zilongwang/ReadingBank huggingface dataset:
Month Topics Cultural Aspects Resources Used Aug - Sept East meets West Medical tourists in visiting TCM hospitals Revise greetings, nationalities. Pack case: clothes Transport: plane, car, train Places in towns: hospital, school, museum, station, hotel, house Rooms, furniture Prepositions Dictionary skills -TCM -Bicycle, rickshaw v. car, high speed trains Chinese architecture – Hakka house in S ,Hutongin N Forbidden city Temple of Heaven (and the no 9) Chinese furniture Ppt East /West (Meryl) Pictures of China on CD eg Welcome to China (Meryl) Dictionaries CCHQ for architecture Oct - Dec In the School visit on Day 2 of visit to China Hotel room- revise above and add some characters More places in town Café – food School – food (cantine in China) Places in school eg sports hall School objects Chinese breakfast e.g. steam bun or noodles (cf to our breakfast – which is better for you?) Creative Chinese ppt re classroom objects Welcome to China CD (Meryl) to show school, places in towns CCHQ Jan - April Free time whilst on visit Weather – no suitable clothes in suitcase! Want to swim – no costume! Or go to the lake, sea, concert, disco, walking in mountains or theatre How to buy in China – bargaining is great fun! What are the mountains, lakes, seas in or near China called? Do research. Beijing opera – what is it? Dance in Role play buying in market in – chance to revise numbers, greetings, nationalities CCHQ
Go to stay in holiday house or house of friend – revise rooms/furniture again and add things. How do you travel – revise transport. Directions to get to a place – add How do you feel – it is wonderful? amazing? fantastic? terrible weather? terrifying rain/fierce heat?, etc different places in China but all do “tea dances” – why? Chinese acrobatics. Harbin – winter hols Summer hols – Hainan Spring hols – Kunming or Hangzhou – for tea; tea houses and tea ceremony CCHQ April –June May exam prep Revise above but also look at Birthdays! Buying a present – clothes or CD ,etc Food – party How do Chinese celebrate – a round table, not square or oblong Lazy Susan Drink – traditionally green tea but changing now….good or bad? CCHQ
OUTCOMES IMPLEMENTATION Session 1 – Introducing the Topic Whole class Ask students to explain what they think a ‘role model’ is. Brainstorm, and write on board, characteristics/ attributes and value of a role model. Compare characteristics students suggest with those on your chart, explaining why you’ve included those listed on the chart. Discuss the value/relevance of those suggested and decide if they should be added to the chart. Add extra characteristics agreed upon. Use the chart in following lessons and build on it. Working in groups Ask groups to choose a recorder to write group lists of role models. Explain that they will identify role models they know, encouraging students to identify role models from all walks of life, as well as the sporting category. Ask students to brainstorm people considered to be role models, then to identify, and list, examples of Aboriginal people considered role models. RESOURCES Australian Principals Association Professional Development Council: Dare to Lead project: ABC television SBS television: Message Stick Living Black: ABC 6pm Friday SBS 6pm Wednesday Headliners Series: Albert Namatjira : An Arrernte man / BARLOW, Alex (1991) REG
us so we ‘do it right’ and follow recommendations and protocols that have been developed by Aboriginal people and other educators? Are teachers or school staff who have Aboriginal friends or relatives who can suggest local Aboriginal role models for students to study? Session 1 teacher-prepared listing ‘Characteristics of a role model’ board and markers writing materials Session 2 Interactive Whiteboard (IWB) teacher-prepared listing ‘Characteristics of a role model’ writing materials • Sessions 2, 4, 5 & 6 collection of research materials (encourage students to contribute) eg news and magazine articles, books, photos, CDs, videos, dvds … student copies of Activity sheet 1: research notes teacher-prepared chart listing ‘Characteristics of a role
may share these understandings. Be open to discussing these ideas. Connect with your local Indigenous community to discuss and share their ideas about such issues. Warning. Australian Stories may contain the names and images of Aboriginal and Torres Strait Islander people now deceased. Australian Stories also contain links to sites that may use images of Aboriginal and Islander people now deceased. Hunting and Gathering Implements EPISODE 25 | BEFORE TIME: BUNDA EPISODE CLIP: SNAKEBITE: As a class, view the clip, Snakebite, and discuss the relationships between the father and his sons, and the brothers. The clip illustrates the education of the boys into the ways of bushcraft, bush medicine and working as a team. Ask students to list the skills, knowledge and technologies that the boys are leaning to use. Ask students to investigate hunting and gathering implements used by the Cadigal people or Indigenous groups in their local area. They are to list at least four different hunting and gathering implements and describe what they are made from. Students should also explain how the tools are used to aid hunting or gathering. Ask students to investigate non-Indigenous hunting and gathering implements. They are to list at least four different hunting and gathering implements and describe what they are made from. Students should also explain how the tools are used to aid hunting or gathering. My for Teachers: My - Episode 25; Bunda; GPS Library has a range of Aboriginal tools, weapons and artifacts.. There is also a hardcopy of the following Teacher Resourse Book which explains their uses and suggests
resources: Assessment / Collecting Evidence – Assessments are identified as red activities Observation Anecdotal Records Checklist / Matrix Assessments are identified as red activities Rubric (CTJ) Self-Assessment Peer Assessment Student Teacher Conference Journals Assessment task Possible Links to Other KLAs
Supplemental File S3 - Effects of Mutations on Proteins – Formative Assessment 1.docx Name: ____________________________________________ 1) Suppose that a single DNA base change of to a T occurs and is copied during replication. Is this change necessarily a mutation? a. Yes, it is a change in the DNA sequence. b. Yes, if the base change occurs in a gamete (sperm or egg cell); otherwise, no. c. Yes, if the base change occurs in the coding part of a gene; otherwise, no. d. Yes, if the base change occurs in the coding part of a gene and alters the amino acid sequence of a protein; otherwise, no. e. Yes, if the base change alters the appearance of the organism (phenotype); otherwise, no. 2) A population of buffalos is isolated such that no new buffalos can come into their territory. Which of the following is primarily responsible for the appearance of new alleles in this population? a) Reassortment of chromosomes during the process of creating sperm or eggs. b) Mutations in cells that will become sperm or eggs. c) Changes in the environment that favor some buffalo traits over others. d) Random mating between the buffalos in the population.
Supplies and Here is a list of equipment and materials necessary for conducting the Basic RiderCourse. Additional supplies and materials may be used. Materials n RiderCoach Guide n Rider Handbook (One is provided to each student for the course and is a takeaway.) n Range Cards n State Driver’s Manual n Registration and Waiver Forms n Classroom equipment (chalkboard, easel, markers, tables, etc.) n Training aids, equipment and software n Motorcycles n Cones/markers n Safety equipment (first aid kit, fire extinguisher, emergency numbers) n Motorcycle supplies (plugs, levers, oil, fuel cans and fuel, rags) n Battery charger n Tire pump/air compressor n Spray paint, chalk, duct tape, tape measures n Tools n Classroom/participant materials (handouts, tests) n Range materials (score sheets, clipboard, stopwatch, whistle)
Schedule 2 Column 1 Ward Column 2 Local Government Area Column 3 Number of members Column 4 New number of members Numbulwar Numburindi Roper Gulf Region 1 2 Barrah Ward West Arnhem Region 3 2 Maningrida Ward West Arnhem Region 3 4
S30 Unit A: Biology – Circulatory System Assignment 1. the following parts of the heart. Place your answers in the blanks provided. (0.5 marks each) _____ - aorta _____ - pulmonary vein _____ - valve _____ - right ventricle _____ - septum _____ - vena cava 2. Match each function with the appropriate structures listed. Place your answer in the blanks provided. (0.5 marks each) ____ - collects deoxygenated blood from the body ____ - maintains the proper direction of the blood through the heart ____ - receives oxygenated blood from the lungs ____ - sends deoxygenated blood to the lungs ____ - sends oxygenated blood to the body ____ - separates left and right sides of the heart a. any valve b. aorta c. pulmonary artery d. pulmonary vein e. vena cava f. septum 3. Decide whether each statement is true (T) or (F). Place your answer in the blank space given. (0.5 marks each) All arteries carry oxygenated blood and all veins carry deoxygenated blood. _____ The heart rate increases as a person who was initially at rest starts exercising. _____ The flow of blood in the body is due to a back-and-forth motion caused by tidal forces. _____ The “lub-dub” heart sound that a doctor hears through a stethoscope comes from the heart valves.
REGIONAL OFFICES NEW ENGLAND REGION 225 Dan Road Canton, MA 02021 821-0865 Fax:(781) 821-9205 EASTERN REGION One Park Way 3rd Floor Upper Saddle River, NJ 07458 Phone:(201) 327-0479 Fax:(201) 327-4069 SOUTHERN REGION 3483 Satellite Boulevard Duluth, GA 30096 495-0025 Fax:(770) 495-0027 MIDWEST REGION 200 W. 22nd St., Suite 216 Lombard, IL 60148 Phone:(800) 532-5123 Fax:(630) 620-9646 SOUTHWEST REGION 2517 Fairway Park, Suite 200 Houston, TX 77092 (713) 812-0102 Fax: (713) 812-0107 MOUNTAIN REGION 2881 South 900 West Salt Lake City, UT 84119 Phone:(801) 575-8648 Fax:(801) 355-4407 WESTERN REGION NORTH 2375 Rodolfo Court Sparks, NV 89436 626-7701 Fax:( 775) 626-7703 WESTERN REGION SOUTH 6590 Darin Way Cypress, CA 90630 Phone:(714) 898-9355 Fax:(714) 898-9357 SIKA CORPORATION U.S. SIKA CORPORATION - ROOFING EMAIL ADDRESS: SIKA CANADA - ROOFING 6915 Davand Drive Mississauga, ON L5T 1L5 Phone:(905) 795-3177 Fax:(905) 795-3192
NEW ENGLAND REGION 225 Dan Road Canton, MA 02021 Phone:(781) 821-0865 Fax:(781) 821-9205 EASTERN REGION One Park Way 3rd Saddle River, NJ 07458 Phone:(201) 327-0479 Fax:(201) 327-4069 SOUTHERN REGION 3483 Satellite Boulevard Duluth, GA 30096 Phone:(770) 495-0025 Fax:(770) 495-0027 MIDWEST REGION 200 W. 22nd St., Suite 216 Lombard, IL 60148 Phone:(800) 532-5123 Fax:(630) 620-9646 SOUTHWEST REGION 2517 Fairway Park, Suite 200 Houston, TX 77092 Phone: (713) 812-0102 Fax: (713) 812-0107 MOUNTAIN REGION 2881 South 900 West Salt Lake City, UT 84119 575-8648 Fax:(801) 355-4407 WESTERN REGION NORTH 2375 Rodolfo Court Sparks, NV 89436 Phone:(775) 626-7701 Fax:( 775) 626-7703 WESTERN REGION SOUTH 6590 Darin Way Cypress, CA 90630 Phone:(714) 898-9355 Fax:(714) 898-9357 SIKA CORPORATION U.S. SIKA CORPORATION - ROOFING ADDRESS: SIKA CANADA - ROOFING 6915 Davand Mississauga, ON L5T 1L5 Phone:(905) 795-3177 Fax:(905) 795-3192
Typical Physical Properties (1) Property ASTM Test Method ASTM TypeIII D-4434 Spec. Requirement Typical Results Overall Thickness, mil D751 45 48 60 72 80 Thickness Over Scrim, mil -- 16 21 27 35 40 Reinforcing Material -- -- Polyester Polyester Polyester Polyester Felt Weight, oz/yd2 (feltback membrane only) -- -- 9 9 9 9 Breaking Strength, lbf/in (N) D751 200 (890) 295 305 315 325 Elongation at Break, % M. D.1 & C.M.D.1 D751 15 & 15 27.5 & 28.5 28.5 & 29.5 29 & 30 29.5 & 30.5 Seam Strength, % of original2 D751 75 Pass Pass Pass Pass Retention of Properties After Heat Aging D3045 -- -- -- -- -- Tensile Strength, % of original D751 90 Pass Pass Pass Pass Elongation, % of original D751 90 Pass Pass Pass Pass Tearing Resistance, lbf (N) D1004 45 (200) 47 (209) 48 (213) 48.5 (216) 49 (218) Low Temperature Bend, -40°F (-40°C) D2136 Pass Pass Pass Pass Pass Accelerated Weathering Test (Florescent Light UV exposure), Hours G154 5,000 10,000 10,000 10,000 10,000 Cracking (7x magnification) -- None None None None None Discoloration (by observation) -- Negligible Negligible Negligible Negligible Negligible Crazing (7x magnification) -- None None None None None Linear Dimensional Change, % 0.5 -0.10 -0.12 -0.13 -0.14 Weight Change After Immersion in Water, % D570 ± 3.0 2.2 2.0 1.8 1.8 Static Puncture Resistance D5602 Pass Pass Pass Pass Pass Dynamic Puncture Resistance, ft-lbf (J) D5635 14.7 (20) Pass Pass Pass Pass Recycled Content (10' & 5' sheet only) 9% Pre-Consumer / 1% Post-Consumer 4 1) 2)
Introduction ii iii Part 1 – General Conditions 1.01 1 1.02 1 1.03 2 1.04 2 1.05 3 1.06 3 1.07 5 1.08 5 1.09 5 Part 2 - Products 2.01 6 2.02 6 2.03 7 2.04 s 10 2.05 12 2.06 14 2.07 14 2.08 15 2.09 15 2.10 16 2.11 16 2.12 16 Part 3 – Execution 3.01 16 3.02 17 3.03 17 3.04 20 3.05 20 3.06 22 3.07 22 3.08 23 3.09 23 3.10 24 3.11 25 3.12 27 3.13 27 3.14 28 3.15 28 3.16 29 3.17 29 3.18 30 3.19 30 3.20 30
Northern Territory of Australia Government Gazette ISSN-0157-833X No. S33 29 April 2016 Notification of Subordinate Legislation Notice is given of the making of the following subordinate legislation, effective from the date specified: Subordinate Legislation Commencement details Empowering Act Building Legislation Amendment Regulations 2016 No. 13 of 2016 These Regulations commence on the commencement of the Building Amendment (Occupancy Certification) Act 2016. Building Act Justices Amendment Regulations 2016 No. 14 of 2016 These regulations commence on 30 April 2016. Justices Act Local Court (Criminal Procedure) Regulations No. 15 of 2016 These regulations commence on the commencement of the Local Court Act. Court (Criminal Procedure) Act Local Court Regulations No. 16 of 2016 These regulations commence on the commencement of the Local Court Act. Court Act For copies of legislation please direct your request to the Print Management Unit, email or phone (08) 8999 6727
Northern Territory of Australia Government Gazette ISSN-0157-833X No. S36 27 June 2017 Northern Territory of Australia Pastoral Land Act Fees I, Lauren Jane Moss, Minister for Environment and Natural Resources, with effect on and from 1 July 2017: (a) under section 7 of the Pastoral Land Act and with reference to section 43 of the Interpretation Act, revoke the prescription of fees made by notice dated 16 March 2011 and published in Gazette No. G13 of 30 March 2011; and (b) under section 7 of the Pastoral Land Act, prescribe the fee to be charged in connection with a matter under a provision of the Act specified in the Schedule and described opposite the provision, as the fee specified opposite the description of the matter; and (c) under section 85D of the Act, determine that the annual fee payable for a permit to use pastoral land for a non-pastoral purpose is 115 revenue units. Dated 22 June 2017 L. J. Moss Minister for Environment and Natural Resources
S3 National 5 Course School website: www.prestwick.sayr.sch.uk Chapter 1 – Percentages SOFTWARE SECTION BODMAS MW1 Topic 8 Powers & Order of Operations Targets 4 and 5, All Tasks Significant Figures MW1 9 Rounding & Estimating Target 4, Tasks 4 -12 Express A as a percentage of B MW2 Topic 5 Percentages 2 Target 1, All Tasks Increase/Decrease A by a percentage Target 2, All Tasks Percentage Change Target 3, All Tasks Percentages working Backwards Target 4, All Tasks Compound Interest Target 5, All Tasks Chapter 2 – Pythagoras TOPIC SOFTWARE SECTION Calculate hypotenuse MW4 Topic 6 Pythagoras Target 2, All Tasks Calculate shorter side Target 3, All Tasks Questions and Problem Solving Target 4, All Tasks Chapter 3 – Speed, Distance, Time TOPIC SOFTWARE SECTION SDT Triangle and calculations MW4 2 SDT Target 1, Tasks 4 - 12 Distance-Time Graphs Targets 2-5, All Tasks
SOFTWARE SECTION Angles along a straight line MW3 Topic 6 Angles Target 2, Tasks 1 -3 Vertically Opposite Angles Target 2, Task 4 Angles at a point Target 2, Tasks 5,6,7 Angles in a Triangle Target 3, Tasks 1 - 6 Alternate Angles Target 4, Tasks 1 & 2 Corresponding Angles Target 4, Tasks 3 & 4 Angles in a Polygon Target 5, Task 1 Chapter 15 – Simultaneous Linear Equations TOPIC SOFTWARE SECTION Solving graphically MW8 Topic 4 Simultaneous Equations Target 1, All Tasks Elimination - Basic Target 2, 1- 4 Associated Problems Target 2, Tasks 5-8 Elimination – multiply one equation Target 3, 1-4 Associated Problems Target 3, Tasks 5-8 Elimination – multiply both equations Target 4, Tasks 1-4 Associated Problems Target 4, Tasks 5 - 11 Chapter 16 – Fractions TOPIC SOFTWARE SECTION Equivalent Fractions MW2 Topic 2 Fractions 1 Target 2, All Tasks Simplifying Fractions Target 3, All Tasks Improper & Mixed Fractions Target 4, All Tasks Finding a fraction of a quantity Target 5, All Tasks Add basic fractions MW2 Topic 3 Fractions 2 Target 3, 1 & 2 Subtract fractions Target 4, Tasks 1 & 2 Add fractions with different denominators Target 3, Tasks 3 - 6 Subtract fractions with different denominators Target 4, Tasks 3- 6 Add mixed fractions Target 3, Tasks 7 -10 Subtract mixed fractions Target 4, Tasks 7 -10 Multiply fractions Target 5, Tasks 1 - 4 Multiply mixed fractions Target 5, 5 - 8 Divide fractions Target 5, Tasks 9 - 11 Divide fractions Target 5, Tasks 12 & 13
GCPA 32nd Annual Spring Conference & Workshop – 16-18, 2018: Summary of MCLE Hours Approved by Texas State Bar April 16, 2018 Page 9 of Conference Brochure Pre-Conference Workshop - “PJM Energy Price Formation: Moving Beyond LMP” – 3.0 hours April 17, 2018 Pages 5-6 of Conference Brochure Session I - “Retail Market Issues” – 1.0 hour Session IV - “Changing Mix of Generation Fleet and Its Impact on Market Designs” – 1.0 hour Session V - “IMM Roundtable: Contemporary Issues” – 1.0 hour Session VI – “ISO CEO Roundtable: Contemporary Issues” – 1.25 hours April 18, 2018 Page 7 of Conference Brochure Session VII - “Perspectives on Distributed Generation and Cost Recovery” – 1.0 hour Session VIII - “Competitive Transmission: All Hat & No Cattle or Real Savings/Risk Mitigation?” – 1.0 hour Session IX - “How Do the Different Markets across the Country Compare?” – 0.75 hour
Rococo 1700 - 1750 of power to the aristocrats paralleled in Baroque and Rococo. French Royal Academy set the taste for art in Paris Strong Satirical paintings Epitome: paintings that show aristocratic people enjoying leisure Relaxation of morals – more happy-go-lucky art Love themes, whimsical portraiture, pastel colors Arabesques – “s” or “c”curve Enlightenment 1750 - 1815 Newton and Locke – empirical proof and sensory perception Scientific method – fostered technological inventions Promoted questioning of all assertions Enlightenment brought the rejection of royal and aristocratic authority Current events depicted have classical influences Neoclassicism 1775 - 1800 Neoclassical art – more democratic Return to classical (Greco-Roman) Lesson- duty and self sacrifice Strong colors, classical elements, dynamic compositions Smooth clean brush strokes, simple yet grand Themes: courage, sacrifice, love of country, portraiture Tour” – Greece and Italy – Tourist Art – postcards Romanticism – 1815-1840 Influenced by a sense of individuality and freedom of expression In favor of emotion vs. Stern Neoclassical Emphasis on imagination and complex settings Transcendental landscapes Exploration of the subconscious and dreams/nightmares Style- rugged brush strokes, dynamic stories, vibrant colors Realism – Mid 19th c. Favored events and people of their own place and time for subjects of art Connection between science and progress – Enlightenment Photography Introduction of Photography
M Measurement of work networking to determine if people are working individually or in groups According to you, knowledge within your organisation is generated by invidious or by groups? Mark between 1 (invidious only) and 7 (groups only), intermediate marks allow you to adjust your judgment. 1 invidious only - 7 Groups of people only De Laurentis and Cooke, 2005; Vissers and Dankbaar, 2006; Wunder, 2007; Veblen, 1964; Schumpeter, 1934 and 1942; Davis, 2003; Tuomi, 1998; Simon, 1991; Cunba and Cunba, 2000; Nelson and Winter, 1982 Measurement of the involvement in the exploration step (studies, research) Indicate your degree of involvement in exploration, examination and exploitation steps. Exploration step (studies, research) 1 Very low involvement - 7 Very strong involvement De Laurentis and Cooke, 2006; Cooke, 2005 and 2006a; Measurement of the involvement in the examination step (experimental testes, specification) Indicate your degree of involvement in exploration, examination and exploitation Examination step (experimental trial, testes, specification) 1 Very low involvement - 7 Very strong involvement De Laurentis and Cooke, 2006; Cooke, 2005 and 2006a; Measurement of the involvement in the exploitation step (marketing of the innovation, sales on the market, utility of innovation and use of the product / service) Indicate your degree of involvement in exploration, examination and exploitation Exploitation step (marketing of the innovation, sales on the market, utility of innovation and use of the product / service) 1 Very low involvement - 7 Very strong involvement De Laurentis and 2006; Cooke, 2005 and 2006a X X Measurement of the degree of risk of imitation and unintended knowledge spillovers In the scope of your interaction with your partners, how to do evaluate following risks? Unintended knowledge spillovers Imitation 1 Very low risk - 7 Very high risk De Laurentis and Cooke, 2009; Brossard and Vicente, 2007 Appendix 1: Partial regression for independent variables in the regression of job requiring talent (Full sample, enter mode)
ICT Capabilities ENGLISH NSW Syllabus for the Australian Curriculum Stage 3 Content Strand ICT Strand ICT Activities Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements for defined audiences and purposes, making appropriate choices for modality and emphasis (ACELY1700, ACELY1710) Creating Managing/Operating Identify and summarise key ideas and information from guest speakers, eg note-taking or using digital technologies Investigating Managing/Operating Recognise and discuss issues related to the responsible use of digital communication Ethics/Cybersafety Plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text structures, language features, images and digital resources appropriate to purpose and audience (ACELY1704, ACELY1714) Creating Managing/Operating Compose increasingly complex print, visual, multimodal and digital texts, experimenting with language, design, layout and graphics Creating Managing/Operating Use increasingly complex research data from and digital sources to compose short and sustained texts Investigating Creating Managing/Operating Assess the reliability of resources, including digital resources, when researching topics Ethics/Cybersafety
Use a range of software, including word processing programs, learning new functions as required to create texts (ACELY1707, ACELY1717) Creating Managing/Operating Explain & justify responsible use of digital technologies Ethics/Cybersafety Compare texts including media texts that represent ideas and events in different ways, explaining the effects of the different approaches (ACELY1708) Investigating Managing/Operating Recognise the effect of multimedia elements, eg film techniques, animation, voice-overs, sound effects, framing, close-ups Investigating Managing/Operating Explain sequences of images in print texts and compare these to the ways hyperlinked digital texts are organised, explaining their effect on viewers' interpretations (ACELA1511) Investigating Managing/Operating Interpret picture books, comic strips and sequences of digital images which do not contain written text Investigating Managing/Operating Use comprehension strategies to interpret and analyse information and ideas, comparing content from a variety of textual sources including media and digital texts (ACELY1703, ACELY1713) Investigating Managing/Operating Demonstrate an awareness of the limitations of spell check features in digital communication Investigating Managing/Operating Investigate how the organisation of texts into chapters, headings, subheadings, home pages and subpages for online texts and according to chronology or topic can be used to predict content and assist navigation (ACELA1797) Investigating Managing/Operating Discuss the conventions of a range of complex texts, eg act and stage directions in plays, literary devices in poems and stories, layout conventions in print and digital texts Investigating Managing/Operating
anticipate questions from participants and placed they may need additional support. Create an opening/greeting and closing relevant for your group. Section 2: Purpose of Protocols 35 Teachers will identify why protocols are an important practice to support students. Management in the Active Classroom, Pt. 2, pages 3-9 Section 3: Protocols in Action 35 Teachers will look at various protocols in action and notice what teachers do and how students benefit from protocols. “” at at ” at Video Jigsaw Notecatcher Section 4: Protocols to Promote Speaking and Listening 25 Using the CCS standards, teachers will analyze how protocols help meet standards through using a text-based protocol themselves. Unpacking Standards Task Card Anchor Standards for Speaking and Listening Section 5: Planning for effective protocols 20 Through analysis of a module lesson, teachers will identify which protocols are used, and note considerations for facilitating these protocols. Dissecting a Protocol Task Card Teacher selected lessons from the ELA curriculum Closing and Reflection 5 Facilitators should develop a closing relevant to the needs of the group and that fits the context.
Resources interviews with people who can provide information on Vietnamese culture, eg former residents of Vietnam or people who have lived in, worked in or visited Vietnam (parents, teachers, friends), travel agents. Links to other KLA’s English: The structure and language features of the text types students create and interpret (see above). Science and Technology: Content from the Built Environments strand. Creative and Practical Arts: Performance, models.
Discuss the role played by the tourist industry in maintaining and highlighting traditional Vietnamese culture. Have students (in groups,) examine tourist brochures to identify how traditional Vietnamese culture is presented in advertising/promotions/tours, noting aspects that are not featured. They could then compare this with the way the Australian culture is portrayed in similar brochures. Completing the following statement: ‘Traditional Vietnamese culture is promoted by: Learning Sequence 8: Cultural Change – How and Why Is Traditional Vietnamese Culture Changing? Interview people who are familiar with . Research (eg using websites, factual texts and tourist guides), how people live in today. Answer: Are all people still living traditional village lifestyles? What traditions continue today? Why do they continue (for what purpose/s)? What aspects of traditional lifestyle have changed (eg dress, music, food, employment, technology, housing, land care)? What has caused these changes (new industries, tourism)? Have these changes occurred amongst all people in ? Have the changes occurred slowly or rapidly? Students complete a chart of the changes. Date Evaluation
Tabulate collected data, including numerical data, with and without the use of digital technologies such as spreadsheets Statistics and Probability Communicating Investigating Creating Construct dot plots for numerical data, eg the number of siblings of each student in the class Statistics and Probability Communicating Investigating Creating Interpret data representations found in digital media and in factual texts Statistics and Probability Communicating Investigating Interpret tables and graphs from the media and online sources, eg data about different sports teams Statistics and Probability Communicating Investigating Critically evaluate data representations found in digital media and related claims Statistics and Probability Ethics/Cybersafety Identify misleading representations of data in the media, eg broken axes, graphics that are not drawn to scale Statistics and Probability Investigating Determine the likelihood of winning simple games by considering the number of possible outcomes, eg in a 'rock-paper-scissors' game Statistics and Probability Investigating Assign expected probabilities to outcomes in chance experiments with random generators, including digital simulators, and compare the expected probabilities with the observed probabilities after both small and large numbers of trials Statistics and Probability Communicating Investigating
Archdiocese of Regina POLICY www.archregina.sk.ca ARCHDIOCESE OF REGINA Policy Name: Group Benefits Plan Number: S4-10 Policy Type: Employment Benefits and Protection of Employees Date Approved: February 2017 References: Date Revised: Policy Statement: The Archiepiscopal Corporation of Regina provides a Group Benefit Plan for regular employees through Sun Life Financial. Procedure: To access details and information regarding the plan to the booklet titled: Your Group Benefits –Sun Life Financial - Contract Number 56795, effective November 1, 2001. Intentional Blank Page
Extension officer 25 (16%) 4 (10%) 29 (14%) Family 2 (1%) 0 (0%) 2 (1%) Others 8 (4%) 2 (5%) 10 (5%) Total 161 (100%) 40 (100%) 201 (100%) Table 6. Risk Preference Game Project A Project B You obtain for sure: 50% chance of obtaining: 50% chance of obtaining S1 1 million VND 2 million VND 0 VND S2 1.2 million VND 2 million VND 0 VND S3 1.4 million VND 2 million VND 0 VND S4 1.6 million VND 2 million VND 0 VND S5 1.8 million VND 2 million VND 0 VND S6 2 million VND 2 million VND 0 VND 7. Hyperbolic Discounting Series 1 Project A Today (a) Project B 3 months later (b) S1 2 million VND 2.2 million VND S2 2 million VND 2.4 million VND S3 2 million VND 2.6 million VND S4 2 million VND 2.8 million VND S5 2 million VND 3 million VND S6 2 million VND 3 million VND S7 2 million VND 3.4 million VND S8 2 million VND 3.6 million VND S9 2 million VND 3.8 million VND S10 2 million VND 4 million VND Series 2 Project A 3 months later (c) Project B 6 months (d) S1 2 million VND 2.2 million VND S2 2 million VND 2.4 million VND S3 2 million VND 2.6 million VND S4 2 million VND 2.8 million VND S5 2 million VND 3 million VND
Project Information Subrecipient or State Representative’s Name: Contract No. and/or WO: Applicant’s Name: Applicant’s Physical Address: City: State: Texas Zip Code: Release Acknowledgment on the Intake Application authorizes the release and/or verification of the requested information. Authorization and Verification Federal regulations require verification of employment and income of all members of any household applying to participate in the Community Development Block Grant Disaster Recovery Program. We ask your cooperation in supplying this information to the above-referenced Subrecipient or State Representative. The information you provide will be used only to determine the eligibility status and level of benefit available to the applicant household. Based on business transacted from to Gross Income: $ Signatures Under penalties of perjury, I certify that the information presented in this Affidavit is true and accurate to the best of my knowledge and belief. I further understand that providing false representations herein constitutes an act of fraud. False, misleading or incomplete information may result in my ineligibility to participate in Programs that will accept this Affidavit. Title 18, Section 1001 of the U.S. code states that a person is guilty of a FELONY if he/she knowingly and willfully makes false statements to any department of the United States Government. Authorized Representative’s Printed Name: Date: Authorized Representative’s Signature:
Tenant-occupants displaced as a result of a voluntary acquisition may be entitled to URA relocation assistance and must be so informed per 49 CFR 24.2(a)(15)(iv) – Initiations of negotiations, and 49 CFR 24 Appendix A - 24.2(a)(15)(iv). This is a guideform. It should be revised to reflect the circumstances.
any such proceedings that are pending or threatened of which the issuer is aware, that may have, or have had, a material effect on its financial position, or an appropriate negative statement. if the issuer obtained a credit rating for the issuer itself or for the placing document, such fact must be disclosed in the placing document. a description of the rights of the holders of securities in the event of the liquidation and business rescue proceedings of the issuer. a description of how the proceeds generated from the issuing of the securities will be used by the issuer; a statement that the JSE’s approval of the listing of the securities is not to be taken in any way as an indication of the merits of the issuer or of the securities, that the JSE has not verified the accuracy and truth of the contents of the listing documentation and that to the extent permitted by law, the JSE will not be liable for any claim whatsoever. a limitation of liability provision must be provided in the placing document, that the JSE takes no responsibility for the contents of the placing document, pricing supplements, or the annual report (as amended or restated from time to time) or the amendments to the annual report, makes no representation as to the accuracy or completeness of any of the foregoing documents and expressly disclaims any liability for any loss arising from or in reliance upon the whole or any part of placing document, pricing supplements, or the annual report (as amended or restated from time to time) a statement that claims against the JSE Guarantee Fund may only be made in respect of trading in securities on the JSE and in accordance with the terms
5. Given that cos 60° = 0.5, what is the value of cos 240 °? 1 6. If sin x ° = and cos x ° = , calculate the value of tan x °. 2 7. Simplify 2 (14) Functions, Polynomials & Graphs 1. Given that x2 – 10x + 18 = (x – a)2 + b, find the values of a and b. 3 2. Two functions are given below. f(x) = x2 – 4x, g(x) = 2x + 7 (a) If f(x) = g(x), show that x2 – 6x – 7 = 0. 2 (b) Hence find algebraically the values of x for which f(x) = g(x). 2 3. Solve the equation 3x2 – 2x – 10 = 0. Give your answer correct to 2 significant figures. 4 4. Find the range of values of p such that the equation px2 – 2x + 3 = 0, p 0, has no real roots. 4 5. The profit made by a publishing company of a magazine is calculated by the formula y = 4x (140 – x), where y is the profit (in pounds) and x is the selling price (in pence) of the magazine. The graph below represents the profit y against the selling price x. Find the maximum profit the company can make from the sale of the magazine. 4 6. The equation x2 – 6x + 8 = 0 can also be written as (x – 2)(x – 4) = 0. (a) Write down the roots of the equation x2 – 6x + 8 = 0. 1 Part of the graph of y = x2 – 6x + 8 is shown below.
Safeguarding Adults - Provider S42 Enquiry This template can be used by any professional or service provider when they are asked by the local authority to undertake a S42 Enquiry. Its purpose is to provide an appropriate format, and support consistency, to share the findings from a Care Act 2014 S42 Enquiry into a reported concern of abuse or neglect. The contents of this document are restricted and should only be reproduced or shared with the agreement of the report author. You are responsible for the safe storage, transfer and disposal of this document. Organisations are responsible for ensuring that employees undertaking S42 Enquiries have the necessary training and competency to fulfil the requirements of the role. Provider Details Alleged Victim’s Details Name of service provider Name of alleged victim Address Address/Location Person completing the Enquiry Gender & Ethnicity Designation DoB of alleged victim Contact details NHS number Date of Concern Unique identification number Who reported the concern? (Name, designation & contact details) Next of kin or representative (Name, status/relationship, contact details) Details of the concern Who, what, when, how? Was it witnessed?
ENGINE AND TRANSMISSION OPERATION MANUALS The following manuals specific to the engine and transmission models ordered will be included with the chassis in the ship loose items: (1) Hard copy of the Engine Operation and Maintenance manual with CD (1) Digital copy of the Transmission Operator’s manual (1) Digital copy of the Engine Owner’s manual CAB/CHASSIS AS BUILT WIRING DIAGRAMS The cab and chassis include two (2) digital copies of wiring schematics and option wiring diagrams. SALES TERMS The sale of the Spartan Chassis shall be governed by the terms contained on the Sales Terms – Acceptance of Purchase Order document, a copy of which is attached to this option. DRIVELINE LAYOUT CONFIRMATION During the design phase of the chassis the Spartan Chassis driveline engineer shall submit the driveline layout to an OEM engineer to review the chassis design for any potential problems integrating the OEM body to the chassis. The OEM engineer shall provide approval to the driveline engineer prior to driveline bills of materials being released. OVERALL HEIGHT The actual overall height of the vehicle shall be approximately 117" from the ground. This measurement shall be taken with the tires properly inflated with the apparatus in the unloaded condition. The actual measurement shall be taken at the highest point of the apparatus. OVERALL LENGTH The actual overall length of the vehicle shall be approximately 408". WHEELBASE The actual wheelbase of the vehicle shall be approximately 214". OF APPROACH The actual angle of approach of the vehicle shall be approximately 9 degrees. ANGLE OF A DEPARTURE The actual angle of departure of the vehicle shall be approximately 10 degrees. VEHICLE TOP SPEED The apparatus Gross Vehicle Weight Rating (GVWR) is over 26,000 lbs. The vehicle’s top speed shall be 68 mph. MISCELLANEOUS EQUIPMENT ALLOWANCE The Gross Axle Weight Rating (GAWR) and the Gross Combined Weight Rating (GCWR) or Gross Vehicle Weight Rating (GVWR) of the chassis shall be adequate to carry the weight of the unequipped apparatus with the water tank
Prices exclude GST and are in Australian Dollars Local freight costs are shown at the end of this information or, for overseas customers, these can be viewed under “Postage Rates” on our web site. Notes: All colours are the same price including Clear We are happy to quote on “one-off” shapes We make 5 different screens for this model which may be compared more easily from the sketch below:- Standard for $110 Windlip for $120 Double Bubble/ High Contour for $130 (No photo available yet) Medium Touring for $140 Extended Touring for $150 Touring for $160 That's for any colour Tint or Clear that you like although Dark Tint often looks the best. Once made, Perth close metro area delivery is only $12. Elsewhere in Australia, delivery is $20.(Largest screens are $25) Overseas postage rates are detailed on our web site under “Postage rates” (4th Item down Top RH corner) (These weigh around 0.75kg to 1.95kg when packed and depending on the style chosen) Ordering is via Email, Fax or from our Web Site. Payments can be made by Cash, Credit Card, Direct Deposit or PayPal. Credit Card and PayPal surcharges are passed on to Customers All consultancy and technical information is answered as quickly as possible by email. Please note that this quote will remain current for 24 hours. Thanks for your enquiry. EAGLE SCREENS AUSTRALIA "In our 32nd year of manufacturing screens ....and exporting to the world" You can use your existing fittings to fit our screens, but if you wanted an all-round new look, here are the fittings we have available ….. Please see the attached sketch for model identification (S-47)
Here give a summary judgment of the overall quality of Catholic Life Here give a summary judgment of the overall quality of Collective Worship Here give a summary judgment of the overall quality of Religious Education The overall effectiveness judgment should summarise the three judgments above Life, Collective Worship and Religious Education. Leadership and Management Here give a summary judgment of the quality of leadership and management across all areas Provision Here give a summary judgment of the quality of provision across all three areas Pupil Outcomes Here give a summary judgment of the quality of pupil outcomes across all three areas Catholic Life Collective Worship Religious Education
Department for Education INSPECTION REPORT Telephone: 0161 817 2204 Email: Inspection carried out Under Canon 806 and in accordance with Section 48 of the Education Act 2005 Name of School St Richard’s RC Primary School, Longsight, Manchester. Inspection date 30th January 2018 Reporting Inspectors Damian Harrison, Julie Frazer, Clare Campbell Type of school Primary (with Nursery) URN 105544 Age range of pupils 3-11 Number on roll 473 Appropriate authority The Governing Body Chair of Governors Fr Michael Dever Headteacher Sharon Sesnan (.6) John Keyworth (.4) Religious Education Co-ordinator K Broadbent Date of previous inspection 13th November 2012 The Inspection judgements are: Grade Explanation of the Grades 1 = Outstanding 2 = Good 3=Requires Improvement 4 = Inadequate Overall effectiveness of the school 1 The quality of Catholic Leadership 1 The Catholic life of the school (incorporating Welcome, Welfare and Witness) 1 The quality of Religious Education (incorporating Word) 1 The quality of Worship 1 The following pages provide reasons to support these judgements CHARACTERISTICS AND CONTEXT OF THE SCHOOL
S504 Student Information On Section 504 Plan Menu Bar, click S504 Student Information. This information is pulled in from the district Student Information system The Student Information page is displayed. If any information is incorrect, fix and let the district SIS secretary know what needs to be changed. S504 Accommodations On Section 504 Plan Menu Bar, click S504 Accommodations. The S504 Plan Accommodations page is displayed. Click the Add New Accommodation link. The S504 Plan Accommodation Definition Page is displayed. Click on an item in the Area box to select it. The list in the Accommodation box is updated with the relevant items for the Area selected. Click on an item in the Accommodation box to select it. Ctrl+click to select multiple Accommodations. Click to select a name in the Person Responsible box. Select the person who will be responsible for the Accommodations(s) currently selected. Alternatively, you may select multiple Persons Responsible (ctrl+click) and then select a single Accommodation for all of them. Click to select an item in the Condition box. Select the Condition for implementation of the Accommodation selected box.
Click the Edit link for an accommodation that you’d like to comment on for this review. The S504 Plan Accommodations Review page is displayed. 7. Click in the Comments box and type a comment for this review. 8. Click the Submit button. The S504 Plan Accommodations Review page is redisplayed with a success message.
Appendix A Public Utility Address Contact Name Tel. No. Fax No. Transport for London (formerly TCSU) Statutory Functions Team Natasha Richards Mark Dawson 020 7126 1024 020 7126 1134 UK Power Networks Plan Provision & Cable Watch (formerly EDF/24 Seven, London Electricity) 0800 056 5866 Thames Water Utilities Thames Water Property Searches Clearwater Court, Vastern Road, Reading, Berkshire, RG1 8DB 0845 070 9145 Searches@thameswater.co.uk National Grid Gas (formerly Transco) National Grid, Protection Team National Grid, Bloc 1, Floor 2, Brick Kiln Street, Hinckley, LE10 0NA 0800 688588 plantprotection@nationalgrid.com BT Openreach (formerly British Telecom) National Notice Handling Centre 0800 917 3993 01332 578 650 Virgin Media (formerly NTL:Telewest, Viatel) National Plant Enquiries Team Virgin Media Communications House, Scimitar Park, Courtauld Road, Basildon, Essex, SS13 1ND C.O.L.T. Ltd COLT Plant Protection Centre C/o McNicholas Construction (COLT Managing Agents) Lismirrane Industrial Park, Elstree Road, Elstree, Herts, WD6 3EA 020 8236 6612 020 8236 6600 Vodafone Plant Enquiries Team 01454 662881 01454 663330
(formerly Cable & Wireless, Mercury, Energis) Including Thus plc. (formerly Scottish Telecoms), Your Comms (formerly Norweb Telecoms) Plant Enquiries Team, Atkins Global, PO Box 290, 500 Aztec West, Almondsbury, Bristol, BS32 4RZ 3 (Fibrespan, GEO, Global Crossing, Fibernet, Racal, PEC, Frontier, British Rail Telecom BSKYB Telecommunications (formerly EasyNet) 0207 032 3234 Verizon (formerly Worldcom/MKI) IPM Communication Infolines Public Networks 020 7277 9947 020 7277 9287 020 7277 9397 Spectrum Interactive (New World Payphones) enquiries@arqiva.com Adshel (Bus Shelters) darrylblackwell@moregroup.com Abovenet c/o JSM construction 01992 788019 London Underground Infrastructure Protection Box 1/16, 1st 30 The South Collonade Canary Wharf, London E14 5EU lulcedip@tube.tfl.gov.uk Interoute (formerly ebone comm. network T. E .Beach (Contractors) Ltd Beach House 165 – 173 Hawley Road Dartford, Kent DA1 1PB Andrew Maggs 020 7025 9172
Appendix B – Government Security Zone PASSAGE CANON PRIVATE SECTION DERBY GATE PRIVATE SECTION ARTILLERY AMBASSADORS COURT ST ERMIN'S HILL STOREY'S GATE STRUTTON GROUND TERRACE QUEEN ANNE'S GATE CORNER PETTY COCKPIT LITTLE DEAN'S YARD GATE CRAIG'S COURT CANON CAXTON STREET LITTLE CLOISTERS VANDON PASSAGE EMBANKMENT SQUARE MEWS HORSE GUARDS PARADE PRINCES MEWS ST JAMES'S NEW PALACE YARD SPEAKER'S DEAN'S YARD THE SANCTUARY GREAT CLOISTERS PRIVATE SECTION PAGE STREET PARLIAMENT SQUARE PARLIAMENT STREET OLD MILLBANK LITTLE LITTLE SANCTUARY LITTLE LITTLE LAMBETH BRIDGE HORSE YARD GREAT GREAT GREAT GREAT NO1 DARTMOUTH STREET CASTLE LANE BROAD SANCTUARY BUCKINGHAM GATE TREASURY PASSAGE OLD PALACE YARD BRIDGE STREET BROADWAY BREWER'S GREEN
Title Date Author Health Management Protocol – Standard Operating Procedures – Clinical Protocols February 2017 Medimobile Pty Ltd Scheduled Substance Treatment Protocol – Adrenaline for Anaphylaxis 13 March 2017 Medimobile Pty Ltd Scheduled Substance Treatment Protocol – Influenza Vaccination for Prevention of Influenza 13 March 2017 Medimobile Pty Ltd Scheduled Substance Treatment Protocol – Antihistamine for Allergy 13 2017 Medimobile Pty Ltd Part C The qualifications prescribed under section 65(1A) of the Act. Successful completion of the unit of competency HLTAID001 – Provide cardiopulmonary resuscitation. Part D Vaccine – influenza Adrenaline Antihistamine – Loratadine
I can analyze lesson plans designed to help students meet Common Core Reading Standards of different types. I can identify resources for crafting supplemental literacy instruction for students. Session Overview – total time: 2 hrs, 43 minutes Section Time Overview Prepared Resources Facilitator’s Preparation Opening 10 Facilitators should develop an opening/framing relevant to the of the group being trained and that fits the context for the professional development. Consider incorporating the Norms for Collaboration. EL Norms for Collaboration Read all materials. Work through all activities in order to anticipate participants’ needs and possible misconceptions. View the video in advance and annotate each of the lesson plans yourself. Cut the Common Core Standards Strips and place them into envelopes. Access the required text excerpts for the “Living the Lesson” portion of the agenda (See the Facilitator Guide at each grade level for the specific texts needed.). Living a Lesson 80 Participants will “live a lesson.” They will experience Reading and analyze its impact on themselves as learners and will connect their experience to the instructional strategy of Close Reading through the debrief of the lesson. Living a Lesson Facilitator’s Guides and Participant Materials for each (3, 4, and 5) The Types of Reading Required by the Standards 40 Participants will sort several of the Common Core Reading Standards for types of reading: Independent, Research, and Close Reading. This activity will Common Core Reading Standards Strips for Sort Close Reading Lesson Plan Research Reading Lesson Plan Independent Reading Lesson Plan Lesson Analysis Notecatcher