to HOS: curriculum/coordinator; librarian; technology teacher, non-teaching staff Department heads review each submitted inventory; if need, send back to writer for adjustments, and email each file to by 3:00 p.m., Wednesday, June 11. AIAN Physical Inventory Sheet Form Inventory All Textbooks and items With Estimated New Price Greater Than 200 RMB Staff Completing Form Date Form Completed Description of Item Textbook Inventory Begin Here and Continue for 3 Pages Number of Item[s] Location of Item [Room Number or Description]
Name of Group Purpose/Primary Goals Agencies Involved Primary Contact(s) Statutory Authority 14 Project State Review Team Develops a coordination and implementation plan to assist districts in developing schools, improving school climate, increasing awareness of mental health issues, and creating a continuum of care for Florida’s students. APD, DCF, DOE (SEDNET)(VR)(SS), DOH, EOG, OEL Natalie Donald Kincaid- 15 Psychotropic Medication Process Workgroup Reviews, revises, and revamps the current policies and procedures around psychotropic medication consultations and documentation. GAL 16 State Advisory Committee for the Education of Exceptional Students Provides policy guidance with respect to the provision of exceptional education and related services for Florida’s children with disabilities. Operates under the auspices of the Bureau of Exceptional Education and Student Services, Florida Department of Education (BEESS/DOE). APD, DCF, Choice), DJJ(Education) Department of Corrections, DOH 17 State Agency Healthy Schools Interagency Collaborative Shares information, resources, and data among the partners related to school health promotion in the 8 areas of the CDC Coordinated School Health Model to maximize resources, reduce duplication, and increase partnerships. •Health Education •Physical Education •Health Services •Nutrition Services and Education •Counseling, Psychological and Social Services •Healthy School Environment •Health Promotion for Staff •Parent and Community Involvement DCF(ESS), DOE(Bureau of Standards and Instructional Support)(Bureau of Family and Community DOH(Bureau of Chronic Disease and Prevention and Healthiest Weight), Department of Agriculture and Consumer Services 18 Statewide Council on Human Trafficking Supports trafficking victims by enhancing care options available. Council duties include: •Develop recs for comp programs & services including recs for certification of safe houses & safe foster homes. •Make recommendations for apprehending and prosecuting traffickers and enhancing coordination of responses. •Hold annual statewide policy summit w/institution/higher learning. •Work with DCF to create and maintain an inventory of human trafficking programs and services our state. •Develop overall policy recommendations. Attorney General’s Office, AHCA, APD, DCF, DJJ, DOE, DOH 16.617 F.S.
Step Action Enter the PO number into the Purchase Order Field. In this example, enter 77000012245. Step Action Click the Find button. The Receiving Transactions window is displayed. In this window, you can view the details of a specific receiving transaction by each item line. Identify the items to be putaway by the item number in the Item column and click the line check box to select it. Click the Line Check Box option for item 30784. Select any additional items by clicking the line check box option. In this example, click the Line Check Box option for item 52892. Select any additional items by clicking the line check box option. In this example, click the Line Check Box option for item 29908. Select any additional items by clicking the line check box option. In this example, click the Line Check Box option for item 29908. Select any additional items by clicking the line check box option. In this example, click the Line Check Box option for item 52892. Select any additional items by clicking the line check box option. In this example, the Line Check Box option for item 30784. Step Action Scroll across to find the Subinventory column. Click the horizontal Scrollbar.
Day 4: Contingency to try:_____________________________________________________ Reinforcement to Earn: ______________________________________________________ Day 5: Contingency to try:_____________________________________________________ Reinforcement to Earn: ______________________________________________________ Social Autopsy (based on the work of Rick LaVoie, 2005) Here’s what was going on: Here’s what I did that caused a social error: Here’s what happened when I did that: Here’s what I should do to make things Here’s my plan for next time it happens:
Inverurie Academy Parent Council Minute of Meeting Wednesday 2nd September 7pm – Meeting Room Attendees - Jane Taylor, Samantha Tribe, Howie Stewart, Valerie Napier, Sam Grant, Shona Strachan, Elizabeth Watt, Fergus Boyle, Tracey Skene, Neil Skene, Councillor Bryan Stuart, Linda Evans (H/T) Pauline Fraser (DHT), Dawn Lynch (DHT), Katie Arthur (DHT) Apologies – Gordon Brebner, Judy White, Elaine Ball, Maureen Stansfield, Councillor Martin Kitts-Hayes Neil – interim Chair – welcomed everyone to the meeting. Approval of Minute - 12th May 2015 Proposed by Shona and Seconded by Sam. Matters Arising from Previous Minute Aberdeenshire Council is awaiting advice on European Funding for the new Academy SPTC Training – “Parent Council Essentials” was held in school on 23rd June Kellands Primary School Parent Council will be hosting SPTC training event - Parent Council Essentials 2 - date TBC Election of Office Bearers Neil volunteered to remain as Chair and Howie agreed to remain in the post of Treasurer. They were elected unopposed. As no-one wished to take on the role of Secretary permanently, it was agreed that this responsibility would be rotated at each meeting. Elizabeth agreed to take the Minute for this meeting. School Report Exam results – The statistical analysis of exam results has changed at a National level this year taking into account the principals of CfE and the new qualifications. The analysis includes factors such as positive post school destinations, it focusses on literacy and numeracy in particular, analysing attainment according to ability, and looking at deprivation factors (closing the gap). The report will be presented to the Parent Council in November when areas of concern and success will be discussed.
IV. PROJECT SCHEDULE 34. Complete the following schedule indicating the month(s) and year(s) in which the proposed investigation is scheduled. SCHEDULED BY YEAR AND MONTH YEAR 201_ YEAR 20__ YEAR 20__ TASK Jan Feb Mar Apr May Jun Jul Aug Sept Oct Nov Dec Jan Feb Mar Apr May Jun Jul Aug Sept Oct Nov Dec Jan Feb Mar Apr May Jun Jul Aug Sept Oct Nov Dec RAP completion date: ____________
2.a A topical issue which has had an impact on a particular career or work sector Learners should describe a topical which has had an impact on a particular career or work sector. The following assessment methods may be used to support the assessment of this standard: Written assignment/essay Professional discussion Report Written or pictorial information This list is not exhaustive and other appropriate assessment methods may be used. 2.b The perception of a particular career or work sector in the media Learners should describe the perception of a particular career or work sector in the media. 3 The learner will know about issues relating to standards or regulations in a career sector The learner must know: Assessment Requirements Evidence Location
3.a The role of a regulatory body associated with a particular career or work sector, e.g. a regulatory, standard-setting, or inspectorial body Learners should describe the role of a regulatory body associated with a particular career or work sector The following assessment methods may be used to support the assessment of this standard: Written assignment/essay Professional discussion Report Written or pictorial information This list is not exhaustive and other appropriate assessment methods may be used. 3.b An example of the impact of a regulatory body on practice in a particular career or work sector, e.g. a regulatory, or inspectorial body Learners should describe an example of the impact of a regulatory body on practice in a particular career or work sector Tutor Feedback (Strengths and Areas for Improvement):
Outcome Measure Mask 1 Mask 2 T 1 T 2 T 3 T 1 T2 T3 Interface Pressure Nose (mmHg) mean ± sted.dev. 84 ±39 132 ±63 158 ±54 94 ±49 102 ±52 121 ±55 Interface Pressure Right cheek (mmHg) mean ± sted.dev. 32 ±18 42 ±21 54 ±24 39 ±12 41 ±21 36 ±20 Interface Pressure Left cheek (mmHg) mean ± sted.dev. 37 ±17 30 ±13 42 ±24 32 ±21 38 ±26 33 ±29 Temperature (deg C) median and range 34 (32-35) 34 34 (32-36) 33 34 34 Humidity (% RH) median and 83 (67-91) 84 84 (77-92) 84 80 84 Discomfort (VAS /10)* median and range 4 (0-7) 5 6 (0-7) 4 5 5 * 1= very comfortable, 10 = very uncomfortable. 3.3 Cytokine Analysis It was evident that for IL-1α, there was a general increase in cytokine ratio at the highest strap tension (T3) for both masks. Indeed, this increase in ratio was significant for M2 (p<0.05), with a median ratio of 1.34 in IL-1α concentrations at T3 (Figure 2), representing increases for 10/13 (79%) of the participants. There was only modest increases in IL-1α ratio (median ratios of 0.97-1.18) between strap tension (T2) and the optimal fitting (T1), with differences not being statistically significant (p>0.05).
Many fear that these individuals present a threat to society. Aggravated cruelty may involve, hitting, shooting, poisoning, or other acts that aim to torture an animal. Aggravated cruelty is seen in the same light as other heinous crimes such as child abuse, drug offenses, and domestic violence. This type of animal abuse can help identify aggressive antisocial behavior within an individual. These cases are easier to prosecute (compared to other forms of animal abuse/neglect) because the effects are clearly documented as well as the intent of the accused. May include Kicking Punching Stabbing Shooting Poisoning Strangling Electrocuting Setting on Fire Other acts amounting to torture New law in Georgia now covers more of these serious acts Often such offenses are associated with other serious crimes such as Drug offenses Gang activity Weapons violations Child abuse Sexual assault Domestic violence Abandonment Occurs when an owner or temporary caregiver leaves an animal within a public or private place with no intent to return. This typically occurs when an owner moves out, and leaves the animal behind. From 2007-2009 there was a rapid increase in animal abandonment due to many owners losing their homes through the foreclosure process. These animals were often referred to as “foreclosure pets”
Animals’ Conditions/Circumstances Non-exigent Circumstances - when an animal does not appear to be in extreme pain or in imminent danger of losing its life When you arrive at the scene- distinguish severe neglect and exigent circumstances Examples of Severe Neglect (may or may not qualify as exigent circumstances): The animal: Is very thin and unable to rise or stand Constantly scratches itself or rubs against walls (possibly from mange or lice) Has numerous sores on its body Limps Lives in filthy, squalid conditions Is exposed to the hot sun (a pig without shelter in the hot sun could die) Confronting the Owner: Possible Reactions Owner is cooperative and might want to surrender the animal Obtain a written release form Enlist aid of local animal control or humane society is cooperative but doesn’t want to surrender the animal Provide owner with list of requirements that must be completed within a specified time When investigator returns within the specified time and the owner is not in compliance, the owner will be considered in violation of the law and may be charged or arrested Owner is uncooperative and investigator is allowed access to the animal Document any statements owner makes
Sample Assessment Schedule Investigating Science – Year 11 Sample for implementation for Year 11 from 2018 Component Task 1 Task 2 Task 3 Weighting % Practical Investigation Modules 1 and 2 Depth Study Research and Presentation Modules 2 and 3 Yearly Examination Modules 1–4 Term 1, Week 9 Term 2, Week 7 Term 3, Week 9 Outcomes assessed INS11/12-1 INS11/12-2 INS11/12-3 INS11/12-4 INS11/12-7 INS11-9 Outcomes assessed INS11/12-1 INS11/12-4 INS11/12-5 INS11/12-6 INS11/12-7 INS11-8 INS11-9 Outcomes assessed INS11/12-4 INS11/12-5 INS11/12-6 INS11/12-7 INS11-8 INS11-9 INS11-10 INS11-11 Skills in Working Scientifically 20 20 20 60 Knowledge and Understanding 10 20 10 40 Total % 30 40 30 100
Sample Assessment Schedule Investigating Science – Year 11 Sample for implementation for Year 11 from 2018 Component Task 1 Task 2 Task 3 Weighting % Data Analysis Modules 1 and 2 Making of a presentation Modules 2 and 3 Depth Study Submission and presentation of negotiated area of study Modules 1–4 Term 1, Week 9 Term 2, Week 10 Term 3, Week 10 Outcomes assessed INS11/12-4 INS11/12-5 INS11/12-6 INS11/12-7 INS11-8 Outcomes assessed INS11/12-4 INS11/12-5 INS11/12-6 INS11/12-7 INS11-10 INS11-11 Outcomes assessed INS11/12-1 INS11/12-2 INS11/12-3 INS11/12-7 and one of: INS11-8 INS11-11 Skills in Working Scientifically 20 20 20 60 Knowledge and Understanding 10 10 20 40 % 30 30 40 100
Observing Patterns Inquiry question: How does humans’ ability to recognise patterns affect the way they interpret data? Content Teaching, learning, working scientifically activities and assessment describe patterns that have been observed over time throughout the Universe and in nature using, for example: animal migration movement of comets formation and shape of snow crystals elements exhibiting certain properties Revise the concepts of magnetism and gravity with students as these are concepts used in mineral exploration. Students investigate the patterns mineralogists use to identify possible sources of viable minerals. They include information about geophysical observation of deposition patterns, magnetic pattern and gravitational patterns. This shows how different elements exhibited certain properties in nature. illustrates these processes Students research how ancient communities used patterns to source metals which gave rise to the various metal ages. interpret data in order to propose a hypothesis based on an irregular pattern observed over time in the Universe and in nature using, for example: the Aurora Australis fractals in nature the behaviour of unstable isotopes Review the concept of isotopes and radioactive decay with students. Introduce the concept of decay equations. Students complete a number of equations and analyse decay equations to identify the pattern that exists for alpha, beat and gamma decay. Show students a graph. Students are challenged to develop a definition of half-life based on the information from the graph. Introduce the half-life equation. Students use the graph to make a prediction of half-life and then check this using the equation. Assessment for Learning: students are provided with information of the half-life of a number of elements and independently graph this information.
make generalisations to describe any trends found in the data draw conclusion based on generalisations Students research and define a scientific generalisation, eg a generalisation that describes how some aspect of the world behaves under stated circumstances and explain why generalisations are important in science. Students refer to their previous investigation and identify what generalisations they made to develop their conclusion. Topic: Peer Review Inquiry question: What role do peers play in scientific investigation? Content Teaching, learning, working scientifically activities and assessment assess the input that collaborative teams and alternative perspectives have had on the development of hypotheses and research questions that have contributed to the development of, for example: particle accelerators periodic table study of bioastronomy geological Provide students with information regarding Australia’s involvement in international collaboration in research. For example: Australia-China Joint Research Centre for In-Line Chemical and Mineral Sensing for Sustainable Mineral Processing Square Kilometre Array FII AMIRA P260G Flotation Project Australia’s involvement with UNESCO in developing the Indian Tsunami Early Systems Gemini Observatory Resources
Sample Assessment Schedule Investigating Science – Year 12 Sample for implementation for Year 12 from Term 4, 2018 Component Task 1 Task 2 Task 3 Task 4 Weighting % Study Evaluating the Scientific Method Data Analysis Depth Study Testing Claims Report Trial HSC Examination Term 4, Week 9 Term 1, Week 9 Term 2, Week 9 Term 3, Week 3 Outcomes assessed INS11/12-2 INS11/12-3 INS11/12-7 INS12-12 Outcomes assessed INS11/12-1 INS11/12-4 INS11/12-5 INS11/12-7 INS12-13 Outcomes assessed INS11/12-1 INS11/12-5 INS11/12-6 INS12-14 Outcomes assessed INS11/12-5 INS11/12-6 INS12-12 INS12-13 INS12-14 INS12-15 Knowledge and Understanding 10 5 10 15 40 Skills in Working Scientifically 10 15 20 15 60 Total % 20 20 30 30 100
Sample Assessment Schedule Investigating Science – Year 12 Sample for implementation for Year 12 from Term 4, 2018 Component Task 1 Task 2 Task 3 Task 4 Weighting % Practical Investigation Module 5 Secondary sourced research task Modules 5 and 6 Depth Study Critical review Modules 7 and 8 Trial HSC examination Modules 5–8 Term 4, Week 8 Term 1, Week 8 Term 2, Week 8 Term 3, Week 3 Outcomes assessed INS11/12-1 INS11/12-2 INS11/12-3 INS11/12-4 INS11/12-5 INS11/12-7 INS12-12 Outcomes assessed INS11/12-1 INS11/12-2 INS11/12-3 INS11/12-4 INS11/12-7 INS12-13 Outcomes assessed INS11/12-1 INS11/12-5 INS11/12-6 INS11/12-7 INS12-14 INS12-15 Outcomes assessed INS11/12-1 INS11/12-2 INS11/12-5 INS11/12-6 INS12-12 INS12-13 INS12-14 INS12-15 Skills in Working Scientifically 15 15 20 10 60 Knowledge and Understanding 5 5 10 20 40 Total % 20 20 30 30 100