zilongwang/ReadingBank huggingface dataset:
Once you have located the relevant client’s service referral in the ‘Accepted service pending’ tab, you can add service delivery information for the service. Select the arrow on the 'Client card' to view the expanded client card view and select ‘Add service information’ Alternatively, you can select ‘Add service information’ in the expanded list view. The 'Add service information' screen will be displayed. When adding service information for residential care including respite, transition care, short term restorative care, and commonwealth home support programme services you must enter the 'Service start date', input a ‘Frequency’, and select an “Intensity” from the drop-down list (all three inputs are mandatory). Enter any additional information in the remaining fields and select 'Save changes’. Once saved, the client will move from the ‘Accepted services pending’ tab to the ‘Services in place’ tab, and the populated service information will display under the ‘Services’ section within the client record. When updating Home Care Package information you must enter a ‘Frequency’ and select an “Intensity” from the drop-down list. The ‘Service start date’ will update once the commencement date has been received from the Department of Human Services. Enter any additional information in the remaining fields and select ‘Save changes’. Once saved, the client will only move from the ‘Accepted services pending’ tab to the ‘Services in place’ tab once a ‘Service start date’ is present. Once this has occurred, the populated service information will display under the ‘Services’ section within the client record.
Select ‘Service referrals’ from the homepage. Select ‘Services in place’, locate the client for whom you wish to request a review and select ‘Request a review’. Alternatively, a link to request a review will display at the top of any page in the client’s record. Complete all mandatory fields within the review request, and submit ‘Send review request’. You should discuss the request with the assessor who conducted the client’s most current assessment. This information can be found in the client’s assessment information, with more detailed information available in the assessment history information available in the support plan in the ‘Plans’ tab of the client record. A confirmation will display if the request is submitted successfully. You cannot submit a request for review if there is already an existing assigned review for the client in the assessor portal or an assessment is currently being undertaken. For further information about how a review of a client’s support plan is conducted by assessors, refer to , available on the Department’s website. For more information or support
Tables B1, B2, and B3 compare how much each subcomponent contributes to totals of assets, receipts, and payments, respectively. For all components in both quarters, all differences were less than 0.5 percent. This suggests that the percentage each part represents is consistent between the previous and new panel. Tables C1, C2, and C3 show quarter-to-quarter change between the previous and new panel. For holdings, the difference in the percent change from the first to the second quarter was less than 1.0 percent for both the new and previous panel (see Table C1). Quarterly change was more variable for receipts. Table C2 illustrates that differences in the percent change for both panels spanned a slightly larger range of ±3.0 percent. Total payments and its main subcomponent, benefit payments, saw a percent change of less than 2.5 percent for both panels giving a difference of 1.2 and 1.1 percent, respectively. The largest quarterly change of all the finance categories was withdrawals. The previous panel shows an 8.0 percent drop while the new panel gives a decrease of 1.3 percent, which yields a 6.7 difference in percent change (see Table C3). Conclusion Both panels represented about 88.0 percent of total assets in 2012. Aggregates for assets, receipts, and payments are nominally different for both quarters when comparing the two panels. Based on this analysis, replacing three units on the panel did not disrupt the continuity of the totals published in the QSPP.
Requesting Application Access The Report Interface can be accessed only by users who get the required role in the EIDM Reports application. This section outlines the steps Users take to request access to the EIDM Reports application. Please follow each step listed below unless otherwise noted. Steps Screenshots Go to and select Login to CMS Secure Portal on the CMS Enterprise Portal. Note: The CMS Enterprise Portal supports the following browsers: Internet Explorer 11, Firefox, Chrome, and Safari. Read the ‘Terms and Conditions’ page and select I Accept to continue. Enter your User ID and select Next. Enter your Password, select an MFA Device Type from the drop-down, enter the Security Code, and select Log In. Note: The ‘Security Code’ for the and ‘One-Time Security Code’ options expires after 30 minutes. The ‘Security Code’ for the other MFA device types expires after 10 minutes. If you are unable to enter the code within the period, you will need to request a new one. If you do not have access to your registered MFA device, please refer to the ‘User Login’ QRG for step-by-step instructions on how to register an MFA Device. 4a. If you select Phone/Tablet/PC/ Laptop as the ‘MFA Device Type’, enter the VIP Access software’s ‘Security Code’ as the MFA Security Code and select Log In.
Accounting: Worked with the Treasurer and Finance Committee Chair for ongoing accounting tasks including daily entries and bank reconciliations. Helped transition the new Treasurer. Board: Assist the Board of Trustees in different ways including board meeting attendance, prep, minutes and follow-up work. Respond to requests as needed. Keep in the loop on all Board issues. Assist in CSC preparation including audio streaming, board report and other details. ERRS: Assist Finance with ERR submissions and payments, resulting in timely ERRs payments. Phone Calls: Ongoing phone calls for CoDA weekly, including follow-up with Communications Chair. The volume of calls is steady. We track each call in SmartSheet and share information weekly with the Communications Chair. Policies and Procedures: This is an ongoing project. CoNNections P&P received and formatted for continuity. Website: Worked with the website liaison to create a process for tracking website changes and to insure timely and efficient website maintenance. We have been very interactive with our Web, Communications, Events, Accounting and Board liaisons and welcome the opportunity to continue to assist in ongoing projects. Thank you for the opportunity. Email List Coordinator Please let your meetings know about our lists, it is one of our most effective methods to communicate with the fellowship!
QSS 15 YRS AFL Team List # Name School Region 1 Connor Ballenden St. Joseph’s College Gregory Terrace M.N. 2 Samuel Clark Murrumba Downs State Secondary College M.N. 3 Josh Reid Hillbrook Anglican School M.N. 4 Dean Benson Alexandra Hills SHS M.E. 5 Tom Fullarton Caloundra SHS SUN 6 Jack Clayton Brisbane Boys College M.W. 7 Sam Davidson Palm Beach-Currumbin SHS S.C. 8 Harry Simington Tamborine Mountain College S.C. 9 Brodie Foster Palm Beach-Currumbin SHS S.C. 10 Jacob Dawson Palm Beach-Currumbin SHS S.C. 11 Blair Sutton Palm Beach-Currumbin SHS S.C. 12 Bayden Goff Mountain Creek SHS SUN 13 Jake Warren St John’s College SUN 14 Finn Cameron St Augustine’s College PEN 15 Mitch Olarenshaw Somerset College S.C. 16 Reid Gordon St Teresa’s Catholic College SUN 17 Lachlan Smith St Mary’s Catholic College PEN 18 Brendan Shelton Toowoomba Christian College. D.D. 19 Brock Aston Toowoomba Grammar School D.D. 20 Will Shelton Toowoomba Grammar School D.D. 21 Jayden Zonneveld Craigslea SHS M.N. 22 Joel Platell Trinity College S.C. 23 Brayden Crossley Palm Beach-Currumbin SHS S.C. 24 Jacob Heron St Augustine’s College PEN 25 Lachlan McDonald Helensvale SHS S.C. S1 Connor Nutting Emmanuel College S.C. S2 Oliver Scott Padua College M.N. S3 Jack Chapman St Eugene College SUN S4 Charlie Gaudion St Anthony’s College NOR S5 Adam Peek St. Laurence’s College M.E.
Presidents (in attendance) Up to 2 AD(T)s Director of the Teaching Centre (or nominee) • 1 AD(T) Meeting agenda Meeting with School L&T SMT (including student reps) Introductory meeting with School L&T SMT Discussion of UG Programmes and Generic Issues Discussion of PG Programmes and Generic Issues Meeting with UG & PGT Student Representatives Concluding meeting with School SMT Meeting with School L&T SMT – to include discussion of UG and PG Programmes and Generic Issues Meeting with UG & PGT Student Representatives Concluding meeting with School SMT Action required The Committee is asked to comment on the proposed revisions, with a view to submission for approval at Learning and Teaching Committee on 6 June 2013.
Travel (Conference & Course Registration) Conference registration for high-quality professional development (HQPD) Non-credit course reimbursement for HQPD specific to career vocational technical education Expenses for in-state transportation, per diem, and lodging if the costs are reasonable and necessary Meals unless included in registration fee for conference Meals for school/district HQPD meetings Any expenditure for entertainment or non-instructional activities Out-of-state travel (without DESE approval) Other Costs Memberships/subscriptions for HQPD Printing/copying for HQPD Space rental for HQPD Food for a program-related activity when the activity overlaps a mealtime, or for simple refreshment when it would be impractical or relatively inconvenient for the participants to purchase sustenance Fees or dues paid for an individual student Cash, credit card, voucher etc. provided to an individual student for transportation Any conveyance to transport students for career/vocational technical education student organization events A course or PD training which outcomes only benefit individual teachers and not programs and students Indirect Costs District Indirect rate greater than the percentage assigned to district Administrator salaries and indirect costs combined cannot exceed 5% of grant Equipment Items with a per unit cost of $5,000 or more and a usable life of at least one year that directly improves a Perkins program and benefit students in those programs. Must be itemized with a brief statement of the need for the item. Equipment used by programs that do not meet the definition of a Perkins program or that are shared between Perkins and non-Perkins programs where Perkins programs do not have priority for the equipment’s use Purchase/lease of automobiles High Quality Professional Development activities are sustained (not stand-alone, 1-day, or short-term workshops), intensive, collaborative, job-embedded, data-driven, and classroom-focused. Some portion of each Perkins allocation must be spent on HQPD.
Millfield and Deane 2018 LEVEL 3 SHORT COURSE SUMMER SIZZLER SPRINT MEET UPPER QUALIFYING TIMES BOYS Events GIRLS 9 10 11 12 13 14 15 16/o 9 10 11 12 13 14 15 16/o 36.00 34.50 31.90 31.50 29.25 27.18 26.50 25.80 50m Freestyle 36.00 34.50 31.60 31.24 29.25 28.25 28.12 27.77 41.50 39.50 38.00 37.10 35.50 32.30 31.60 29.50 50m Backstroke 41.50 39.50 37.10 36.50 34.50 33.50 32.50 32.40 46.00 44.00 42.80 42.50 39.50 37.70 34.70 33.60 50m Breaststroke 46.00 44.00 42.70 42.30 39.70 37.45 37.10 36.30 40.00 38.00 36.10 35.80 33.00 31.50 30.15 28.50 50m Butterfly 40.00 38.00 35.00 34.50 33.50 32.20 31.15 29.90 1.43.00 1.38.00 1.30.00 1.24.00 1.19.00 1.15.00 1.10.00 1.05.00 100m Med. 1.43.00 1.38.00 1.30.00 1.25.00 1.20.50 1.16.00 1.12.00 1.07.00
for their founding, including: (C, E, H, P) • Lord Baltimore, Maryland • John Smith, Virginia • Roger Williams, Rhode Island • John Winthrop, Massachusetts • William Bradford, Plymouth • James Oglethorpe, Georgia • William Penn, Pennsylvania Science SPI 0407.6.1 Organize the phases of the moon in the correct sequence.
x2 − 10x + 25 = 0 0 = 3x2 + 17x − 6 3x2 − 2x = 5 16x2 − 9 = 0 9-28. Use the Quadratic Formula to solve part (b) of problem 9-27 above. Did your solution match the solution you got by factoring and using the Zero Product Property (in part (b) of problem 9-27)? 9-29. Find the equation that represents the information given below. x −4 −3 −2 −1 0 1 2 3 4 y 12 5 0 −3 −4 −3 0 5 12 9-30. Solve the following problem using any method. Write your solution as a sentence. The length of a rectangle is 5 cm longer than twice the length of the width. If the area of the rectangle is 403 square centimeters, what is the width? 9-31. Which of the points below is a solution to 4x − 3y = 10? Note: More than one point may make this equation true. (1, 2) (4, 2) (7, 6) (4, −3)
Face Lab Data Table Trait Dominant (both heads) Hybrid (one of each) Recessive (both tails) Genotype X or Y Gender (Sex) Female Male -------------- R or r Shape of face Round Oval Square C or c Cleft in chin (chin dimple) None None Present H or h Hair Curly Wavy Straight W or w Widows peak (“V” forehead) Present Present None E or e Spacing of eyes Close together “Normal” Far apart A or a Shape of eyes “squinty” Square Round S or s Position of eyes Straight forward Cross - eyed Looking opposite directions L or l Size of eyes Large Medium Small L or l Length of eyelashes Long Short Not present B or b Shape of eyebrows Bushy Fine Not present N or n Position of eyebrows Not connected Not connected Uni-brow L or l Size of nose Large Nose Large Nose Small Nose T or t Shape of lips Thick Normal Thin L or l Size of ears Large Normal Small L or l Size of mouth Large Normal Small F or f Freckles Present Present None D or d Dimples Present Present None Questions: Define genotype and phenotype. _______________________________________________________ ___________________________________________________________________________________
QUARTER 1 - A HONOR ROLL Radison Akerman Emma Brinkmann Vincent Do Andy Granath Courtney Hinrichs Jack Holmstrom Sengdo Inthavong Sabrina Meng Maya Pandya Isabel Runne Victoria Wu Richard Yang Kristen Zuzga QUARTER 1 - A/B HONOR ROLL Isabella Aguirre Kreena Amin Gwyneth Andres Luca Barba Sophie Bergsten Matthew Blessing Paige Broski Natalie Bubela Olivia Conklin Jacob Crowell Lillian Drinkwine William Zane Edleman Bianka Franks David Fumo Dylan Girone Emma Granath Brandon Harmsen Cassandra Hawkins Charlie Henry Victor Hughes Liam Keefe Jadan Khylity Adam Kuhar Tim Lang Jonathon Lowery Eli Lowry Esha Mahajan Melanie Martinovic Brady Nickel Hayden Nickel Khushi Patel Bailey Reed Joshua Rodriguez Nathanael Rohlwing Maggie Rose Mohammad Salem Mia Shiro Carson Soles Zeke Stockton Ryan Sweeney Wiktoria Szymanowicz Henry Thomas Nathaniel Turner Drake Vaughan Even Wallin Ben Westin Allison Wilson Alex Wolfe Olivia Zediker
Qtr 2 Week 5 Nov. 7-11 Monday 7 Min. Day (Out at 11:30) Tuesday 8 Wednesday 9 Thursday 10 Friday 11 Notes *Early Dismissal Monday 11:30 *Friday Memorial School Language Arts JT PT 3 D-4 Wonder JT PT 3 D-5 Wonder JT Part 3 D-6 JT Part 3 D-7 OFF LA HW Finish JT 3 D-4 Finish JT 3 D-5 Finish JT 3 D-6 NONE NONE Qtr 2 Week 6 Nov. 14-18 Monday 14 Tuesday 15 Wednesday 16 Thursday 17 Friday 18 Notes *Study Session JT PT 3 Test 8:00 *Bring Materials on Friday for the Read-A-Thon Language Arts Wonder JT PT 3D-8 Wonder JT PT 3 D-9 Wonder JT PT 3 Test JT Video LA HW Finish JT 3 D-8 Study for JT PT 3 Test NONE Prepare for Read-A-Thon NONE Class#_________________ Name:____________________________________________________Period_________ Word of the month: citations HL: Highlight A: Annotation (HL/A) Reflection What was your goal in Humanities? Goal:______________________________________________________ How did you do? ________________________________________________________________________________________________ What would you like to improve upon in Humanities? (Goal)
_______________________________________________________________________________________________________________________ Student Signature _______________________________________________________________________________________________ Word of the month: citations HL: Highlight A: Annotation (HL/A) Refer to Rubrics for explanation of codes. Qtr 2 Week 9 Dec 12-16 Monday 12 Tuesday 13 Wednesday 14 Thursday 15 Friday 16 Notes Amendment Quiz History Bill of Rights Hand Signs Read P. 4-5 Amendments P. 6-7, 11 Amendments Quiz CH 9 2-3 Genius Hour Presentations SS HW P. 2-3 HLCRAQ P. 10 Study for Amendment Quiz CH 9 “About Being President” CH 9 P.4 NONE Qtr 2 Week 10 Dec. 19-23 Monday 19 Tuesday 20 Wednesday 21 Thursday 22 Friday 23 Notes *Bring Materials on Thursday for the Read-A-Thon History CH 9 P. 5-7 CH 9 P. 8 “Alien and Sedition” P. 11 Review P. 12-14 CH 9 Quiz Read-a-Thon OFF Winter Break SS HW CH 9 P. 8-9 CH 9 “Alien and Sedition” P. 11 Study for CH 9 Quiz Prepare for NONE NONE
Prompt Payments by Public Sector Bodies Reporting Template pursuant to Government Decision S29296 of 2 and 8 March 2011 and 28 March 2017 by: The Health Service Executive, the Local Authorities, State Agencies and all other Public Sector Bodies, (excluding Commercial Semi State bodies) Parent Government Department: Department of Transport, Tourism & Sport Public Sector Body: Transport Infrastructure Ireland Quarterly Period Covered: July – September 2018 Details Number Value (€) Percentage (%) of total number of payments made Total payments made in Quarter 593 89,074,360 100% Payments made within 15 days 481 79,636,418 89% Payments made within 16 days to 30 days 112 9,437,942 11% Payments made in excess of 30 days that were subject to LPI and compensation costs 0 Payments made in excess of 30 days that were not subject to LPI and compensation costs 0 Amount of late payment interest (LPI) paid in Quarter N/A N/A Amount of compensation costs paid in Quarter N/A N/A
Articles of Confederation Establish Justice To make laws and establish a fair court system The Constitution created the U.S. Supreme court and the judiciary Act of 1789 created the rest of the federal court system Insure Domestic tranquility To maintain law and order at home The federal government shares with state governments the task of maintaining law and order at home. Together they are responsible for enforcing laws. Provide for the common defense To protect the nation against its enemies The Constitution authorized Congress to create an army and a navy. Promote the general welfare To ensure the of the entire population Over time, the government has given all citizens the right to vote. And secure the blessings of liberty to ourselves and to our posterity To safeguard people’s personal freedom The Bill of Rights Do ordain and establish this Constitution for the . Create this form of government for the country. LEARN IN A LATER CHAPTER Parts of the Constitution Article of the Constitution What is it about? Preamble A written thesis – why the Constitution was written.
Each branch can check the other branches. Three Branches of Government Legislative Executive Judicial Created in Article I Congress is the lawmaking branch Made up of 2 houses: the Senate and the House of Representatives Created in Article II Executes the country’s laws Headed by the President Created in Article III Interprets laws. Supreme Court is the head of the judicial branch Powers of the Legislative Branch Powers of the Executive Branch Powers of the Judicial Branch Makes the laws Confirms presidential appointments Approves treaties Grants money Declares war Proposes laws Approves or vetoes laws Administers and executes the laws Commands the armed forced Appoints ambassadors, federal judges and others Interprets the Constitution and other laws Reviews lower court decisions
Legislative Checks Over The Executive branch Over The Judicial branch Overrides vetoes Approves federal judges Impeaches the President Impeaches a President Approves federal judges Impeaches federal judges Checks and balances again. Executive Checks Over The Legislative branch Over The Judicial branch Vetoes acts of Congress Calls Congress into special session Appoints federal judges Judicial Checks Over The Legislative branch Over The Executive branch Declares laws unconstitutional Declares executive acts unconstitutional
the ‘MFA Device Type’, select Send to receive the code on the selected MFA device type. Enter the code in the Security Code field and select Log In. 4c. If you select One-Time Security Code as the ‘MFA Device Type’, enter the code you receive either in the e-mail sent to your registered e-mail address via the ‘Unable to Access Security Code?’ link or from your Application Help Desk in the Security Code field and select Log In. If you are not able to access your Security Code, select the ‘Unable to Access Security Code?’ link. The ‘Unable to Access Security Code’ popup message displays. Select OK to continue Enter your User ID and select Next. Answer the challenge questions and select Next. Select OK to return to the login page. Note: This security code will expire after 30 minutes or after it is used successfully for the first time. An e-mail with the Security Code will be sent to the e-mail address on your profile. Read the ‘Terms and Conditions’ page and select I Accept to continue. Enter your User ID and select Next. Enter your Password, select Security Code as the MFA Device Type, and enter the Security
A HONOR ROLL EIGHTH GRADE QUARTER 2 Radison Akerman Emma Brinkmann Paige Broski Vincent Do Andy Granath Emma Granath Courtney Hinrichs Jack Holmstrom Sengdao Inthavong Sabrina Meng Maya Pandya Khushi Patel Isabel Runne Mohammad Salem Henry Thomas Victoria Wu Kristen Zuzga A/B HONOR ROLL EIGHTH GRADE QUARTER 2 Isabella Aguirre Kreena Amin Gwyneth Andres Luca Barba Sophie Bergsten Matthew Blessing Natalie Bubela Olivia Conklin Jacob Crowell Lillian Drinkwine Zane Edleman Bianka Franks David Fumo Brandon Harmsen Cassie Hawkins Charlie Henry Jadan Khylity Grace Knott Adam Kuhar Tim Lang Logan Lupeamanu Esha Mahajan Melanie Martinovic Brady Nickel Nathanael Rohlwing Maggie Rose Julie Serrato Carson Soles Zeke Stockton Ryan Sweeney Wiktoria Szymanowicz Nathaniel Turner Pranav Volety Allison Wilson Richard Yang Olivia Zediker
6th Grade Principal’s List Chesnie Cherhoniak Weston Colby Jillian Connolly Jonathan Galvan Margaret Grzelak Laurynn Van Doren Isabella White 6th Grade Honor Roll Andrew Allen Natalie Boyles Sophia Boynton Jayden Brown Ginny Burkitt Mia Cavazos Jakson Cluff Trinity Couch Cayden Crabtress Devon Edwards Libby Gardner Paola Gomez Taylor Hogan Cazlynn Honaker Ayden Houlihan Emily Ikner Isaiah Jackson Noah Johnson Denton Juarez Harrison Keen Jessica LaGreca Madison Lujan Isabelle Mayes Kia Mihok Jasmine Minkler Nathan Monreal MaKenzee Morris Lindsay Norvell Alivia Prieto Chloe Rossman Star Schindele Owen Silva Chase Theobald Bayne Tordrup 7th Grade Principal’s List Hadassah Adam Aaden Bouschet Alexis Dykstra Nathan Hippe Charlize Ingoglia Brandon Lopez Alexis Lujan Mikayla Martin Savannah Paladino Levi Schultz Nikola Stephens 7th Grade Honor Roll Macy Davis Kole Deming Gazda Darby Hannon Hannah Heyl Carter Leithead Jennifer Lopez Danielle McCaslin McKenzie Morris Francis Nache Sage Paladino Kotareena Pero Serenity Phemister Jennetta Schaffer Itzel Servantes Eliza Shumway America Smyly Trinity Wagner 8th Grade Principal’s List Marshall Frank Champ Hannon Nickolas Juarez Theodore Mayotte Peter Nache Grace Watson 8th Grade Honor Roll Madison Alvarez Brady Barto Audrey Calvert Carlee Cherhoniak Nina Compton Sarah Crowley Koural Deming Maddie Dever Abbigail Flick Jacqueline Galvan Tori Gardikis Nathan Goodell Alexis Gutierrez Lucas Hardesty Ethan Jackson Anthony Juarez Lexus Klinger Matthieu Lesenfants Caleb McCarty Thomas Mclaughlin Nadia Monreal Ashley Norvell Trinity Nunez Joshua Olson Michelle Proffer Raina Rollins Scott Schmidt Audrey Wilcken Sage Young
QTS – Comprehension Test Answers PASSAGE 1 – TASK A) Spelling policy The other options are relevant to particular parts of the passage. However, Spelling policy is the best heading since the entire passage is on this subject. Spelling policy summarises the content of the passage. PASSAGE 1 – TASK B) - Memory aids are a useful technique for teaching spelling. - Memory aids are a successful technique for teaching spelling. The words useful and successful are synonyms for the word “effective” – thus these are the two correct answers. PASSAGE 1 – TASK C) SECOND PARAGRAPH - Spelling programmes THIRD PARAGRAPH - Parental involvement The other options are less effective summaries of the second and third paragraphs. Spelling log is just one of the subjects discussed in the second paragraph. The paragraph as a whole concerns spelling programmes. The importance of parental involvement is clearly highlighted in the third paragraph. Whilst teaching spelling is also relevant the key subject described within the third paragraph is parental involvement. PASSAGE 1 – TASK D) - Primary school teachers MOST - Parents of primary school children MOST The passage focuses on spelling and how both teachers and parents can develop spelling policies. The phrase primary school teachers and the words teachers and parents come up several times. That’s a good sign of who the intended audience is.
- Educational publishers - School Governors - Secondary school teachers PASSAGE 2 The new head teacher used a curriculum map to restructure his school’s curriculum. The aim was to deliver Key Skills as effectively as possible. Within this overall goal were two specific needs. Firstly, to accommodate the different learning styles of the school’s diverse range of pupils. Secondly, but equally as important, to address each child’s development needs. Since the adoption of this new plan, the school has demonstrated strength in setting challenging targets at both Key Stage 1 and Key Stage 2. Target setting and pupil attainment are closely monitored. Analysis of the school’s results revealed the following: achievement at Key Stage 2 was above the national target, and Key Stage 1 results were above those of comparable local schools. Although its pupils’ performance has varied during the period under review, the school has now improved its Key Stage 1 results for three years in a row. Another target that the school has achieved is a wider application of information and communication technology (ICT) to support the learning process. The previous head teacher had prioritized the application of ICT across the full curriculum, starting with the provision of several new computers in each classroom. The new head has continued this process by establishing a dedicated ICT laboratory and investing in computerized white boards for each classroom. TASK A) Select the most appropriate sub-heading for the final paragraph. - ICT implementation - Key Stage 1 and 2 target setting - Pupil enrichment programme - The prioritisation of information and communication technology TASK B) Select the sentence that summarises paragraphs one and two most effectively. PARAGRAPH ONE
SENTENCE 4 – Others have highlighted the lack of commonality between the five diploma subject areas ranging from media through to construction/built environment. The start of the sentence requires a capital letter. The comma needs to be removed between the words five and diploma as no pause is needed. No colon is needed after ranging from. The sentence needs a full stop rather than an exclamation mark at the end. SENTENCE 5 – Paul Murphy, Head of FE at Springbrook College emphasises, “We need to provide better practical training for young adults. Let’s do this now.” Murphy is a surname and a proper noun, hence it starts with a capital letter. Head requires a capital letter as it is a title. Springbrook College is a proper noun and so needs to start with capital letters. An apostrophe is required in Let’s because it is a contraction of let and us. A full stop is needed at the end of the quotation. SENTENCE 6 – For Mr. Murphy at least, this issue takes priority over achieving a consensus amongst those delivering the new diplomas. The title Mr. requires a capital letter. A comma after at least indicates a pause. The word priority does not require a capital letter. SENTENCE 7 – He adds, “When NVQ qualifications were introduced they also met with resistance but became a long-term success.” He needs a capital letter as it is the start of a sentence. A comma is required before the quotation begins. The acronym NVQ has capital letters (National Vocational Qualification). Long-term is hyphenated because it is modifying the noun success. Quotation marks are required at the end of the sentence.
5. Quick Tips Adding and Viewing Client Notes My Aged Care Contact centre staff, assessors and service providers can view and add different types of notes about clients in the My Aged Care portals. Assessors can also view and add these notes in the myAssessor app. Reminder: all notes will be subject to Freedom of Information legislation. There are five different types of notes, listed in the table below. Note type Description Examples Client story A summary of the client’s current circumstances. Assessors, service providers and clients can view these notes. Client has just been discharged from hospital and needs services. Lives with husband and has early onset dementia. Sensitive notes Information of a sensitive nature about the client that needs to be available for assessment or provision of some services. This note will not be displayed to service providers or clients on system. Client is HIV positive. Client has abusive relationship with son. Preference Client’s stated service provision preferences. Assessors can view these notes. Client would prefer a Catholic provider. Client is affiliated with Croatian community. Observations Observations from service provider and/or assessors’ interactions with the client. Assessors and service providers can view these notes. There is a dog on the property. The client seems more upbeat than she did during my last visit. Other Additional information about the client. Assessors, service providers and clients can view these notes. The client has planned respite on xx/xx/xxxx.
Writing to Learn, Writing to Communicate When we think of writing, we typically think of what we might call “writing to communicate” genres, writing that is meant for readers, such as research reports, book reports, and essays, but students can gain a great deal from what we might call “writing to learn” genres, writing that is meant to help the writer think, make connections between known knowledge and new knowledge, and process information, such as journal entries, free writes, and brainstorms. Writing to Learn Writing to Communicate Characteristics form is open – follows the writer’s train of thought disorganized can be difficult for readers to read exploratory—contains new insights for the writer makes connections between seemingly disparate ideas messy – many contain many surface level errors form is closed -- follows the conventions of a particular genre organized in some kind of logical fashion written to communicate to readers written to meet expectations of readers edited Examples/Activities freewriting inkshedding journaling research log double-entry journal brainstorming: lists, webs, clusters, generative outlines reading response ticket to enter/ticket to leave research report lab report argumentative essay newspaper article editorial short story PowerPoint presentation blog Presentation or publication (writing reaches wider audience) What Students Learn students learn how to use writing to discover what they want to say about a topic or problem students learn how to reflect on their ideas, gaining metacognitive skills students learn how to think through roadblocks in their learning process and process new information students learn to use writing to communicate their understanding of a topic or problem students learn how to communicate to variety of audiences students learn how to think rhetorically—think about how their goals for writing, their audience’s expectations, and the context for writing interact and intersect The Research Log From Bruce Ballenger’s The Curious Researcher 4th ed, 154-6
16) If the equation (1+m2)x2+2mcx+c2-a2=0 has equal roots ,show that c2=a2(1+m2).(HOTS) 17) Solve ; x≠0 , x ≠ -(a+b)(HOTS) 18)Solve for x ………..(HOTS) 19) One –fourth of a herd of camels was seen in the forest .Twice the square root of the herd had gone to the mountains and the remaining 15 camels were seen on the bank of a river .Find the total number of camels.(HOTS) 20) Two pipes running together can fill a cistern in 3 minutes . If one pipe takes 3 minutes more than the other to fill it,find the time in which each pipe would fill the cistern.(HOTS) 21) If one root of the quadratic equation with real coefficients is , then find the equation.(HOTS) 22) A peacock is sitting on the top of a pillar ,which is 9m high .From a point 27m away from the bottom of the pillar ,a snake is coming to its hole at the base of the pillar .Seeing the snake peacock pounces on it .If their speeds are equal, at what distance from the hole the snake is caught?(HOTS) 23) A dealer sells a toy for Rs.24 and gains as much percent as the cost price of the toy. Find the cost price of the toy.(HOTS) VALUE BASED QUESTIONS 24)While boarding an aeroplane ,a passenger got hurt. The pilot, showing promptness and concern ,made arrangements to hospitalize the injured and so the plane started late by 30 minutes.To reach the destination ,1500 km away, in time,the pilot increased the speed by 100 km/hr.Find the original speed of the plane.Do you appreciate the values shown by the pilot,namely promptness in providing help to the injured and his efforts to reach in time? 25) The sum of the lives of two electric lamps one C.F.L and the other ordinary lamp is 10 years. The product of the lives of these two lamps is 26 years. Is this situation possible? Keeping in mind SAVE ENERGY which lamp should be used? -
Quadrama Project Requirements: After constructing your quadrama, choose one project to focus on below: Highlight Tamika’s budding spirituality as she learns about Islam. Pick 4 major events, ideas, or activities that highlight this and add them to the quadrama. Examine Dee’s choices regarding her quest for popularity. Pick 4 major events, ideas, or activities that highlight this and add them to the quadrama. Analyze Aminah’s role as a guide character for Tamika. Pick 4 major events, ideas, or activities that highlight this and add them to the quadrama. Evaluate ways that each character found their voice during the course of the book. Choose 1 event or idea for Dee and Aminah. Choose two for Tamika and then add them to the quadrama. Make sure you meet the following requirements: The quadrama is neatly constructed out of construction paper or cardstock. The quadrama uses a color scheme that meets the tone of the book/project. The quadrama has 3 dimensional components for each section. The quadrama has full color graphics and images. There is a card explaining each section. The card includes a quote from the book (as the hook) The card clearly explains the purpose of the section The card is typed The card has no grammatical or mechanical errors. ‘ Any images that you have used from the internet are cited. All quotes/etc are cited. Rubric: CATEGORY 4 3 2 1 Content - Accuracy At least 8 accurate facts are displayed on the quadrama. Only 6-7 accurate facts are displayed on the quadrama. Only 4-5 accurate facts are displayed on the quadrama. Less than 3 accurate facts are displayed on the quadrama. Graphics - Originality All of the graphics used on each of the four sections of the quadrama reflect a exceptional degree of student creativity in their creation and/or display. Three of the graphics used on the quadrama reflect student creativity in their creation and/or display. Two graphics are made by the student, but are based on the designs or ideas of others. Graphics are not original. or Graphics may be copied from another source.
TEST TUESDAT OCTOBER 2 ~ Parent Signature: ____________________________________________ Function Form Opens (up or down). Justify How do you find the vertex? Vertex Two other points on the parabola y-intercept 1. 2. 3. 4. 5. 6.
Function Form Opens(up or down). Justify How do you find the vertex? Vertex Two other points on the parabola y-intercept 7. 8. 9. 10. 11. 12. **Also P. 97 # 1-14 ALL! Please staple your work to this review.
Warm-ups Date Problem #1 Problem #2 2/26 1. Given … find . find the value of x so that . 2. The function gives the height h of a ball (in ft) after t seconds. Find h(2). Interpret the meaning of h(2).
Review 9. Translate the following statements into coordinate points, then plot them! a. f(–1) = 1 b. f(2) = 7 c. f(1) = –1 d. f(3) = 0 10. Given this graph of the function f(x): Find: a. f(–4) = b. f(0) = c. f(3) = d. f(-5) = e. x when f(x) = 2 f. x when f(x) = 0 11. Swine flu is attacking Porkopolis. The function determines how many people have swine where t = time in days and S = the number of people in thousands. Find S(4). What does S(4) mean? Find t when S(t) = 23. What does S(t) = 23 mean? Graph the function.
Review: Exponents and Polynomials 1. Use exponent rules to simplify: (a) (b) (c) = (d) = (e) = (f) = (g) = (h) (i) = (j) (k) (l) = 2. Perform the polynomial operation: (a) (b) (c) (d) (e) (f) (g) (h) (i) (j) (k) (l) (m) (n) (o) (p) (q) Review: Factoring Polynomials
[4] (iii) Calculate the area of the triangle. [2] 5. NOT TO SCALE In triangle ABC, the line BD is perpendicular to AC. AD = (x + 6) cm, DC = (x + 2) cm and the height BD = (x + 1) cm. The area of triangle ABC is 40 cm2. (i) Show that x2 + 5x – 36 = 0. Answer (i) ……..……….……… [3] (ii) Solve the equation x2 + 5x – 36 = 0. Answer (ii) x = ….… or x = …… [2] (iii) Calculate the length of BC.
If you have attached the wrong file, click Exit and repeat from step 10. Otherwise, click Save. Result: the uploaded document name will display Indicate whether the local council has endorsed this application to add this service to the kindergarten cluster. If you answer Yes, continue to Step 15. If you answer No, go to Step 16. Attach the Council’s letter of endorsement by clicking Upload + and then Browse to locate the document on your computer. If you would like to attach additional documentation to support the application, click the Upload + button in the Further / Additional Documentation section and then Browse to locate the document on your computer. Repeat step 16 to add further documents. When the application is complete, click Submit. Result: the application is submitted for Department approval. The service’s Cluster Funding status displays on the Home page as More Information Applying for cluster funding for a new service for which this KCM has never received funding On your KIM home page, click Add a Service+ Result: A screen with Service Details, Street Address and Emergency Contact Details displays. In the Service Details section, enter the service’s name and Service Approval Number for which you are applying for funding. Select the date the kindergarten program commenced or is commencing. In the Street Address section, enter the address, telephone number and email of the service for which you are seeking funding and select the Local Government Area (LGA). In the Emergency Contact Details section, enter the name, address, email and telephone number of a person who can be contacted in case of an emergency. Indicate whether the service operates out of a Council owned facility. Click Next to navigate to the next page. Indicate that you wish to apply for cluster funding for the service Select whether the core nature of education and care provided at this location is Preschool/kindergarten or Long Day Care Select the service’s current National Quality Framework rating. If ‘Other’ is selected, you are required to enter further details. Indicate whether the funded kindergarten program is the only program offered at this service. If you answer ‘No’, select the services, programs or activities that are also available at the service. Click Submit. Follow steps 4 to 16 on pages 2 to 3 of this guide.
5. The graph of the function f : x 30x – 5x2 is given in the diagram below. (a) Factorize fully 30x – 5x2. (b) Find the coordinates of the point A. (c) Write down the equation of the axis of symmetry. (Total 8 marks) 6. (a) Factorize 3x2 + 13x −10. (2) (b) Solve the equation 3x2 + 13x − 10 = 0. (2) Consider a function f (x) = 3x2 + 13x −10. (c) Calculate the minimum value of this function. (2) (Total 6 marks)
7. Consider the function f(x) = x3+ , x ≠ 0. (a) Calculate f(2). (2) (b) Sketch the graph of the function y = f(x) for –5≤ x ≤ 5 and –200 ≤ y ≤ 200. (4) (c) Find f′(x). (3) (d) Find f′(2). (2) (e) Write down the coordinates of the local maximum point on the graph of f. (2) (f) Find the range of f. (3) 8. A quadratic function, f(x)= ax2+ bx, is represented by the mapping diagram below.
5. Given the function f(x) = 2 × 3x for –2 ≤ x ≤ 5, (a) find the range of f; (4) (b) find the value of x given that f(x) = 162. (2) (Total 6 marks) 6. (a) Factorize the expression x2 – 3x – 10. (2) (b) A function is defined as f (x) = 1 + x3 for x, –3 x 3. (i) List the elements of the domain of f (x). (ii) Write down the range of f (x). (4) (Total 6 marks) 7. The function f(x) = ax + b is defined by the mapping diagram below. (a) Find the values of a andb. (b) Write down the image of 2 under the function f. (1) (c) Find the value of c. (2) (Total 6 marks) 8. The following curves are sketches of the graphs of the functions given below, but in a different order. Using your graphic display calculator, match the equations to the curves, writing your answers in the table below. diagrams not to scale Function Graph label (i) y = x3 + 1 (ii) y = x2 + 3 (iii) y = 4 − x2 (iv) y = 2x + 1 (v) y = 3−x + 1 (vi) y = 8x − 2x2 − x3 (Total 6 marks) 9. (a) f : x 3x − 5 is a mapping from the set S to the set T as shown below.
(C2) Note: Award (A1) for both numbers, (A1) for correct inequalities. [6] 3. (a) 220 = 2(W + x) (M1) Therefore W = or 110 – x (A1) (b) Area = x(110 – x) (allow follow through from part (a)) (A1) (c) Area = 70(110 – 70) = 2800 m2(allow follow through from part (b)) (A1) [4] 4. (a) x = –3 (M1)(A1) (C2) Note: Award (M1) for using property of symmetry or sketch. (b) (i) f(–1) = 5 (A1) (C1) (ii) Range = (–,5]or y  5 (A1)(A1)(A1) (C3) Notes: Award (A1) for “ (–”, (A1) for “]”, (A1) for 5. For y = 5 award (A1) only. For y  5 award (A1)(A1). [6] 5. (a) 5x(6 – x) (C3) Note: Award (A1) for each factor. Therefore x(30 – 5x) would be awarded (A0)(A1)(A1). (b) 5x(6 – x) = 0 (M1) x = 0 or x = 6 A = (6, 0) (A1)(A1) (C3) (c) x = 3 (A2) (C2) OR x = (M1) = 3 (A1) (C2) [8] 6. Unit penalty (UP) is applicable where indicated. (A1)(A1)
Direction of Opening: The statement “The parabola for this equation opens ___________ because _____________.” is included. 2 points Axis of Symmetry: The formula for the AOS is included. The work needed to find the axis of symmetry is included. The statement, “The axis of symmetry is __________.” is included. 2 points Vertex: the work needed to find the vertex is included. The statement, “The vertex is located at (__,__).” is included. 2 points Maximum/Minimum Value: A description of how to determine if the function has a maximum or minimum value is included. The statement, “The maximum/minimum value of this quadratic function is ____________.” is included. 2 points Y-Intercept Section: A description of how to find the y-intercept given the equation is included. The statement, “The y-intercept for this equation is (__,__) .” is included. 2 points X-Intercepts/Roots Section: The x-intercepts are found by factoring. The statement, “The roots of this quadratic equation are (__,__) and (__,__),” is included. 6 points Other Points: Three points on each side of the vertex are found through (1,1a), (2,4a), (3,9a) 6 points Graphing Section: The graph is drawn on graph paper and included in the brochure. 6 points Your name is on the front or back of the brochure. 1 points The brochure is neat and legible, with each section clearly labeled. 5 points 3 Real world pictures/sketches are included. 6 points Accuracy 10 Points Total Points 50 points Name: _____________________________ Period: _____ Parabola Rubric
Inform students that a STEM Specialist will visit the class tomorrow to help with the interpretation of today’s rubber band launch. The STEM Specialist will also discuss how quadratic functions are applied in the workplace. strategically. Attend to precision. Look for and make use of structure. Look for and express regularity in repeated reasoning. Supporting Information Interventions/Enrichments Identify interventions and enrichments for diverse learners. Struggling Learners Group students based upon ability, learning style, or other appropriate criteria, so all students can equally contribute to group work. Questions asked during class discussion are open ended, perhaps provide struggling students a specific example to write about. Specific deadlines for work completion would be important to establish with the teams, so class time is effectively used. Provide resources to define and/or pronounce difficult vocabulary. Break work into chunks for teams, so they are able to achieve small goals and meet all expectations. Provide additional time for work completion or assign some parts for homework.
guide them through the activity within the following link: 1. Click on the link: 2. Follow the directions below the graph under the heading “The simplest Case Y=constant, (y=c)” Sketch the graph of y=0x2+0x+12 on your note-sheet, in the standard form for a quadratic equation y=ax2+bx+c, what does it appear that ‘c’ does to the graph? 3. Follow the directions underneath the heading ‘Linear Equations. (y=bx) 4. Sketch the graph of three different b values with at least one being negative when a and c are zero, what does it appear that b represents? What happens when a c value other than zero is added to the equation? 5. Follow the directions underneath the heading “The squared term. (y=ax2)” Transition: Let’s log off the computers, summarize our findings, and apply what we learned about quadratic functions to two different situations. Use appropriate tools strategically. Attend to precision. Look for and make use of structure. Look for and express regularity in repeated reasoning. Engagement Exploration Explanation Extension Evaluation Materials: . Preparation: Students can either come back from computer lab or get into a discussion/independent practice formation. Each student will answer the questions below independently. This will serve as a formative assessment for the lesson. Facilitation of Learning Experience: Phase 3: Summarize Sketch a graph and write one sentence in order to answer the following Make sense of problems and persevere in solving them. Reason abstractly and quantitatively. Construct viable arguments and critique the reasoning of others. Model with mathematics.
Note: DO NOT check the tick box under the heading Second Year of Kindergarten. This box should only be checked if the child is currently enrolled and attending a second year of funded kindergarten. Click Next. When the section Eligibility and funding for a second year of funded kindergarten displays, click the tick box to declare the child is eligible for a second year of funded kindergarten. Select the teacher who assessed the child from the drop-down list. Select at least two areas in which the child has displayed behaviour consistent with a delay in learning and development. Click Save. The KIM system will record the child as eligible to attend a second year of funded kindergarten in the next enrolment year. Note: The selected teacher does not have to submit the declaration in KIM. It may be submitted by another KIM user authorised by the service provider on the teacher’s behalf. Under the Enrolments tab, click Edit next to the child record that has been declared eligible for a second year of funded kindergarten. To print the first page of the child record, press the Print Screen/PrtScrn key on your keyboard. Open a new blank Word document. Click the Paste symbol on the far left of the top menu bar. Result: copy of the first page of the child record will paste into the Word document. Go back to KIM and click Next to navigate to the second page of the child record. Press the PrtScrn key on your keyboard. Go back to the Word document. Click the Paste symbol. Result: copy of the second page of the child record will paste into the Word document. Repeat steps 5-8 to capture the third page of the child record. Print the Word document. Tip: Most computers have a Snipping Tool which allows you to capture images on your computer.