zilongwang/ReadingBank huggingface dataset:
Ode to My Socks – Pablo Neruda (1904 – 1973); Chile Maru Mori brought me a pair of socks that she knit with her shepherd's hands. Two socks as soft as rabbit fur. I thrust my feet inside them as if they were two little boxes knit from threads of sunset and sheepskin. My feet were two woolen fish in those outrageous socks, two gangly, navy-blue sharks impaled on a golden thread, two giant blackbirds, two cannons: thus were my feet honored by those heavenly socks. They were so beautiful I found my feet unlovable for the very first time, like two crusty old firemen, firemen unworthy of that embroidered fire, those incandescent socks. Nevertheless I fought the sharp temptation to put them away the way schoolboys put fireflies in a bottle, the way scholars hoard holy writ. I fought the mad urge to lock them in a golden cage and feed them birdseed and morsels of pink melon every day. Like jungle explorers who deliver a young deer of the rarest species to the roasting spit then wolf it down in shame, I stretched my feet forward and pulled on those gorgeous socks, and over them my shoes. So this is the moral of my ode: beauty is beauty twice over and good things are doubly good when you're talking about a pair of wool socks in the dead of winter.
The wake of the Sea-Ship, after she passes--flashing and frolicsome, under the sun, A motley procession, with many a fleck of foam, and many fragments, Following the stately and rapid Ship--in the wake following. “Fog” by Carl Sandburg The fog comes on little cat feet. It sits looking over harbor and city on silent haunches and then moves on “Hope is the Thing with Feathers” by Emily Dickinson HOPE is the thing with feathers That perches in the soul, And sings the tune without the words, And never stops at all, And sweetest in the gale is heard; And sore must be the storm That could abash the little bird That kept so many warm. I ’ve heard it in the chillest land, And on the strangest sea; Yet, never, in extremity, It asked a crumb of me.
NAME:____________________________________________________________________ DATE:_________________________________ SCORE:____________/100 LOUDER THAN A BOMB GROUP RUBRIC CATEGORIES 4 (10 points) X2 3 (8.5 POINTS) X2 2 (7 POINTS) X2 1 (6 POINTS) X2 TIME STUDENT’S POETRY PERFORMANCE IS BETWEEN 2 AND 3 MINUTES. STUDENT GOES OVER TIME LIMIT. (3 MINUTES AND 30 SECONDS OR MORE.) STUDENT GOES CONSDIERBALY UNDER THE TIME LIMIT. (1 MINUTE AND 30 SECONDS) STUDENT’S PERFORMANCE IS EITHER LESS THAN 1 MINUTE OR MORE THAN 4 MINUTES. PREPARDNESS STUDENT HAS MEMORIZED THE ENTIRE PIECE AND IS WELL PREPARED. NO PAUSES OR CORRECTIONS INTERRUPT THE FLOW OF WORDS. STUDENT HAS MEMORIZED MOST OF THE PIECE. FEW IF ANY PAUSES EXIST AND NO CORRECTIONS ARE MADE. STUDENT HAS NOT MEMORIZED THE PIECE BUT FEW PAUSES EXIST AND NO CORRECTIONS ARE MADE OR STUDENT HAS MEMORIZED THE PIECE BUT CORRECTIONS DO INTERRUPT WORD FLOW. STUDENT HAS NOT MEMORIZED THE PIECE, MANY PAUSES EXIST, AND CORRECTIONS MUST BE MADE. FIGURATIVE LANGUAGE STUDENT INCLUDES 5 OR MORE PIECES OF FIGURATIVE LANGUAGE CORRECTLY. STUDENT INCLUDES 4 PIECES OF FIGURATIVE LANGUAGE CORRECTLY. STUDENT INCLUDES 3 PIECES OF FIGURATIVE LANGUAGE CORRECTLY, OR STUDENT USES ALL 5 PIECES OF FIGURATIVE LANGUAGE BUT SOME OR NOT USED CORRECTLY. STUDENT HAS LESS THAN 3 PIECES OF FIGURATIVE LANGUAGE OR STUDENT USES FIGURATIVE LANGUAGE INCORRECTLY. TOPIC/CONTENT ASSIGNED TOPIC OR PREAPPROVED TOPIC IS USED. CONTENT AND LANGUAGE ARE ACCEPTABLE FOR SCHOOL. ASSIGNED TOPIC OR PREAPPROVED TOPIC IS NOT USED. CONTENT AND LANGUAGE ARE NOT ACCEPTABLE FOR SCHOOL. COLLABORATION STUDENT HAS WORKED WELL WITH GROUP, AND THEY PERFORM WELL TOGETHER. STUDENT HAS WORKED MOST OF THE TIME WELL AS A GROUP AND PEFORMS WELL WITH GROUP. STUDENT COLLABORATED AT LEAST HALF OF THE TIME AND PEFORMS WITH THE GROUP. STUDENT DID NOT COLLABORATE WITH THE GROUP AND DOES NOT PERFORM WELL AS A GROUP.
NAME:____________________________________________________________________ DATE:_________________________________ SCORE:____________/100 LOUDER THAN A BOMB INDIVIDUAL RUBRIC CATEGORIES 4 (10 points) X2 3 (8.5 POINTS) X2 2 (7 POINTS) X2 1 (6 POINTS) X2 TIME STUDENT’S POETRY PERFORMANCE IS BETWEEN 2 AND 3 MINUTES. STUDENT GOES OVER TIME LIMIT. (3 MINUTES AND 30 SECONDS OR MORE.) STUDENT GOES CONSDIERBALY UNDER THE TIME LIMIT. (1 MINUTE AND 30 SECONDS) STUDENT’S PERFORMANCE IS EITHER LESS THAN 1 MINUTE OR MORE THAN 4 MINUTES. PREPARDNESS STUDENT HAS MEMORIZED THE ENTIRE PIECE AND IS WELL PREPARED. NO PAUSES OR CORRECTIONS INTERRUPT THE FLOW OF WORDS. STUDENT HAS MEMORIZED MOST OF THE PIECE. FEW IF ANY PAUSES EXIST AND NO CORRECTIONS ARE MADE. STUDENT HAS NOT MEMORIZED THE PIECE BUT FEW PAUSES EXIST AND NO CORRECTIONS ARE MADE OR STUDENT HAS MEMORIZED THE PIECE BUT CORRECTIONS DO INTERRUPT WORD FLOW. STUDENT HAS NOT MEMORIZED THE PIECE, MANY PAUSES EXIST, AND CORRECTIONS MUST BE MADE. FIGURATIVE LANGUAGE STUDENT INCLUDES 5 OR MORE PIECES OF FIGURATIVE LANGUAGE CORRECTLY. STUDENT INCLUDES 4 PIECES OF FIGURATIVE LANGUAGE CORRECTLY. STUDENT INCLUDES 3 PIECES OF FIGURATIVE LANGUAGE CORRECTLY, OR STUDENT USES ALL 5 PIECES OF FIGURATIVE LANGUAGE BUT SOME OR NOT USED CORRECTLY. STUDENT HAS LESS THAN 3 PIECES OF FIGURATIVE LANGUAGE OR STUDENT USES FIGURATIVE LANGUAGE INCORRECTLY. TOPIC/CONTENT ASSIGNED TOPIC OR PREAPPROVED TOPIC IS USED. CONTENT AND LANGUAGE ARE ACCEPTABLE FOR SCHOOL. ASSIGNED TOPIC OR PREAPPROVED TOPIC IS NOT USED. CONTENT AND LANGUAGE ARE NOT ACCEPTABLE FOR SCHOOL. EXPRESSION/FLUENCY STUDENT HAS GREAT EXPRESSION AND FLUENCY. WORD FLOW IS AMAZING. STUDENT HAS GOOD EXPRESSION AND FLUENCY AS THEY PERFORM. STUDENT HAS ACCEPTABLE EXPRESSION AND FLUENCY WHEN PERFORMING. STUDENT DOES NOT USE ANY EXPRESSION WHEN PERFORMING OR IS NOT FLUENT.
“O my Luve's like a red, red rose That's newly sprung in June; O my Luve's like the melodie That's sweetly played in tune.” (R. Burns) “Friends are like chocolate cake You can never have too many. Sources Timothy Winters by Charles Causley !
Show ‘Story Ending’ () and consider the questions about how the narrative might end. Objectives: Consider how authors develop characters/setting when writing narratives; Assess effectiveness of own and others’ writing Spoken language: Articulate and justify answers; Consider and evaluate different viewpoints Photocopiables: Digital resources: , Day 6: Comprehension Session Main focus Teaching summary Activity description Comprehension 3: Top Board (Michael Rosen) Discuss first impressions of the poem and share related experiences Model information retrieval, inference and deduction Read Top Board by Michael Rosen (pages 7- 9). Think-Pair-Share initial responses to the poem. Discuss the feelings of the boy. Have you had any similar scary experiences? Reread the poem. Talk about different ways we understand a poem and model strategies. For example, reading the lines (finding information): How many weeks had Michael been learning to swim?; reading between the lines (inference): ‘The paint is peeling off the ceiling’ – What does this line suggest Michael is doing?; reading beyond the lines (deduction): How will Michael react to the teacher’s instruction at the end? In small groups, the children reread the poem and then complete ‘Question Prompts 1’ () or ‘Question Prompts 2’ () as appropriate. Remind the children to find evidence from the poem to support their answers. Share answers with the whole class. Objectives: Draw inferences; Predict from details stated and implied Spoken language: Articulate and justify answers Photocopiables: , Digital resources: Day 7: Depth focus Session Main focus Teaching summary Activity description Depth focus 2: Top Board Explore the use of language in Watch Michael Rosen’s performance of Top Board (). What words and phrases does he In small groups, the children create their own performances of Top Board (pages 7-9). Remind
narrative poem in free verse from prose drafts, using Top Board as a model 7-9) as a model. In the next stage of their writing they will need to turn their drafts into free verse. What are the features of free verse? How did we create the free verse poem about a PE lesson based on the boy’s diary? Recap the process of creating this poem. Reread the opening to the narrative poem created on ‘My PT lesson’ (). poems. Remind them to refer to Top Board (pages 7-9) for ideas on how to use language for comic and dramatic effect. Talk Partners share their poems and offer feedback. The children make the final changes to their poems following feedback. Display the poems on the Learning Wall alongside Top Board. Objectives: Identify audience/purpose of writing and select appropriate form; Draft and write, selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning; Assess effectiveness of own and others’ writing Spoken language: Listen and respond appropriately; Articulate and justify answers Photocopiables: n/a Digital resources: ,
Exam question exercises: Exercises to do: Try and complete the sophisticated SMILE grid for the first few poems listed below. Attempt to write a response to the questions – allow yourself as much time as you need. Gradually start only giving yourself a set time to finish – 45 minutes first then cut down to 30 minutes. Show your English teacher anything you have written and ask for feedback – go to the English drop in sessions to improve your writing. Praise Song for My Mother You were water to me deep and bold and fathoming You were moon’s eye to me pull and grained and mantling You were sunrise to me
Regular Rhythm and Rhyme Many poems use regular rhythm and rhyme schemes despite not following the rules of fixed forms (such as the sonnet or villanelle). This be the Verse by Philip Larkin They fuck you up, your mum and dad. They may not mean to, but they do. They fill you with the faults they had And add some extra, just for you. But they were fucked up in their turn By fools in old-style hats and coats, Who half the time were soppy-stern And half at one another’s throats. Man hands on misery to man. It deepens like a coastal shelf. Get out as early as you can, And don’t have any kids yourself. Snow by Edward Thomas In the gloom of whiteness, In the great silence of snow, A child was sighing And bitterly saying: "Oh, They have killed a white bird up there on her nest, The down is fluttering from her breast!" And still it fell through that dusky brightness On the child crying for the bird of the snow.
I sat all morning in the college sick bay Counting bells knelling classes to a close. At ten o'clock our neighbours drove me home. In the porch I met my father crying - He had always taken funerals in his stride - And Big Jim Evans saying it was a hard blow. The baby cooed and laughed and rocked the pram When I came in, and I was embarrased By old men standing up to shake my hand And tell me they were 'sorry for my trouble'; Whispers informed strangers that I was the eldest, Away at school, as my mother held my hand In hers and coughed out angry tearless sighs. At ten o'clock the ambulance arrived With the corpse, stanched and bandaged by the nurses. Next morning I went up into the room. Snowdrops And candles soothed the bedside; I saw him For the first time in six weeks. Paler now, Wearing a poppy bruise on his left temple. He lay in a four foot box, as in his cot. No gaudy scars, the bumper knocked him clear. A four foot box, a foot for every year. Discussion Questions 1. What event does this poem narrate in Heaney’s life? 2. The title “Mid-Term Break” probably makes you think of a holiday. When did you know something was wrong? Give me the line. What else could mid-term “break” stand for? 3. What does Heaney mean by the knelling of the bells? What is the literal purpose and metaphorical purpose? 4. Provide examples of assonance. 5. What does the last line do for you? How is the speaker different by that point than during the day? Out, Out by Robert Frost The buzz-saw snarled and rattled in the yard And made dust and dropped stove-length sticks of wood,
A Acrostic: A poem that consists of a word or phrase written down the left side of the page. Each letter of the word or phrase begins that particular line of the poem. The subject matter should revolve around the word or phrase you started with. Alliteration: The repetition of consonant sounds in two or more words. Alliteration Poem: A format that relies upon sound to create a desired effect. Remember to choose words that have the same beginning sound, not necessarily the same letter. Analogy: An expression demonstrating a similarity between two things. Anaphora: When you use the same word or phrase to begin two or more lines of poetry. Approximate Rhyme: This is a rhyme where either the endings vowel or consonant sound is repeated, but not both. The sounds are similar but not the same; also known as near rhymes, off rhymes, imperfect rhymes, and slant rhymes. ArsPoetica: A poem about poetry Assonance: The repetition of vowel sounds in two or more words. B Ballad: A song or songlike poem that tells a story. Boasting Poem:A poem where the narrator brags about his/her abilities and usually incorporates exaggeration. C Catalog Poem: Free verse that lists the poet’s thoughts or feelings. Chain Verse: When stanzas are linked by a line or a phrase that is regularly repeated. Usually the last line of one stanza serves as the first line in the next. Characterization: What an author uses to provide readers with information about a character. Sometimes this information is given directly; however, oftentimes it’s done indirectly through a character’s speech, thoughts, appearance, actions, what other characters say, as well as how other characters react. Cinquain: A five-line poem describing a specific topic. Line 1 is a noun (your topic), line 2 has two adjectives describing your topic, line 3 lists three verbs that describe the actions of your topic, line 4 is a phrase describing your feelings about the topic, and line 5 renames your topic with a new noun.
Tongue Twister: A group of words that are difficult to say together because their sounds are so similar. U V Verb Verse: A three-line verse. Lines 1 and 2 have three action words about a chosen topic. Line 3 provides a statement about a topic. W Whimsical Poetry: Poetry that features subject matter that is imaginative and fanciful. X Y Z Because I Could Not Stop for Death by Emily Dickinson Because I could not stop for Death, He kindly stopped for me; The carriage held but just ourselves And Immortality. We slowly drove, he knew no haste, And I had put away My labour, and my leisure too, For his civility. We passed the school where children played, Their lessons scarcely done; We passed the fields of gazing grain, We passed the setting sun. We paused before a house that seemed A swelling of the ground; The roof was scarcely visible, The cornice but a mound. Since then 'tis centuries; but each Feels shorter than the day I first surmised the horses' heads Were toward eternity. I'm Nobody! Who are you? by
Model 2 – Comparing Shapes Side 1 cm 2 cm 4 cm Surface area 6 cm2 24 cm2 96 cm2 Volume 1 cm3 8 cm3 64 cm3 Surface Volume Ratio 6 : 1 3 : 1 96:64 = 1.5:1 Diameter 1 cm 2 cm 4 cm Surface area 3 cm2 13 cm2 50 cm2 Volume 0.5 cm3 4.2 cm3 34 cm3 Surface Volume Ratio 6 : 1 3 : 1 1.5 : 1 Diameter × Height 1 cm × 1 cm 1 cm × 2 cm 1 cm × 4 cm Surface area 4.7 cm2 7.9 cm2 14 cm2 Volume 0.8 cm3 1.6 cm3 3.1 cm3 Surface Volume Ratio 6 : 1 5 : 1 4.5 : 1
Designation Nomenclature IAS (mph/kts) Colour Band Comments VNE Never exceed 210/182 Redline VNO Normal Operations, smooth air 180/156 Green (from VS to VNO) VA Do not make full or abrupt control movements above 135/115 Black Full elevator will produce 6 Gs at VA VFE Flap extension speed: 20 degree flap 40 degree flap 110/ 95 100/ 87 White (flap extension speed) Caution: Because of the range between VNE and VA the RV-4 is more susceptible to pilot induced overstresses than most contemporary airplanes. Cruise speeds are often well above VA. THEREFORE, THE PILOT CAN EASILY IMPOSE DESTRUCTIVE LOADS ON THE AIRFRAME AT SPEEDS ABOVE THE RELATIVELY LOW MANOEUVRING SPEED. NOTE LIMITATIONS, EXERCISE CAUTION AND FLY ACCORDINGLY. Weight Gross Weight, Normal Category (lbs) 1500 Gross Weight, Utility Category (lbs) 1375 Maximum Baggage (lbs) 50 (subject to W & B) Maximum Capacity/Crew position (lbs) 240 (subject to W & B) Solo Front Seat Operational Stress, Normal Category +4.4, -1.75 Operational Stress, Utility Category +6.0, -3.0 Center of Gravity Design CG range is: Fwd Limit 15% MAC 8.7" from L.E.= 58.7" aft of datum
START Passenger Brief Harness(es) Secure Altimeter Set Propeller Clear Flaps Up Fuel Select Tank Brakes Hold Mixture Rich Master On Alt/Bus Switches On Fuel Pump On Throttle (cold) Pump 2x Throttle Fwd ¼ Inch Fuel Pump Off Starter Engage Oil Pressure/Volts Check Turn & Bank On Radio/Trnsp On Nav/Strobe On HOT START Mixture AT IDLE CUTOFF Master Alt/Bus Switches Throttle Fwd ¼ Inch Fuel Pump On (3 sec.) Starter Engage Mixture (when fires) Throttle Pump 2 – 3” Mixture Lean (till rpm rise) FLOODED START Mixture Rich Throttle Full Forward Fuel Pump On (3 – 5 sec.) Mixture Lean Starter Engage Mixture (when fires) Throttle Pump 2 – 3” Mixture Lean (till rpm rise) TAKEOFF Controls Free Fuel Confirm Tank Canopy Secure Eng Run Up 1700 rpm Mags Check Drop Trim (Pitch) Neutral Flaps Up or 20 Deg Fuel Pump On LANDING Fuel Select Tank Mixture Rich Fuel Pump On Airspeed 70 - 80 mph Flaps As Required SHUTDOWN CHECKS 600 - 750 RPM Set Magnetos Check Radio/Trans Off Nav/Strobe Mixture Idle cut off Magneto Switch Off Master Off
10-11 Central idea Human body systems must function together to maintain a healthy body. Key concepts: function, responsibility, reflection Related concepts: systems (digestive, nervous, reproductive, respiratory, skeletal, muscular, circulatory) Lines of inquiry Human body systems and their functions Impacts of system failure Comparing human systems to the systems of other living organisms Approaches to Learning: Social, and Research The Learner Profile: Inquirer and Caring Central idea Historical thinkers study people, places and events to tell the story of history from multiple perspectives and inform the present. Key concepts: causation, connection, perspective Related concepts: revolution, conflict, rights Lines of inquiry Motivating factors contributing to a revolution Outcomes of revolution Violent vs. nonviolent action Approaches to Learning: Social, Thinking and Research The Learner Profile: Open-Minded Risk taker, and Communicator EXHIBITION Central idea Effective communication promotes awareness of local and global issues and can lead to solutions. Key concepts: ALL Related concepts: communication Lines of inquiry Environmental, human and animal issues Problem solving strategies Forms of communication Approaches to Learning: All The Learner Profile: All Central idea Earth’s surface changes constantly through a variety of processes and forces and impacts humans. Key concepts: causation, change, responsibility Related concepts Lines of inquiry Tools used to identify, locate and describe Earth’s surface and its changes (function) Causes of Earth’s changes (plate tectonics, deposition, erosion, human activity)(causation) How changes on Earth’s surface impact humans (change) Approaches to Learning: Communication, Social, Thinking and Research The Learner Profile: Thinker and Knowledgeable Central idea Global citizens recognize that all humans deserve certain rights and take action when they are violated. Key concepts: form, perspective, responsibility Related concepts: civic ideals, citizenship, civic responsibility, rights Lines of inquiry Citizenship within school, nation and world Rights and responsibilities of a citizen Actions that illustrate civic ideals Approaches to Learning: Communication and Social The Learner Profile: Principled and Balanced Central idea The uneven heating of Earth’s surface by the Sun’s energy changes weather conditions and impacts humans. Key concepts: function, causation, change, responsibility Related concepts: : atmosphere, climate, seasons, systems, disasters Lines of inquiry Tools used to forecast weather Causes of change in Earths’ atmosphere Impact of weather on humans Prevention of man-made climate change Approaches to Learning: Communication and Social The Learner Profile: Reflective and Caring 8/16
TE KĀINGA O TE HINE-KĀHU WAITITI ALISHIBA PRIME - DAL’S DAUGHTER HUIA ‘INDY’ PRIME - DAL’S BROUGHTON WHĀNAU GRANDDAUGHTER Made with the support of THE PĀTEA MĀORI CLUB ASHBY WHĀNAU BAIN WHĀNAU BIDDLE WHĀNAU BROUGHTON WHĀNAU CASSIDY WHĀNAU CUNNINGHAM WHĀNAU DAVIS WHĀNAU GALVIN WHĀNAU HEREMAIA WHĀNAU HOPKINS WHĀNAU HIKUROA WHĀNAU HINGA WHĀNAU HURUNUI WHĀNAU HIKUROA WHĀNAU HOKOPAURA WHĀNAU HOTERINI WHĀNAU HORI WHĀNAU HUDSON WHĀNAU KĀHU WHĀNAU KATU WHĀNAU KERSHAW WHĀNAU KIRIONA WHĀNAU KING WHĀNAU KII SUE WHĀNAU KOROWHITI WHĀNAU KATENE WHĀNAU LUKE WHĀNAU MANAIA WHĀNAU MARUERA WHĀNAU MENDES WHĀNAU MATIAHA WHĀNAU MORUNGA WHĀNAU MCLEOD WHĀNAU MCLEAN WHĀNAU MARAKI WHĀNAU NUI WHĀNAU NYMAN WHĀNAU NUKU WHĀNAU NGAREWA WHĀNAU NGAIRA WHĀNAU PULLEN WHĀNAU PHILLIPS WHĀNAU PARINGĀTAI WHĀNAU PRIME WHĀNAU PARATA WHĀNAU PŌKAI WHĀNAU PIRIKAHU WHĀNAU RAIMONA WHĀNAU MOANA WHĀNAU RANGIHAEATA WHĀNAU RIO WHĀNAU REI WHĀNAU ROBINSON WHĀNAU ROSS WHĀNAU STUART WHĀNAU TAMOU WHĀNAU TE AWHE WHĀNAU TOWERS WHĀNAU THORNTON WHĀNAU TUCKER WHĀNAU TUI WHĀNAU YATES WHĀNAU WHAREAITU WHĀNAU WAAKA WHĀNAU WHĀNAU WHĀNAU WILCOX WHĀNAU The Dalvanius Prime Estate NEPHI PRIME EDDIE PRIME
TRAJAN SCHWENCKE TIMO MUELLER HAARE WILLIAMS JOANNE BEHSE JOHN KEIR DAWN MARUERA PAUL CARVELL CRUNCH ‘FLEX-I’ BILL GOSDEN AND THE STAFF AND BOARD OF THE NEW ZEALAND INTERNATIONAL FILM FESTIVAL NEW ZEALAND FILM COMMISSION - STAFF AND BOARD DAVE GIBSON LISA CHATFIELD CHLOE MCLOUGHLIN JASMIN MCSWEENEY MARC ASHTON NZ ON AIR / IRIRANGI O TE MOTU - STAFF AND BOARD JANE WRIGHTSON GLENN USMAR BENEDICT REID TE MĀNGAI PĀHO - STAFF AND BOARD LARRY PARR JOHN BISHARA MAORI TELEVISION SERVICE HAUNUI ROYAL MIKE REHU NEVAK ROGERS POUROTO NGAROPO Patea Film Collective would like to thank KĪNGI TUHEITIA QUEEN ELIZABETH II NICHE CAMERAS LIMITED PATRICK MONAGHAN BRIAN BUCKLAND JIM HUNIA ANDRE UPSTON FRANCIS NOLLER NIGEL RUSSELL HAARE WILLIAMS RON SMART ERANA FENTON ROSS ROBERTSON JOHN BAKER DRUM CITY COLLISION
Mutated DNA T-A-C-C-G-T-A-A-T-G-G-C-G-A-T-C Mutated DNA T-A-C-C-A-A-T-G-G-C-G-A-T-C Type of Mutation: Type of Mutation: RNA: RNA: Polypeptide Polypeptide Mutated DNA T-A-C-C-G-A-A-T-G-G-C-G-C-G-T-A-T-C Mutated DNA T-A-C-C-G-A-A-T-C-G-C-G-A-T-C Type of Mutation: Type of Mutation: RNA: RNA: Polypeptide Polypeptide
*Being in correct uniform means wearing the appropriate uniform—sports bra, bloomers, hair bow, socks, shoes, having hair pulled up in approved style. Complete uniform also means wearing no jewelry, glitter, or bright fingernail polish. Your nails must be trimmed short, and no acrylic nails or tips will be worn. *Coaches reserve the right to make changes/additions to the rules as needed. Information Sheet Please complete the following information. Please write LEGIBLY. Student Name: _____ Grade Level for 17-18 School year: Home Address: Home Phone: Cell Phone: Parent/Guardian Name: Mother's Work Phone: Mother's Cell Phone: Father's Work Phone: Father's Cell Phone: Emergency Contact Name: Relationship to You: Emergency Phone: Emergency Cell Phone: Allergies/Health Problems/ Medications (Please describe in detail): Were you involved in any behavior infractions (ISS or OSS) during the 2015-2016 school year? If yes, please explain on a separate sheet of paper. Circle one: Yes or No
A2: Domestic Oil Solves Domestic oil can’t keep up with demand – we’d run out in 4 years Beddor et al, Center for American Progress National Security Intern, ’09 (Christopher, Winny Chen is a Policy Analyst at the Center for American Progress, Rudy deLeon is the Senior Vice President of National Security and International Policy at Center for American Progress, Shiyong Park is an intern with the National Security team at the Center for American Progress Action Fund, Daniel J. Weiss is a Senior Fellow and the Director of Climate Strategy at American Progress, Center for American Progress, August 2009, Center for American Progress, “Securing America’s Future: Enhancing Our National Security by Reducing Oil Dependence and Environmental Damage,” http://www.americanprogress.org/issues/2009/08/pdf/energy_security.pdf, pg. 3, accessed 6-29-12, CNM) Even with a slowdown in U.S. consumption over the last several months, domestic oil pro- duction cannot keep up with demand. U.S. oil production has steadily declined since the mid-1980s, and today the United States has a consumption rate of over 5 billion barrels per year, while production hovers at only 1.8 billion barrels.6 The “drill, baby, drill” crowd believes that the United States can reduce its use of imported oil by vigorously developing domestic oil reserves. Unfortunately, this sloganeering doesn’t hold up to the facts. The amount of oil in proven U.S. reserves—reserves that the United States is fairly certain it can extract oil from in the future—has steadily deceased since the late 1970s from 31.8 billion barrels in 1977 to 21 billion barrels in 2007.7 This means even if we drilled and produced all the U.S. oil reserves it would be exhausted in only about four years if consumption remains constant.
could get locked into a bad system in which the primary downside of legalizing pot—increased drug abuse, especially by minors—will be greater than it needs to be, and the benefits, including tax revenues, smaller than they could be. It’s easy to imagine the cannabis equivalent of an Anheuser-Busch InBev peddling low-cost, high-octane cannabis in Super Bowl commercials. We can do better than that, but only if Congress takes action—and soon.
int main() { int i = 20; int j = 100; int* k = &j; int* m = k; *m = 50; int* p = &i; int** n = &k; **n = 300; *n = p; cout << j; } Stack: Output: 300
One of the medium-term tasks for all partnerships will be to undertake a full review of the property that exists within the partnership area and to arrive at proposals for how it might be used to best effect in fulfilling the mission of the Church. The review will cover all churches, presbyteries, halls and other property and land within the partnership area. Reviews will include a prayerful and reflective exploration of the needs of the local community and how the property within the partnership might help to meet these needs. It is recommended that this is not seen as an early priority for partnerships as it is important to build strong relationships first. Property issues can be emotive and introducing such issues too early in the life of a partnership could undermine efforts to establish greater co-operation. Support will be available to assist partnerships when the time is right for the review to be undertaken. This will include a detailed ‘toolkit’ and advice and support from the newly appointed Property Outreach Advisor. Before any major building projects are approved a partnership would need to provide evidence that a full property review has been carried out. Where emergency repairs and renewals are required these should continue to follow existing procedures. Think Partnership. Even before a full review of property takes place it is important to consider the potential implications of any property decisions - not just for the parish it involves - but for neighbouring communities and the partnership as a whole. Human Resources The development of partnerships will inevitably have implications for the human resources we deploy in our parishes and across the wider partnership area. The partnership structure provides us with an opportunity to make best use of such resources. While some roles will continue to be more appropriately linked to a specific parish, taking a perspective with most roles will make for a more efficient and ‘joined-up’ arrangement. When considering any new or replacement posts we should all now be thinking wider than the parish. In supporting the development and smooth running of partnerships we see the need for two specific functions that may well translate into paid or voluntary roles across a partnership area. These functions are Partnership Development and Partnership Administration. Partnership Administration is concerned with ensuring that a partnership area runs as efficiently as possible. It could include areas such as a single point of contact for administration, joint bulletins/ communications, standardised systems etc. Partnership Development is the work to support the Partnership Development Group in a practical sense to implement its decisions and move from a ‘partnership on paper’ to an active and effective arrangement wide
Find the orthocenter of ΔABC. 17. A(2, 0), B(2, 4), C(5, 0) 18. A(-2, 0), B(4, 0), C(3, 5) Name the point of concurrency shown for the bold triangle. 19. 20. 21. 22. Suppose that a space station needs to be placed equidistant from a group of three planets. How could you determine the location of the space station? 23. A new aircraft is going to be triangular in shape. How would you find its center of gravity? 24. Suppose the state highway patrol wants to build a new station so that is the same distance to three intersecting highways. How would you go about finding the location? Circle the letter with the name of the correct point of concurrency. 25. The three altitudes of a triangle intersect at the ____________________. (a) circumcenter (b) incenter (c) centroid (d) orthocenter 26. The three medians of a triangle intersect at the ____________________. (a) circumcenter (b) incenter (c) centroid (d) orthocenter 27. The three perpendicular bisectors of a triangle intersect at the ____________________. (a) circumcenter (b) incenter (c) centroid (d) orthocenter 28. The three angle bisectors of a triangle intersect at the ____________________. (a) circumcenter (b) incenter (c) centroid (d) orthocenter 29. It is equidistant from the three vertices of the triangle.
SMALL BUSINESS SPECIALISTS MARINE CORPS Contracting Office CCO Marine Corps Air Station Installations & Logistics Department MCAS PHONE: Marine Corps Tactical Systems Support Activity (MCTSSA) ATTN: Contracts Office Camp Pendleton, CA 92055-5171 PHONE: 760-725-2478 Commanding Officer Contracting and Purchasing Division (330) Barstow, CA 92311-5050 PHONE: Contracting Officer (Supply Officer) HC Bridgeport, CA 93517-9802 PHONE: Marine Corps Installations West Box 555014, Bldg 2264 MCB Camp Pendleton Camp Pendleton, CA 92055-5014 PHONE: Commanding General ATTN Contracting Office 5KB MCAS PHONE: Purchasing & Contracting Office Marine Air Ground Task Force Training Command/Marine Air Ground Combat Center P.O. Box 6053 MAGCC/ MAGTFTC Twentynine Palms, CA 92278-6053 PHONE: 760-830-1104
Dead Bird Disposal Dead birds should be disposed of in a manner that does not attract wild birds, rodents and other animals and avoids the potential for uncontrolled cross-contamination from other facilities or premises. How often? [once per day, once per month, twice per year, etc.] Where kept until disposed of [in open buckets at side of building, in closed containers next to road, taken directly to disposal area in open bed of pickup truck, etc.] How disposed of and location of disposal area [dead pit, taken to local landfill, burned, etc.] Manure and Litter Management Manure and spent litter should be removed and disposed of in a manner to prevent exposure of susceptible game birds (either on or off the farm of origin) to disease agents and to not attract wild birds, rodents and other animals. How often? Where stored? [covered pile ½ mile south of brooder, etc.] How disposed of? [spread on agricultural fields, composted, etc.] Replacement Birds Keep a record of sources, placement dates, and flock movements. This record is located at [building, cabinet, drawer]. Water Supply Drinking water and water for evaporative cooling should come from sources that have been treated to eliminate any potential contamination with disease agents. If such water comes from a surface water source, experts in water treatment should be consulted on how to continuously treat the water to eliminate disease agents. If surfaces have been cleaned or flushed with surface
98. 99. 100. Angles – Proofs of Special Angles: HOMEWORK Find the measures of the missing angles. 101. 102. Find the value of x. 103. 104. 105. 106. 107. 108. Angles – Angle Bisector: CLASSWORK Given that ray BD bisects ∠ ABC in the figure below, find the missing measurements. Note: the questions are NOT related. Given that ray JL bisects ∠ IJK in the figure below, find the value of x. 113. 114. 115. 116. Angles – Angle Bisector: HOMEWORK Given that ray RT bisects ∠ QRS in the figure below, find the missing measurements. Note: the questions are NOT related. Given that ray JL bisects ∠ IJK in the figure below, find the value of x. 121. 122.
123. 124. Angles – Locus & Angle Constructions: CLASSWORK 125. Construct a congruent angle for each figure below. a) b) Angles – Locus & Angle Constructions: HOMEWORK 126. Construct a congruent angle for each figure below. a) b) Angles –Angle Bisectors & Constructions: CLASSWORK 127. Construct the angle bisector of each angle below using any construction method of your choice. a) b) Angles –Angle Bisectors & Constructions: HOMEWORK 128. Construct the angle bisector of each angle below using any construction method of your choice. a) b) Points, Lines, Planes and Angle Review Multiple Choice
JH = 47, FB = 12, FD = DB = BH and JF = 3x - 7 Draw a diagram of the points, solve for x and solve for JF. angle is 36⁰ less than its complement. What is the measure of the angle? An angle is 102⁰ more than its supplement. What is the measure of the angle? If F is in the interior of ∠APB and m∠APB = (5x +11)⁰, m∠APF = (6x - 6)⁰ and m∠FPB = (9x +- 23)⁰: Draw a diagram Solve for x What is the m∠APF and m∠APB? Answer Key KLI & HLJ HLK, HLI, KLJ, ILJ LK, LI, LJ, LH 3 Infinite VRS QVW, TUR, QUS, VRS RW, RU TURW, j Infinite Q Q R P PSOU or R O U O U POSQ or V F J FHJI ACJI CH A J F EDJI CHEJ JI D 5 12 4 3 6 14 12 17 4 12 ST=6 RS=11 SU=17 5 9 5 2 6 18 ST = 9 RS = 7 RT = 16 RS = 18 RU = 24 9 9 8 Check Constructions Check Constructions Check Constructions Check Constructions 26⁰ 72⁰ 23⁰ 123⁰ 193⁰
15 3 3 71⁰ 14⁰ 17⁰ 57⁰ 33⁰ 5.8666... 2 7 True True 73⁰ 83⁰ 135⁰ 55⁰ 12⁰ 113⁰ 81⁰ False False 33⁰ 137⁰ 150⁰ 82⁰ 27⁰ 134⁰ 82⁰ 63o, 117o, 63o 128o, 128o, 52o x = 17 x = 7 x = 16 x = 13 x = 16 & y = 6 x = 4 & y = 6 126o, 54o, 54o 147o, 147o, 33o x = 11 x = 7 x = 13 x = 10 x = 20 & y = 5 x = 10 & y = 20 39o, 39o 44o, 44o 112o, 56o 46o, 92o x = 24 x = 6 x = 10 x = 9 48o, 96o 88o, 176o 83o, 83o 53o, 53o x = 10 x = 21 x = 8 x = 4.5 Check Constructions Check Constructions Check Constructions Check Constructions Review Answer Key Multiple Choice C A A B A B B A A, B, D C B A, B, C, D A B A, C A, D B, C D B C D A, B, C, D B, D Review Answer Key Constructed Response x = 12 JF = 29 x = 27⁰ x = 141⁰
DAPTO SWIMMING CLUB POINTSCORE 2016-2017. DATE TIME POINTSCORE EVENTS AREA AND OTHER EVENTS CHRISTMAS BREAK UNTIL 3rd FEB 22 JAN- Bomaderry Dev 28 JAN – NSW Country Regionals 29 JAN – NSW Country Regionals 3 FEB 17 (WK 11 6:45PM FREE 12.5, 25, 50, 100M FLY 12.5,25,50, 100M IM 100 OR 200M. 4 FEB-Eden Development 5 FEB- Wollongong Qualifying 10 FEB 17 (WK12) NO POINTSCORE DUE TO SESA CHAMPS 11- 12 FEB – SESA CHAMPS/Speedo Sprints 17 FEB (WK13) 6:45PM FREE 12.5, 25, 50, 100M BREAST 12.5,25,50, 100M BACK 12.5,25,50, 100M 200m stroke OR 400m free/IM 24 FEB (WK14) 6:45PM FREE 12.5, 25, 50, 100M FLY 12.5,25,50, 100M IM 100 0R 200M 25-26 FEB – NSW Country Champs 3 MAR (WK15) 6:45PM FREE 12.5, 25M VI SCHOFIELD HANDICAP RELAY EVENT. 3 MAR- NSW State Open 10 MAR (WK16) 6:45PM FREE 12.5, 25, 50, 100M BREAST 12.5,25,50, 100M BACK 12.5,25,50, 100M 200m stroke OR 400m free/IM 17 MAR 6:45PM CLUB CHAMPIONSHIPS 19 MAR- Albion Park Development 24 MAR 6:45PM NOTE: ONLY ONE DISTANCE PER STROKE CAN BE ENTERED EACH NIGHT. PEASE SUBMIT ENTRIES BY THURSDAY PM ONLNE @dapto.swimming.org.au or via email to: recorderdaptosc@gmail.com
Frostbite Shows Jan. 14 & Feb. 4 DIVISION: Walk Trot Over Poles RIDER’S NAME TOTAL Smith, Bri 59 Hawkins, Abby 50 Mazeika, Ellie 34 Jackson, Camryn 10 Delaney, Aldynn 6 Beecroft, Brynlee 3 Division: Walk Trot Cross Rails RIDER’S NAME TOTAL Smith, Bri 59 Hawkins, Abby 50 Mazeika, Ellie 34 Jackson, Camryn 10 Delaney, Aldynn 6 Beecroft, Brynlee 3 DIVISION: Walk Trot Over Cross Rails RIDER’S NAME Total Shankar, Annika 49 Gurman, Elana 38 Appleberry, Candice 32 DIVISION: Open 18" Hunters HORSE’S NAME Total Anchor's Seaside 41 Status Quo 39 San Fran Frisco 34 Once In A Blue Moon 28 Cheyenne 20 Prospering's Rhett Butler 17 Art I Sweet N Jazzy 12 Mango Tango 7 Ayesha Running 2 DIVISION: Open 2' Hunters RIDER’S NAME TOTAL Prospering's What the L 57 Prospering's Rhett Butler 35 Main Sail 27 Braveheart 13 Prospering's Elegant 11 Rhett Butler 10 Colby Jack 10 Status Quo 9 Flirtini 9 Prospering's Ellington 8 Stretch Armstrong 7 Coast to Coast Gifted 6 Art I Sweet N Jazzy 5 Status Quo 4 Catching Fireflies 3 Scarlett 3 Rollingwoods Raising L 1 Mango Tango 0.5
DIVISION: 2'3" Hunter HORSE’S NAME Total Motivation 1 40 Midnight Magic 36 Market Threat 31 Lazy J Bailef's Shadow 31 The Mexican Move 24 Confident 17 Four Leaf Clover 16 Joy Ride 14 Colby Jack 5 Brody 4 0.5 San Fran Frisco 0.5 0.5 DIVISION: 2'6" OPEN HORSE’S NAME Total Elijah 37 All Smiles 37 Graf Schumi 18 Paint By Numbers 14 Cloverfield's Aiden 12 Royal Gold 11 Bailey Banks & Biddle 9 Floris 5 Midnight Express 5 DIVISION: 3' OPEN HORSE’S NAME TOTAL Cecotto's Joker 74 Rendezvous 32 Confident 15 Floris 10 Bailey Banks & Biddle 7 DIVISION: Future Jumpers HORSE’S NAME Total Winter Solstice 42 Pasha 37 Flower Queen 32 Pepper's Lonely Heart 27 Havana H 15 Soul Sister KMR 14 Fantastic Kiss of Carmel 12 Landslide Lerblanc 10 Robert the Bruce 5 DIVISION: Puddle Jumpers HORSE’S NAME Total After Hours 47 To Infinity & Beyond 32 Nike 28 Danceur's Court 17 Doc 17 Unfinished Symphony 12 Fantastic Kiss of Carmel 8 Zina 6 Cloverfield's Aiden 3 DIVISION: Schooling Jumpers HORSE’S NAME Total Cecotto's Joker 49 Danceur's Court 42 Monte Carlo 25 To Infinity & Beyond 12 McDreamy 10
Maintenance of research records as required for the trial (e.g., locked cabinet) Source documents are readily available for review Adequate equipment is available for study, and equipment maintenance is verified (e.g., internet access to a computer for randomizing subjects in WebDCU™) Staffing and Training The Site Monitor will insure that the Monitoring Visit include, but not be limited to, confirmation of the following: Activities being carried out by qualified staff appropriately listed on log Study staffing remains unchanged and/or study personnel/new personnel are adequate; documentation of staff qualifications is available (i.e., updated Delegation of Authority log, listed on the project spoke team member table in WebDCU™, and an IRB approval letter for adding new team members) Investigator and/or Sub-Investigator is/are actively participating in the study Informed Consent (IC) Process The Site Monitor will have the goal to conduct a 100% review of signed and dated informed consent (IC) forms, and report any deviations (e.g., verify correct version of IC signed and dated for all participants). Subject files will also be monitored to ensure the site is appropriately documenting the consent process. The informed consent process should be documented within the research records, noting the following: Date and time consent obtained Consent signed by subject (no surrogate allowed in the study) Statement to confirm the subject received a copy of the signed consent Assessment of the subject’s ability to understand the information provided Statement to confirm review of consent with subject (e.g., risks/benefits, voluntary participation, confidentiality, compensation, questions answered) Statement to confirm subject meets eligibility criteria Verification of Eligibility The Site Monitor will verify that Inclusion/Exclusion criteria are met for enrolled participants. Protocol Review and Compliance The Site Monitor will ensure that:
Point of Sale materials 2016- 7105 - POS 7105-302-001 FY16 Playcenter Strip Update (PROD) 7105-303-001 FY16 Playcenter Reorder (PROD) 7105-304-001 FY16 Bountiful Returns POS (stock photography) 7105-304-002 FY16 Bountiful Returns POS (PROD) 7105-305 FY16 ESMM 7105-306-001 FY16 Brand 2.0 POS (PROD) 7105-307-001 FY15 DIA Retail Creative Window Graphics (PROD) 7105-308-001 FY16 ESMM Surround Reorder (PROD) 7105-309-001 FY16 Plan-O-Grams 7105-312-001 FY16 Powerball POS Updates (PROD) 7105-312-002 FY16 Powerball POS Updates Translation (PROD) 7105-313-002 FY16 Robotic Riches POS Production Effects (PROD) 7105-314 FY16 Electronic Ticker Sign Updates 7105-316 FY16 Holiday Scratch POS 7105-317 FY16 Powerball 10X POS (PROD) 7105-321 FY16 Playcenter Header Reorder (PROD) 7105-322 FY16 Playcenter Topper Holder Reorder (PROD) 7105-323 FY16 Sampler POS 7105-325 FY16 Atari POS (PROD) 7105-326 FY16 Small Door Decal Reorder (PROD) 7105-327 FY16 Gemini Reinvestment POS 7105-328-001 FY16 Lucky for Life POS Updates - Jackpot Signs (PROD) 7105-328-002 FY16 Lucky for Life POS Updates (PROD) 7105-328-003 FY16 Lucky for Life POS Updates - Playslip Holder
I will provide copies of this protocol and all pertinent information to the study personnel under my supervision. I will discuss this material with them and ensure they are fully informed regarding the investigational plan and the conduct of the study, applicable laws, regulations, international standards, and ethical and safety considerations, including 21 CFR Parts 50, 54 and 56, International Conference on Harmonization (ICH) Good Clinical Practices (GCP) Guidelines, and Institutional Review Board (IRB) or Ethics Committee (EC) requirements. _____________________________________ ________________ Country/Clinical Site Date _____________________________________ ________________ Country Coordinator Signature Date _____________________________________ ________________ Country Coordinator Printed Name Date Table of Contents
Point Trial Organization 4.3.1 Trial Organization The trial will be directed by the Principal Investigator, who will have ultimate responsibility for all activities and products of the trial, and will oversee all functions. The Co-Principal Investigator will assist with trial oversight and will substitute for the PI as necessary. The trial will take advantage of the proven skills of three major entities: the UCSF CCC, the NINDS NETT Network, and the POINT CRC. The NINDS NETT, through its Statistical and Data Management Center (SDMC), will provide statistical support and data management services, including reports to the DSMB and Clinician Event Coordinator, and shielding the UCSF CCC, NETT-CCC and POINT CRC from access to unblinded data during the performance of the trial. The Director of the NETT SDMC will be responsible for the randomization protocol, final statistical analysis plan and final data analysis. The Operations Committee (OC), chaired by the Principal Investigator, will oversee the entire performance of the trial. The OC will meet every week, with members outside San Francisco joining by teleconference. Membership of the OC is provided in the Manual of Procedures. Sanofi has agreed to contribute clopidogrel and its placebo at no cost and with no restrictions 4.4 Site Training, Certification, and Update Both the NETT and the CRC have already provided training to their sites in Good Clinical Practice Guidelines and in some outcome assessments (e.g., NIHSS, modified Rankin Scale). Online modules for training new sites are also available. Prior to initiation of subject enrollment, Site Investigators and Coordinators will complete online training programs and their certifications. In these training modules, the subject selection criteria and
inaccurate. INTRODUCTION Short brief explanation of the activity is complete and accurate. Is either wordy, lacking information or not related to the material in the report. Is wordy or lacking information. Material is not related to what is in the report. BACKGROUND Evidence that the student has researched beyond the information given in class. Student has proven that his/her work is unique to the research. Minimal work was done to research the topic. Evidence the project is unique is not shown. Student did not research beyond the classroom. Project is not unique. MATERIALS All materials are listed. 80% of materials used are listed. 60% of materials used are listed. PROCEDURE The step-by-step process is laid out exactly as done by the student. Sketches, photos, schematics, equations, etc. are shown where appropriate. All procedures are explained in detail and written in the third person. A step-by-step procedure exists. Some sketches, photos, schematics, equations, etc. are not necessary. Uses some pronouns. Some details missing. Step-by-step is out of order or parts are missing. Graphics are unnecessary or missing. Lacks detail to explain the procedure. RESULTS Student has explained the results using equations, tables, drawings, etc. The results support the objectives. Possible errors are explained and suggestions for improvement have been made. Student has proven results using credible evidence. The results support the objectives. Errors and suggestions are not discussed. Student results do not match his/her objectives. Evidence of how the results were obtained is lacking. There is no discussion of errors. CONCLUSION Student has a summary of what he/she learned and what the activity was all about. Summary is too long or does not explain what the student accomplished. Student has a summary that does not match the work in the activity. APPENDIX All large pieces of information are in an appendix. Each appendix is labeled and holds information such as schematics, and drawings. Appendix holds information that does not belong. Appendix is labeled incorrectly. Drawings and Schematics are just thrown in the back, are not labeled or do not exist. CITATIONS All information gathered by the student has been cited with the proper format. Some of the sources the student used are not cited and are not formatted correctly. Few sources that were used are cited and the format has not been followed. Total
Plant When/where found Symptoms Yew Especially Spring + Autumn Sudden death Breathing difficulties Colic Muscle tremors Weakness Water Hemlock Post flooding Wet pastures Stream banks Pond edges Wet ditches Looks similar to cow parsley (which is not poisonous) Vomiting Diarrhoea Bloating Convulsions Frothing Respiratory failure Sudden death Acorns Late Summer & Autumn Constipation, followed by black watery diarrhoea Depression Loss of appetite Straining to urinate & defecate Collapse Death (within 7 days of onset, usually due to kidney failure) Foxgloves Whole plant is toxic Diarrhoea Seizures Sudden death Rhododendron Sheep and goats more susceptible than cattle Projectile vomiting Salivation Diarrhoea Colic Incoordination/staggering Death Bracken Woodlands, dry, rocky soil. When there is little grazing or during the spring when small shoots emerge. Slow to develop Inappetant High fever Laboured breathing Drooling Bleeding from nostrils Blood in urine + faeces Weakness Convulsions St John’s Wort Anytime Pastures/roadsides Photosensitisation Blistering skin Hair loss Ragwort Pastures Hayfield Roadsides Cut, dry plants in hay or silage (Readily eaten & just as toxic) Takes weeks or month to develop Weight loss Diarrhoea Fluid collection under jaw/legs/skin/abdomen Jaundice Photosensitisation
Staggering/circling/head pressing Buttercups Usually only eaten if in large quantities so difficult to avoid Not usually poisonous in hay, only if eaten fresh Damp paddocks Diarrhoea Drooling Blistering gums Coughing Incoordination Drop in milk production Colic