zilongwang/ReadingBank huggingface dataset:
Responding to problems with the water If I suspect the water is contaminated or receive a complaint: (check the box OR change the words to describe what you do) Check condition of tank, pipes and gutters Remove any contamination (e.g. dead bird) and repair access (e.g. hole in screen) Warn consumers to boil all drinking water (sign in each room and water outlets in public areas, or provide bottled water until problem is fixed) Talk to local council or Public Health Unit about actions Consider dosing tank with chlorine (refer to NSW Private Water Supply Guidelines) OTHER Other actions to protect water quality To manage chemical risks to water quality: (check the box OR change the words to describe what you do) Tanks, pipes and fittings are made of materials that will not contaminate water (for example, food grade materials or marked with AS/NZS4020, AS2070, AS/NZS4766, ATS5200.026 or WaterMark stamp. Check with plumbing supplier if not sure) Replace or cover (paint) all lead on the roof (flashings, lead washers, etc.) Consider testing water for lead after removing or covering lead sources Advise consumers to “Flush taps used for drinking for two to three minutes first thing in the morning” (water that has been standing can dissolve metals such as lead and copper from pipework) OTHER Contact list (needs to be kept up to date) Contact Name Contact details Public Health Unit For your local Public Health Unit refer to 1300 066 055 Local Council Plumber Tank Cleaner Electrician Plumbing supplies Bottled supplier Water Carter
CHAPTER 1: James meets Charles- An examination of the novels Lucky Jim and The Rachel Papers If you are attempting to study a novelist’s work from a critical perspective, it is informative to start at the beginning of their career with their first efforts, for it is in these early periods that their writing style and form are truly fashioned. This may not be true of every author; for example Harper Lee’s To Kill a Mockingbird has been her seminal and only piece of fiction since 1965, the rest of her work has focused on essays and academic contribution. However, with the Amis dynasty, both Kingsley and Martin’s first books were incredibly important in shaping the writers they were to become and, if we examine them side by side, demonstrate some telling signs of a young man who was determined not to become “The Son of Lucky Jim” but not yet ready to deprive himself of some of the tried and tested methods his father had ridden to success. Kingsley published Lucky Jim in 1954 after three years of working on it in close collusion with Phillip Larkin. It won the Somerset Maugham Award for first novels in 1955, and has, amongst some of his critics, been considered his seminal work of fiction. The plot revolves around Jim Dixon, a lecturer of medieval history at a
Muttaburra State School 6 Springsure State School 4 State College - St Pauls Campus # 7A Nebo State School 4 St George State High School 5 and remote schools (TR 4 – TR 7) Schools with# indicate identified Indigenous schools eligible for the identified location incentive) Schools with an * indicate identified Indigenous schools eligible for compensation benefit additional flight option School Name TR School Name TR School Name TR State College - Stephen Island Campus # 7A Thargomindah State School 7B Western Cape College – Mapoon #* 7B Tagai State College - Thursday Island Campus # 7A The Gums State School 4 Western Cape College - Weipa 7B State College - Warraber Island Campus # 7A Theodore State School 4 Westmar State School 5 Tagai State College - Yam Island Campus # 7A State School 4 Windorah State School 7C State College - Yorke Island Campus # 7A Townview State School 5 Winton State School 6 Talwood State School 5 Tresswell State School 6 Woorabinda School # 7C Tambo State School 6 Urandangi State School # 7A State School 4 Tara Shire State College 4 Valkyrie State School 5 Wyandra State School 6 Taroom School 6 Wallumbilla State School 4 Yarrabah School # 5 Teelba School 6 Wandoan State School P-10 5 Yelarbon State School 4 Texas P-10 State School 5 Wanpa-rda Matilda Outback Education Centre 5 Yowah State School 7B Thallon State School 6 Wartburg State School 4 Yuleba School 4
j. a terminal to </inst>query customer sales data maintained on a magnetic disk 3.1 (continued) Assorted Flowcharting Segments k. employee hours recorded on time cards in the payroll transaction file maintained on disk and update wage data maintained on the payroll master file 3.1 (continued) Assorted Flowcharting Segments l. use a terminal to </inst>access a price list maintained on disk to complete a purchase order. An electronic copy of the purchase order is sent to the vendor and a backup copy is printed and filed by vendor name m. update an airline reservation on a Web-based airline reservation system from a home computer 3.2 Happy Valley Utility Company Draw a system flowchart of the billing operations, commencing with the computer preparation of the reading forms and ending with the mailing of customer bills. 3.2
incomplete impact assessments Amount of application rework caused by inadequate change specification Another outcome measure of overall effectiveness of the change control process Reduced time and effort required to make changes Positive outcome measure reflecting the overall goal of change control Percent of total changes that are emergency fixes Measures compliance with change control process. A high number of emergency changes is evidence that people may be “gaming” the system, claiming something is an emergency in order to avoid formal change control. Helpful in measuring compliance with DS6.3 Percent of unsuccessful changes to the infrastructure due to inadequate change specifications Negative outcome measure of compliance with DS6.2 Number of changes not formally tracked, reported, or authorized Negative outcome measure of overall effectiveness of change control process, measures compliance with DS6.1 Number of backlogged change request Efficiency measure for DS6.4 Percent of changes recorded and tracked with automated tools Compliance with change control processes requires timely feedback on requests. This metric assesses efficiency of DS6.4 Percent of changes that follow formal change control process Overall measure of effectiveness of change control; also useful to assess DS6.3 Ratio of accepted to refused change requests Feedback to employees; relevant to DS6.4
operations supervisor, and other employees to complete your standardized computer internal control questionnaire. You report to your supervisor that the company has designed a successful set of comprehensive internal controls into its computer systems. He thanks you for your efforts and asks for a summary report of your findings for inclusion in a final overall report on accounting internal controls. <para>Have you forgotten an important audit step? Explain. List five examples of specific audit procedures that you might recommend before reaching a conclusion. </para></problem> The important audit step that has not been performed is tests of controls (sometimes called compliance tests). A system review only tells the auditor what controls are prescribed. Tests of controls allow the auditor to determine whether the prescribed controls are being adhered to and they are operating effectively. Examples of audit procedures that would be considered tests of controls are: Observe computer operations, data control procedures, and file library control procedures. Inquiry of key systems personnel with respect to the way in which prescribed control procedures are interpreted and implemented. A questionnaire or checklist often facilitates such inquiry. Review a sample of source documents for proper authorization. Review a sample of on-line data entries for authorization. Review the data control log, computer operations log, file librarian's log, and error log for evidence that prescribed policies are adhered to. Test data processing by submitting a set of hypothetical transactions and comparing system outputs with expected results. Trace selected transactions through the system and check their processing accuracy. Check the accuracy of a sample of batch totals. Review system operating statistics. Use a computer audit software package to edit data on selected master files and databases. 11.3 As an internal auditor, you have been assigned to evaluate the controls and operation of a computer payroll system. To test the computer systems and programs, you submit independently created test transactions with regular data in a normal production run. <orderedlist numeration="loweralpha" inheritnum="ignore" type="ll" continuation="restarts"><listitem><para><inst></inst>List four advantages and two disadvantages of this technique.</para></listitem> <listitem><para><ins</i</para></listitem></orderedlist> a. Advantages b. Disadvantages
CHAPTER 15 THE HUMAN RESOURCES MANAGEMENT/PAYROLL CYCLE SUGGESTED ANSWERS TO DISCUSSION QUESTIONS 15.1 This chapter noted many of the benefits that can arise by integrating the HRM and payroll databases. Nevertheless, many companies maintain separate payroll and HRM information systems. Why do you think this is so? (Hint: Think about the differences in employee background and the functions performed by the HRM and payroll departments.) Payroll and HRM systems are separate in many companies because integration was generally not feasible using early data processing technology. Also, different events generate data and two different professions were interested in using the data. As a result, many companies (and their employees) became accustomed to having payroll data processed by the accounting function and personnel data processed by the human relations function. Now that modern information technology makes integration more feasible, employees in some companies are still likely to resist suggestions for change because they are comfortable with the old way of doing things. In addition, employees within the accounting and personnel functions probably feel some degree of "ownership" of "their" data, and this is taken away when control of these data is transferred to a centralized data base function. Reasons for integrating the personnel and HRM systems include the following: Integration will improve decision-making by providing access to more of the relevant data needed for monitoring employee development. It is logical, both systems are organized around the same entity: the employee. It should facilitate the retrieval and utilization of employee data when the data required would otherwise have to be obtained from both data bases. It should facilitate the process of updating employee data, since a single update process would replace two separate updating processes. It should simplify the development and implementation of more complex compensation schemes, such as flexible benefits or incentive pay. Centralizing the administration of employee data under the control of database management software should enhance data security. It should minimize or eliminate the cost of storing identical data in two different databases. It should minimize or eliminate the confusion that might otherwise arise when two different databases use different data definitions, or report different values, for the same data item.
employee number, rental number Rent Equipment Rental number Date, time, vendor number, employee number Disburse Cash number Date, amount, GL Account number, Employee number, Vendor number Employee Employee number Name, date hired, pay rate Vendor Vendor number Name, address, beginning balance Rented Equipment – Rent Equipment Equipment number, rental number quantity Rented Equipment – Return Rented Items Equipment number, return number quantity SUGGESTED ANSWERS TO THE CASES Case 19.1 This case involves creating a database from an integrated REA diagram and then using the REA diagram to guide the writing of queries to prepare financial statements. Required a. Create the tables necessary to implement Figure 19-9 in a relational database. Be sure to include primary keys and other relevant attributes in each table. Table Name Primary Key(s) Other Attributes (foreign keys in italics, others in normal font) Customer Customer number Name, address, phone, beginning account balance, credit limit Employee Employee number Name, date hired, wage rate, date of birth, position Take Customer Order Sales Order Number Customer number, employee number, date, amount Sales Invoice Number Customer number, employee number, sales order number, date Receive Cash Remittance Number Customer number, employee number, GLAccount number, date, amount Finished Goods Inventory Item Number Name, Description, beginning quantity on hand, standard cost, list price
The contract did not contain acceptance-testing procedures and criteria. Documentation standards were never developed and documentation was poor, causing delays in agency approvals. Extensive changes were made by the agency. The contract was amended 13 times to provide for additional work or to delete requirements. Some changes were not in the contract and some changes altered the scope of the project. These led to disagreements as well as work delays and stoppages. Agency red tape and slow approval procedures caused extensive delays in the project. The system development contract was In summary, the problems were caused by poor planning, poor problem definition, inadequate system specifications, poor project management, and poor communication. How could the agency have better managed the systems development project? Done a better job of defining what the system was to accomplish. Designed a complete set of specifications before asking for bids. Frozen systems design at an appropriate time so that continual changes weren't made. Created a comprehensive, specific, and clearly written contract. Required prompt approval of each phase before allowing the contractor to proceed. Specified documentation standards and procedures for the contractor to follow. Managed the project better. Negotiated a better price upfront What the contractor have done differently? Refused to begin until an adequate problem definition and system requirements were developed. Insisted that system development be frozen at an appropriate time. Insisted on a clear, comprehensive, and specific contract detailing what was expected of them. b. Can we conclude from this case that organizations should not have custom software written for them? Explain your answer. No, we cannot generalize that companies should not have custom software developed for them. If the agency and contractor had followed good systems design and project management procedures, and had a clear and concise contract, problems with the engagement should have been minor and more easily resolvable. 21.3 Wong Engineering Corp (WEC) operates in 25 states and three countries. WEC faced a crucial decision: choosing network software that would maximize functionality, manageability, and end-user acceptance of the system. WEC developed and followed a approach:
– From the Assessment / CIN module Search for the Client, eg Daisy Flower – if necessary From the list displayed in the pane Double-click the required Assessment, eg CIN - Core Assessment Edit the document Save, Print and Close the document I The Cloning button is found in the following modules: Referrals / Open Cases – Document tab Assessments / CIN Children in Care – Document tab Child Protection – Details Document tab – Record of outcome of Section 47 enquiries document only CP Documents tab – Strategy Discussion document only Pathways Team Adoption – Prospective Adopters / Special Guardians, Children for Adoption – Document tab Foster Carers Setup – Fostering / SC / SL – Document tab ALL
& – The Export process allows you to save documents, outside of the database, so that it can be updated off-line. Once the document is exported, it is marked as Checked out to the exporting user, and no more changes can be made to that document within the RAISE system. The exporting user will update the document offline and then Import it back into the RAISE system. At that point it will become freely available to all system users for updating. I & The Export and Import buttons can be found within the following modules/areas: Referrals / Open Cases – Document tab Assessments / CIN Children in Care – Documents tab Protection – Details Document tab Other CP Documents tab Pathways Team Adoption – Prospective Adopters / Special Guardians, Children for Adoption Foster Carers – Fostering / SC / SL The Document must have been created before you can export it Open the Client whose document / assessment you wish to export From the appropriate screen eg Document tab, Pathways Team screen Select the document / assessment to be exported Select the Export button
Referrals / Open Assessments / CIN Child Protection – Details CiC – Service Placement Details Placements – Listing, Booking Adoption – Prospective Adopters / Special Guardians, Children for Adoption Foster Carers Setup – Fostering / SC / SL Ensure you have selected the client From the appropriate screen Select the Attach button For Cloning attached documents – see page 6 From the appropriate screen Select the Attach button
Adjust the Start Date if necessary Ensure the relationship type is set to - Create a new referral for the Carer / Young Person completing all the relevant fields. Ensure Reason for Referral = Private Fostering Notification From this point forward all recording will be completed in the Foster Carer Setup module > Fostering / SC / SL. The PF07 document is completed in the Carer’s module. PF06 is completed in the Assessments / CIN module Please see the Carer Setup User Guide for further information. / From this forward recording will be completed in the following modules: Referrals / Open Cases – Case Notes Assessments / CIN – documents, eg PF06, PF08 Private Fostering – start & end dates, key worker and geographical area
Real-Time Applications Integrated Software Environment 2.0 What is RAISE? Traditionally telecommunication service providers have installed independent hardware equipments at different locations for delivering telecom services. For example hardware equipment like Electronic switches which are installed at first floor of a building are dependent on other equipments like OFC transmission system installed at ground floor of the same building etc., for providing services. Innovation in digital communication technologies and convergence of information made humans to depend on telecommunication services for their daily activities. To provide service individual telecom equipment operational parameters has to be monitored regularly and separately, failure of which causes a denial of service to its customers and also revenue loss to the service provider. In the event of failure all this alarms’ are to be aggregated at a central place to trace out the original fault. This not only increases the restoration time but also reduces service provider revenue. A further challenge to overcome and ensure good quality of service to the customer’s a low-cost reliable and redundant software environment RAISE Application Integrated Software Environment) was developed to monitor all the alarms in online with individual equipments centrally. The environment is integrated with redundant mobile technology to forward all monitored alarms immediately to the concerned supervisors. The environment is also integrated with a database to map and store retrieved information for analyzing and reporting. The environment integrated with a web server for reporting statistics and to have ease of access with the software. This article titled “RAISE operational performance” starts with brief explanation of RAISE features, architecture, requirements and its installation procedure for implementation on Digital electronic exchanges. 2.1 RAISE features A common environment for all applications Online monitoring system for all applications Integrated database Supports different external database servers like Oracle, SQL Server, MY SQL etc Integrated mobile technology
source or program must be charged proportionately, and the method of allocation must be documented. 6.4 Submission of Application How to Submit an Application Applications must be received by OCFS by the date and time indicated in Section 1.2 Calendar of Events of this RFA. Please note that late applications will not be accepted. All applications must be submitted via email to to no later than the Deadline for Submission of Written Questions specified in Section 1.1 Calendar of Events. Questions received after the deadline may not be answered. The comprehensive list of questions and responses will be posted in the RFA announcement on the OCFS website on the date specified in Section 1.1 Calendar of Events. 7.0 MINIMUM CRITERIA/EVALUATION PROCESS 7.1 Evaluation Process The first step in OCFS’ evaluation of applications is a pass/fail review to determine whether applicants meet the Minimum Qualifications to submit a Proposal in accordance with Section 3.0 Minimum Qualifications. Applicants not meeting these requirements will be disqualified from further consideration. This includes, but is not limited to, the requirement that applicant agencies be in good financial, regulatory and programmatic standing with its licensing agency(ies). Applications that meet the Minimum Qualifications will be rated by a review team using the criteria in Section 6 ApplicationContent and Submission. The evaluation process will be as follows: (describe process). Applications that meet the Minimum Qualifications will be by a review team using the criteria described in Section 6 Application Content and Submission. Each application will be reviewed by two OCFS staff. If the scores assigned by the two reviewers are within five points of each other, the two scores will be averaged for a final score. If the scores assigned by the two reviewers vary by more than five points, the application will be reviewed by a third reviewer. The highest two of the three scores will be averaged to result in the final score. The review of the application will be in four as follows: 1) Technical and Programmatic Evaluation (70%) This is an evaluation of the extent to which the application addresses the requirements specified in the RFA with particular attention to the Program
2.2.1 Partners in Learning' - Developing student/staff partnerships at CCCU Phil Mooney, Georgia Horsley and Lucy Hoople An exploration of the diverse, interlinked partnership projects at Canterbury Christ Church University. Projects featured include developing a student guide to the new University Learning and Teaching Strategy, students as partners in a major change management process and building cohesive learning communities through an exploration of Equality and Diversity. Evaluating the impact of UCL ChangeMakers Jenny Marie and Susannah McGowan UCL ChangeMakers supports student and staff partnerships to enhance the student learning experience. This paper outlines our evaluation efforts to delineate best practices for such partnerships and to determine how to best support them. Trent Room (papers) 2.2.2 Students in Classrooms: Enhancing the Student Experience Nicola O'Brien and Françoise Bonner Nottingham Trent University’s Students in Classrooms initiative was developed in 2003 as part of the widening participation agenda. We intend to demonstrate that participation in the initiative is associated with improved student outcomes and impacts on students’ engagement with their learning, attainment, and their retention at university and graduate employability. Academic placements: students engaging with learning outcomes and assessment criteria Lucinda Becker A demonstration of excellence in student engagement with learning outcomes and marking criteria through a new type of placement scheme in an English Literature department. Academic placements, sourced and crafted by students, give them the opportunity to direct their own learning and create assessment criteria for the module assignment. Wye Room (papers) Session 2.2 Continued Venue
Joseph Asagai Beneatha’s Nigerian suitor, intelligent, proud of his heritage George Murchison Rich African-American who Beneatha; has Mama and Ruth’s approval as a suitable suitor Mr. Lender White man sent by neighborhood association to buy the house from the Youngers Bobo One of the liquor store business partners Vocabulary Act I quiz is the day after we complete Act I. Acts II- III quiz is the day after we complete Act III. Act I indictment- an accusation or charge vindicated – cleared, avenged, defended, or justified affecting – pretending or adopting falsely deferred – delayed or postponed beseeching – begging, imploring, or requesting futile – doomed, useless, or ineffectual doggedly – persistently or stubbornly furtively – secretly or stealthily outrage –insult or offense clinically – coolly, searchingly, or scientifically permeated – spread, diffused, or penetrated unobtrusively – calmly or unassertively anguish – pain, great suffering either mental or physical or both neurotic – having psychological problems conspicuous – obvious or celebrated Act II
Read the play out loud and provide a minimum of 2 character quotes per scene for EACH character. In addition, provide a minimum of two critical questions and responses per scene. Determine which grade your group would like to earn, and complete the requirements by the due date. Your folder should reflect the quality conversations you have about the texts and the issues it raises. A* Folder contains more than the required number of quote cards and critical questions. A Folder contains the required number of quote cards and 10 critical questions. B Folder contains most of the required quote cards and 10 critical questions. C Folder contains half of the required quote cards and 8 critical questions. D Folder contains only some of the required quote cards and fewer than 6 critical questions. Part Two: Scene Performance. Perform/direct 3 short scenes from the play. (No more than 2-3 pages in length.) Each family member will be responsible for performing in three short scenes—one from EACH act. A family member can also direct one round of scenes rather than perform, but cannot direct more than once. A*/A B C D Scenes are fully engaging. Actors convey clear objectives and use clear tactics. Acting/directing choices are creative and clearly convey the meanings of the scenes. Scenes are engaging. Actors convey objectives and use tactics. Acting/directing choices convey the meanings of the scenes. Scenes are somewhat engaging. Actors somewhat convey objectives and use tactics. Acting/directing choices convey some of the meanings of the scenes. Scenes do not meet the goals of the project. PLEASE NOTE THAT THIS IS A GROUP GRADE. PART OF BEING SUCCESSFUL IS WORKING TOGETHER AND FOLLOWING THE ASU PREP WAY. WORK HARD. BE KIND. BE SMART.
Meadowglen Primary School’s procedures for addressing concerns and complaints will be: Published on the school’s website; Given to a parent when their child enrols; Printed in the school newsletter. Meadowglen Primary school will: Brief all members of staff (including volunteers) about its procedures to address concerns and complaints. Provide staff with (or provide access to) training and support appropriate to their responsibilities under the procedures. Monitoring the parent complaints policy Meadowglen Primary School will monitor parent concerns and complaints and consider issues raised through the parent complaints process. Meadowglen Primary School Council will regularly review its policy and procedures to effectively address parent concerns and complaints as part of its cyclic policy and procedures review schedule. Ratification and implementation Upon ratification by School Council of this policy, it will be distributed in hard copy, detailed in the newsletter and made available on the school’s website for the whole of school community. Approval date Approved by Next review Pages in total November 2016 School Council November 2019 5+
Contents 4 5 6 Development of the Raising Achievement self-review 6 Use of the self-review in the Raising Achievement project 7 How to use the resource with schools/learning communities 8 10 Development of an Ecosystem of Support for Inclusive Education 10 Key concepts within the 12 Using the model for wider policy review 15 17 1 – 18 Self-review survey 18 Data protection statement 18 Instructions for completing the survey 18 Section 1 – Background information 19 Section 2 – Inclusive pedagogy 19 Pedagogy for all learners 19 Support for learning 21 Section 3 – Leadership and collaboration 22 Leadership roles and approaches 22 Learner well-being and participation 23 Curriculum development 24 Partnerships and collaborative working 25 Support systems for staff and leaders 26 2 – 28 Materials for use with learners 28 Examples of school self-reviews 28 Additional information 29 30
Learners can communicate with about personal issues that affect their learning Curriculum development These statements focus on how the school implements the national curriculum or plans its own curriculum to provide relevant and engaging opportunities for all learners. Statements Strongly agree Agree Unsure Disagree Strongly disagree The school has an agreed curriculum framework that takes account of principles such as breadth, balance, coherence and relevance The school curriculum provides valued learning opportunities for all learners The school curriculum provides flexibility for teachers to plan authentic and challenging learning opportunities for all learners The school curriculum provides opportunities for learners to make choices about their own learning programmes The school curriculum framework addresses learner well-being as a priority The school curriculum supports effective transition between phases/settings Extra-curricular and community activities are planned to engage all learners The assessment framework provides opportunities to recognise wider achievement (e.g. social, sporting, artistic), as well as academic attainment
Raising queens is important because queens are more prolific egg-layers and swarm less than older queens, which usually results in more honey. To replace failing queens, lost queens and for making nuclei for sale and expanding the apiary. Queen bees are delicate creatures and many things can happen to them, it is handy to have a few spare young queens raised in the season to be on availability for immediate use in an emergency. In raising queens in his apiary, the beekeeper money. Ordering queens from a queen breeder is expensive and often arrives late in the season, some queens are injured or infected by disease, and some do not perform well in a particular region or climate. Raising queens is easy and can be mastered by any beekeeper with knowledge in beekeeping and biology of honeybee. There is no mystery in raising queens. Time for rearing In general, the best time of the year for producing good quality of queens is when nectar and pollen are abundant and there are enough drones available to ensure successful mating. In the Middle East region, this is the period between mid-spring and mid-summer. Raising queens so late in the season is not recommended as emerged queens may not have a good chance of mating; queens that have not a sufficient amount of sperms at mating time are bad layers and will be superseded by bees. Selection of breeder queen The process of rearing queens begins with the selection of a mother queen of high quality, a selection of the desired stock to breed from is very important. Honeybees are not the same, each race and colony has different traits from each other; these traits depend on selective breeding. If we breed from a colony with bad characteristics, we will be perpetuating these bad characteristics, similarly, if we breed from poor colony, the resulting queen will be inferior. There is a large set of heritable traits in the honeybee colony and the breeder should select for desired traits in his bees that are most important to him and locality. Some of the traits of importance in selecting bees are: Gentleness High honey production spring build up in population Non or low level of swarming tendency Disease and varroa mite resistance Quite on the comb Good comb builders Ripens honey rapidly Honey comb capping are white Non or low propolis producers Good wintering quality Non or low followers (i.e. bees do not follow the beekeeper when leaving the apiary) Economical brood rearing when nectar flow is low or stopped. Bees that fly out at lower temperatures.
Abstract The following is an impact on student learning for a two week unit on Lorraine Hansberry’s A Raisin in the Sun. This impact includes an analysis of context and learner characteristics, assessment data (diagnostic, formative, and summative), data analysis, and follow-up plans for continued student development and learning. One of the main objectives of the unit was to make students more knowledgeable and aware about discrimination in the housing market so that they would be able to make connections between Hansberry’s play and their own communities to demonstrate how discrimination still persists through their work and classroom discussions. The common core standards addressed in this unit deal with citing textual evidence and making inferences (RI.11-12.1), analyzing the central themes of the text writing narratives that demonstrate their learning on key concepts (W.11-12.3), and presenting the information that they learned in a manner that is creative and meaningful Unit artifacts and samples of student work can be found at the end of this impact paper. To protect the confidentiality of students, names of students are not included in this impact paper.
Script Formatting Act 4 Scene 1 Time: What is the time period? Place: Location of the scene Setting Description: is the scene taking place, who are the characters in the scene? What are the characters doing? CHARACTER 1. The character’s names should be uppercase and the dialogue should be written directly following the character’s name. CHARACTER 2. Your script should include 20 lines of dialogue (1 Point each) CHARACTER 1. Experiment with and imitate Lorraine Hansberry use of dialect. CHARACTER 2. (Use italics to describe the actions characters perform) while they are speaking CHARACTER 3. (This is also known as stage directions) CHARACTER 1. Think about what you want the audience to learn about the family and be creative! Project Rubrics – 100 Points Unacceptable (69 points and below) Acceptable (70-89 points) Target (90-100 points) Setting (20) Group did not include a setting descriptions for their script. created a setting description for their script but did not include the time and place. Group created a full setting descriptions and included the time and place of the scene. Cast (20) Group did not include a cast for their script. Group included at least 2 characters in their script Group included at least 2 character in the script. Group Work (20) Group did not work well or efficiently during class time. Group worked well and efficiently most of the time. worked well and efficiently together during class time. Script/Dialogue (20) Script is missing or handwritten and formatted incorrectly. Script is mostly formatted correctly and presented as a printed hard-copy in class. Script follows the format above and is presented as a printed hard-copy in class. Performance (20) Actors did not take the presentation seriously or refused to participate. Actors demonstrated some effort during their presentation. Actors performed with enthusiasm and showed significant effort.
Many countries in the World are working on policy support to pastoralism. Under the World Initiative for Sustainable Pastoralism (WISP) “6 partner organisations, in Bolivia, Mongolia, Niger, Sudan, Switzerland and Tanzania, reported positive environmental outcomes in their country as a result of policy changes in favour of mobile pastoralism”.Backed by scientific evidence, European Union (EU) policies officially endorse low intensity, transhumant livestock management in Europe as a source of diverse environmental, economic and cultural benefits. Far from seeking to eradicate mobile pastoralism, the European Union explicitly attempts to preserve it, through economic subsidies to livestock farmers, and programmes aimed at marginal grassland areas. The Interlaken Declaration on Animal Genetic Resources Point 9: recognizes “that the genetic resources of animal species most critical to food security, sustainable livelihoods and human well-being are the result of both natural selection, and directed selection by smallholders, farmers, pastoralists and breeders, throughout the world, over generations”. Point 12: recognizes “the enormous contribution that the local and indigenous communities and farmers, pastoralists and animal breeders of all regions of the world have made, and will continue to make for the sustainable use, development and conservation of animal genetic resources for food and agriculture”. Global Plan of Action for Animal Genetic Resources Part I Point 10: “all animal genetic resources for food and agriculture are the result of human intervention: they have been consciously selected and improved by pastoralists and farmers since the origins of agriculture, and have co-evolved with economies, cultures, knowledge systems and societies. Unlike most wild biodiversity, domestic animal resources require continuous active human management, sensitive to their unique nature”. Convention on Biological Diversity Article 8: “genetic resources should be conserved in the surroundings in which they have developed their distinct properties”. Article 8 (j): “Contracting parties shall…subject to national legislation, respect, preserve and maintain knowledge innovations and practices of indigenous and local communities embodying traditional lifestyles relevant for the conservation and sustainable use of biological diversity…“
Article 10 (c): “customary use of biological resources is protected and encouraged in accordance with traditional cultural practices that are compatible with conservation and sustainable use requirements”.. Article 10 (d): “local populations are supported to develop and implement remedial action in degraded areas where biological diversity has been reduce”. The Rio Declaration Principle 22: “Indigenous people and communities and other local communities have a vital role in environmental management and development because of their knowledge and traditional practices. States should recognize and duly support their identity, culture and interests and enable their effective participation in the achievement of sustainable development”.
Conclusion: - from the results shown in table 1 it can be said that about 60% of the motion vectors are median predictors. And these median predictors are terminated using TZSearch which saves encoding time by 38%. The results can be seen from table 3 through table 14.
Operations and Tasks Title and Description Review After (years) Indicative Activities Note Generate and Develop (Record) Capability needed to meet current and future operational demands 15 Recruiting Service Personnel Recruitment Selection Manpower Change and Capability Programmes Capability plans Capability Development Change programmes Basic and Unit Training Basic training Exercises Acquire (Record) Acquisition of equipment, systems and other items that the MOD, Armed Forces, and Business Units need Length of contract/project + 7 years ICT Services Domestic radio DII MODNET Standalone equipment and software Telephony Exploits based retention Capital Projects Change Management Commercial Low Purchasing Contracts Enterprise Agreements
Smile! You’ve been RAK’d! Now It’s your turn to spread kindness! Do something kind for someone else… (Leave this RAK card behind!) You’ve been RAK’d! Now It’s your turn to spread kindness! Do something kind for someone else… (Leave this RAK card behind!) Smile! You’ve been RAK’d! Now It’s your turn to spread kindness! Do something kind for someone else… (Leave this RAK card behind!) Smile! You’ve been RAK’d! Now It’s your turn to spread kindness! Do something kind for someone else… this RAK card behind!) Smile! You’ve been RAK’d! Now It’s your turn to spread kindness! Do something kind for someone else… (Leave this RAK card behind!) Smile! You’ve been RAK’d! Now It’s your turn to spread kindness! Do something kind for someone else… (Leave this RAK card behind!) Smile! You’ve been RAK’d! Now It’s your turn to spread kindness! Do something kind for someone else… (Leave this RAK card behind!) Smile! You’ve been RAK’d! Now It’s your turn to spread kindness! Do something kind for someone else… (Leave this RAK card behind!) Smile! You’ve been RAK’d! Now It’s your turn to spread kindness! Do something kind for someone else… (Leave this RAK card behind!) Smile! You’ve been RAK’d! Now It’s your turn to spread kindness! Do something kind for someone else… (Leave this RAK card behind!)
Appendix A: Gantt Chart Appendix B – Budget Expenses Cost (USD) Justification Agar plates for bacteria culture Petri Dishes 244 Glucose 145 Proteose Peptone 318 Yeast Extract 25 Anhydrous 137 KH2PO4 132 K2HPO4 65 Prototyping 2000 $1500 for 3 gel liner UV prototypes; $500 for redesign Total $3,066
Resolution: 416×240 Frame rate: 60 frames /sec Number of frames for the test: 20 BQ Square.yuv Before enabling deblocking filter Bitrate Computational Time PSNR QP = 28 7650 Kbps 52.657 secs 37.38 dB QP = 32 5240 Kbps 45.898 secs 34.84 dB QP = 34 4489 Kbps 37.267 secs 32.88 dB Table 3.a Metrics before enabling the deblocking filter. BQ Square.yuv After enabling deblocking filter Bitrate Computational Time PSNR QP = 28 7715 Kbps 60.774 secs 38.89 dB QP = 32 5313 Kbps 56.156 secs 35.99 dB QP = 34 4503 Kbps 45.856 secs 33.90 dB 3.b Metrics after enabling the deblocking filter.
7.1 Is your household currently using any of the following strategies to deal with the effects of the storm? Reducing spending on food or other essential items Buying food on credit Spending from savings Taking loans Selling livestock Selling or mortgaging land Removing children from school for economic reasons Migration of family members to look for work Engaging in dangerous or demeaning work Cutting more firewood to sell Other None 7.2 Specify other 7.3 If your household receives no support in the next three months, do you anticipate that you will have to use any of these coping strategies? Reducing spending on food or other essential items Buying food on credit Spending from savings Taking loans Selling livestock Selling or mortgaging land Removing children from school for economic reasons Migration of family members to look for work Engaging in dangerous or demeaning work Cutting more firewood to sell Other None 7.4 Specify other Section 8: Protection 8.1 the start of the cyclone, has your feeling of safety changed? Improved Stayed the same Got worse 8.2 [If got worse] what are the reasons for this? Increased crime/violence More safety incidents when looking for firewood/food/ More safety incidents when travelling to private places for hygiene Less privacy Food prices increasing (unable to feed family) Disputes over land ownership Don’t know 8.2.1 Specify
8.3 the cyclone, are there any areas where women and children are at greater risk of violence? At emergency shelter points At water collection points At bathing spaces At health facilities At school At home Collecting firewood At latrines (if applicable?) None Don’t know 8.3.1 Specify other Section 9: 9.1.1 Apart from cash, what is your household’s main priority need right now? Food Sanitation and hygiene Shelter Health Education Repair of damaged farmland Replacement of lost productive assets Replacement of lost household items Vocational training Other 9.1.1.1 Specify other 9.1.2 Apart from cash, what is your household’s second priority need right now? Food Water Sanitation and hygiene Shelter Health Education Repair of damaged farmland Replacement of lost productive assets Replacement of lost household items Vocational training Other 9.1.2.1 Specify other 9.1.3 Apart from cash, what is your household’s third priority need right now? Food Sanitation and hygiene Shelter Health Education Repair of damaged farmland Replacement of lost productive assets Replacement of lost household items Vocational training
Semester Dates: Rákóczi Gimnazium Sept Oct Nov Dec Jan Feb 15th 06th 03rd 01st 05th 02nd 22nd 27th 10th 08th 12th 29th 17th 15th 26th 24th *All lessons in the afternoon on the following 10th November, 1st December & 15th December. Lesson times: 09.30 – 12.15 12.45 – 15.30 14.00 – 16.45
Lesson Procedure Time/ stage Teacher activity (T will …) Student activity (eg. In groups ss will …) Tutor Comment 1. 5 min Engagment On carpet area I will ask the student general question related to the story : What do you see? What is the most favorite part? Why? What you will happen next? SS they will answer the question 2. Building Knowledge Students back to their seats. Give each group animals to describe it to their friends. Students are in their seats. Then, they will identify each animal that they have. 3. transformation I will give MA group student worksheet they complete the missing word. I will AH group student worksheet they will write their own sentences use liked word. LA they will do group discuss about the favourite part in the story and they draw story board Student will work in the group put the word in sentences. 4. Presentation Give to each student one picture of animal and write a sentence about the animal. Students are in their seats. Then, they will write a simple sentence about picture that they have. 5. Reflection T: ask students about the story and what they liked? Student will raise their hand to answer the question.
Lesson Plan for the teaching of reading Grade Level Grade 2 Lesson Focus/Title Reading comprehension mamba and the crocodile bird Objective(s) Student will able to improve reading skills Resources box,’ work sheet (3different level) flash card Stage Teacher activity (T will …) Student activity (Ss will …) Tutor Comment Lesson Procedure Pre-Reading Magic box activity to engage the student Student will guess who inside the box. While-Reading Teacher will read the story for the students need to participation Student will listen to the teacher and answer the question. Post Reading Teacher will give each student a plain book to order story in it (individually). Students will the event of story and they will make it like a book
COORDINATION OF APPARATUS-LICENSED SERVICES WITHIN THE AUSTRALIAN RADIO QUIET ZONE (ARQZWA) 1.0 Introduction/Background 1.1 Background The radio astronomy service uses extremely sensitive radio receiving systems to detect very weak signals of cosmic origin at much lower power levels than are generally used in other radiocommunications services. It is highly susceptible to interference from emissions by other radiocommunications services. To minimise such interference, radio astronomy antennas and receivers are usually located in geographically remote locations and ideally within radio quiet zones. 1.2 Radio Quiet Zones Generally, a radio quiet zone is a geographic area within which signal levels from radiocommunications transmitters are controlled in some way to minimise the strength of electromagnetic energy within the area. Radio quiet zones exist in other parts of the world. For example, the United States of America established the National Radio Quiet Zone (NRQZ) in 1958, to minimise possible harmful interference to the National Radio Astronomy Observatory (NRAO) in Green Bank, West Virginia, and the radio receiving facilities for the United States Navy in Sugar Grove, West Virginia. Rectangular in shape, the NRQZ has an area of approximately 33 000 square kilometres. Another example is the radio quiet zone around the Arecibo Observatory in Puerto Rico. Licensees in the area must make “reasonable efforts” to protect the Observatory from interference. 1.3 The ARQZWA The radio quiet zone addressed by this Radiocommunications Assignment and Licensing Instruction (RALI) is the Australian Radio Quiet Zone Western Australia (ARQZWA) and comprises locations described in section 3.0. It provides interference protection for radio astronomy within a region in the Mid West of Western Australia. A site at its centre is being used for the purposes of radio astronomy and is the central core of the Australian component of the geographically distributed Square Kilometre Array (SKA) telescope. It is geographically isolated, provides an exceptionally radio-quiet environment and exhibits good ionospheric and tropospheric conditions for radio astronomy.