zilongwang/ReadingBank huggingface dataset:
Notification to FSANZ under section 8E of the Agricultural and Veterinary Chemicals Code Pursuant to section 8E of the Agricultural and Veterinary Chemicals Code (the Agvet Code) scheduled to the Agricultural and Veterinary Chemical Code Act 1994, the Australian Pesticides and Veterinary Medicines Authority (APVMA) gives notice to FSANZ that the APVMA is considering the registration, variation or issuance of a permit in relation to a chemical product, that may in the APVMA’s opinion, be likely to require a variation of the Maximum Residue Limits Standard. Proposed variation of registration of chemical products A Particulars of chemical product, BOVATEC 20CC LASALOCID SODIUM PREMIX Distinguishing number 60761 Constituents LASALOCID SODIUM Concentration of each constituent 200g/kg Formulation type ORAL POWDER Net contents 20-25kg Identifying information for the holder of the registration of the chemical product Name: ZOETIS AUSTRALIA PTY LTD ABN/ACN: 94 156 476 425 Trading name: ZOETIS AUSTRALIA PTY LTD Street address: LEVEL 6, 5 RIDER BOULEVARD, RHODES, NSW, 2138, Australia Postal address: PO BOX 6066, SILVERWATER, NSW, 2128, Australia States or Territories where registered All States Territories Other matters the APVMA considers appropriate N/A B Particulars of chemical product, INFINITO SC FUNGICIDE Distinguishing number 80625 Constituents FLUOPICOLIDE and PROPAMOCARB HYDROCHLORIDE Concentration of each constituent 62.52g/L and 625g/L Formulation type SUSPENSION CONCENTRATE Net contents 1L, 2.5L, 3L, 5L, 7L, 7.5L, 10L, 15L, 20L, 60L and 110L Name: BAYER CROPSCIENCE PTY LTD ABN/ACN: 87 000 226 022
Identifying information for the holder of the registration of the chemical product Trading name: BAYER CROPSCIENCE PTY LTD Street address: Level 1 , 8 Redfern Road, HAWTHORN EAST, VIC, 3123, Australia Postal address: Level 1 , 8 Redfern Road, HAWTHORN EAST, VIC, 3123, Australia States or Territories where registered All States and Territories Other matters the APVMA considers appropriate N/A C Particulars of chemical product, DUPONT BENEVIA INSECTICIDE Distinguishing number 66684 Constituents CYANTRANILIPROLE Concentration of each constituent 100g/L Formulation type OIL DISPERSIBLE LIQUID Net contents 1-5L Identifying information for the holder of the registration of the chemical product Name: DU PONT (AUSTRALIA) PTY LTD ABN/ACN: 59 000 716 469 Trading name: DU PONT (AUSTRALIA) PTY LTD Street address: 7 EDEN PARK DRIVE, MACQUARIE PARK, NSW, 2113, Australia Postal address: LOCKED BAG 2067, NORTH RYDE BC, NSW, 1670, Australia States or Territories where registered All States and Territories Other matters the APVMA considers appropriate N/A Proposed permit Permit Number Applicable Active Constituent Name Other information the APVMA considers to be appropriate 85126 Halosulfuron-methyl NA 85363 Pymetrozine NA 85482 Lambda-cyhalothrin NA 85484 Fluroxypyr NA Date: 24 November 2017
Notification to under section 8E of the Agricultural and Veterinary Chemicals Code Pursuant to section 8E of the Agricultural and Veterinary Chemicals Code (the Code) scheduled to the Agricultural and Veterinary Chemical Code Act 1994, the Australian Pesticides and Veterinary Medicines Authority (APVMA) gives notice to FSANZ that the APVMA is considering the registration, variation or issuance of a permit in relation to a chemical product, that may in the APVMA’s opinion, be likely to require a variation of the Maximum Residue Limits Standard. Proposed registration of chemical products Product number 101291 Constituents ABAMECTIN Other matters the APVMA considers appropriate N/A Product number 101332 Constituents FLUMIOXAZIN Other matters the APVMA considers appropriate N/A Product number 101287 Constituents ISOPYRAZAM Other matters the APVMA considers appropriate N/A Proposed variation of registration of chemical products Particulars of chemical product, FYFANON 440 EW INSECTICIDE Distinguishing number 101326 Constituents MALDISON Concentration of each constituent 440g/L Formulation type EMULSION - OIL IN WATER Net contents 1L-1000L Identifying information for the holder of the registration of the chemical product Name: CHEMINOVA AUSTRALIA PTY LIMITED ABN/ACN: 23110199169 Trading name: CHEMINOVA AUSTRALIA PTY LIMITED Street address: 12 Julius Avenue NORTH RYDE NSW 2113 Postal address: PO Box 187 BEECROFT NSW 2119 States or Territories where registered All States and Territories Other matters the APVMA considers appropriate N/A
Proposed permit Permit Number Applicable Active Constituent Name Other information the APVMA considers to be appropriate 83340 Thiram NA 83592 Pyrethrins NA 83342 Pyroxasulfone NA 83636 Iprodione NA 83357 Clopyralid NA Date: 3 January 2017
Notification to under section 8E of the Agricultural and Veterinary Chemicals Code Pursuant to section 8E of the Agricultural and Veterinary Chemicals Code (the Agvet Code) scheduled to the Agricultural and Veterinary Chemical Code Act 1994, the Australian Pesticides and Veterinary Medicines Authority (APVMA) gives notice to FSANZ that the APVMA is considering the registration, variation or issuance of a permit in relation to a chemical product, that may in the APVMA’s opinion, be likely to require a variation of the Maximum Residue Limits Standard. Proposed registration of chemical products Product number 81708 Constituents PROSULFOCARB Other matters the APVMA considers appropriate N/A Proposed variation of registration of chemical products A Particulars of chemical product, APPLAUD INSECTICIDE Distinguishing number 51547 Constituents BUPROFEZIN Concentration of each constituent 440g/L Formulation type SUSPENSION CONCENTRATE Net contents 1L, 5L, 10L Identifying information for the holder of the registration of the chemical product Name: DOW AGROSCIENCES AUSTRALIA LIMITED ABN/ACN: 24003771659 Trading name: DOW AGROSCIENCES AUSTRALIA LIMITED Street address: Level 5, 20 Rodborough Road FRENCHS FOREST NSW 2086 Postal address: Locked Bag 502 FRENCHS FOREST NSW 2086 States or Territories where registered All States and Territories Other matters the APVMA considers appropriate N/A B Particulars of chemical product, PYRAMIN WG SELECTIVE HERBICIDE Distinguishing number 65284 Constituents CHLORIDAZON Concentration of each constituent 650g/kg
Rebates or commissions from brokers Fixed management fees Variable management fees Others (please specify) For and on behalf of: Name of firm Name of director/responsible officer/executive officer/chief executive/person authorized by the board of directors* Signature Date * Delete where not applicable. Explanatory Notes
Section Time Overview Prepared Resources Facilitator’s Preparation Opening 10 min Facilitators should develop an opening/framing relevant to the needs of the group being training and that fits the context for the professional development. Consider incorporating EL’s Norms for Collaboration. EL’s Norms for Collaboration Creating a Culture of Achievement 10-15 min Participants will listen to “Struggle for Smarts” podcast from National Public Radio (NPR) and debrief the benefits of struggle through a protocol. Participants will reflect upon where they are in regards to the shifts. PowerPoint slides Podcast: Back-to-Back and Face-to-Face discussion prompts Empowering Teachers to Help All Students Succeed 20 min Participants will engage in a protocol brainstorming possible solutions to challenges in implementing the curriculum. Then, they will view a video of a differentiated lesson. paper Markers Tape Video, 3rd grade video: Adapting Curriculum to Learner’s Needs, (running time 6:12) Research 45 min Participants will jigsaw EL’s document, A Guide to Teaching English Language Learners or excerpts from Transformational Literacy. They will then participate in a protocol to discuss their findings. A Guide to Supporting English Language Learners “Digging Deeper on Differentiation Strategies” “Diving Deeper into Differentiation” “Additional Work with Related Texts” A Profile of a Learner or Case Study of Inclusion Class 40 min Participants will either: Analyze a set of student work to see the progression of a student’s progress over the course of an ELA unit. They will also develop insight into a A Profile of a Learner: Ali Ali’s Work Samples End of Unit Assessment_Ali Ali’s Work Sample Analysis Annotated Lesson Plan Instructional Thoughts from Ali’s
Section Time Overview Prepared Resources Facilitator’s Preparation Opening 10 min Facilitators should develop an opening/framing relevant to the needs of the group being training and that fits the context for the professional development. Consider incorporating EL’s Norms for Collaboration. EL’s Norms for Collaboration Creating a Culture of Achievement 10- 15 min Participants will listen to “Struggle for Smarts” podcast from National Public Radio (NPR) and debrief the benefits of struggle through a protocol. Participants will reflect upon where they are in regards to the shifts. PowerPoint slides Podcast: Back-to-Back and Face-to-Face discussion prompts Empowering Teachers to Help All Students Succeed 20 min Participants will engage in a protocol brainstorming possible solutions to challenges in implementing the curriculum. Then, they will view a video of a differentiated lesson. Chart paper Markers Tape Video, 7th grade video: Scaffolding Instruction for English Language Learners, (running time 9:17) Research 40 min Participants will jigsaw EL’s document, A Guide to Teaching English Language Learners. They will then participate in a protocol to discuss their findings. Recommendations for Teaching English Language Learners Excerpts from Transformational Literacy “Digging Deeper on Differentiation Strategies” “Diving Deeper into Differentiation” “Additional Work with Related Complex Texts” from EL’s Common-Core Interventions
Section 5: A Profile of a Learner or Inclusion Class Time: 40 min. [40 min] Choose Option A or Option B. Participants will work in teams to either: Option A [focus on scaffolds for ELLs] Analyze a set of student work to see the progression of a student’s progress over the course of an ELA unit. Participants will also develop insight into a teacher’s thoughts and planning via an annotated lesson plan. Option B [focus on scaffolds for students with disabilities] Read and analyze a profile of a 7th grade inclusion classroom. Materials: Option A Materials: A Profile of a Learner: Irene’s Work Samples Irene’s Work Sample Analysis Annotated Lesson Plan Option B Materials: Profile of Grade 7 Inclusion Class Scaffolding Options for ELA 7, Module 2A, Unit 1, Lesson 2 Option A [Focus on scaffolds for ELLs]
Surface causes Root Identify contributing factors Every accident/incident is caused by a set of contributing factors. These factors represent the surface or root causes that led to the event. The goal is to identify these by analyzing how/why each consecutive event happened. Use the diagram above as an example. Surface cause: unsafe behaviors and hazardous conditions. Root underlying problems with policies/procedures. Organize possible solutions Once the surface and root causes have been determined, you are ready to identify possible solutions. These should be prioritized based on their level of effectiveness. Remember to list multiple solutions. Engineering controls: Management controls: Personal protective equipment (PPE): Use guarding, less hazardous material or a different design to remove/reduce the hazard. Use work practices, scheduling, or job rotations to remove/reduce the exposure. Place a barrier, such as safety glasses, gloves, ear plugs, between employee and hazard. Note corrective measures The last ACTION step is to use your notes from the steps above to complete this form. Your recommendations should be relevant and concise. Identify who will be responsible for completing the action items on your list. Report your findings to members of management who have the authority to act. Remember to keep accident reports on file for record keeping purposes. How will you correct the issues addressed in the boxes above? Person assigned: Completion date: Supervisor/prepared by: Date: Copy: Safety Committee, Management Team, Owner/President Employee: Date: This is only an accident/incident analysis form. You will need to complete the workers’ compensation claim form (801) if the injury required medical treatment beyond first aid. There are also other Oregon record keeping requirements for recording and reporting work-related fatalities, injuries, and illnesses. Please reference http://www.orosha.org/subjects/recordkeeping.html for additional information on these requirements.
Wanted Down Under application form Please only complete this form if you are aged 18 or over Write as much as you want for each answer, continuing on a separate sheet if necessary. To make your application stand out, feel free to express yourself and inject some of your personality into your responses! Please attach a recent family photograph on this page – you can do this by clicking on the Insert menu in Word, then selecting Picture or Photo. Once completed, please e-mail the form as a Word attachment to YOUR DETAILS NAME OF MAIN VISA APPLICANT (include AGE) NAME OF PARTNER (include AGE) NAME/S OF CHILDREN (include AGES) OCCUPATION / SALARY (MAIN APPLICANT) OCCUPATION / SALARY (PARTNER) / £ / £ ADDRESS CONTACT TELEPHONE NUMBERS EMAIL ADRESSES YOUR VISA AND JOB Have you applied for a visa? If so, what are you at?
Centre-based Respite/Respite Homes .. (cash) .. (in-kind) $0.9 million (cash) $0.3 million (inkind) $3.1 million (cash) $0.2 million (inkind) Counselling .. (cash) .. (in-kind) .. (cash) $0.2 million (inkind) .. (cash) $0.4 million (inkind) Childhood Intervention $2.1 million (cash) $0.9 million (inkind) $6.3 million (cash) $0.4 million (inkind) $7.3 million (cash) $0.4 million (inkind) Host Family Respite/Peer Support Respite Nil $0.1 million (cash) $0.1 million (inkind) $0.3 million (cash) $0.1 million (inkind) In-Home Accommodation Support .. (cash) .. (in-kind) $0.2 million (cash) .. (in-kind) $0.4 million (cash) .. (in-kind) Learning and Life Skills Development .. (cash) .. (in-kind) $0.1 million (cash) $0.1 million (inkind) $0.4 million (cash) $0.1 million (inkind) Community Support $0.2 million (inkind) .. (cash) $0.7 million (inkind) $0.1 million (cash) $1.0 million (inkind) Other Support Services .. (cash) .. (in-kind) $0.1 million (cash) .. (in-kind) $0.2 million (cash) $0.1 million (inkind) Recreation/Holiday Programs .. (in-kind) .. (cash) $0.2 million (inkind) .. (cash) $0.3 million (inkind)
Regional Resource and Support Teams .. (cash) .. (in-kind) $0.9 million (cash) $0.3 million (inkind) $2.5 million (cash) $0.1 million (inkind) Therapy Support for Individuals $0.3 million (cash) $0.1 million (inkind) $2.3 million (cash) $0.5 million (inkind) $5.3 million (cash) $0.1 million (inkind) Other NDA funded .. (cash) .. (in-kind) $0.2 million(cash) $0.1 million (inkind) $0.6 million(cash) $0.1 million (inkind) Home and Community Care – Personal care .. (cash) .. (in-kind) $0.2 million (cash) .. (in-kind) $0.5 million (cash) .. (in-kind) Home and Community Care – Respite $0.1 million (cash) $0.2 million (inkind) $0.8 million (cash) $0.8 million (inkind) $2.1 million (cash) $1.0 million (inkind) Other – Home and Community Care .. (cash) .. (in-kind) $0.1 million (cash) $0.1 million (inkind) $0.2 million (cash) $0.2 million (inkind) The SA disability services/programs, as set out in Table 6, will remain as in-kind contributions subject to the transition strategies, developed by in consultation with the Agency. Table 6 2013-14 2014-15 2015-16 Disability Equipment $0.4 million $1.8 million $3.0 million Other – Transport/ Health/ Education $0.6 million $5.8 million $11.5 million
The University of Florida Student Government Senate Senate Meeting Agenda August 24th, 2018 ♦ 1:00 PM – 4:00 PM ♦ Senate Chambers Call to Order Pledge of Allegiance Moment of Silence Roll Call Approval of Agenda Approval of Minutes – July 13th, 2018 Honored Guest Celeste Watkins, Director – Parents Association Students Seeking Appointment to Senate Remarks from the Public (One minute each) Introduction of Professional Staff (Ten minutes) Office of Elections Report (Two minutes) Judicial Branch Report (Two minutes) Executive Branch Reports Club Alliance Report (Two minutes) Osprey Productions Report (Two minutes) Lend-A-Wing Pantry Report (Two minutes) Office of the of Staff Report (Two minutes) Office of the Attorney General Report (Two minutes)
168 Show Hunter Pony 169 Utility Pony 170 Working Hunter Pony – jumps not to exceed 35cm Pony classes – OPEN – riders under 14yrs – max height of ponies 14.3hh 171 Pleasure Pony 172 Show Riding Pony 173 Show Hunter Pony 174 Utility Pony 175 Working Hunter Pony – jumps not to exceed 40cm (176) CHAMPION CHILD’S SHOW PONY – open to and compulsory for 1st & 2nd winners in classes 162, 163, 166, 167, 168, 171, 172 & 173. Junior classes – riders aged 14yrs but under 18yrs 177 Best Turned Out Horse and Rider 178a Junior Pleasure – Novice 178b Junior Pleasure Horse - Open 179a Junior Show Riding Horse - Novice 179b Junior Show Riding Horse – Open 180a Junior Show Hunter – Novice 180b Junior Show Hunter - Open 181a Junior Utility Horse – Novice 181b Junior Utility Horse - Open 182a Junior Working Hunter – Novice - jumps not to exceed 45cm 182b Junior Working Hunter – Open - jumps not to exceed 50cm (183) CHAMPION JUNIOR SHOW HORSE open to and compulsory for 1st & 2nd winners in classes178a & b, 179a & b, 180a & b. 184 Show Jumping Welcome Stakes – 50cm – 185 Show Jumping Welcome Stakes – 60cm – Junior/Adult Adult classes – riders 18yrs and over 186 Best Turned Out and Rider 187a Adult Pleasure Horse – Novice 187b Adult Pleasure Horse - Open 188a Adult Show Riding Horse - Novice 188b Adult Show Riding Horse - Open 189a Adult Show Hunter - Novice 189b Adult Show Hunter - Open 190a Adult Utility Horse - Novice 190b Adult Utility Horse - Open 191a Adult Working Hunter – Novice - jumps not to exceed 55cm 191b Adult Working Hunter – Open - jumps not to exceed 60cm (192) CHAMPION ADULT SHOW HORSE open to and compulsory for 1st & 2nd winners in classes 185a & b-186a & b & 187a & b (193) SUPREME CHAMPION APPALOOSA ENGLISH DISCIPLINE SHOW HORSE UNDER SADDLE – open to and compulsory for 1st & 2nd winners in classes 176, 183 192.
Cl. 204 Tack & Turnout 205 Western Pleasure Horse – Lead Rein 206 Western Pleasure Horse – Child 207 Western Pleasure – Junior/Adult Novice 208 Western Pleasure Horse – Junior/Adult Open Snaffle/Curb (209) CHAMPION WESTERN PLEASURE HORSE Open to and compulsory for 1st and 2nd winners in classes 206, 207 & 208 210 Western Show Riding Horse – Junior/Adult Novice 211 Western Show Riding Horse – Junior/Adult Open Curb 212 Western Show Riding Horse – Junior/Adult Open Snaffle (213) CHAMPION WESTERN RIDING HORSE Open to and compulsory for 1st and 2nd winners in classes 210 – 212 214 Working Cow Horse Pattern 3 215 Horse – Lead Rein 216 Trail Horse – Child 217 Trail Horse – Junior/Adult Novice 218 Trail Horse – Junior/Adult Open Snaffle/Curb 219 Horse – In Hand (Any sex – Automatic Champion) For inexperienced horses that have never been ridden in a Utility/Trail Class 220 CHAMPION TRAIL HORSE Open to and compulsory for 1st and 2nd winners in classes 215 - 217 221 SUPREME CHAMPION WESTERN RIDDEN HORSE Open to and compulsory for champion and reserve from classes 209 & 213
Study Abroad Course Proposal Name: A-State Student #: Program Sponsor:  Affiliated  Non A-State: Study Abroad University / Program, Country, City: Term(s) and Year:  Spring 20_ _  Summer 20_ _  Fall 20_ _  Academic Year 20_ _- 20_ _ Host University Course Title (Translation if applicable) - To be completed by student - International Admissions Course Equivalency - To be completed by Study Abroad Office - Academic Adviser’s Comments - To be completed by Academic Adviser - Translation:  3000 and above  Less than 3000  Major requirement  General Ed. Requirement  Minor requirement  Elective Translation:  3000 and above  Less than 3000  Major requirement  General Ed. Requirement  Minor requirement  Elective Translation:  3000 and above  Less than 3000  Major requirement  General Ed. Requirement  Minor requirement  Elective Translation:  3000 and  Less than 3000  Major requirement  General Ed. Requirement  Minor requirement  Elective Translation:  3000 and  Less than 3000  Major requirement  General Ed. Requirement  Minor requirement  Elective Please complete as many copies of this form as you need to list all of the courses you intend to take (maximum 10 per semester). Page of Study Abroad Office: Academic Adviser: Academic Adviser (double major/minor): MAKE A COPY FOR YOUR OWN RECORDS
3B4 Works with the board and district administration to align and follow district personnel practices with state/federal laws, district policies, job descriptions, employment policies, and contracts And works with the board and administration to provide training to district personnel regarding effective, hiring, assignment, promotion, discipline, dismissal, and performance evaluation policies, practices, and procedures And with the board and administration to evaluate and improve district hiring and employment practices and align district roles and responsibilities to achieve the district’s mission, vision, and goals Characteristic 5: Non-instructional Technology Ineffective Minimally Effective Effective Highly Effective 3B5 Establishes a district technology plan with goals and strategies for operations and communications and ensures that the district maintain up-to-date communications through web sites and telecommunications tools And establishes a regular cycle for evaluating non-instructional technology resources, examining new options for improved operations and communications, and refining and telecommunications resources And establishes processes for testing and evaluating innovative ideas and funding for improved operations and communications technologies Domain 4: Processes Factor A: Community Building Characteristic 1: Relations Ineffective Minimally Effective Effective Highly Effective
4A3 Demonstrates current knowledge about the district and community and maintains open, responsive, and respectful interactions with parents, students, and the community And is highly visible in both the schools and the community, encourages parent and community involvement in the schools, and solicits student, parent, and community feedback to inform the work of the district. And establishes systems to collect and interpret feedback and community data, inform the board and community of district issues and concerns, mobilize parent and community involvement, and establish community partnerships to establish and achieve district goals and better serving students Characteristic 4: Communications and Media Relations Ineffective Minimally Effective Effective Highly Effective 4A4 Communicates regularly with internal and external stakeholders and the media on student achievement, ways to be involved, and other areas of public concern And works with the board and administration to build a communications plan to keep both internal and external stakeholders informed, involved, and knowledgeable about the district and the schools And works with the board and administration to establish a regular system of two-way communications with parents and the community, involve parents in their child’s education, and work with the media for ongoing and special or crisis situations Domain 4: Processes Factor B: School and District Improvement Characteristic 1: Collaborative Inquiry Ineffective Minimally Effective Effective Highly Effective
Student Reflection: Give examples of times when you had to work through multiple difficult tasks- what steps do you take to make sure that you accomplish all of your goals? Evaluator Rating: Professionalism Actively attends and participates in staff meetings, training and development activities. Demonstrates effective time management skills. Consistently utilizes resources presented at training to improve skills and competencies. Completes paperwork by established deadline. Maintains confidentiality and professionalism during interactions with students and staff. Accountable for work habits including punctuality, working productivity, and time management. Acts responsibly and ethically- by example. Student Reflection: How have you defined success within your role this semester? What have you done to move toward this success? Evaluator: Goal Setting & Action Plan Please reflect on the above comments and reflections on your performance this year and determine three goals that you hope to achieve
emotion to a minimum, focused solely on the issue at hand, balancing the needs and interests of all involved, and finding common ground. respectful, and trusting environment in which all parties refrain from blame and truly consider each other’s perspectives to find common good. minimum, focusing solely on the issue at hand, balancing the needs and interests of all involved, and finding common ground. on the issue at hand, balancing the needs and interests of all involved, and finding common good. Ethics Understanding that ethics are standards of conduct based on socially accepted values and that acting in an ethical manner can promote productive functioning and well-being of groups and society. Believing that acting in an ethical manner can promote productive functioning and well-being of groups and society. Being motivated to uphold standards of conduct based on socially accepted values. Upholding standards of conduct based o socially accepted values. Position Specific Administrative Duties Knowledge-Emerging Value- Developing Ability- Proficient Behavior- Exemplary Administrative Struggles to complete administrative duties in this area on time and completely. Could focus on improving the timeliness and quality of administrative tasks in this area to improve in this category. Completes administrative tasks on time and as required. Consistently completes administrative tasks on time and with detail. Steps up when needed to inform staff/students of changes, updates, etc. Procedures Struggles to complete position responsibilities; is late to shifts, does not fulfill duties, etc. Consistency of completion of position procedures could improve. Punctuality could also be an area of improvement. Completes position responsibilities and is on time. Stays for the duration of the shifts. Consistently completes position responsibilities Consistently punctual and for the duration of the shifts. Comments: Overall Evaluation ________ Knowledge- Emerging (requires significant, immediate improvement)
38, 64, 82 2 38 2 64 2 82 19 19 2 32 41 41 1 2 16 1 2 8 2 4 2 2 1 38 - 2x19 64 - 26 82 - 2x41 H.C.F Common digit with smallest Power 2 L.C.M Write all digits one time with highest Power. 26 x19x41=49856 70, 105, 175
Additive inverse of 5 = -5 Additive inverse of -10 = 10 Additive inverse of -501 = 50 1 Addition and subtraction:- 300 + (-15) + (-25) 300 – 15 - 25 300 - (15+25) 300 - 40 260 (-215) + (-215) + 860 + (-215) + (-215) + 1 -215 – 215 + 860 – 215 – 215 + 1 860 + 1 – 215 – 215 – 215 - 215 861 - (215+215+215+215) 861 - 860 +1 (-99) + 7 + (-101) + 93 -99 + 7 -101 + 93 7 + 93 – 99 - 101 100 - (99+101) 100 - 200 -100 (-200) - (-100) + (+100) - (-300) - (-400) - (+200)
<1+<3=1800 1 <3+<2=1800 3 4 <2+<4=1800 2 <4+<1=1800 <a=500 <b=1800-500=1800 <c=1300 Complementary angles:- Two whose sum in 900 is called Complementary angles.These angles adjecent as well as non-adjacent angles. a+300=900 a=900-300 a=600 Question:- Write the complement angle of 710 ans: 90-71 = 19
Q. Look at the circle carefully and answer the question. (a) Name of two diameters –BG, CD (b) How many chords are there – 4 (BC, CG, DG, BD) (c) Name of all radius - OB, OC, OD, OG (d) Name of two arcs – BAC, DEG (e) Name semicircles – BAG, CAD, BEG, CED (f) Is FO is a radius – NO
Rainfall is insufficient Crop Cultivation :- corn, oat etc. People use extensive farming in which modern machines, methods & HYV seeds are used for surplus production. a) The Veld :- These are found in the South Africa. It is a dutch word means ‘Field’. Location :- It covers Southern part of Africa. River :- Limpopo & Orange. Climate :- Moderate, Rainfall is less. Agriculture :- It is not possible due to infertile Soil. Life in Tropical & Sub Tropical Region a) The Amazon Basin :- Second longest river in the world. Largest river basin in the world. Location :- America, Equatorial region Climate :- Hot & Humid, Heavy Rainfall Cap Cultivation :- Manioc or Cassava Coffee, Maize, Cocoa, Brazil, Nut etc. Wildlife :- Arboreal animal – apes & lemurs Reptiles & amphibians – Snakes, lizard, frog. b) – Brahmaputra Basin :- Ganga is the major river. These two rivers from the world’s largest delta. Location :- South of foothills of the shiwalik. States :- Haryana, U. P., Bihar, West Bengal & Assam. Industries :- Agro – Based industries Wild life Sanctuaries :- Sundarban wildlife sanctuary Chapter – 15 The Mughal Empire Babur attacked India in 16th century and laid the foundation of the Mughal empire in India. Babur (1526 - 1530) Real name :- Tahir – Ud – Din Muhammad.
Gandhiji and other Indian leaders did not approve but had no choice but to accept the partition due to widespread riots. Lesson-14 India Marches towards Independence Introduction The Indian Independence Act 1947 was passed by the British parliament. It was designed by Clement Attlee, the Prime Minister of Britain. The Act was also known as the Mountbatten Plan. Main Features of The Indian Independence Act (1947) The British rule of India would end with immediate effect. An independent dominion of India was made including the united provinces under the British. West Punjab, North West Frontier Province, Sindh and East Bengal would go to Pakistan. The Princely states were given the freedom to decide which dominion to join. and Pakistan dominions were granted complete freedom and they became members of British Commonwealth. Lord Mountbatten was the last Viceroy of India. He became the first Governor General of Independent India. Rajagopalachari was appointed the next Governor-General. Indian Constitution The Constitution was passed on November 26, 1949 and adopted on January 26, 1950, when India became a republic. It elected Dr Rajendra Prasad as the first President of India, Jawaharlal Nehru became the Prime Minister and Sardar Vallabh Bhai Patel, the Deputy Prime Minister of India of Independent India. – on the Path of Progress The Indian economy has made great strides since 1947. India has undergone great infrastructural upgradation. Inspite of having numerous internal and external problems, India has survived as a nation with a single unified identity. Our economic progress can be witnessed in expansion and diversification of production both in industry and agriculture. The government has the infrastructure like power, information technology, communication, transport, etc., required by the industry. Five Year Plans were made to ensure systematic progress in all sectors.
Transition Group/Early Learning Early Learning is for children who are 3 and 4 years of age. This group runs during Term 1 and 2 and is a semi structured format for one morning a week. Transition is for students who will be attending Kindergarten in the next year and runs one morning a week for Term 3. The aim of transition is to familiarise children with school and support the transition from home to school. Westbury Show Our students are active contributors and participants in the Westbury Show. Our band, cheerleaders and choir perform on the main stage each year. Every student enters a piece of artwork for the art competition. Courtesy of The Examiner SMALL SCHOOLS
2.2. Empirical strategy We concern two econometric tasks to estimate equation (6). Our first task is to deal with fixed effects, within . If is correlated with any of the covariates, pooled OLS estimation (POLS) would yield biased. To examine F-test, we show which estimator is more reliable between fixed effect estimation (FE) and POLS. Our second econometric task is potential endogeneity. While urban scale and income growth is correlated, the ‘causal effect’ of primacy on income growth is ambiguous (Henderson, 2003). Due to these correlation, estimation POLS of convergence could be also biased. Therefore, we should identify the causality between primacy and GRDP. Firstly, dependent variable or the error terms, is exogenous to predetermined covariates. According to Henderson (2003), we utilize lagged variables for primacy (,) to estimate our equation as follow: (7) Arguably, using predetermined covariates, however, is not strictly exogenous. We examine 2SLS and GMM estimation using instrument variables in order to take account of this potential endogeneity. It is important issue to choose good instrument variables. The validity of instruments take account of two conditions: first, good instruments are strictly correlated by covariates. Second, they are not shown correlation with the error-term, . These conditions imply that our instruments should be associated with primacy, and should not be related to regional income growth. We consider factors for sorting city as instruments satisfied above conditions. In urban economic literature, sorting city is referred why workers migrate to larger cities or primate areas. It means that city or region size is endogenously determined by individuals choice according to trade off benefits and cost in city (Combes et al, 2008; Behrens and 2014; Davis and Dingel, 2014). In free mobility, workers with heterogeneity skill want to earn higher wages, acquire knowledge accumulation, consume amenities, and take
3.TSW map their eye’s blind spot using safe, non-invasive experimental procedures. Using NGSS best practices, I can map the blind spot in my eye using various non-invasive experimental procedures. I can map my eye’s blind spot using safe, experimental procedures. 4.TSW measure auditory acuity using sound generating device. Using NGSS best practices, I can measure and compare with others, my auditory acuity by carrying out an auditory acuity test. I can measure my auditory acuity using sound generating devices. 5.TSW determine the of sound frequency of human hearing on a random sample of subjects. NGSS best practices I can measure, analyze, and map (graph) the range of human hearing from a random sample of subjects. I can determine the range of sound frequency of human hearing on a random sample of subjects. 6.TSW quantify sensitivity by comparing and contrasting different surfaces/textures with different parts of the body. Using NGSS best practices, I can carry out a “2-point Discrimination test” and map the touch sensitivities on their bodies. quantify touch sensitivity by comparing and contrasting different surfaces/textures with different parts of the body. 7.TSW quantify the sense of taste using; sweet, sour, bitter, salty. Using NGSS best practices, I can carry out Taste Test and map the taste buds on my tongue. I can quantify the sense of taste using; sweet, sour, bitter, salty. 8. TSW quantify the sense of smell through experimentation. Using NGSS best practices, I can carry out a Smell Test to determine my range of sensitivity for the sense of smell. I can quantify the sense of smell through experimentation.
such depth, density, chemical makeup. TSW assess the origins of tectonics, the origins of the theory, the driving mechanisms, and evidence I can defend Alfred Wegener and his ideas and how at first they were rejected, then later accepted. I can assess the origins of plate tectonics, the origins of the theory, the driving mechanisms, and evidence. TSW identify the various of plate boundaries; convergent, divergent, transverse. I can evaluate the different forces which create the different types of faults. I can identify the various types of plate boundaries: convergent, divergent, transverse. TSW summarize the features and events found at plate boundaries i.e., mountains, volcanoes, earthquakes and tsunamis. I can justify why the earthquakes, volcanoes, mountains, and tsunamis are more likely to occur at plate boundaries than in other locations. I can summarize the features and events found at plate boundaries i.e., mountains, volcanoes, earthquakes and tsunamis. TSW identify the different types of volcanos; shield, cinder cone, composite, flood. I can compare and contrast each type of volcano and analyze why they have different structures. I can identify the different types of volcanos; shield, cinder cone, composite, flood. 7. TSW conclude how volcanoes affect the planet, i.e., land building, atmospheric chemistry, human geography, etc. I can analyze and cite examples in how volcanoes have changed the world in various ways. I can conclude how volcanoes affect the planet, i.e., land building, atmospheric chemistry, human geography, etc. TSW compare and contrast the of faults. I can categorize various faults by their physical properties. I can compare and contrast the types of faults. TSW evaluate the cause and effect of tsunamis. I can compare and contrast the historic impact of various tsunamis. I can evaluate the cause and effect of tsunamis.
Name:__________________________________ Date:______________________ SCIENCE APPLICATIONS S02 SUGGESTED RUBRIC (Engineering Design in Science Applications) To receive a ‘B’, the student must show ‘B’ level mastery on ALL Essential Outcomes (TSWs). To receive an ‘A’, the student must show ‘A’ level mastery on the majority of the TSWs and ‘B’ level mastery on all TSWs. The Student Will ‘A’ Level ‘B’ Level Comments The Student Will use a problem to compare how science, engineering and technology can drive the development of a solution for that problem. I can use a problem to compare how science, engineering and technology can drive the development of a solution for that problem. TSW outline the for two engineers if they were collaborating on a project. I can predict the outcomes of the project based on biological knowledge and evidence or research. I can outline the tasks for two engineers if they were collaborating on a project. TSW use arguments to justify an activity/problem choice based on interest and materials available. I can use arguments to justify an activity/problem choice based on interest and materials available. TSW define and delimit the problem using a Pugh chart. I can critique another student's Pugh chart and gives suggestions to improve the solutions. I can define and delimit the problem using a Pugh chart. TSW design solutions to the problem using identified criteria and constraints. I can communicate my design and collaborate with peers to brainstorm possible improvements. I can design solutions to the problem identified criteria and constraints. TSW evaluate possible solutions to select the most appropriate one. I can evaluate possible solutions to select the most appropriate one. TSW design and build a model of their solution to the I can justify the design using scientific knowledge. I can design and build a model of their solution to the problem using
problem using appropriate materials. appropriate materials. TSW test the model to evaluate its effectiveness as a solution. I can test the model to evaluate its effectiveness as a solution. TSW refine the design based on feedback from the testing. I can analyze quantitative data to support redesign choices and outlines how the structure should change to improve function. I can refine the design based on feedback from the testing. TSW present their model and defend their design choices using data from their tests. I can critique another student's model and uses data to evaluate its effectiveness as a solution to the problem. I can present my model and defend their design choices using data from my tests.
Name:_____________________________________________ Spelling Week 8 S&A: Compound Words Spelling Words landfill landslide downtown backyard downstairs backbone landscape downpour backpack backward landmark breakdown wasteland countdown flashback Homework Schedule “A” day Write Words 3 Times Each “B” day Word Sentences or Story “C” day Word Sort “D” day Alphabetical Order/Word Hunt “E” day Practice Test and Study “F” day Test Day!
Exploring and Media and Materials Imaginative ELG 16 & 17 1. Children sing songs, make music and dance, and experiment with ways of changing them. 2. They safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function. 1. Children use what they have learnt media and materials in original ways, thinking about uses and purposes. 2. They represent their own ideas, thoughts and feelings through art, music, dance, role play and stories. Exceeding ELG 16 & 17 1. Develop their own ideas through selecting and using materials and working on processes that interest them. 2. Through explorations they find out and make decision about how media and materials can be combined and changed. 1. Talk about the ideas and processes which have lead them to make music, designs, images or products. 2. They can talk about features of their own work, recognising the differences between them and the strengths of others Entry Autumn Spring Summer
KENDRIYA VIDYALAYA ……………………. SA-I, ……………………. MATHS CLASS-IV NAME OF THE STUDENT- …………………………………………………… M.M.- 60 ROLL NUMBER- ………… TIME- ……M INVIGILATOR’s SIGN.-……………….. Sign. Of Examiner:- …………………….. COMPETENCE KNOWLEDGE UNDERSTANDING ABILITY TO COMPUTE PROBLEM SOLVING ABILITY TOTAL MAX. M. 15 15 15 15 60 OBTAINED KNOWLEDGE (15 MARKS) Q 1. Fill the blanks given below. (i)This shape has No. of faces- …………………. No. of corners- ………………… No. of edges- ………………….. (ii) 3 km = …………….m (iii)2 litres = ………………………… millilitres Q.2. Draw the line segment of the following length- 2 cm
Provide the following attachments Document Provided (Y/N) Sample intern facility education program at each facility Sample PGY2+ facility education program at each facility Most recent intern facility orientation program at each facility Most recent PGY2+ facility orientation program at each facility Intern and PGY2+ rosters for the calendar year at each facility TMO attendance rates at formal weekly teaching sessions for the past 12 months at each facility Handover protocols/policies at each facility Supervision Standard 4.1 - Appropriate clinical supervision is provided to TMOs during all periods of duty. Assess if the LHN has: Met; Partially Met; or Not Met the criteria of Standard 4.1 Information should be provided in the comments box on areas partially met or not met in meeting criteria and plans for improvement. Where possible, attachments should be provided to demonstrate plans in place to meet these criteria. Met Partially Met Not Met Criterion 4.1.1: TMOs are supervised at all times at a level appropriate to their experience and responsibilities. Criterion 4.1.2: Facilities follow the SA MET supervision guideline, which is understood and adhered to by supervisors. Criterion 4.1.3: Supervisors have the competencies, skills, knowledge, authority, time and resources to enable adequate supervision of TMOs at all times. Criterion 4.1.4: TMOs’ learning objectives are discussed with the term supervisor at the of each term to assist the TMO to develop a learning plan for that term. Criterion 4.1.5: Term supervisors and their delegates are known to and accessible by TMOs, understand their roles and responsibilities in assisting TMOs to meet learning objectives, and demonstrate a commitment to TMO training. Criterion 4.1.6: Facilities provide appropriate support and professional development opportunities to supervisors for their roles. Criterion 4.1.7: Supervisors are responsible for providing TMOs with regular constructive feedback.
CHAPTER 4 Building the First Colonies By: _______________ 4-___ Table of Contents Cover Page Table of Contents Lesson 1 – The Spanish Colonies Lesson 1 – The Spanish Colonies Lesson 1 – The Spanish Colonies Lesson 2 – The Virginia Colony Lesson 2 – The Virginia Colony Primary Sources and Secondary Sources Primary Sources and Secondary Sources Lesson 3 – The Plymouth Colony Lesson 3 – The Plymouth Colony Lesson 3 – The Plymouth Colony and Mayflower Compact Activity Lesson 4 – The French and the Dutch Lesson 4 – The French and the Dutch Lesson 4 – The French and the Vocabulary Vocabulary Important People Important People
Pages 160-161 in your textbook Apply what you’ve learned: Look through your textbook for examples of primary and secondary sources. Explain below what makes each source a primary source or a secondary source. (Give at least 2 examples for each) Primary Source Examples: Page Number Item Describe why item is a Primary Source Secondary Source Examples: Page Number Item Describe why item is a Primary Source
Subject to consultation with DEWNR permission may be granted to coastal councils for the removal of permanent accumulations of wrack at locations where councils can provide appropriate justification (public swimming beaches, boat ramps, recreation areas) for the removal of persistent wrack deposits to improve public amenity values whilst maintaining stability of the beach and dune system. Commercial fishing Commercial harvest is managed under the Fisheries Management Act 2007, Fisheries Management (Miscellaneous Fishery) Regulations 2000, Fisheries Management (General) Regulations 2007, and set of licence conditions. Commercial harvest is currently restricted to two licence holders. Future commercial wrack harvest for proposed new areas will be managed through exploratory and developmental fishing permits under the Fisheries Management (Miscellaneous Developmental Fishery) Regulations 2013. Recreational Fishing Members of the public often seek to obtain small amounts of beach-cast seagrass wrack in particular, for use as 'mulch' or fertiliser on domestic gardens. In some cases, local by-laws exist which prohibit this without council permission. These requests have generally been granted, provided the material is harvested by hand and only small quantities are collected. In a few cases, where the council believes it is detrimental to the shoreline, this activity is either discouraged or actively prohibited. Decisions relating to recreational harvests of beach-cast wrack are the responsibility of the relevant Local Government Authority, where enabled through regulation. Such harvest is to remain small-scale and a strictly non-commercial activity. Coastal Councils seeking to authorise recreational collection are encouraged to liaise with DEWNR for management advice. Compliance and Enforcement
Sphere Surface Area and Volume Exercise - October 25, 2011 It may come as a surprise to find that a sphere’s surface area-to-volume ratio does not remain constant as the size of the sphere changes. Today, we will investigate this trend as sphere radius is varied using two different approaches: 1) Direct measurement and comparison of different size spheres. 2) Excel plots of parameters with varying sphere radius. Here are the formulas for sphere surface area and volume, where r is radius: SA/V Activity Part 1: Step 1: Record the volume of the plastic container in cm3. Volume:_____cm3 Step 2: Fill the container with as many tennis balls as you can without any of the tennis balls sticking out of the top of the box. Measure the diameter of one of the tennis Calculate the surface area and volume of the tennis ball and multiply by the total number of tennis balls in the container. Calculate the SA:V by dividing the total surface area by the total volume. Calculate the “wasted” volume by subtracting the total volume from the volume of the plastic container that was calculated in step 1. Diameter:_____cm Surface Area:_____cm2 Volume:_____cm3 # of Tennis Balls:_____ Total Surface Area:_____cm2 Total Volume:_____cm3