zilongwang/ReadingBank huggingface dataset:
Day 1 Agenda Day 1 Materials Class Intro 01_class_intro.pptx 7-Series Architecture Overview 11_7_Series_Architecture_Overview.ppt x Vivado Design Flow 12_ Vivado Design Flow.pptx Lab 1: Vivado Design Flow 12a_lab1_intro.pptx Lab1.docx Synthesis 13_Synthesis.pptx Lab 2: Synthesizing a RTL Design 13a_lab2_intro.pptx Lab2.docx Implementation and STA 14_ Implementation_and_STA.pptx Lab 3: Implementing and Verify the design in hardware 14a_lab3_intro.pptx Lab3.docx Day 2 Agenda Day 2 Materials IP Integrator and IP Catalog 15_ IPI_and_IP_Catalog.pptx Lab 4: Using IP Catalog 15a_lab4_intro.pptx Lab4.docx Xilinx Design Constraints 16_Xilinx_Design_Constraints.pptx Lab 5: Xilinx Design Constraints 16a_lab5_into.pptx Lab5.docx Hardware Debugging 17_Hardware_Debugging.pptx Lab 6: Hardware Debugging 17a_lab6_intro.pptx Lab6.docx LAB DESCRIPTIONS Lab 1 - Vivado Design Flow: Use Vivado IDE to create a simple HDL design targeting the NEXYS4. Lab 2 - Synthesizing a RTL Design: Synthesize a design with the default settings as well as some settings changed and observe the effect. Lab 3 - Implementing and verify the design in hardware: Implement the synthesized design of previous lab, perform timing analysis, generate bitstream, download the bitstream and verify the functionality. Lab 4 - Using IP Catalog: Use the IP Catalog to generate a clock resource and instantiate in a design. Use IP Integrate to generate a core and instantiate in the design. Lab 5 - Xilinx Design Constraints: Create a project with I/O Planning type, enter pin locations, and export it to the rtl. Then create the timing constraints and perform the timing analysis. Lab 6 - Hardware Debugging: Use Mark Debug feature and also available Integrated Logic Analyzer (ILA) core (available in IP Catalog) to debug the hardware. Contact XUP Send an email to for questions or comments
Mtrav=5 Other & unspecified Where=10 (other travel) and the respondent is not reported in the where codes but the main activity is traveling 3 (travel during work) 9 (travel to/from work) 29 (travel. childcare) 39 (travel, goods and services) 49 (travel, personal care) 59 (travel, education) 69 (travel, organizational) 79 (travel, social) 88 (walking, hiking) 89 (travel, recreational) 99 (travel, passive leisure) ICT = 1 Reported using computer, internet or other ICT (as main or secondary activity) Where main or secondary activity is 53 e-mail 56 using internet 57 play computer games 58 other PC use Who else present variables labels USA 1998-2001 original activity and location codes Alone = 1 Reported alone or with persons unknown Who1=1 (alone) Child = 1 Reported present Who1=3 or Who2=3 (child only) Who1=4 or Who2=4 (spouse and child) Sppart = 1 Reported spouse or partner present Who1=2 or who2=2 (spouse only) Who1=4 or who2=4 (spouse and child) Oad = 1 Reported other known adult (not include spouse) present There is no information on the age of the other present people Because both of the surveys have 18+ respondents, while creating this variable it is assumed that the people listed below were all adults. Who1=2 or Who2=2 (spouse only) Who1=4 or Who2=4 (spouse and child) Who1=5 or Who2=5 (coworkers) Who1=6 or Who2=6 (friends) Who1=7 or Who2=7 (relatives) Who1=8 or Who2=8 (strangers) VARIABLE-SPECIFIC INFORMATION The following variables cannot be created: CARER CDAY CITIZEN EMPINCLM HEALTH OCCUP OWNHOME PARNTID1 PARNTID2 PARTID RELREFP SECTOR VEHICLE URBAN
Patient Interventions Tracking Tool: Inpatient Patient Name: ______________________________________ Medical Record Number: ______________________________ Date of Admission: ___________________________________ Interventions - Inpatient Completed? Initials Prior authorization obtained for any medication(s) for which it is required Yes - Date: / / No N/A (e.g., not on meds; prior auth not required) Medication fill at discharge (Patient discharged with full supply of all medical & psychotropic meds in hand for the period clinically indicated) Yes - Date: / / No N/A (e.g., not on meds; residence supplies) Warm Hand-off to receiving provider (during inpatient stay or on day of discharge; may include outpatient therapist, psychiatrist, health home, care/case manager, peer, etc.) Yes - Date: / / No Discharge plan includes a high-intensity step-down program and/or community-based care coordination follow-up (e.g., Partial hospitalization program, health home, intensive case management, assertive community treatment (ACT), mobile crisis, visiting nurse, peer bridger) Yes No Intervention – Post-Discharge Exclude transfers to other inpatient settings and discharges to State Psychiatric Centers Date of Discharge: / / Follow-up phone call to client/family/ caregiver within 72 hours of discharge (include only calls comprising the 4 components of Project red calls: assess clinical status, review medications, review/reinforce outpatient appointments, trouble-shoot any barriers) Yes – Date of Call: / / No Completed by hospital/inpatient staff Verified completion by community partner 30-Day Outcomes First outpatient BH follow-up session (exclude “meet and greet” in warm hand-off) Date of First Session: / / OR None within 30 days 30-day readmission to this hospital (confirmed in Electronic Medical Record 30+ days post d/c; exclude planned rehab admission after detox d/c) Psych SUD Medical None Revised 6/22/15
Client Interventions Tracking Tool: Outpatient Client Name: _______________________________________ Medical Record Number: ______________________________ Date of Hospital Discharge: ____________________________ First post-discharge outpatient appointment that the client is expected to attend from the community: Scheduled date of appointment: _____________________ Actual date of appointment: _________________________ Interventions - Outpatient Staff Initials Warm Hand-off provided during inpatient stay or at time of discharge (May be conducted by any member of your program’s staff who will continue to follow the client in the community - e.g., therapist, psychiatrist, care/case manager, etc.) Yes – Date: / / No Telephone or face-to-face reminder within 24 hours prior to the first post-discharge appointment that the client attended from the community. (Reminder before the first appointment that the client attends from the community. If the first appointment is a warm hand-off on day of discharge, the reminder calls are expected prior to the next appointment.) Yes – Date: / / No 30-Day Outcomes Staff Initials First outpatient BH follow-up session (exclude “meet and greet” warm hand-off) Date of First Session: / / OR None within 30 days 30-day readmission to any hospital (exclude planned rehab admission after detox d/c) Psych SUD Medical None Revised 6/22/15
Program Outcomes Class of Class of Class of Class of of Class of Class of Class of Graduation Rate 28 Enter 27 Graduated 1* 29 Enter 23 Graduate (4*,1 **, 1***) 30 Enter 29 Graduate 1** 30 Enter 30 Graduate 30 Enter 30 Graduate 36 Enter 36 Graduate 36 36 Graduate 36 enter 36 Graduate Licensure Exam Pass Rate First time 86.7% 26/30 69.0% 20/29 86.1% 31/36 85.7% 30/35 88.6% 31/35 Licensure Exam Pass Rate Ultimate 100% 100% 100%` 100% 30/30 93.10% 27/29 100% 36/36 100% 35/35 97.1% 34/35 Employment Rate within seven months after passing the licensure exam 100% 100% 100% 100% 100% 100% 100% 100% ETSU Physical Therapy Doctor of Physical Therapy Program Outcomes *left for academic reasons **left for personal reasons ***left for health reasons Updated November 2016
READS RELOCATION PARCEL CHECKLIST Wisconsin Department of Transportation Bureau of Technical Services – Relocation Program Unnumbered 12/6/17 INSTRUCTIONS: Items listed below should be uploaded into READS generally in this order. Relocation Specialist will verify that the Relocation Log has been completed by checking box and filling in each line as appropriate. This checklist should be uploaded in Relocation Log for BTS review. PLEASE NOTE: Any duplicates and unsigned documents/letters should be deleted from relocation log. Project ID Parcel # Unit # Occupant Name(s) Relocation Agent Review Completed Uploaded in READS relocation log Name of Relocation Specialist Date Entered or Approved ITEM n/a DOA brochure sent – date entered in READS field n/a Residential questionnaire & interview letter – signed by agent n/a Initial occupancy – date entered Letter of intent to acquire – signed by agent/date entered Intent to acquire sent – date entered Acquisition stage plan approved – uploaded to READS plan tab Relocation computation submitted Relocation computation approved by region Relocation computation approved by central office n/a Relocation package delivered – date entered Initiation of relocation letter – signed by 90 day assurance of occupancy given – signed by agent n/a 90 day notice to vacate – date entered Signed – Certification of legal residency and date entered in READS Signed – relocation payments summary Signed – relocation assistance package receipt 30 day notice to vacate (if necessary) – signed by agent and date entered Rental agreement & closing summary – signed and uploaded Residential DSS inspection of replacement – signed Vacancy notice – signed by displacee and agent n/a Move inspection date – date entered n/a Actual vacate date – date entered All relocation claims - uploaded with supporting documentation, receipts and photos (should match items found under the claims tab). Any claim reductions or denials, letters and explanations, and appeals handout Individual relocation case report completed and CO notified
Employee Call Tree For organizations with less than 50 employees, call can be an effective means of conveying vital information quickly. Organizations with more than 50 employees should consider acquiring an automated call notification and alerting tool. Employee Contact Information Employee Name Primary # Secondary # Out of Area # John Doe 555-555-5555 555-555-5555 555-555-5555 Person to be Called Next Primary Phone # Secondary # Out of Area # John Doe 555-555-5555 555-555-5555 555-555-5555 John Doe 555-555-5555 555-555-5555 555-555-5555 John Doe 555-555-5555 555-555-5555 555-555-5555 (Repeat as often as needed)
Reading Bingo P1-3 Choose a reading activity to do on World Book Day. If you are feeling brave roll a penny and do the task it lands on. Have fun reading. Read to your favourite toy Read a story to an adult and ask them questions about it Make a den and read a book inside Read a book and then draw a new for it Read a book and draw something from it Read a story and then invent your own title for it Read a recipe for a cake you like to make Dress yourself or a snowman as a favourite character and post your picture on the reading challenge blog Read a book and design a or hat for a character Read a magazine, newspaper or comic Read a poem and make up your own fun rhymes Read a book, close it over and tell someone the story Read with an adult and take turns to read each page Read a book out loud in in an unusual voice Read a story and swap the character’s name for your name
Bank ______________________ ______________________ Local TV Station ________________________ ________________________ Payroll Service ______________________ ______________________ Public Works Department ________________________ ________________________ Local Newspaper ______________________ ______________________ Small Business Administration ________________________ ________________________
Reading Bingo P4-7 Choose a reading activity to do on World Book Day. If you are feeling brave roll a penny and do the task it lands on. Have fun reading. Read your book and then…… Invent a prequel or sequel to it Read to a younger child Make a den and read a book inside Draw a new cover and blurb Read a book and create a questionnaire for it Invent three new titles for it Read a recipe and follow the instructions Dress a snowman as your favourite character and post a pic to the Reading Challenge blog Design a for a character Read a magazine or newspaper article and summarise it Read a poem and make up your own Close it over and summarise Create a quiz or crossword about it Write a diary entry for a character Invent a new character for it Write a letter from one character to another Design an advertising poster for it Storyboard a scene in the book Imagine the book is turned into a film, decide on actors and music for it Research the author and make a factfile
When you have completed all of the above, take time to answer the questions below, Copy and paste the lines below to a blank word document. Key your answers following the questions. Save the document as Last Name (this would be your last name) + Begin List--last name-begin list. Once you have answered all questions, you should submit the Ready to Begin list assignment via email. This is a required assignment for the course. This Ready to Begin List assignment must be returned via email to your instructor as an attached Word file by the due date requested. -------------------------------------------------------------------------------- Name: Course Number and Section: The course syllabus lists how many measurable performance objectives? What must you place in the subject line when sending emails to the instructor to assist in managing the many emails received from students? Assignments are due on what day (i.e. Mon. Tues.) and what time (i.e. 2 pm 12 am)? Do you have a copy of the correct registration code? What software do you have installed on your PC to learn Excel 2013 (will not run on a MAC)? Office 2007, Office 2010, Office 2013? Are you able to attach a file/files to an email? Did you post your first message on the discussion board in MyITLab to show that you know how to use it? What is the consequence of not completing assignments or assessments by the due date? Are you that all students participating in Excel Level I will need to follow the same calendar and are not permitted extensions for assignments or exams? How many attempts are permitted when completing a Grader Project Homework assignment? What course material should be used to study for the Quiz End of Chapter? What date and time are the Chapter 2 assignments due? What is the support phone number to Pearson’s MyITLab support? Did you run the MyITLab System Requirements Test? The results will let you know if you need to update certain requirements. Does your computer/laptop meet the system requirements?
Service Delivery Tracking – counting rule ready reckoner Child and family services activities The ready reckoner contains a summary of performance measure and counting rules for the activities which commenced 1 October 2018. Frequently Asked Questions for each activity are available on the <> and for secondary measures and other information please refer to the < Activity No. Activity Name Cumulative Performance Measure Service Description Counting Rule 31434 Intake and Access Yes Number of service (agency) provided Intake and Access provides: a visible and accessible entry into Child and Family Services initial assessment to determine risk and needs of vulnerable children, young people and their families information, referrals and advice for families, community and professionals direct connection for vulnerable children, young people and their families to Child and Family Services referrals to other universal, health and human services as required. Count the number of service (agency) hours provided during the period. Activity No. Activity Name Cumulative Performance Measure Service Description Counting Rule
31435 Individual, Child and Family Support Yes Number of service (agency) hours provided Individual, Child and Family Support provide a comprehensive range of services for vulnerable children (from pre-birth up to 17 years old) and their families to promote children's safety, stability and healthy development. Individual, Child and Family Support services provide a range of service responses, including: a strengths-based approach and comprehensive needs and risk assessment, development and implementation of a family action plan, multidisciplinary interventions, authorisation to consult with, or make reports to, child protection when a child is believed to be in need of protection, joint response between child and family services where child protection has an open case, and providing flexible packages to support a family action plan, such as meeting the cost of baby safety equipment or undertaking specialised counselling or treatment services (see activity description for 31437 Flexible Funding). Count the number of service (agency) hours provided during the period. For group activities, only count the number of hours provided by the agency. For example, a service provider staff member provides a two hour group session to four clients. This is counted as 1 service provider staff member x 2 hours equals 2 service hours 31437 Flexible Funding Yes Amount of flexible funding Flexible funding will support the implementation of individualised case plans for children and families. Flexible funding can provide practical support and services to minimise children, young people and families requiring more intensive intervention. Funding should enable families to make positive and enduring change that will increase parenting capacity and promote the safety and wellbeing of their children and young people the total flexible funding that was actually spent or expended during the month (this does not include funds approved for expenditure).
Leasing (Head Leasing) The agencies then in turn sub lease these properties to people who are at risk of or experiencing homelessness. involving a head leased property during the monthly reporting period. Notes: Further information about cumulative and non-cumulative targets refer to the service delivery tracking online process frequently asked questions (FAQs) on the <www.dhs.vic.gov.au/funded-agency-channel/data-collection-and-reporting/human-services/service-delivery-tracking-department-of-human-services-only> To receive this publication in an accessible format email ServiceDeliveryTracking@dhs.vic.gov.au Authorised and published by the Victorian Government, . © State of , Department of Health and Human Services June 2017. Available at
Stage of Change ACTIVITY Case study information for CRAIG Probing/Counseling ideas for Physical Activity *NOTE: Education should be based on parent’s primary concern and the child’s risk codes. Ready or have already started For this participant our goal Discuss parents concern and build on current strategies If you hear… Since my last visit to WIC I have taken Craig to the neighborhood “play date” for toddlers for 45 minutes every other day. If you see… Background information Nutrition hx indicates: No medical conditions Craig gets 45 minutes of exercise a few times a week and plays everyday around the house. He is in the 85th percentile for all Mom’s says she takes him to “play dates” with other parents and their children...Its great! He is four. Select probe(s) to use during certification. *Have staff develop probes individually and then discuss as a group. Below is an example for the trainer to use. Staff can use handout to develop their probes. I can see you are satisfied with Craig’s development! – He has gotten taller and he looks great! You mentioned “play dates” with other parents and their children. How’s that working for you? Tell me more? According to his WIC growth he is at the 85th percentile – when you hear 85th percentile what does that number mean to you? You also stated he is active for 45 minutes each day could you tell me more about what Craig is doing on those days. Now write your own: _______________________________ __________________________________________ __________________________________________ Select boxes of other areas you may like to probe during certification. *Have staff develop probes individually and then discuss as a group. Below are examples for the trainer to use. Assess Craig’s opportunities to play and activity patterns Discuss Craig’s growth with his Health Care Provider Probe what types of playing the parent believes the child is interested in.
Free counseling, advice, and information on starting a business are available through SCORE Counselors to America's Small Business. Free consulting services are available through the network of Business Development Centers. SBDCs also conduct training events throughout the district - some require a nominal registration fee. Assistance to businesses and controlled by socially and economically disadvantaged individuals is available through the Minority Enterprise Development Program. Advice for women business owners is available through Women's Business Ownership Representatives. SCORE The Senior Core of Retired Executives (SCORE) is a volunteer group within the Small Business Administration. Their services range from business counseling to assistance with business plan writing and marketing strategies. Some SBDCs ask SCORE representatives to conduct initial counseling sessions to help individuals determine which SBDC services they will need. Some of the workshops led by SCORE require a minimal charge. For more information go to http://www.score.org/findscore or call 800/634-0245. AMERICA JOB CENTERS also as Illinois WorkNet Centers The America Job Centers (called Illinois WorkNet Centers, formerly One Stop Centers) have not traditionally assisted individuals with self-employment goals. But, as a result of the Workforce Investment Act of 1998 (WIA), WIA providers at the Illinois WorkNet Centers can provide funding toward the development of a person’s business goals. In fact, there are many examples of America Job Centers around the country that have participated in Department of Labor Customized Employment grants that support individuals with a goal of self-employment. Illinois WorkNet Centers offer assistance with interest and skills testing, business and occupational research, resume development and writing, and interviewing skills necessary for marketing one’s business. To locate the Illinois WorkNet Center go to: http://www.servicelocator.org/default.asp UNIVERSITY OF ILLINOIS EXTENSION OFFICES University of Illinois - Extension Community and Economic Development through the University of Illinois Extension provides practical, research-based information and programs to help individuals, families, organizations, businesses, farms, and rural and urban communities throughout Illinois. To locate an Extension Office go to: http://web.extension.uiuc.edu/state/findoffice.html http://web.extension.illinois.edu/iidea/business.htm HOW DO I WORK WITH ANY OF THESE ENTITIES TO START MY BUSINESS?
Reading Readers understand we can learn lessons through characters in stories. Writing Focus Writers include details to tell how characters feel. 10. Read Trade Book entire book Lemonade in Winter Reading Focus Writers understand that word choice enables a reader to understand a story. Writing Focus Writers choose words because of how they sound. 11. Read Book entire book Lemonade in Winter Reading Focus Readers understand we can learn lessons through characters in stories. Writing Writers provide a sense of closure. 12. COMPARE • My Rows and Piles of Coins • Lemonade in Winter Reading Focus Learners understand that how people choose to use their resources can help them get what they want and need. Writing Focus Writers give reasons for their opinions. 13. COMPARE • My Rows and Piles of Coins • Lemonade in Winter Task: Choices The stories in this unit teach readers about choices and making decisions. Students will write narratives about a time in their life when they had to make a choice. The students will recount two or more appropriately sequenced events, include some details regarding what happened, use transition words to signal event order, and provide some sense of closure. Students will combine their narratives into a class book or presentation. Writing Wrap Ups End of Unit (Module B) N/A Homework Assignments
Annexure I LIST OF INVERTER MANUFACTURERS EMPANELLED UNDER OFF-GRID AND DECENTRALIZED SOLAR APPLICATION PROGRAMME OF MNRE Details Aditi Solar Pvt. Ltd. Agni and Pvt. Ltd. RAJA Ltd. Solar Pvt. Ltd GP Tronics Pvt Ltd HBL Kerala State Ltd. Pvt. Ltd. Neowatt Energy Co. Pvt. Ltd. Optimal Synergy Pvt. Ltd. PPS Enviro Pvt. Ltd. Ritika Pvt. Ltd. Ltd. STATCON Power ControlS Ltd. Pvt. Ltd. UPS PVT LTD Suncraft Energy Pvt. Ltd. COSMO Products VISPRA Power Energy System Limited 1 150VA 12V DC/ 230 V AC, Single Phase Price Taxes. (Rs.) NA NA NA NA NA NA NA NA NA NA 5900/- NA NA NA NA NA NA NA 2 12 V DC/230 V AC, Single Phase Price Taxes. (Rs.) NA NA 8,000/- NA NA NA NA NA NA NA 7800/- NA NA NA NA NA NA NA NA 3 500VA 12 V DC/ 230 V AC, Single Phase /-
Price Taxes. NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA 10 KVA 240 V DC/ 415 V AC, Three Phase Taxes. NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA 10KW 400-1000V DC/ 415 V AC, Three Phase Price Taxes. NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA 120 V DC/ 415 V AC, Three Phase Price Taxes. NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA 11 KVA 240 V DC/ 415 V AC, Three Phase Taxes. NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA 12.5 KVA 120 V DC/ 230 V AC, Single Phase Price Taxes. NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA 12.5 KVA
240 V DC/ 415 V AC, Three Phase Price Taxes. NA NA NA NA NA NA NA NA NA NA 395000/- NA NA NA NA NA NA 20 KVA 120 V DC/ 415 V AC, Phase Price Taxes. NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA 20 KVA 240 V DC/ 415 V AC, Three Phase Price Taxes. NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA 20 KW 240 V DC/ 415 V AC, Three Phase Price Taxes. NA NA NA NA NA NA NA NA 595000 NA NA NA NA NA NA NA NA NA NA NA 25 KVA 120 V DC/ 415 V AC, Three Phase Price Taxes. NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA 25 KVA 240 V DC/ 415 V AC, Three Phase
RF 11 Inferring Author’s Message in Realistic Fiction Thoughtful readers develop theories based on their ideas and continue to read with those theories in mind, revising them as they go. 4.6B, Fig 19D RF 12 Differentiate Between Plot and Author’s Message (Theme) Thoughtful readers will be able to identify the difference between the plot of a and the inferred author’s message, or theme. Fig 19 D RF 13 Investigating Parts of a Summary Thoughtful readers use plot structure to aid in understanding the parts of a summary. 4.6, 4.6 A, Fig 19 E RF 14 Constructing a Well Crafted Summary Thoughtful readers use the plot structure to aid in writing an effective summary. 4.6, 4.6 A, Fig 19 E Historical Fiction Lessons Lesson Title Purpose TEKS HF 1 Up Close and Personal: Genre Characteristics of Historical Fiction Thoughtful readers use their knowledge of genre characteristics to navigate historical fiction texts 4.3 HF 2 Inquiring Minds Ask Questions to Envision Life During a Different Time and Place Thoughtful readers ask questions while reading historical fiction to better understand life during a different time and place. 4.6, Fig 19C HF 3 Considering the Impact of Setting on the Characters’ Problems or Obstacles Thoughtful readers recognize that time and place influence the central problem that the character(s) must overcome. 4.6 HF 4 Plotting Events on a Timeline Thoughtful readers will determine and sequence the plot’s main events and explain their influence on future events. 4.6A Fig 19 E HF 5 Thinking the Impact of Historical Events on a Plot of the Story Thoughtful readers consider how historical events affect the plot of the story 4.6A Fig 19 E HF 6 Identifying Important Details from Historical Fiction Thoughtful Readers identify important details from historical fiction that assist in communicating big ideas about the past. 4.6, Fig 19D HF 7 Considering How Individual Parts Communicate a Big Idea Thoughtful readers consider how individual parts fit together to communicate a big idea. 4.6, 4.6A, Fig 19D HF 8 How Determining the Main Idea Leads to Author’s Purpose Thoughtful readers ponder the author’s purpose for writing a piece of historical fiction literature. 4.6. 4.6A
What if the students just flat out didn’t like me as a teacher? These questions and many more flooded my mind for the whole week leading up to that first lesson. A of four students and myself gathered together at the kidney table to read The Tall Tall Giant and practice our newly found visualizing skills. Before reading, I asked students what information they already knew about giants, what other stories with giants as characters had they read, and consequently what images of giants did they already have in their heads. It was a really fun and active conversation. Connecting the task of visualizing to students’ prior knowledge and experiences is something I think I did particularly well in this lesson. All four students were eager and ready to share every little thing they had ever read or seen about giants, and all of the images of giants that were in their heads were so full of detail and creativity that I couldn’t help but laugh out loud at a few of them, it was quite and accomplished moment for me – one giant had wings, another had claws for hands. My goal for this lesson was for the students to walk away with a better understanding of what the visualizing strategy is, how it can be applied to a variety of sources, and how it helps with reading comprehension. As far as the actual teaching of the lesson went, I stuck pretty closely to how Mrs. Horner has taught the initial whole group lesson on visualizing with The Ugliest Dog in the World. I modeled for my group what I do when I read a book and how I create a mental image in my head. When we were thinking about The Tall Tall Giant and what the giant’s house might look like on the inside, I asked the students questions about how the text we had just read and the illustrator’s own drawings might have influenced their own mental pictures of the giant.
Get a copy of a bill being debated in House of Commons (or your country’s legislation). Find out if there are new treatments for ovarian cancer and how good they are. Sell a poster advertising a Beatles concert from the 1960’s Perform a little research to find out what you think is the most impressive new innovation in Technology. Describe this new technology in a paragraph. Category Level 1 (50-59%) Level 2 (60-69%) Level 3 (70-79%) Level 4 (80-100%) Completeness & Clarity All parts should be complete Missed a lot Missed some Missed very little All complete Responses should be grammatically correct and easily understood Many errors or difficult to follow Takes some work to get through but it’s readable Easy to read and understand, few errors Enjoyable to read with no grammatical errors Depth of Insight Answers should be thorough and insightful – something I may not of It’s clear that not much time or effort was spent here Just enough thought went into this to make it passable – no originality Some evidence of original thought is present. Effort is good. Surprisingly insightful and thorough responses Comments Average Final Percentage:
Matched. Ally Condie. Dutton Juvenile. Michael Vey: The Prisoner of Cell 25. Richard Paul Evans. Simon Pulse. Misfit. Jon Skovron. Amulet. Mockingjay. Suzanne Collins. Scholastic. Out of My Mind. Sharon M. Draper. Atheneum. Modern (continued) Perfect. Ellen Hopkins. Margaret K. McElderry. Rage (Riders of the Apocalypse). Jackie Morse Kessler. Graphia. Ruined. Paula Morris. Point. Rules of Attraction. Simone Elkeles. Walker. Sea. Heidi R. Kling. Putnam Juvenile. Shiver. Maggie Stiefvater. Scholastic. Test Answers. Richard Benson. Chronicle. The Big Ideas That Changed the World. Dorling Kindersley. The Day Before. Lisa Schroeder. Simon Pulse.AA The Dead. Charlie Higson. Hyperion Book CH. The Eleventh Plague. Jeff Hirsch. Scholastic. The Lost Hero. Rick Riordan. Hyperion. The Near Witch. Victoria Schwab. Hyperion Book CH. The Necromancer. Michael Scott. Delacorte. The Pale Assassin. Patricia Elliott. Holiday House. The Sky Is Everywhere. Jandy Nelson. Speak. The Book Thief, Zusak The Lighting Thief Series, Riordan The Hunger Game Series¸Collins Unwind/Unholy, Shusterman Jellicoe Road, Marchetta Monster, Walter Dean Boy21, Quick Cinder, City of Lost Souls, Clare Every Day, Levithan The Fault in Our Stars, Green The Scorpion King, Farmer Fracture, Miranda Skinny, Cooner Tilt, Hopkins Waiting, Lynch Williams The Way We Fall, Crewe Drama The Cherry Orchard by Anton Checkhov The Children's Hour by Lillian Hellman of a Salesman by Arthur Miller Hamlet by William Shakespeare
Demo _______________ Think you know what the “point” of the demo was? Try filling out the form in the following order… Not sure what the “point” of the demo was? Try this instead…
APPENDIX A-1 – Review Appraisal Weekly Status Report APPRAISAL REVIEW NEGOTIATIONS County Project No. Total Parcels Total Value Findings Total Appraisals Sent to Review Total Appraisals Returned to Appraiser(s) Total Appraisals in Review Total Appraisals to LPA (for Admin. Review) Total Appraisals to Negotiations Review Appraiser: __________________________ Report Date: _______________________________ OTHER WORK ASSIGNMENTS / ACTIVITIES: Work Activity County Project No. Parcel/Owner Status (Working/Complete) COMMENTS Trial
5. Are there currently or to the best of your knowledge, have there been previously, any automotive or industrial batteries in significant quantities, or pesticides, paints, or other chemicals in individual containers of greater than five gallons in volume, or fifty gallons in the aggregate, stored on or used at the property or at the facility? YES NO UNK* YES NO UNK* YES NO UNK* 6. Are there currently or, to the best of your knowledge, have there previously been any industrial drums (typically 55 gallon) or sacks of chemicals located on the property or at the facility? YES NO UNK* YES NO UNK* YES NO UNK* 7. Has fill dirt been brought onto the property which originated from a contaminated site or which is of an unknown origin? YES NO UNK* YES NO UNK* YES NO UNK* 8. Are there currently or, to the best of your knowledge, have there previously been any pits, ponds or lagoons located on the property in connection with waste treatment or waste disposal? YES NO UNK* YES NO UNK* YES NO UNK* 9. Is there currently or, to the best of your knowledge, has there ever been any stained soil on the property? YES NO UNK* YES NO UNK* YES NO UNK* 10. Are there currently or, to the best of your knowledge, have there ever been any registered or unregistered storage tanks (above or underground) located on the property? YES NO UNK* YES NO UNK* YES NO UNK* 11. Are there currently or, to the best of your knowledge, have there ever been any vent pipes, fill pipes or access ways indicating a fill pipe protruding from the ground on the property or adjacent to any structure located on the property? YES NO UNK* YES NO UNK* YES NO UNK* UNK* = UNKNOWN OR NO RESPONSE QUESTION OWNER OCCUPANT OBSERVED (if applicable) DURING SITE YES NO UNK* YES NO UNK* YES NO UNK*
Name of Degree/Diploma or Certificate Business Administration Real Estate Pre-Licensing Certificate Coordinator Contact Information Name Sandye Hackney Office Newtown Building #311 Office Phone (859) 246-6266 Email Recommended Sequencing for full time enrollment Courses Credits Date Complete Prior to Start First Year, Fall Year, Spring First Year, Summer Second Year, Fall Second Year, Spring Second Year, Summer Notes & Additional Information
Slide 14: CDFIs can target small businesses by level of maturity Statistics of U.S. Business, Census Bureau, 2009 Slide 15: Business Incubators Types of Tenants in Business Incubators Slide 16: Public Private Partnerships (PPP’s) Development and Incentives Artists will embrace boarded-up E. Harlem school The Cost of Blight: Vacant and Abandoned Properties Slide 21: What are the benefits of sale-leaseback to a small business? SRR, Sale-Leaseback Transactions: A Financing Alternative for Middle Market Companies Slide 25: Sample terms Cole Real Estate Investments, Sale-Leaseback Transactions Horn Capital, Sale-Leaseback Financing Blue Crown Financing http://www.bluecrownfunding.com/salesleaseback.html Slide 28: Supporting Maintenance & Improvements in Real Estate Economists Say Housing Outlook Continues to Slowly Brighten, National Association of Home Builders. Homeowners Expect to Spend More for Home Improvements, Principia Consulting.
EOP Emergency Operations Plan An ongoing plan for responding to a wide variety of potential hazards. (NIMS October 2008) ESF Emergency Support Function A grouping of government and certain private-sector capabilities into an organizational structure to provide the support, resources, program implementation, and services that are most likely to be needed to save lives, protect property and the environment, restore essential services and critical infrastructure, and help victims and communities return to normal, when feasible, following domestic incidents. The ESFs serve as the primary operational-level mechanism to provide assistance to state, local, and tribal governments or to federal departments and agencies conducting missions of primary federal responsibility. (Kansas Response Plan 2014) Exercise An exercise is an instrument to for, assess, practice, and improve performance in prevention, protection, mitigation, response, and recovery capabilities in a risk-free environment. Exercises can be used for testing and validating policies, plans, procedures, training, equipment, and interagency agreements; clarifying and training personnel in roles and responsibilities; improving interagency coordination and communications; improving individual performance; identifying gaps in resources; and identifying opportunities for improvement. (HSEEP Doctrine April 2013) Extraordinary Very unusual; very different from what is normal or ordinary; extremely good or impressive. Going beyond what is usual, regular, or customary. Exceptional to a very marked event; nonrecurring. ("Extraordinary." Merriam-Webster.com. Merriam-Webster, n.d. Web. 9 Apr. 2014. <http://www.merriam-webster.com/dictionary/extraordinary>.) FY Fiscal Year The Federal Fiscal Year for the 2014 EMPG period of performance starts on October 1, 2013 and end on September 30, 2015. The fiscal year reporting period for Kansas sub-grantees (i.e., county emergency management programs) coincides with the calendar year of January 1, 2014 through December 31, 2014. FOA Funding Opportunity Announcement A publicly available document by which a federal agency makes known its intentions to award discretionary grants or cooperative agreements, usually as a result of competition for funds. Funding opportunity announcements may be known as program announcements, notices of funding availability, solicitations, or other names depending on the agency and type of program. (grants.gov 2014) Hazard Something that is potentially dangerous or harmful, often the root cause of an unwanted outcome. (NIMS October 2008)
Your new job is at the Custom T Shop, where T-shirts are printed to order. For each order, Custom T Shop charges $8.00 per shirt plus a one time set up fee of $15.00. Write and graph a linear equation to show how the total cost of the T-shirts depends on how many T-shirts are ordered Define your variables: y = x = Write your equation: y = Table of Values Points to Graph: ( , ) ( , ) ( , ) Graph PLUMBER Verbal Description When a plumber is called, the cost of the service call is $50 for him to show up at your house, plus an additional $25 per hour. Write and graph an equation to represent this relationship where y is the total cost of the Equation Define your variables: y = x =
( , ) CAR VALUE Verbal Description The average value of a certain type of automobile was $14,220 in 1993 and depreciated to $9780 in 1997. Let y be the average value of the automobile in the year x, where x = 0 represents 1993. Write and graph a linear equation that models the value of the automobile in terms of the year x. Equation Define your variables: y = x = Write your equation: y = Table of Values Points to Graph: ( , ) ( , ) ( , ) Graph TEMPERATURES Verbal Description Equation
How much will a REAL ID Cost? Identification card original or renewal (any age) $30.00 Non-commercial license original or renewal (under 65) $55.00 Non-commercial license original or renewal (65 plus) $41.00 Commercial license original or renewal (under 65) $59.00 Commercial license original or renewal (65 plus) $48.00 All duplicate licenses or duplicate identification cards $30.00 Motor Vehicle Branch Offices Monday – Friday 8:00 AM – 4:30 PM Branch phone lines are open from 8:00 AM – 4:30 PM (Closed all State Holidays) Augusta 19 Anthony Ave Phone: 287-3330 Bangor Bangor Airport Mall 1129 St, Suite 9 Phone: 942-1319 Calais 23 Washington Street, Suite 2 Phone: 454-2175 Caribou 14 Access Highway, Suite 2 Phone: 492-9141 Ellsworth 22 School Street Phone: 667-9363 Kennebunk 63 Portland Road Phone: 985-4890 Lewiston 36 Mollison Way Phone: 753-7750 Portland 125 Presumpscot Street Phone: 822-6400 Rockland 360 Old County Road, Suite 1 Phone: 596-2255 Rumford 65 Lincoln Avenue Phone: 369-9921 Scarborough 200 Expedition Drive, Suite G Phone: 883-2596 Springvale 456 Main Street 490-1261 Topsham 125B Main Street Phone: 725-6520 E-mail for the branches may be sent to:
prefer. Hallett’s interpretation is by no means the consensus view, but it does have important textual support. For example, since God is defined in the Ethics as absolutely infinite (1D6), God can in no way be limited or be in any way determinate, for to be determinate entails being related to another that it is not. As Spinoza argues in his letter to Jelles, ‘all determination is negation,’ and hence substance cannot be determinate if is to be absolutely infinite and affirmative, which is precisely how Spinoza understands it, as he makes clear in a letter to Lodewijk Meyer where he claims substance is the ‘infinite enjoyment of existing.’ This is also accounts for why God is absolutely infinite rather than infinite in its own kind, as the attributes are, since this would require being a determinate form of infinite and hence a form that could, when understood conceptually by way of the understanding – namely the infinite mode of understanding—be related to what it is not, to what is other than it. Yet another reason for adopting Hallett’s reading follows from a claim Spinoza makes in a letter to Jelles (letter 50) that anyone who ‘calls God one or single has no true idea of God’ because, as we’ve already noted, all determination is negation and God, as substance, is the ‘infinite enjoyment of existing,’ or infinite power as Spinoza will also put it. To further clarify Spinoza’s position, and the Spinozist context within which Deleuze’s thought navigates, we can turn to Deleuze and Guattari’s claim, in A Thousand Plateaus, that God is a lobster, a double articulation. It is all too easy to underestimate the philosophical importance of this claim, but we see it at work in Deleuze’s essay on Gueroult, where the first eight propositions correspond to the first articulation; or, as Deleuze puts it, ‘the first eight propositions represent a first series through which we ascend to the differential constitutive elements’ – the attributes. As Deleuze had stressed earlier in the essay, there is ‘no ascension
“I wouldn’t complain.” “Yes, I’m sure that you wouldn’t but some are just teases and if the man, or woman, tried to follow it through they would scream rape or inappropriate behaviour and it would be difficult for the school to cover that up.” “I’m not like that.” “I know but the teachers don’t know that yet.” “I’ll have to tell them.” “I’d like to hear that conversation.” Jon said. After a pause Jon asked, “Have you still got the butt plug in Willow?” “No, I took it out as soon as I got home from school.” “Good; it’s probably best that you don’t wear it all day and all night.” “I wouldn’t be able to poo if I did.” “Yeah, very good, you know what I mean.” “Okay Jon, I was just joking. “There was a special assembly just after lunch today; all the teachers and 1 boy were on the stage. Mr. Devine told us that the boy had been caught with some drugs and that he was going to get a public spanking. Mr. Devine called him to the front of the stage and told him to take his clothes off. As his underpants came off quite a few girls started giggling at his hard-on. It was only about half the size of yours Jon. A little table was brought out and the boy had to bend over it with his back to us and him holding the other end of the table. Then all of the teachers took turns to spank him 5 times with either their hand or paddle thing that was a bit like a table tennis bat but longer. After the third teacher had spanked him, we could hear the boy crying. By the end of it his butt was bright red. When he stood up Mr. Devine told him walk along the front of the stage 3 times while he, Mr. Devine that is, went on about the ‘evils’ of drugs to us all. The poor boy kept trying to rub his butt, but each time that he did he got another swat from Mr. Devine.
Comparison Essay Marking Rubric 1 2 3 4 Organization Totally disorganized. Impossible to read and understand. Some of the elements are in the wrong place. The writer has an understanding of essay organization. Everything is in its place. The reader easily understands the essay. Creativity Just copied but in their own words. Used homework/in class work for ideas. Used some unique thoughts we didn’t discuss in class. Dr. Seuss! Lots of new ideas not discussed in class. Spelling More than 20 mistakes Okay. Less than 10 mistakes. Good. Less than 5 mistakes. Perfect! Golden! Zero mistakes. Knowledge of material No understanding of the two books. Did you read them? Read a few chapters and did a few questions but little understanding. Read the books and has a solid understanding of them. Perfect memory and a strong understanding of all elements. Grammar Writes like a 10 year old. Errors, errors everywhere. Pretty average. More than 5 errors. Almost perfect, few errors, hardly noticeable. Grammar Nazi. Perfect, a little too perfect. Comments:
radiance. It means that radiance comes in between illusion and Self-Realization. The knower of “Bhaana” is the Self (soul). ±Yavatsanjaayate kischitsatvam sthaavarajasanmm | Kshetrakshetagyasanyogaattdvidhi bharatashabha (Gita 13/26) “Whatever being is born, moving or unmoving, know it as emanated from union of the body and the soul.” £An aspirant with liking for knowledge (Jnana) believe, “all this is non-existent”. While an aspirant (sadhaka) attracted by devotion (Bhakti) believes, “Everything is God”. Despite different tastes, the result is the same. Both realize that there is nothing besides God. ¥Here, “manasa” means the mind, “Vachasa” refers to all organs of action and “drstyaa” refers to all the senses. Narayana ! Narayana !! Narayana !!! From book in hindi “Vasudeva Sarvam” and in English “All is God” by Swami Ramsukhdasji **********************************************
X = R 100 000 + 5% (50 000 + 10% X) = R 100 000 + 0.05(50 000 + 0.01X) = R 100 000 + R 2 500 + 0.0005X X – 0.0005X = R 102 500 0.995X = R 102 500 X = R 102 500/0.995 = R 103 015 Y = R 50 000 + 10% X = R 50 000 + 10% (R103 015) = R 60 301.50 Machining Finishing Assembly Initial cost R 400 000 R 200 000 R 100 000 Materials handling R 30 905 R 25 754 R 36 055 Inspection R 12 060 R 18 090 R 27 136 Total R 442 965 R 243 844 R 163 191 Revision exercises Chapter 11 Activity 2.2 Ex11.20 Product A B C D Output in units 120 100 80 120 Costs per unit R R R R Direct material 40 50 30 60 Direct labour 28 21 14 21 Machine hours (per unit) 4 3 2 3 The four products are similar and are usually produced in production runs of 20 units and sold in batches of 10 units. The production overhead is currently absorbed by using a machine hour rate and the total of the production overhead for the period has been analysed as follows: Machine dept (rent, business rates, depreciation & supervisor R 10 430 Set-up costs R 5 250 Stores receiving R 3 600 Inspection / quality control R 2 100
Applicant Declaration Return completed form along with payment by: Mail - PO Box 105 Lilydale 3140 In Person - At any of our Community (see below). Lilydale Cnr Hardy & Anderson St Upwey Monbulk 21 Main St Healesville 110 River St Yarra Junction Cnr Warburton Hwy & Hoddle St Ph: 5967 2875