zilongwang/ReadingBank huggingface dataset:
Historically Accurate Portrayals The treatment of the marchers during the parade and on the picket line Alice Paul did indeed use Susan B. Anthony’s desk The women picketing outside the White House were called, “Silent Sentinels”, the signs they held were often Wilson’s own words The forced feeding of those on hunger strike (note: Alice Paul started the hunger strike while in District Jail and word traveled through the jail system to the suffragists in the Occoquan Workhouse where they began a hunger strike as well) Additional Info Alice Paul and Lucy Burns are the leaders of the NWP (National Women’s Party) The NWP is not a part of the NAWSA, rather a group that has left the NAWSA to create their own party. Both the NWP and NAWSA have the goal of achieving suffrage for women, but their methods for getting there are different. NWP will focus on getting an amendment to the US Constitution, while NAWSA will focus on women gaining the right to vote state-by-state. There is animosity between Alice Paul (NWP) and Mrs. Carrie Chapman Catt, the leader of the NAWSA that is never reconciled Movie Questions What was the women’s suffrage movement? When the women were picketing the White House what do you think caused the citizens, mainly men, to act the way they did? Explain. Explain why some were so resistant to creating an amendment that would allow women to vote. “In oranges and women courage is often mistaken for insanity.” Explain the meaning of this statement. Describe what happened August 18, 1920 and explain why it was such a significant Why is the movie entitled “Iron Jawed Angels,” and do you think it is a fitting title? Towards the end of the movie Alice Paul is offered a seat by an older group of suffragists who were not in prison. Why do the older women offer their seats, what is the significance of this act?
L’oreille ear Le nez, Les nez (plural) nose La bouche mouth La dent tooth La lèvre lip La langue tongue Le visage/La face face Le cou neck La gorge throat Le doigt finger La main hand Le bras arm L’épaule shoulder Le taille waist La leg Le genou, Les genoux knee, knees La cheville ankle Le pied foot Le doigt de pied toe Le coeur heart Le poumon lung Le dos back L’estomac stomach L’abus abuse L’accident accident La contamination contamination
Similar for more than two forces. Examples: 3D Similar to 2D. Unit vectors: and Directional Cosines: If we have vector , we can introduce directional cosines , where -coordinate direction angles between vector and positive directions of coordinate system. Then Where is unit vector in the direction of = and
conservation features and proposed compliance with Directive 1B-7. Describe significant code requirements. Provide narratives describing significant code items, Describe anticipated variances Propose anticipated proprietary sources per Directive Propose anticipated design delegation per Directive 1C-13 Describe presumed asbestos, hazardous materials or contamination that must be addressed to perform the work (Directives 1D-5 and 6). List applicable Program spaces and their Net Area Provide an Area Analysis per Directive 1C-1 includes the following DESIGN: Net Area _____Sq. Ft. Area _____ Sq. Ft Net Area to Gross Area Ratio: Describe how design provides for all functional and special requirements of Building and Site Programs and list deviations (if none, specify “NONE”) List the proposed exterior and interior finishes for and typical areas or spaces. Describe current adherence to the Design and Construction schedules. Justify and explain proposed changes. Provide Site Drawings for conceptual design studies that: Have a Key plan showing relation to campus plan Project site plan(s) scale at least 1" - 50' showing relationship of building to site,: Show Contract limit lines (including area for new site utilities) Show Construction staging and access. Show major Grading - existing and proposed contours (one or two foot intervals). Show site walls and stairs. Show major outdoor spaces, their proposed levels, and the levels of grade-entrance to building and service entrances. Show Major landscape features and site amenities - existing and proposed. Show site utility system connection points Show location, materials and extent of roads, service drives, parking, walks, terraces, athletic fields, loading docks, etc. and describe proposed materials. Yes NA Yes NA Yes NA Yes NA Yes NA Yes NA Yes NA Yes NA Yes NA Yes NA Yes NA Yes NA Yes NA Yes NA Yes NA Yes NA Yes NA Yes NA Yes NA Yes NA Yes NA Yes NA Yes NA
of the effect of the proposed work on the existing campus, systems and building components. For work in existing buildings, provide photographic documentation of existing areas where work will occur. For laboratory buildings, summarize the design criteria and confirm compliance with Campus standards. If the project has a sound system, summarize the design criteria and confirm that there is a plan in place to address the design questions from applicable Campus staff. If there are vertical transportation systems, summarize the design criteria and confirm that at least one elevator serves each mechanical space and mezzanine. For the proposed site design concept. Describe proposed landscaping. Provide a site work overview following the format of Directive 2-1. Confirm that available utilities have sufficient capacity to support the work, or propose means to supplement or provide such utilities as part of the project. (2) Provide overall estimates of earthwork removed and backfill required (3) Provide total square footage / acreage of site. (4) Describes extent of rock excavation per Directive 2-5. Describe roads and pavements per Directive 2-2. Environmental requirements per Directive 2-4. Bind draft Storm Water Pollution Prevention Plan in Appendix Describe structural system (Directives 3-1 and 5-1). Provide draft structural and seismic analyses required by the Building Code of New York State. Yes NA Yes NA Yes NA Yes NA Yes NA Yes NA Yes NA Yes NA Yes NA Yes NA Yes NA Yes NA Yes NA Yes NA Describe
Construction Drawings, Project Manual Cover, and any Addendum shall be stamped and signed by the appropriate NYS Licensed Professional(s). Each Construction Drawing shall be sealed. Code Compliance: After incorporating the Fund’s comments, if any, submit two (2) copies of final Building Code Review / Construction Permit Application Form and two (2) reduced size copies of final code conformance drawings stamped and signed by the appropriate NYS Licensed Professional. Reduced size copies should approximately 11 x 17. Full size copies of the code conformance drawings shall be issued as part of the bound bid set of drawings. See also Directive 1B-1 Building Codes. 4. Addenda Requirements: See Directive 1A-7 Bid Phase Requirements for the addenda process requirements. (a) Cover sheet or first page shall include the following: "SUCF Project No. ______" Project Title (use official project title) " Construction Fund" Campus name (use official campus name) "ADDENDUM NO. ___" Date of addendum (M/D/Y) "Prepared by: _______" (insert consultants name and address) Professional seal and signature (on cover or first page, and all drawings) As the introductory paragraph, include the following or similar language: "The following additions, deletions, and/or changes or clarifications to the drawings, specifications, and bidding documents for this project, shall become and are hereby made part of the Contract Documents. They change the original documents only in the manner and to the extent stated. Each bidder shall acknowledge receipt of this Addendum in the appropriate location on the bid proposal form." The second paragraph should include: "This addendum consists of ______ and _____ drawings and _______ attachments” (indicate "no" if there are no drawings and/or attachments). All changes to the bidding documents shall be individually listed, numbered, and clearly indicated as "Add", "Delete", "Change", "Clarify", "Substitute", or other Fund approved terms. In general, items should appear in order of the Contract Documents that they affect (i.e. addenda, project manual; contract drawings).
REFERENCES: Written by Jody Williams Tyler with helpful contributions from discussions with Tatiana Lopez, Kamran Golestaneh, and Terri Beam and review comments by Terri Beam and Kamran Golestaneh from the Chemistry Department at Mt. San Antonio College. Stock, J.L., J. Chem. Ed., 1995, 72 (10), p. 926. Beam, T., “Copper Concentration”, Chemistry 50 Laboratory Manual, Mt. San Antonio College, Fall 2012, p. 129.
This course is divided into two Modules Contents of these modules are listed on the pages below Module 1: SANS – Operational Requirements (Note that this Standard references all modes of transport) A01 Module Titles A02 Introduction A03 South African Acts relevant to the transport of Dangerous Goods in South Africa A04 South African Acts linked to SANS 10231 & SANS 10232.1 A05 Parties affected by Chapter VIII of the National Road Traffic Act 93 of 1996 & its amendments A06 Definitions of the Parties A07 General Definitions (SANS 10231 & SANS 10232.1) A08 Exemptions to this legislation A09 Operational Agreements A10 Three operations covering the transport of Dangerous Goods in South Africa and Supervision by the Qualified / Competent Person A11 Imports of Dangerous Goods into South Africa A12 Exports out of South Africa A13 Parties Responsibilities – Consignor A14 Parties Responsibilities – Operator A15 Parties Responsibilities – Driver: Training, Licencing, Checks, Time Limits A16 Parties Responsibilities – Driver: Behaviour on Route A17 Parties Responsibilities – Consignee A18 Appointment, Training, Responsibilities – Qualified Person A19 Hazard Class Diamonds – Transport Labels A20 Global Harmonized System – Classification & Labelling of Chemicals A21 Description of Packing Groups A22 Risk Elements A23 UN Packaging Certification & Hazard Class labelling on containers and packaging, including over packs A24 Global Harmonized Safety Data Sheets: Example – Paraffin A25 Compatibility Chart for vehicles A26 Load Constraints A27 Dangerous Goods Data Base & Exempt Quantity Calculation Software A28 Warehouse Compatibility Chart A29 Cargo Handling A30 Operational Requirements – Insurance A31 Vehicle – Vehicle Registration A32 Vehicle – Design Requirements – Packaged A33 Vehicle – Inspection Requirements
Home Office Support The [name of activity] receives technical support from the home office (HO) M&E staff. [Name of IM awardee] in Washington has assigned a long-term M&E expert to the project. His/her most essential services or responsibilities will be to ensure that high standards are maintained and activities are consistent with best practices in the field. From project start-up, the HO provides specialized assistance in finalizing the M&E Plan and offer specialized training to the M&E team, when needed. REPORTING DATA SCHEDULE (Guidance: Provide a matrix (Gantt chart) indicating the planed tasks, frequency, timeline, responsible persons, etc., for performance monitoring. If the monitoring schedule is already included in the workplan, relevant information may be copied and pasted here from it.) Describe the various reports (with timing) that will be provided to USAID and what relevant M&E type content will be included in each. Include details of how USAID will receive indicator data (Quarterly PDT for example), evaluation data, DQA-type data and data from special studies, assessments and other non-indicator type data. Discuss relevant database systems for M&E data including databases, USAID’s TraiNet, etc. State that the project will cooperate with non-scheduled requests for specific M&E data updates. Figure 3. insert Gantt chart here Sample text: Activity will produce monthly and annual reports. third month – or quarterly – Activity will collate and update the performance data and review this with the COR. This will provide significant input to the quarterly update of the work plan schedule as activities planned for the following quarter in a general schedule are able to be scheduled more exactly. Activity will provide quarterly Performance Summaries for the Mission. At the end of the fiscal year, the activity will submit an annual performance report including a compilation of the year’s actual achievement versus targeted for each indicator as well as explanatory narrative. All reports are presented in to the COR before final submission.
Misuse of position Improper direction and improper influence Confidential information Conflict of interest Electoral conduct These matters are set out below in order to provide a complete picture of the obligations on ouncillors. While these matters are not of a nature to be addressed as a contravention of the Councillor Code of Conduct, we undertake to comply with the prohibitions on ouncillor conduct set out below. hese be the subject of an application to a Councillor Conduct Panel or a complaint to the Local Government Investigations and Compliance Inspectorate or the Independent Broad-based Anti-corruption Commission, depending on the nature of the allegation. (Note: Serious misconduct by a Councillor means: the failure of a Councillor to attend a Councillor Conduct Panel hearing formed to make a finding in respect of that Councillor; or the failure of a Councillor to give a Councillor Conduct Panel any information the Councillor Conduct Panel has requested the Councillor to give; or the failure of a Councillor to comply with a direction of a Councillor Conduct Panel; or continued or repeated misconduct by a Councillor after a finding of misconduct has already been made in respect of the Councillor by a Councillor Conduct Panel; or bullying of another Councillor or member of Council staff by a Councillor; or conduct by a Councillor in respect of a member of Council staff in contravention of section 76E; or the release of confidential information by a Councillor.) Misuse of position A ouncillor must not misuse his or her position: to gain or attempt to gain, directly or indirectly, an advantage for themselves or for any other person; or to cause, or attempt to cause, detriment to the Council or another person. Circumstances involving the misuse of position by a ouncillor include: making improper use of information acquired as a result of the position he or she held or holds; or disclosing information that is confidential information within the meaning of section 77(2); or directing, or improperly influencing, or seeking to direct or improperly influence, a member of Council staff in contravention of section 76E; or exercising or performing, or purporting to exercise of perform, a power, duty or function that he or she is not authorised to exercise or perform; or
NPO Status and Aspiration Pulmonary aspiration of gastric contents is a feared but largely preventable complication of anesthesia. In a recent closed claims analysis in Great Britain, it accounted for 3% of all claims and 1/6 of airway-related claims. Half of these aspiration-related claims involved emergency surgery. For non-emergent surgeries, patients are asked to fast in order to allow for sufficient gastric emptying time to prevent aspiration. The 2011 evidence-based ASA guidelines for fasting time are as follows: ASA fasting guidelines Ingested material Minimum fasta Clear liquidsb 2 hours Breast milk 4 hours Infant formula 6 hours milk 6 hours Light mealc 6 hours a Fasting times apply to all ages and are intended for healthy patients undergoing elective procedures. They are not intended for women in labor. b Examples: water, fruit juice without pulp, carbonated beverages, clear tea, black coffee.
Fill in the following table for three good trials. Trial # Concentration of NaOH Absolute value of Deviation of Each trial from the mean Average Deviation % deviation NOTE: All values must fall within 0.005 of your average molarity. Deviation of molarity= |average molarity – molarity of each trial| % deviation = (average deviation/average molarity) * 100 Part II: Determination of % KHP in an unknown. Unknown number: ________ Fill in the following table: Trial # Grams Unknown mixture Initial Volume NaOH Final Volume NaOH Volume NaOH Delivered Concentration of NaOH based on titration data Grams KHP In Unknown % KHP Show a detailed sample calculation for the trial in the first row in the above table for the determination of % by mass KHP in your unknown. Fill in the following Trial # % by mass KHP Absolute Value of Deviation of each trial Average Deviation % deviation
Full name Date of birth Family Contact address Parent/carers names Gender Please list anyone else with parental responsibility and the relationship to the young person (eg step-dad) Landline Telephone Mobile Telephone Email Brothers and Sisters NHS number School Name (or other Educational Setting) Do you need an interpreter or other communication aid? If so, what? Language used at home Main communication method Religion Ethnicity:
design solutions for the project. site and project Monthly Project Status Meetings Report on the status of the project to - Face to Face - Call - PMO - Updates - Project Schedule - Soft copy on site and project Project Status Reports Report the status of the project including progress, costs and issues. - Email - Project Sponsor - Project Team - - PMO - Project Status Report - Project Schedule - Soft copy on site and project Communication Flowchart Flowcharts provide a visual representation of a process or processes which often allow a better understanding of how the process is intended to work. Project communications may be extremely complex depending on the size and scope of the project and the number of stakeholders. A flowchart provides all stakeholders with a better understanding of the steps involved with the distribution of all project communications. The communication flowchart below was created to aid in project communication. This flowchart provides a framework for the project team to follow for this project. However, there may be occasions or situations which fall outside of the communication flowchart where additional clarification is necessary. In these situations the Project Manager is responsible for discussing the communication with the Project Sponsor and making a determination on how to proceed. Guidelines for Meetings Meeting Agenda Meeting Agenda will be distributed 5 business days in advance of the meeting. The Agenda should identify the presenter for each topic along with a time limit for that topic. The first item in the agenda should be a review of action items from the previous meeting.
This day began 30mins late, as two participants late arriving. Morning tea took longer than scheduled, got started about 45mins after we’d planned. 25mins for kaupapa session needed about 35. Blue notes written after the day. Anything in this colour wasn’t done, as ran out of time. I left all resources needed for those sessions in Invercargill for a later time. DAY PLAN for JN/FY: Invercargill EHRP day, 21 Dec, 2016 Budget for Monday 21st, 7.30am-7.00pm: Toimata Charge back number, it's DS739E. Confirmation number: 41511610NZ, 97 Moray Place. Bring all resources & lunch time what resources other 10.15 15mins Mihi - JN burning quns Top-of-mind burning questions re EHRP FIONA – Please help me keep to time throughout!!! And please chip in at any time on stickits & onto board 10.30 Tuning in to Enviroschools 25mins Kaupapa GPs – Name them, then activity - 3.1.2. I – EHRP KAs - Name them, then activity on A4 ALC – purpose? How do you use this tool now? RIG def; Hbk def; Also H.bk Handbook In Handbook Pretty much all aspects of this day relevant to EHRP learning & understanding EHRP ties into existing docs, where the process or reflection is mentioned, mostly Kit & E.Years Adding to Pool of Knowledge throughout day – Fiona adding participants’ thoughts 10.55 5mins Energiser Web of life (this was a v good idea here, helped them get to know each other) MME – biodiversity; inter-relatedness between living & non-living elements around ES
11.00 15mins What is the Enviroschools Holistic Reflection Process? Current situation crew All to contribute – check Hol. Refl over view in RIG 3.4 – do you want to add anything? 11.15 35mins Awa Activity 3.1.4.i EHRP Hukerenui on internet to end session See separate Include mention of pages in Sect 4 ES Kit = ECE/schools’ info Hooking in to PURPOSE 11.50 20mins EHRP introductory walk thru each section (this took about 45mins lots of good questions about local & general situations) You need to dedicate quiet time to understanding this doc later 12.10 35mins EHRP – evidence – 3.1.6.i Building an understanding of evidence: knowing the back story Add to Pool of Know (only had about 20mins on this – far too short) Aligning Annual Reflections to this pattern of reflection using GPs & KAs to see what’s been happening (but A.R not a facilitated process in the way EHRP is) Include mention of pages in Sect 4 ES Kit = ECE/schools’ info Hooking in to PURPOSE 12.45 25mins Karakia & Kai Please be seated & ready to start afty just before 1.15 Staff room Resources in work room to explore 1.15 10 + 10mins Enviroschools Holistic Reflection Process cont ‘Treasure Hunt’ - small group activities (10) Sharing small group findings/ thoughts Cards in pile in centre – people to speed answer. Different runner each time, all need to be contributing to discussion, turning pages . . . Briefly record - on the card or elsewhere. Choc Fish! 1.35 10mins Task and Role of Facilitator – (general & EHRP) Read through Fac section P18, EHRP Then, use L1 booklet (Pat, Mark -in your fac kete?) We could also discuss Welly’s Fac startup pack (kete) & Fac qualities (RIG yellow pages: 3.5.3) Hooking in to PURPOSE
37 How do you respond to a fire alarm? Report to panel and identify alarm location(s) Make the alarm notification announcement over the building speakers Inform responding emergency response personnel (Facility Operations, Houston Fire Department, EH&S) of alarm location(s) Remain at panel to give further announcements as necessary Give the building evacuation announcement if necessary (i.e. fire) Give the all clear announcement after emergency response personnel complete alarm investigation 38 What should be verified on any portable fire extinguisher, emergency shower and eyewash station? That the unit is present, it is functional and charged, not tampered with and has been inspected within the last year. 39 What is the UTHSC-H policy on the placement of items in a corridor? HOOP 18.08: Items cannot limit required egress No flammable or combustible liquids No compressed gas cylinders No liquefied gasses , radioactive materials or biohazardous agents No equipment, which by design or use, would present a significant hazard (ie incubators, drying ovens, centrifuges) No waste containers or construction items 40 Which buildings are/are not equipped with a fire suppression system? All buildings 100% covered except: 95% UTPB 0% Old Student Housing 41 What are the primary loss prevention and control techniques used to prevent accidents and minimize the potential for accidental and financial loss? Education and awareness, and engineering controls such as lifting aids Risk Management & Insurance
Biggest mode of transportation What is a slave dock? What was created due to the waterways? Why did the South NOT like the idea of internal improvements? Did the South have more or less railroads than the North? White Plantation Owners White Southern Farmers African Americans Society of the South Top Middle Bottom Main topic that separated the North from South Society in the What are growing at very rapidly? Why are people moving to cities? What are some of the cities conditions? Limitations of African American in the North Main Jobs of African American in the North
Total Content individual words phrases, sentences alphabet/keyboard social terms, interjections regulatory/control vocabulary verbs/actions question adjectives, adverbs pronouns/people Features display buttons speech message window rate enhancement other Training Trial Outcome Device 2 profile (if applicable): App 2 profile (if applicable): n/a: n/a: Name Page Set Targets Per page Total Content individual words phrases, sentences alphabet/keyboard social terms, interjections regulatory/control vocabulary verbs/actions question words adjectives, adverbs pronouns/people nouns Features display buttons speech message window rate enhancement
Department of Vermont Health Access: Speech Generating and Alternative/Augmentative Communication Device: PRESCRIPTION for E2510-12 (Not for use with iPad/iPod devices) November 2016 Beneficiary Name: Medicaid #: ICD-10 Diagnosis Code: AAC Device Type Specifications Medical Necessity Rationale Procedure Code Device: Components Specific Name Vendor Medical Necessity Rationale Procedure Code app name protective case speakers switch switch key guard mounting arm stylus other other
DATE LOCATION ASSOC. OR PRODUCER # OF ENTRIES PLACE $ AMOUNT WON MONEY ABRA NOVICE HORSE OR NOVICE RIDER POINTS * Novice Horse - Maximum 3 double point shows per month * RIDER / HORSE NAME: MONTH: DIVISION: TOTAL POINTS FOR MONTH: ___________ TOTAL POINTS FOR YEAR: ___________ DATE TOWN # OF ENTRIES POINTS ABRA ABRA ABRA ABRA ABRA ABRA TOTAL POINTS Sheets MUST be postmarked by the 3rd of each month. Mail to: Kelly Draper - 1514 Grant 58, Sheridan, AR 72150 CURRENT DIVISION STANDINGS Pony Poles 1 Jeffrey Vermilyea - $ 1984 2 Haley McCauley - $ 1664 3 Macie Taylor 1519 4 Blaine Hawley - $ 937 5 Sky Vaun Maddox 569 Clayton Hewitt 254 Baylyn Worthen 252 Buckaroo Poles 1 Jaci Sams 1315 2 Alli Sams 1313 3 Macee Naylor 1091 4 Caleigh Hawley - $ 927
35) on the principles of convection, conduction and thermal radiation, which scenario below is most similar to the following situation? Heating a tin can of water using a bunsen burner. A) Feeling a metal wire get warmer as you roast a marshmallow over a fire. B) Warm air rising in a room where the air is moving. C) The sun warming up the roof on a house. D) Cold water sinking in a pot of water being warmed up on the stove. 36) Which two images represent the principle of radiation? A) I and II B) III and IV C) I and III D) I and IV 37) What type of heat transfer is used to fry an egg in a pan and how can you tell? A) It is conduction because the egg gets cooked. B) It is conduction because the egg is touching the pan. C) It is convection because you put oil in a frying pan to cook in it. D) It is convection because you can feel the heat a few inches away from the pan. 38) Which would be best categorized as heat transfer by conduction? A) Wearing a white shirt to stay cool on a summer day. B) Cooling a burn on your hand by running your hand under cold water. C) Feeling the heat from a light bulb with your hand when touching the bulb.
Shemot (Ex.) 30:1-38 B’Midbar (Num.) 28:9-15 Reader 4 – Sh’mot 30:17-21 Ashlamatah: II Kings 11:17–12:17 Reader 5 – Sh’mot 30:22-25 Monday & Thursday Mornings Special: I Samuel 20:18,42 Reader 6 – Sh’mot 30:26-33 Reader 1 – Vayiqra 19:1-3 Psalm 90:1-17 Reader 7 – Sh’mot 30:34-38 Reader 2 – Vayiqra 19:4-6 Maftir – B’Midbar Reader 3 – Vayiqra 19:7-10 N.C.: Matityahu 17:24-27 II Kings 11:17–12:17 I Samuel 20:18,42 15
“All lessons are engaging and purposeful; enabling students to make rapid progress.” “Students demonstrate a thirst for learning and are increasingly independent. They are active and resilient, open to new learning..” Our Vision for Behaviour and Safety is that: “Horbury Academy is a warm, welcoming and safe environment. Relationships between and students are polite, respectful and positive.” “An effective, sophisticated support structure exists to enable students to access learning and develop effective strategies for self-managing their behaviour.” “All staff use the Academy’s Behaviour Policy and Department Tool Kits to ensure that learning is not disrupted and that all students fly high.” Our Vision for Leadership and Management is “All staff are leaders – both in the classroom and around the building.” “Leadership is recognised as distinct from management and it is acknowledged that leadership skills can be learnt and developed” “Leaders seek to develop their staff, taking pride in their achievements and tackling issues in a fair and robust manner.” “Appraisal is valued and respected by all as a useful tool in development.” At the heart of everything we do we ensure that: “Horbury Academy is an environment which encourages staff and students’ Ambition Honesty Risk Taking Creativity Resilience Collaboration And Empathy”
Minecraft Project Rubric CATEGORY 4 3 2 1 Requirements All requirements are met and exceeded. All requirements are met. One requirement was not completely met. More than one requirement was not completely met. Planning Guide Planning Guide complete with all boxes checked. Student shares with peer and extensively edits based on peer feedback. Planning Guide complete with all boxes checked. Student shares with peer and peer makes edits. Planning Guide not complete, but did share with peer and make edits on parts that were complete. Planning Guide not complete, and did not participate in reviewing draft of peer. Content Covers topic in-depth with details and examples. Subject knowledge is excellent. Includes essential knowledge about the topic. Subject knowledge appears to be good. Includes essential information about the topic but there are 1-2 factual errors. Content is minimal OR there are several factual errors. Originality Product shows a large amount of original thought. Ideas are creative and inventive. Product shows some original thought. Work shows new ideas and insights. Uses other people\'s ideas (giving them credit), but there is little evidence of original thinking. Uses other people\'s ideas, but does not give them credit. Rubric adapted from
Semester: Spring 2019 Section: ALPHA (D01F/D01M) January 3 – May 8 No Class: Jan 21-21, March 4-10, April 4-5 April 19-20 Cruise Date: February 25 – 1 First Mini: January 3 – March 1 Program: MARINE TECHNOLOGY Second Mini: March 12 - May 9 Time Monday Tuesday Wednesday Thursday Friday 7:30 7:30 8:00 MSC 276 D01 MU S-209 MAT 121-DY01 S-603 Class Ends @ 9:15 MSC 124 D01 MU W030 MAT 121 DY01 S-603 Class Ends @ 9:15 8:00 8:30 8:30 9:00 MSC 276 D01L S-209 MSC 124 D01L W030 9:00 9:30 9:30 10:00 10:00 10:30 10:30 11:00 MSC 276 D01 S-209 MSC 276 D01 S-209 MSC 276 D01 S-209 11:00 11:30 11:30 12:00 MSC 150 D01L S-212 MSC 150 D01 S-212 12:00 12:30 12:30 1:00 1:00 1:30 1:30 2:00 MSC 124 D01 W-030 2:00 2:30 2:30 3:00 MSC 124 D01L W-030 3:00 3:30 3:30 4:00 4:00 4:30 4:30 5:00 5:00 5:30 5:30 6:00 6:00 6:30 6:30 7:00 7:00 7:30 7:30 8:00 8:00 8:30 8:30 9:00 9:00 COURSE TITLE SEC CLASS LAB CONTACT CREDIT MAT 121 ALGEBRA/TRIGONOMETRY 2 2 4 3 MSC 112 TRAINING CRUISE II D01M/D01F 0 3 3 1 MSC 124 INDUSTRIAL SKILLS D01 1 4 5 3 MSC 150 NAVIGATION D01 2 3 5 3 MCC 276 MARINE VERTEBRATE ZOOLOGY D01 3 2 5 4
one of the following (a-c): i. a measure of spatial extent appropriate to the ecosystem; OR ii. a measure of environmental quality appropriate to characteristic of the ecosystem; OR iii. a measure of disruption to biotic interactions appropriate to the characteristic biota of the ecosystem. (b) Observed or inferred threatening processes that are likely to cause continuing declines in geographic distribution, environmental quality or biotic interactions within the next 20 years. (c) Ecosystem exists at 1 threat-defined location EN 20,000km2 AND at least one of the following (a-c): (a) An observed or inferred continuing decline in ANY OF: i. a measure of spatial extent appropriate to the ecosystem; OR ii. a measure of environmental quality appropriate to characteristic biota of the ecosystem; OR iii. a measure of disruption to biotic interactions appropriate to the characteristic of the ecosystem. (b) Observed or inferred threatening processes that are likely to cause continuing declines in geographic distribution, environmental quality or biotic interactions within the next 20 years. (c) Ecosystem exists at ≤ 5 threat-defined locations VU 50,000km2 AND at least one of the following (a-c): (a) An observed or inferred continuing decline in ANY OF: i. a measure of spatial extent appropriate to the ecosystem; OR ii. a measure of environmental quality appropriate to characteristic biota of the ecosystem; OR iii. a measure of disruption to biotic interactions appropriate to the characteristic of the ecosystem. (b) Observed or inferred threatening processes that are likely to cause continuing declines in geographic distribution, environmental quality or biotic interactions within the next 20 years. (c) Ecosystem exists at ≤10 threat-defined locations B2. The number of 10 x 10 km grid cells occupied (area of occupancy, AOO) is no more than:
OBJECTIVES THAT ADDRESS STANDARD Toddler: “t” (By 36 months) ATL.t.6: Explores materials in the environment to cause a result (i.e., takes things apart, turns faucet on and off, pours water in sand box to fill a hole). ATL.t.7: Expresses preferences for familiar people, books, toys, and activities; often insists on some choices. ATL.t.8: Asks questions about items/objects. Pre 3: “p3” (By 48 months) ALT.p3.5: Investigates environment with purpose during play (i.e., opens, closes, fills empties, builds up and knocks down objects and containers). ALT.p3.6: Initiates play with other children. ALT.p3.7: Explores, practices, understands social roles through play. Pre 4: “p4” (By 60 months) ATL.p4.6: new and varied experiences and challenges through play. ATL.p4.7: Chooses activities to do or with others. ATL.p4.8: Invites other children to join groups or activities. ATL.p4.9: and follows plans for games or activities with other children. Kindergarten: “K” (By the end of K) No specific standards. Approaches to Learning (ATL): Sense of Competence Young Infant: “I” (By 8 months) ATL.i.7: Repeats an action to get more effect (e.g., kicking in crib to shake mobile or smiling and cooing to get attention. ATL.i.8: Comfort self by cooing, babbling, clutching or mouthing favorite object (e.g., blanket or toy). CONTENT AREA AGE Outcome STANDARDS CURRICULUM OBJECTIVES THAT ADDRESS STANDARD WHAT ADULTS CAN DO TO SUPPORT LEARNING 1 2 3
Indicator 3.1: Area of degraded agricultural land restored Indicate the hectares of agricultural land that was in a degraded but is undergoing restoration through GEF funded interventions. Restoration here is defined as “the improvement of degraded land on a large scale that rebuilds ecological integrity and enhances people’s lives. It is suggested to provide GIS files showing the extent of the degraded land that is undergoing restoration and also indicate the relative state of the area prior to GEF activities. Indicator 3.2: Area of forest and forest land restored Indicate the hectares of forest and forest land undergoing ecological restoration through GEF funded interventions. This Sub-indicator intends to capture the area of forest and forest land in which best practices for ecological restoration are being applied Indicator 3.3: Area of natural grass and shrublands restored Indicate the hectares of natural grass and shrublands that are undergoing ecological restoration through GEF funded interventions. This sub-indicator intends to capture the area of natural grass and shrublands in which best practices for ecological restoration are being applied Indicator 3.4: Area of wetlands (including estuaries, mangroves) restored Indicate the hectares of wetlands, including estuaries and mangroves, that are undergoing ecological restoration through GEF funded interventions. This Sub-indicator intends to capture the area of wetlands in best practices for ecological restoration are being applied Project Core Indicator 4 Area of landscapes improved practices (hectares; excluding protected areas) This indicator will be reported as aggregate total of four Sub-indicators. Ensure that the hectares reported under each Sub-indicator do not overlap Indicator 4.1: Area of landscapes under improved management to benefit biodiversity Indicate the landscape area that is being managed to benefit biodiversity, but which is not certified. Please provide qualitative description of the benefit provided to biodiversity through the change in management. It is also suggested to provide GIS files showing the extent of the land under this improved management (outside of protected areas). Indicator 4.2: Area of landscapes that meet national or international third-party certification that incorporates biodiversity considerations Indicate the landscape area that achieves certification in which biodiversity considerations are being incorporated, including details of the third-party certification. Ideally, provide GIS files showing the extent of the land under this improved management (outside of protected areas)
- Others 8. Knowledge Management. Elaborate on the “Knowledge Management Approach” for the project including a budget, key deliverables and timeline, and explain how it will contribute to the project's overall impact. This will include processes to capture, assess and document, in a user-friendly manner, information, lessons, best practices, and expertise generated during implementation; strategic communications; and knowledge outputs to be produced and shared with stakeholders. 8. Knowledge Management. Elaborate on the “Knowledge
Night on night her tired song Zipped and trilled and bounced along, Till the birds and beasts grew tired At a so uninspired Zipped: sang quickly Literary devices – scheme – aa bb cc Alliteration – ‘birds and beasts’ – ‘b’ sound is repeated Repetition – ‘Day by day’, on night’ With each passing day the nightingale became sad and weak. With each passing day, the bird’s song reflected its tiredness and lack of interest. It sang quickly and would not enjoy singing. The songs were no longer melodious, and the creatures of the bog did not enjoy them anymore. The bird’s voice did not attract crowds any longer. And the ticket office gross Crashed, and she grew more morose For her ears were now addicted To applause unrestricted, And to sing into the All alone gave no delight. Morose: miserable, bad tempered Literary devices – Rhyme scheme – aa bb cc Alliteration – ‘more morose’ – ‘m’ sound is repeated. There was no audience for the nightingale’s concert. This made the bird sad as now, she had got used to the praise from the audience. Now, it no longer enjoyed singing alone all through the night. Now the frog puffed up with rage. "Brainless bird - you're on the stage - Use your wits and follow fashion. Puff your lungs out with your passion." Rage: anger Wits: intelligence Puff: take a very deep breath Passion: show strong emotions Literary devices – Rhyme scheme – aa bb Alliteration – ‘Brainless bird’ – ‘b’ sound is repeated. As the frog’s earnings stopped, it got furious at the nightingale. It called it a ‘brainless bird’ and scolded it. It said that it should realize the importance of performing on a stage and should use its intelligence. It asked the bird to sing according to the choice of the audience and to follow the latest trends. It forced the bird to take very deep breaths and sing with lots of force and emotions. Trembling, terrified to fail, with tears, the nightingale Heard him out in silence, tried, Puffed up, a vein, and died. Literary devices – Rhyme scheme- aa bb Alliteration – ‘Trembling, terrified’ – ‘t’ sound is repeated
Q 5:Complete the missing letters M __ L T I __ E D I A S E __ R C H E N G __ N E H A _ D D I _ K M __ N I T __ R P __ N D R __ V E B __ R C O __ E J __ Y S T __ C K L I __ H T P __ N T O U __ H P __ D T R __ C K B __ L L S C __ N N __ R Q 6:Rearrange the alphabets: UMSIC ____________________________________________ ONMORIT ____________________________________________ ACNSENR ____________________________________________ IPCTURE ____________________________________________
Synthesis – list the key points of the production of proteins. Match the numbers in the diagram with the key points. 1. 2. 3. 4. 5. 6. 7. 8. 9. Section 4.2 – Mutation – pages 136 - 143 Predict:
Figure 3: Fly Ash at 25 000X Magnification Figure 4: Fly Ash at 50 000X Magnification An Energy Dispersive Spectroscopy (EDS) comparison was done on an angular particle and a spherical one (shown in Figure 2) in order to observe any compositional variations which could explain the differences in shape. Table 1 shows the EDS findings from the analysis done on particles 1 to 4 in Figure 2. : Elemental weight composition from EDS The particles are primarily composed of Carbon and Oxygen, fewer amounts of Aluminium and Silicon and trace amounts of Magnesium, Potassium, Calcium and Iron. Deo (2014) attributes the strength development in concrete containing fly ash to the silica and alumina in the fly ash. The high Carbon readings in the sample is most likely unburnt Carbon from the coal burning process and the high Oxygen content can be attributed to the fact that the other elements exist as oxides in the fly ash (See Table 2). Table 2 is the composition of the ash as received from the manufacturer. : Composition of fly ash product (Mgangira, 2015) Parameter Range of Composition (%) SiO2 51.0 – 65.0 Al2O3 25.0 – 35.0 Fe2O3 3.0 – 5.0 CaO 1.0 – 6.0 MgO 0.5 – 2.0 Loss On Ignition (LOI) 0.8 – 2.5 Particle 2 does not contain Calcium and Iron compared to the other particles while Particle 1 does not contain Potassium. The low calcium content is indicative of a Class F fly ash which is low in lime (Cao). Particle 2, which is the most angular in shape, has a lower weight composition of Silicon and Aluminium than the other particles and higher Carbon content by weight which may be attributed to its shape. Kutchko & Kim (2006) showed that unburned Carbon particles tended to be irregularly shaped and on the upper end of the size distribution. According to Sun et al (2001) angular particles can belong to the “irregular dense particle” sub-group of
Project Support – 0.2 FTE 20 Days [04/14 – 11/14] The project support is responsible for the administration of the project which will involve the arrangement of venues for mapping events and the maintenance of relevant contact lists for stakeholders. Along with support in the manipulation of the data. Management Controls Reporting Report Frequency Audience Highlight / Status Report Fortnightly Anna Morton Exception Report As needed Anna Morton Risk / Issues Fortnightly Over Group Lessons Learnt Project close Programme Board End of project Report Project close Programme Board Control Changes to the content of this PID following approval can only be authorised by the Project Board. and Issues Risk Mitigation That the MS pathway is not part of the SCN and SCT joint working once Theme 1 is re-launched Plan is being set up so that group will be able to continue without the SCN support but this will significantly delay the time to delivery of results. End products and outputs are not utilised or integrated into the commissioning process. Ensure early engagement with commissioners particularly around co-design of commissioning resources. That we lose the engagement of clinicians as the outputs are for the benefit of commissioners not in improving clinical interaction Promoting the benefits of understanding the West Midlands landscape which may help with internal Trust discussions around resource allocation.
Program Announcement: Undergraduate Degree Program Form 1A Version 2017-03-27 Before submitting a proposal for a new program leading to an undergraduate degree, a SUNY campus must submit a cover letter signed by the Chief Executive or Chief Academic Officer and a completed Program Announcement (PA) to the SUNY Provost at . The PA procedure is described at the end of this form. Section 1. General Information Institutional Information List each campus (and its 6-digit ) where the entire program will be offered: b) Program Locations List the name and address of each off-campus location (e.g., ) where courses (but not the entire program) will offered, or check here [ ] if not applicable. If applicable, send documentation to show that has been followed. Will 50% or more of the program be offered at a distance? [ ] Yes [ ] No c) Proposed Program Information Program Title: (s) (e.g., A.A.S., B.A.): Number of Required Credits: Minimum [ ] If tracks or options, largest minimum [ ] Proposed Program Codes: [ ] 6-digit [ ] If the program will be accredited, list the accrediting agency and expected date of accreditation: If applicable, list the to which the program leads: If applicable, list the New York State to which the program leads: d) Campus Contact Name and title: Telephone: E-mail: e) Executive or Chief Academic Officer Approval Signature affirms that the proposal has met all applicable campus administrative and shared governance procedures for consultation, and the institution’s commitment to support the proposed program. E-signatures are acceptable. Name and title: Signature and date: If the intended program will be offered jointly with one or more other institutions, provide the following information for each institution: Partner institution’s name and 6-digit : Name, title, and signature of partner institution’s CEO (or append a signed letter indicating approval of this proposal): Section 2. Program Summary In 300 or fewer words, describe the proposed program, including its purpose, content, structure and duration.
What is the 5th of blending quotes? 5. Ellipses go at the beginning or the end of a quote. Don’t be afraid to make changes – they are necessary for blending effectively. Ex. When Asher is a Three, he stops “talking altogether” because he is frequently hit “with the discipline wand…that [stings] painfully “(55, 54). How should I format citations? How should I format citations cont.’? 1. Ex. …walking around in it” (30). Ex. … believed in his (30). 2. For example, don’t write: When Asher is a Three, he stops “talking altogether” (55) because he is frequently hit “with the discipline wand” (54); he is often punished for mispronouncing words. Instead, it should read:
and suggest answers. They make simple links to what Christians think about big questions. questions they have been thinking about. Choose one question you know they have enjoyed and ask anyone who has got an answer –or even a bit of an answer – to step inside the question mark. Hear some of the answers, and praise the children who give them. Repeat the process with several questions, encouraging everyone to take some part. Can the children talk about some of the things they believe and some things which Christians believe? Reinforce Christian beliefs: God cares for me, and each person is special because God made them and God loves them, and life is happier when we love each other. Plenary the activity, you might remind children of some good questions and good answers. You could do this around the chalk question mark: ask them ‘who can say what they enjoyed about our RE this time?’ and ‘What did we learn in our RE lessons?’ Talk about puzzling questions (L1). Notice what is of concern to themselves and to others (L1). a photo and use the ’Why Book’ as a record of the work and talking the children have done. 2013 Oldham SACRE, ©Lat Blaylock, RE Today