zilongwang/ReadingBank huggingface dataset:
(e) Where provided, caller identification and similar telecommunications functions shall also be available for users of TTYs, and for users who cannot see displays. Not Applicable (f) For transmitted voice signals, telecommunications products shall provide a gain adjustable up to a minimum of 20 dB. For incremental volume control, at least one intermediate step of 12 dB of gain shall be provided. Not Applicable (g) If the telecommunications product allows a user to adjust the receive volume, a function shall be provided to automatically reset the volume to the default level after every use. Not Applicable (h) Where a telecommunications product delivers output by an audio transducer which is normally held up to the ear, a means for effective magnetic wireless coupling to hearing technologies shall be provided. Not Applicable (i) Interference to hearing technologies (including hearing aids, cochlear implants, and assistive listening devices) shall be reduced to the lowest possible level that allows a user of hearing technologies to utilize the telecommunications product. Not Applicable (j) Products that transmit or conduct information or communication, shall pass through non-proprietary, industry-standard codes, translation protocols, formats or other information necessary to provide the information or communication in a usable format. Technologies which use encoding, signal compression, format transformation, or similar techniques shall not remove information needed for access or shall restore it upon delivery. Not Applicable (k)(1) Products which have mechanically operated controls or keys shall comply with the following: Controls and Keys shall be tactilely discernible without activating the controls or keys. Not Applicable
Person Position Time Period Countries Involved Purpose Mao Zedong Chaing Kai Shek Leader of the Chinese Nationalist Party Joined in 1918 and became leader in 1925 and led until 1946 when Mao Zedong overthrew his government China To rid China of communists and unify the country Help fight Japanese agression Mohandas Gandhi AKA Mahatma Gandhi
the regions cannot be defined with an available geometric shape. (g) Row and column headers shall be identified for data tables. Supported (h) Markup shall be used to associate data cells and header cells for data tables that have two or more logical levels of row or column headers. Supported (i) Frames shall be titled with text that facilitates frame identification and navigation Supported (j) Pages shall be designed to avoid causing the screen to flicker with a frequency greater than 2 Hz and lower than 55 Hz. Supported (k) A text-only page, with equivalent information or functionality, shall be provided to make a web site comply with the provisions of this part, when compliance cannot be accomplished in any other way. The content of the text-only page shall be updated whenever the primary page changes. (l) When pages utilize scripting languages to display content, or to create interface elements, the information provided by the script shall be identified with functional text that can be read by Assistive Technology. Supported (m) When a web page requires that an applet, plug-in or other application be present on the client system to interpret page content, the page must provide a link to a plug-in or applet that complies with §1194.21(a) through (l). (n) When electronic forms are designed to be completed on-line, the form shall allow people using Assistive Technology to access the information, field elements, and functionality required for completion and submission of the form, including all directions and cues. Supported (o) A method shall be provided that permits users to skip repetitive navigation links. Supported (p) When a timed response is required, the user shall be alerted and given sufficient time to indicate more time is required. Not Applicable Section 1194.23 Telecommunications Products
Module 1- Power Plant Fundamentals Function of the Power Plant Boilers Turbine Fundamentals Overall Plant Operation Module 2 - Plant Theory Energy Conversion Properties and Fluid Flow Pressure Temperature and Heat Basic thermodynamics and Unit energy conversion processes Water/Steam Properties Plant Performance Module 3 - Plant Auxiliaries Fluid Flow, Piping and Piping Auxiliaries Pumps and Drives Compressors and Fans Heat Exchangers and Operation of Plant Auxiliaries Module 4 - Plant Systems Reading System Diagrams Steam Systems Condenser, Circulating Water and Fire Protection Systems Condensate and Feedwater Systems The condensate, feedwater, boiler water, steam cycle and turbine/generator operation Module 5 - Basic Electricity Fundamentals of Electricity Ohm’s law, how voltage can be produced Voltage distribution in series, parallel and series-parallel circuits Transformers and Control Mechanisms Batteries, Generators and Motors Module 6 - Plant Controls The Control Process Pressure and Flow Measurement Level and Temperature Measurement Understand Instrumentation on P&IDs Module 7 - Basic Water Chemistry and Treatment Chemistry Concepts Water Chemistry Fundamentals Water Treatment Fundamentals Water Treatment Applications Boiler Water Treatment LP Service Water Treatment Ion Exchange Cooling Water Treatment Module 8 - Fuels and Combustion Fuels and Combustion Characteristics Coal Handling Equipment Oil and Gas Handling Equipment Ash Handling Module 9 - Boilers Boiler Fundamentals Boiler Startup and Shutdown Procedures Normal Operation and Boiler Efficiency Emergency Procedures pertaining to the Boiler Module 10 - Turbines Turbine Construction and Principles of Operation Turbine Valves and Support Systems Turbine Control, Instrumentation and Protection Systems Turbine Operation Steam cycle and turbine operation Module 11 - Environmental Protection The Environment Water Pollution Air: Particulates Air: Gas Module 12 - Instrumentation and Control Pressure and Flow Measurement Level and Temperature Measurement Instrumentation on P&IDs The Control Process Sensing, Measuring and Controlling Elements Controllers and Final Control Elements Types of Control Combustion Control Drum Level Module 13 - Power Generation Generator Principles AC Power Generator Auxiliary Systems Generator Operation Basic generator operation Module 14 - Electrical Systems and Equipment Three-Phase Power Reading Electrical Diagrams Unit Transformers, Switchyards and Substations Module 1- Plant Control System Distributed Control System capabilities How power plant processes are accessed and controlled from the DCS controllers DCS control system diagrams
Instructions for using PowerPoint to map hazards and vulnerability in Unit 1: Copying and pasting Google maps image into PowerPoint (if necessary): In Google maps, use the zoom buttons to obtain desired coverage. Use the print screen function (usually a key in the upper right portion of the keyboard) to copy your screen image. Paste the screen image into a PowerPoint slide by either right clicking on the slide and selecting “Paste” or typing ctrl v. Cropping images: Select map image. Choose “Format” tab (top of page), and then choose “Crop” (far right). Move image borders to desired location. Drawing shapes for hazard and risk locations: Choose “Insert” tab at top of page. Choose “Shapes” and then “Freeform” (under “Lines”). Use this to draw in the area of a given hazard on your map. Google “Freeform shapes in PowerPoint” for more information. Changing color and transparency of shapes: Right click the freeform shape, and select “Format Shape” (at the bottom of the pop-up menu). Change color and transparency to desired options. Google “Transparency for a shape in PowerPoint” for more information. Changing color of shape outlines: Right click the freeform shape, and select “Format Shape” (at the bottom of the pop-up menu). On the left of the “Format Shape” menu, click “Line Color” to change line color. Google “Change line color in PowerPoint” for more information. Copying and pasting shapes: To copy a shape: Select shape and type ctrl c – Or – right click shape and select “Copy” from menu To paste a shape: Type ctrl v– Or – right click and select “Paste” from menu Making a key (legend): Choose “Insert” tab (top of page) and then chose “Text Box.” With nothing selected, click slide anywhere, and fill text box in with the appropriate information.
Unit Activity Data File Save as: Page(s) A Creating a Presentation None PPT A-QST PowerPoint 6-17 A Skills Review None PPT A-Dun Glen PowerPoint 19-20 A Independent Challenge 1 None PPT PowerPoint 21 A Independent Challenge 2 None PPT PowerPoint 22 A Independent Challenge 3 None PPT PowerPoint 22 A Independent Challenge 4 None PPT PowerPoint 23
Unit Activity Data File Save as: Page(s) B Modifying a Presentation PPT B-1 PPT B-QST PowerPoint 26-41 B Skills Review PPT B-2 PPT B-ProPool PowerPoint 43-45 B Independent Challenge 1 PPT B-3 PPT B-Center PowerPoint 46 B Independent Challenge 2 PPT B-4 PPT B-RC Investments PowerPoint 46 B Independent Challenge 4 PPT B-5 PPT 101 PowerPoint 47
Richmond Community Schools Laptop Bid Specifications Date: January 27, 2016 Bid Overview Richmond Community Schools is seeking proposals for student laptop devices and teacher laptop devices. Richmond Community Schools is a public school district located in Richmond, Indiana. It is the largest school district in Wayne County, Indiana and has approximately 5,200 students in grades through 12th grade. All submitted proposals should be labeled “Sealed Laptop Bid Proposal” on the outside of the envelope containing your company name and will be considered the property of Richmond Community Schools. The request for proposal does not commit the Richmond Community Schools to any specific course of action. A non-collusion affidavit must be signed and submitted with your bid proposal. Addendum B includes an acceptable non-collusion affidavit. Scope of Work Vendor will provide the following: 2950 Student laptops 210 Teacher laptops Richmond Community Schools requires that shipment of all of the Teacher Laptops arrive at Richmond Community Schools by March 29, 2016. Richmond Community Schools requires that shipment of all of the Student Laptops arrive at Richmond Community Schools by April 12, 2016. Bid Due Date and Time In order to be considered, 2 sealed copies of the bid proposal must be received at the following address by February 18, 2016, 2:00 PM EST: Office of Business Affairs C/O Mrs. Karen Scalf Richmond Community Schools 300 Hub Etchison Parkway Richmond, IN 47374
1 USB 3.0 and 1 USB 2.0 Full Size HDMI Network connector AC Power Lock slot Audio High Definition audio with built-in speakers Or better Docking Options Optional 3rd party docking Optional Input Single Pointing sealed non-backlit Keyboard US Keyboard Multi-touch sealed Touchpad Required Security TPM 1.2 Required AC Power and Charging Options Must include one power adapter per laptop Required Shipping Shipping costs included in the price. Required Required Proposal Format and Content In order to be considered, 2 sealed copies of the bid proposal must be received at the following address by February 18, 2016, 2:00 PM EST: Office of Business Affairs C/O Mrs. Karen Scalf Richmond Community Schools 300 Hub Etchison Parkway Richmond, IN 47374 The proposal should contain the following sections in the order presented below. Proposals that do not include these sections may be considered non‐responsive and as such may not be considered. Bid Cover Sheet Letter of Interest Profile and Experience Project Budget References Other Acknowledgements and Agreements Non-Collusion Affidavit
Russ lenth’s power and sample size calculation1 can calculate the power for Chi-square test and poisson test. PS3 can calculate the power for Mantel-Haenszel test, also independent or matched chi-squared test and fisher’ exact test in case-control studies. 6. Inference related to survival studies PS3 provides the calculation based on the log-rank test, the alternative hypotheses are specified in terms of the hazard ratio for control subjects relative to experimental subjects or the median survival times for control and experimental subjects. Another free one called QUANTO6, which is also the power/sample size calculator but different with all above, is specifically applied in the field of association studies of genes, gene-environment interaction, or gene-gene interaction. And some paid software, NCSS, PASS, GESS7 and Studysize 2.08 are also included in the GCRC website. I can’t access these software to see how they works. Just from the online manuals, they all very powerful and not only do the power/sample size calculation also almost all kinds of common statistical analysis. Software link list 1. Russ lenth’s power and sample size calculation (use true different, no effect size) 2. Wessa.net Lots of statistics software offered, all based on R modules, but with very little note to explain what it is and how it works 3. PS 4. SOCR Jave based software with lots of other functions. But it is not stable, the program get no response quit often. 5. MACORR 6. QUANTO 7. NCSS, PASS, GESS
1. What was investigated? (Describe the problem statement) 2. Was the hypothesis supported by the data? 3. What were the major findings? 4. How did your findings compare with other researchers? 5. What possible explanations can you offer for your findings? 6. What recommendations do you have for further study and for improving the experiment? 7. What are some possible applications of the experiment? The relationship between the age of compost used in soil and the growth, health, and quality of the leaves of tomato plants were investigated. The data appears to support the hypothesis that the growth, health, and leaf quality of tomato plants would improve increasing the age of compost mixed with soil. As the age of the compost increased the health, quality of the leaves, and the mean height of the tomato plants increased. The mean height of plants grown in soil with compost aged for six months was greater than the control group, with plants exhibiting similar health. More plants grown in soil with one month-old compost exhibited poor leaf quality than in the control. No similar studies were found relating the age of compost to the growth of tomato plants. As the compost decomposes, nutrients needed by the plant may be released thereby improving the growth of the plant. This experiment could be repeated with an increased number different ages of compost. Measurements of soil temperature may help to understand what is happening to the compost. The use of compost aged for longer than six months will improve the growth of tomato plants. Laboratory Report Writing Form (Template) Title FSSS (Strands, Standards, Benchmarks): ____________________________________
executive pay respectively. The coefficients of the number of contestants are insignificant in Models 3A and 3B therefore suggesting that executive pay gap is not related to the number of contestants (the results for executive and non-executives combined show a significant result at the 5% level in Model 3A). The coefficient for the interaction term (con*gov) is negative and significant (at the 1% level) in both models. Therefore, the results provide mixed support for H3: H3a is not supported but H3b is strongly supported: higher state ownership weakens the relationship between executive pay gap and number of contestants. Executive pay gap is negatively related to board size, but only significant at the 10% level for Model 3A: each additional executive reduces the pay gap by nearly 1.4%. The pay gap is positively related to duality in both models (1% sig. level): the pay gap is 3.4% bigger if the HPE1 is CEO/Deputy CEO and Chair/Deputy Chair. Further, the pay gap is significantly positively related to foreign ownership and negatively related to years of IPO. 5.2.2. Executive pay dispersion and firm performance H4a predicts that corporate performance is positively related to the executive pay gap, and H4b states that this is especially the case in less government-controlled companies. Model 4 tests these relationships. INSERT TABLE 7 HERE Table 7 reports the estimates of the relationship between executive pay differences (measured by WD) and firm performance. The dependent variables are three measures of firm performance: ROA, EPS, and Tobin’s Q. All the models are significant at the 1% level. Using OLS regression, models 4A, 4B and 4C explain 2.0%, 14.6% and 3.8% of the total variances of firm performance respectively. Models 4D, 4E and 4F were tested using robust regression with standard errors clustered by firm, and explain 2.4%, 15% and 4.2% of the total variance of firm performance respectively. For Models 4A, 4C, 4D and 4F, both executive pay differences (WD) and the interaction term WG are not significant. In contrast, Models 4B and 4E show that after controlling for the average level of executive pay, firm characteristics and industry effects, there is a significant (at the 5% level) and positive relationship between executive pay differences
Executive remuneration Prestige Power (Exec. Education) + +*** H2 Executive remuneration Organization levels + Not convex +*** convex Executive remuneration Level*gov (LG) - -*** H3 Tournament prize (Executive pay gap) No. of contestants Weak+ +NS Tournament prize (Executive pay gap) con*gov (CG) - -*** H4 Firm performance (EPS) Executive pay gap (WD) + +** Firm performance (EPS) WD*gov(WG) - -**/NS * 0.10 significance level; ** 0.05 significance level; and *** 0.01 significance level.
FOREWORD Abuse of power and breach of trust occur when one human being disregards, ignores or deliberately overbears the interests, wishes and feelings of another. Abuse and bullying result from one person treating another human being, a knowing, feeling subject, as an object. Such an act denies that the other person is a knowing, feeling subject and suggests that the person is an object to be used. It is a denial of the dignity God gives to every created being. If abuse is experienced from a member of the clergy or other church worker, it is also a gross misuse of the trust expected of the spiritual role and professional status of an ordained person, or any person authorised to minister to another. The damage caused by abuse never just goes away by itself. It may be pushed down and hidden for a time, but it festers and eventually resurfaces, often with damage multiplied and the pain intensified. We have seen this in the lives of victims of sexual abuse where the hurt wreaks havoc for decades, destroying the life of the individual concerned and distorting close relationships. The damage can even impact succeeding generations. What is true in the lives of individual victims is also true in the lives of institutions and parish communities. We can move only on if we face the hurtful reality of what has happened, extend care and support to those harmed, and take steps to ensure that as far as possible it never happens again.
Term means the Initial Term and any Further Term that applies under clause 2.2. Terms and Conditions means the section of this Contract headed ‘Terms and Conditions’. Third Party Material means any material in respect of which the Consultant does not own the Intellectual Property Rights. Variation Proposal means a proposal to vary this Contract that is in the form required by PWC. WH&S Act means the Work Health and Safety (National Uniform Legislation) Act (NT) or the applicable analogous legislation in any jurisdiction from time to time. WH&S Regulation means the Work Health and Safety (National Uniform Legislation) Regulations (NT) or the applicable analogous legislation in any jurisdiction from time to time.
Invoicing (clause 7.2) The Supplier will be entitled to invoice the Charges: on Acceptance of the Goods (where applicable) monthly in arrears following performance of the Services (where applicable) as specified in the Payment Milestones as provided for in Item 20 as follows: Payment Milestones Are any of the Charges payable based on Payment Milestones? Yes, as follows: No, not applicable. Expenses (clause 7.3) Expenses are: not recoverable by the Supplier recoverable by the Supplier, subject to the Supplier having obtained PWC’s prior written consent recoverable by the Supplier, subject to the Supplier having obtained PWC’s prior written consent and in accordance with the Schedule of Rates Adjustments – Services (clause 7.9) Are the Charges payable in relation to the Services subject to Consumer Price Index adjustment? Yes No, not applicable.
MDM4U – The Power of Data: Class Assignment Task: Find three examples of data that has been presented in either graph form or in a statement. For each example, choose a topic and search the internet to find data on that topic. Copy and paste the graph or statement into a Microsoft Word file and answer the following questions (repeat this for each example): -Who is presenting the data? (Independent website, organization, group, etc…) -What is the motivation for presenting the data (to inform the public, to persuade, to argue, etc…)? -What is the data showing? Explain. -Is there any evidence that they have presented the data in a biased way? -If yes, how has the data been misrepresented? How should the data be presented? -if no, how could they change the presentation of the data to make it biased? Potential Topics to research: -Global Warming -NHL revenues -pharmaceutical sales -Census data -Nutrition Information -Health Statistics -plus anything else you can think of When Complete: -Email the Microsoft Word document to Mr. Poulin at – please put your name and in the subject line
2.0 3/13/2013 Added emphasis on WECC/NERC reporting responsibility to Customer Nigh, Henrickson, Spina NERC FAC-001 NERC TOP-002-2 R18 NERC Comm-002-2 2.1 8/8/2013 Automate common fields Nigh, Steinhoff, Blanding NERC FAC-001 NERC TOP-002-2 R18 NERC Comm-002-2 ARS – 8/8/2013 – v 2.0
It showed slaves elsewhere that the whites were not unbeatable The price of cotton and coffee increased. Jamaica benefitted, temporarily, from all these increases; however, it was Cuba that became the successor to St. Domingue as the world’s leading the sugar producer. British troops invaded St. Domingue in the hope of protecting the planters and of capturing the territory. In territories like St. Kitts and Antigua, there was a greater fear of slave revolts that led to suspicion and fear of émigrés from St. Domingue Cuba’s sugar industry benefitted from the arrival of French planters and technicians who were instrumental in introducing new refining technology. Slave control was tightened in other Caribbean territories. The plantocracy became more repressive, there was firmer resistance to privileges for coloreds or an easier life for slaves. Several territories in the Caribbean including Jamaica, Cuba, Trinidad, Puerto Rico and Venezuela received an influx of refugees mainly whites from St. Domingue. The planters from St. Domingue took their cash and their coffee planting to Jamaica The revolution inspired slave resistance elsewhere for example Martinique, Guadeloupe and Grenada Emigration led to an increased French Creole population in these territories Émigrés helped to expand the cocoa industry in territories like Trinidad It caused increased slave unrest in Jamaica and contributed to the outbreak of the Second Maroon War Émigrés contributed to the development of mixed cultures in some territories for e.g. they helped to expand Roman Catholicism in Jamaica Haitian slaves took their skills in basket making and straw work to other territories. Slavery was abolished in Guadeloupe by Sonthonax’s proclamation but was restored Napoleon Bonaparte. French émigrés spread stories of the atrocities in St. Domingue. The spread of these stories strengthened the argument for abolition and made planters more cautious and watchful
increasing at the rate of 2 centimeters per minute. (The volume of a cylinder with radius r and height h is πr2h, and the volume of a sphere with radius r is (4/3)πr3.) At this instant, what is the height of the cylinder? At this instant, how fast is the height of the cylinder increasing 26.5.2 Celebration of Knowledge Essay 2 Calculator Inactive A tightrope is stretched 30 feet above the ground between the Jay and the Tee buildings, which are 50 feet apart. A tightrope walker, walking at a constant rate of 2 feet per second from point A to point B, is illuminated by a spotlight 70 feet above point A, as shown in the diagram below: How fast is the shadow of the tightrope walker's feet moving along the ground when she is midway between the buildings? (Indicate units of measure.) How far from point A is the tightrope walker when the shadow of her feet reaches the base of the Tee Building? (Indicate units of measure.) How fast is the shadow of the tightrope walker's feet moving up the wall of the Tee building when she is 10 feet from point B? (Indicate units of measure.)
Dr. Adrian Rogers God's Hall of Fame Dr. Adrian Rogers Synthetic Salvation Dr. Adrian Rogers 4/29/1977 Cassette Tapes Box 15 Leon Kilbreth (6 Tapes) Leon Kilbreth Interview Testimony Jack Brown Recruiting Testimony Maury Houghland Greg Tingson Bellevue Baptist Church Testimony Mrs. Willa Townsend (2 Tapes) Testimony Lt. Clebe McClary Colson Willard Tallman's Life Story 9/19/1977 Testimony Jack Solomon 10/7/1970 Testimony Miss Linda Block Sam Cathey Ray Roberts (3 Tapes) Dr. Ray Roberts Merrimon Ave. Baptist Church 4/26/1985 Francis A. Schaeffer Ash Heap Lives Francis A. Schaeffer 3/3/1977 Gwin Turner The Faith of George Washington (3 Tapes) Jerry Vines, John Visagno (2 Tapes) Dr. Gray Allison Studies in Hosea
Check the professional development you participated in during the 2014 – 15 school year: 2014 – 15 Career Resource Network Workshops () RU New to RUReadyND.com? Becoming a RUReadyND.com ProCenter Expert RUReadyND.com Multi-Topic Workshop Regional Career Professional In-Service Customizing Your School’s Plan of Study – On-Site 2015 North Dakota Counseling Association Mid-Winter Conference 2015 CTE Professional Development Conference Other (list): Write your goals and professional development plans for the upcoming school year below: Attend CRN Workshop on “RUReadyND.com” – Tuesday October 13, 2015 – Jamestown Attend CRN Workshop on “Planting the Seed: Career Planning” – Thursday November 12, 2015 – Bismarck Attend CRN Workshop on “Education and Career Guidance: In More Ways than One” – Wednesday January 6, 2016 – Bismarck Attend 2016 Mid-Winter Conference February 14, 15, and 16 2016 Attend CRN Workshop on “Regional Career Professional In-Service” – Wednesday April 20, 2016 – Bismarck Attend 2016 Professional Development Conference and CTE Convention August 8-10 2016 – Bismarck Meet individually with every student 7-12 at least once Build the best Counseling Program I can
C:B1.8 C:B2.3 C:C1.4 C:C1.7 12th Counselor Introduction National Guard Speaker Senior Interviews C:B1.1 C: B1.3 C:B2.2 C:B2.4 C:B2.5 C:C1.7 Job Shadow C:B2.3 C:C2.4 C:A1.3 College Roundtable C:B2.1 C:C2.1 A:C1.1 Credit Cards C:A1.5 Investing C:A1.5 Success After High School A:C1.4 A:C1.5 A:C1.6 Interviews C:B1.5 *Please note which standards/competencies are being met by each activity by including the notation identifying the competency (i.e., 7th grade Career Cluster Survey C:C1.3). Career Development Program: Competencies Covered by other School Staff Content Area Social Studies/English Science/FACS Business Vo-Ag Math 7th Careers in the legal system is covered in Social Studies C:B1.5 Careers related to the class are covered in Science/FACS C:B1.5 Careers related to each unit are covered C:B1.5 Career awareness is discussed as related to Math Class C:B1.5 8th Careers related to the class are covered in Science/FACS C:B1.5 Careers related to each unit are covered C:B1.5 Career awareness is discussed as related to Math Class C:B1.5 9th Careers related to the class are covered in Science/FACS C:B1.5 Careers related to each unit are covered C:B1.5 Career awareness is discussed as related to Math Class C:B1.5 10th Interview skills and resumes are covered in English C:B1.5 Careers related to the class are covered in Science/FACS C:B1.5 Business Tours are scheduled to take place during this year C:B1.5 Careers related to each unit are covered C:B1.5 11th Careers in the legal system is covered in Social Studies C:B1.5 Careers related to the class are covered in Science/FACS C:B1.5 Business Tours are scheduled to take place during this year C:B1.5 Careers related to each unit are covered C:B1.5
Murray County High School – The Weekly Indian Pow-Wow Sheet for the Week of Oct. 30th Monday, Oct. 30 Tuesday, Oct. 31 Wed, Nov. 1 Thursday, Nov. 2 Friday, Nov. 3 Bell Schedule Bell Schedule Bell Schedule Bell Schedule PM Activity EOG Field Test 3:15—Contributing Professionals Mtg. In Media Center 6:30AM - Math PLC (Collab Lab) 7:00—STUCO Officers w/ Mrs. Linder EOG Field Test 3:30—TSE Movie—Coach Ensley's room EOG Field Test Red Cross Blood Drive 3:30PM - CTAE PLC (Collab Lab) 6:30AM - ELA PLC (Collab Lab) 3:20—Faculty Meeting Auditorium 6:45--Make-Up Faculty Meeting Collab Lab 2:30 – Senior Pep Rally 7:30 – Football – Region Crossover Home – (Senior Night) Saturday, Nov. 4 Cross Country State Meet
Murray County High School The Weekly Indian Pow-Wow Sheet for the Week of Sept. 25th Monday, Sept. 25 Tuesday, Sept. 26 Wednesday, Sept. 27 Thursday, Sept. 28 Friday, Sept. 29 Bell Schedule Bell Schedule Bell Schedule CLUBS Bell Schedule 5:00 – Volleyball Home 5:00 – Freshman Football @N. Murray 6:15 – JV Football @N. Murray 6:30pm- NHS/BETA Induction--Auditorium 9:00am – Teen Maze (Sophomores—will be released via intercom) 3:15: TSA Video Game Tourn. 4:15 – Cross Country @Gilmer HS (Check into 7th) 5:00 – Volleyball Coahulla 6:30 am Social Studies PLC Collab Lab (Linder) 7:00am STUCO (Conference Room) 3:30 pm Science PLC Collab Lab (Morrow) Probe Fair -Seniors 10:00am – Lockdown drill (System) 5:00 – Volleyball LFO 9th-11th Pictures (students will be called via intercom) 7:30 – Football Home – N. Murray ONE TRIBE FALL FESTIVAL 8:00 – 1:00—Gym COME OUT AND BRING YOUR FAMILY for lots of fun activities!
visualizations can be created for specific industries and use cases. A set of powerful REST APIs is available to connect applications with visualizations and data in Power BI. Power BI Differentiators Power BI provides a unique set of features that empower everyone to benefit from direct access to data and insights. Power BI’s distinctive set of features include: Pre-built dashboards and reports for popular SaaS solutions Live, real-time dashboards Secure, live connectivity to your data sources, on-premises and in the cloud Intuitive data exploration using natural language query functionality Auto insights into your datasets and reports Integrated with other Microsoft products and cloud services, including Azure Data Warehouse, Azure Stream Analytics, Azure Machine Learning, Office 365, Cortana This set of capabilities is designed to help organizations get the most out of their data, no matter where that data lives – on-premise or in the cloud. The main components of Power BI and their capabilities are briefly introduced below. Power BI Service The Power BI service offers a simple, intuitive experience for business users to interact with their data. You can build rich, live dashboards that provide a single consolidated view of your business. A dashboard is a set of visualizations, or charts, from one or more underlying reports, presented in an engaging way that makes it easy to glean insights - no analytics expertise needed. Users can enjoy the benefits of up-to-date data with real-time, automatic and scheduled refreshes. Dashboards can be shared with other people that you work with, inside and outside of your organization. Users can ask questions of their data in natural language, or use auto-generated insights to quickly analyze a data set or report. If you are not at the office, take your dashboards and reports with you on the Power BI mobile app for your device. Power BI connects to a variety of data sources, both in the cloud and on-premises. You can connect to currently more than 60 popular SaaS solutions, as well as your databases, regardless of where they live. Power BI also works well with files. Excel workbooks can be directly connected to, or may be used with Power BI Desktop (more on Power BI Desktop below). Like Excel files, or CSV files, Power BI Desktop files can be uploaded to the Power BI service.
provided to the user, unless it would jeopardize the security or purpose of the content. 11.2.1.36 Error prevention (legal, financial, data) Where ICT is non-web software that provides a user interface, it shall satisfy the Success Criterion in Table 11.36: Error prevention (legal, financial, data): For software that cause legal commitments or financial transactions for the user to occur, that modify or delete user-controllable data in data storage systems, or that submit user test responses, at least one of the following is true: Reversible: Submissions are reversible. Checked: Data entered by the user is checked for input errors and the user is provided an opportunity to correct them. Confirmed: A mechanism is available for reviewing, confirming, and correcting information before finalizing the submission. Supported 11.2.1.37 Parsing Where ICT is non-web software that provides a user interface and that supports access to any assistive technologies, it shall satisfy the Success Criterion in Table 11.37: Parsing: For software that uses markup languages, in such a way that the markup is separately exposed and available to assistive technologies and accessibility features of software or to a user-selectable user agent, elements have complete start and end tags, elements are nested according to their specifications, elements do not contain duplicate attributes, and any IDs are unique, except where the specifications allow these features. Supported 11.2.1.38 Name, role, value Where ICT is non-web software that provides a user interface and that supports access to any assistive technologies, it shall satisfy the Success Criterion in Table 11.38: Name, role, value: For all user interface components (including but not limited to: form elements, links and components generated by scripts), the name and role can be programmatically determined; states, properties, and values that can be set by the user can be programmatically set; and notification Supported With Exceptions The following items are not supported via screen reader: creating relationships, adding images, changing slicer state, switching page view, switching number formatting and creating measures
Criteria Supporting Feature Remarks and Explanations (a) When software is designed to run on a system that has a keyboard, product functions shall be executable from a keyboard where the function itself or the result of performing a function can be discerned textually. Supported With Exceptions Keyboard navigation limited to the ribbon and when moving objects on the canvas. (b) Applications shall not disrupt or disable activated features of other products that are identified as accessibility features, where those features are developed and documented according to industry standards. Applications also shall not disrupt or disable activated features of any operating system that are identified as accessibility features where the application programming interface for those accessibility features has been documented by the manufacturer of the operating system and is available to the product developer. Supported With Exceptions The initialization screen does not support high contrast setting of the operating system. Focus is not available in the manage relationships dialog when "high contrast black or white" theme is applied. Some icons on the splash screen as well as the "Page View" split button are invisible when using this theme. (c) A well-defined on-screen indication of the current focus shall be provided that moves among interactive interface elements as the input focus changes. The focus shall be programmatically exposed so that Assistive Technology can track focus and focus changes. Supported With Exceptions - On the canvas, focus is visible on two elements when creating a new measure. The focus indicator on the file tab is very low. Focus indicator is not clear on some options including "clear search", "focus mode" and "more options." In dialogs within the product, focus is not highlighted properly. - Screen reader does not convey information about several areas including radio button status in options menu, drop down buttons in the ribbon, items in relationship view or getting started dialog. (d) Sufficient information about a user interface element including the identity, operation and state of the element shall be available to Assistive Technology. When an image represents a program element, the information conveyed by the image must also be available in text. Supported With Exceptions Some UI elements in the ribbon, options menu, file menu, getting started dialog, canvas, visualization pane and relationship view do not comply with this requirement.
Criteria Supporting Feature Remarks and Explanations 1.3.1 Info and Relationships: Information, structure, and relationships conveyed through presentation can be programmatically determined or are available in text. Supported With Exceptions Consumption of right click options on data points and page tabs, options for creating and managing relationships in the relationship view, certain options in the options dialog and the name of the getting started dialog are not available via screen reader. 1.3.2 Meaningful Sequence: When the sequence in which content is presented affects its meaning, a correct reading sequence can be programmatically determined. Supported 1.3.3 Sensory Characteristics: Instructions provided for understanding and operating content do not rely solely on sensory characteristics of components such as shape, size, visual location, orientation, or sound. Supported With Exceptions Screen reader does not notify the user when a table has been successfully uploaded, the checkbox state in the manage relationships dialog or when objects on the canvas are loading. Guideline 1.4 Distinguishable Make it easier for users to see and hear content including separating foreground from background. Criteria Supporting Feature Remarks and Explanations 1.4.1 Use of Color: Color is not used as the visual means of conveying information, indicating an action, prompting a response, or distinguishing a visual element. Supported 1.4.2 Audio Control: If any audio on a Web page plays automatically for more than 3 seconds, either a mechanism is available to pause or stop the audio, or a mechanism is available to control audio volume independently from the overall system volume level. Not Applicable 1.4.3 Contrast (Minimum): The visual presentation of text and images of text has a contrast ratio of at least 4.5:1, except for the following: • Large Text: Large-scale text and images of large-scale text have a contrast ratio of at least 3:1; Supported
When any component receives focus, it does not initiate a change of context. 9.2.30 On input Where ICT is a web page, it shall satisfy WCAG 2.0 Success Criterion 3.2.2 On Input: Changing the setting of any user interface component does not automatically cause a change of context unless the user has been advised of the behaviour before using the component. Supported 9.2.31 Consistent navigation Where ICT is a web page, it shall satisfy WCAG 2.0 Success Criterion 3.2.3 Consistent Navigation: Navigational mechanisms that are repeated on multiple Web pages within a set of Web pages occur in the same relative order each time they are repeated, unless a change is initiated by the user. Supported 9.2.32 Consistent identification Where ICT is a web page, it shall satisfy WCAG 2.0 Success Criterion 3.2.4 Consistent Identification: Components that have the same functionality within a set of Web pages are identified consistently. Supported 9.2.33 Error identification Where ICT is a web page, it shall satisfy WCAG 2.0 Success Criterion 3.3.1 Error Identification: If an input error is automatically detected, the item that is in error is identified and the error is described to the user in text. Supported With Exceptions This requirement is mostly met except in the following cases: 1. Setting up streaming data. 2. Tile settings. 9.2.34 Labels or instructions Where ICT is a web page, it shall satisfy WCAG 2.0 Success Criterion 3.3.2 Labels or Instructions: Labels or Instructions Labels or instructions are provided when content requires user input. Supported With Exceptions This requirements is mostly supported with a couple of exceptions. 1. File Pane. 2. Required Fields. 9.2.35 Error suggestion Where ICT is a web page, it shall satisfy WCAG 2.0 Success Criterion 3.3.3 Error Suggestion: If an input error is automatically detected and suggestions for correction are known, then the suggestions are provided to the user, unless it would jeopardize the security or purpose of the content. Supported 9.2.36 Error prevention (legal, financial, data) Supported
Bachelor in Electrical Power & Energy Engineering Curriculum Course Distribution General Math & Electricity Electronics Communication Computers Power, Machines & Control No. Course Title Cr No. Course Title Cr No. Course Title Cr No. Course Title Cr No. Course Title Cr 24221 Electric Circuits (1) 3 21231 Electronics (1) 3 23351 Signals and Systems 3 22241 Digital Logic Design 3 24461 Electric Machines (1) 3 24462 Electric Machines (2) 3 24222 Electric Circuits (2) 3 21331 Electronics (2) 3 23352 Programming Applications in Signals & Systems 1 22340 Microprocessors & Embedded Systems 3 24463 Power System Analysis 3 24464 Power Systems Economics 3 24229 Electric Circuits Lab 1 21338 Electronics Lab 1 24468 Electric Machines Lab 1 22346 Logic & Embedded Systems Lab 1 24469 Power Systems Lab 1 24311 Thermodynamics 3 24471 Automatic Control 3 24321 Applied Electromagnetics 3 24472 Energy Conversion 3 24479 Automatic Control Lab 1 24322 Instruments & Measurements 3 24561 Power Electronics 3 24562 Power Systems Protection 3 24329 Instruments & Measurements Lab 1 24563 Power System planning, Operation and Control 3 21564 Transmission & Distribution Systems 3 20232 Engineering Mathematics (1) 3 24565 High Voltage Engineering 3 20234 Linear Algebra 3 24568 Power Electronics Lab 1 20331 Engineering Mathematics (2) 3 24569 Power Systems Protection Lab 1 20333 Numerical Analysis 3 24571 Renewable Energy Systems 3 20334 Applied Prob. 3 Total 32 Total 7 Total 4 Total 7 Total 41 Electives: 6 Credit Hours Engineering Training: 3 Credit Hours Senior Projects (1) & (2): 3 Credit Hours
Power Grab Answer Key! President - A serious economic crisis takes place in the U.S. The President decides to run for a third term. 22nd Amendment – The President is limited to 2 terms or 10 years Congress – Because of his service to our country, Congress grants a former President the title, “Grand Poohbah.” Article 1, Section 9 – Congress cannot grant any US citizen a title of nobility Supreme Court - The Supreme Court rules that because of our large national debt, the United States can no longer borrow money. Article 1, Section 8 – Only Congress has the power to borrow money President - The President declares war on China. Article 1, Section 8 Only Congress can declare war Congress – In order to raise more money, campaign for re-election, and take a long vacation, Congress decides not to meet in 2017. Article 1, Section 4 – Congress is required to assemble at least once a year Supreme Court – The Supreme Court declares that since Washington D.C. is not in any state, residents there may not vote in national elections. 23rd Amendment – The people of Washington DC may vote for President President – The President declares that Supreme Court justices will now serve 8 year terms. Article 3 – Justices receive lifetime appointments Congress – In order to raise money, Congress declares a $200 voting tax (poll tax). 24th Amendment – People cannot be denied the right to vote because they had not paid a poll tax Supreme Court – The Supreme Court declares that anyone found guilty of a terrorist act will have their hands cut off. 8th Amendment – No cruel or unusual punishments President – The President declares that a new 28th Amendment to the Constitution will give him emergency powers for life. Article 5 – Amendments are passed by a 2/3rds vote of the House and Senate must be ratified by 3/4ths of the state legislatures
Pupil Premium Allocation 2016-17 No Primary Need Literacy Booster Numeracy Booster ICT Resources Visits Visits Individual Sensory Needs Speech & Language Therapy Nurture Staff Training Resources 1 ASD √ 2 ASD 3 BESD 4 ASD 5 MLD 6 SLD 7 ASD 8 SLD 9 SLD 10 BESD 11 ASD 12 ASD 13 ASD 14 ASD 15 ASD 16 ASD
Dragging and shuffling tiles You can also drag and drop to shuffle tiles around to assist in easily working within the tiles for the data you are working with. In the below example, I’m going to CLICK and HOLD the left mouse button on the word Authorization, then drag it over top of the Patient tile: Now my Authorization tile is where my Patient tile was. Data Entry If your company works with multiple MCO’s, you will have the ability to toggle between which MCO you are submitting information to, or viewing information from. NOTE: If you are in a module and switch between MCOs, you will be kicked back out to the Home Screen. In most cases, inputting data into fields is as simple as typing into them. However, there are a few cases in which you will need to search for the info to populate the field. When this is the case, you will see a Search button: This will open a sub screen, allowing you to search through records to find the one you want to input:
The attendance of PP children improves EWO will be involved with families The children will be invited to partake in planning the medium term curriculum and desired outcome – taking some ownership and interest. Awards are given to children who have 100% attendance. When children attend school regularly without constant breaks, they make more progress. Evidence shows that children who attend school make better friendships, take more ownership in their learning and are more confident. Children enjoy receiving awards and will often try harder when an award is being offered. Attendance will be monitored monthly Any absence will be addressed immediately. A chart of which children receive awards will be logged and tracked. S. Ely Dec, March and July- Attendance Governor
Indiana College and Career Pathway Plan – State Model Cluster: Arts, AV Technology & Communications Career Pathway: Visual Arts Concentration: Fashion & Textiles Core 40 with Honors High School Graduation Plan* *This is a SAMPLE plan for schools to use in planning. Course sequences and grade level in which courses are offered may vary according to local policies, practices and resources. Students should enroll in Indiana Career Explorer, complete interest inventories, and investigate careers in clusters & pathways prior to or during the time they create their individual Pathway Plans. SECONDARY Grade English/ Language Arts Math Science Health/PE Social Studies CTE/Career Preparation Courses for this Pathway Other Elective Courses for this Pathway 9 English 9 Algebra I Biology Health & Wellness/ Physical Ed Preparing for College & Careers; Digital Citizenship; Personal Financial Responsibility 10 English 10 Geometry Chemistry Geography/History of the World or World History/Civilization Introduction to Fashion & Textiles Introduction to Design Processes or **Design Fundamentals World Language 11 English 11 Algebra II 3rd Core 40 Science US History **Fashion & Textiles Careers I World Language 12 English 12 Math or Quantitative Reasoning Government Economics **Fashion & Textiles Careers II World Language State specified Pathway Assessments: End of Course Assessments/Final Exams for Dual Credit courses; Fashion, Textiles and Apparel Pre-PAC Industry Recognized Certification: Fashion, Textiles and Apparel Pre-PAC Postsecondary Courses Aligned for Potential Dual Credit** **See individual Course Frameworks for alignment of high school course standards and postsecondary course objectives Ivy Tech Vincennes University VISC 101 Fundamentals of Design To Be Determined To Be Determined