zilongwang/ReadingBank huggingface dataset:
PERFORMANCE TASKS: Study Packet: Key vocabulary/Case Studies/ Guest Essays/Review Questions/Critical Thinking. Hubbard Brooks Field Research Activities Video “Voyage to the Galapagos” Fairchild Challenge. FORMATIVE ASSESSMENTS: Classroom discussion Graphic organizers-visual representation Open ended questioning OTHER EVIDENCE: AP Exam Practice: Multiple Choice. AP Exam Practice: Free Response. Current events Class participation Unit Exam STAGE III: LEARNING PLAN INSTRUCTIONAL PROCEDURES: Power Point Notes/Class discussion Lab investigations Assignments (Class & Home) ACTIVE ENGAGEMENT USED: Note taking Partnering Concept sketches Case Studies SCAFFOLDING USED: Chunking Visual support Teacher Prompting MINI LESSON: Hubbard Brooks Activities Fairchild Challenge. MATERIALS AND RESOURCES: Computer Computer projector Textbooks Folders Handouts Lab Materials CONTENT AREA READING: Chapter text Outside Reading INTERVENTIONS: Redirection during 1-to-1 assistance. Moving seat to a more productive location. After class/school tutoring. Corrections on assignment/exam. Extension to complete assignment. Conference with other staff. (Counselors or administrators) Conference with parent. ASSIGNMENTS: Chapter Study Packet Lab ups/reports Lab investigation handouts. Case Studies AP Exam Practice: Multiple Choice. AP Exam Practice: Free Response. Current events. MINI LESSONS DAY Monday DAY Tuesday DAY Wednesday DAY Thursday DAY Friday NUMBER/DATE 165 5/13 166 5/14 167 5/15 168 5/16 169 5/17 TOPIC Keystone Testing Keystone Testing Keystone Testing Keystone Testing Inservice OBJECTIVE(S) By the end of the lesson each student will be able to: Construct a model of a wild animal population survey in the lab. Review for the Final Exam. No Classes Periods 7 & 8 No Classes Periods 7 & 8 PROCEDURES / TECHNIQUES To reach objectives Make up Tests Collect and review MCM and FRF. Questions about review papers. Homework: Review for the Final Exam. Lab A – Work on a Math lab estimating Wild Animal populations. B – No Lab.
society balances ii) Equity / bond values iii) PEPs/ISAs/TESSAs b) Pension schemes c) Value of main residence d) Value of other properties e) Value of vehicles f) Net of business g) Redundancy or other employment settlements due h) Insurance settlements due TOTAL 6. CAPITAL LIABILITIES (see note 6) Father £ Mother £ a) Mortgage amount outstanding Mortgage final payment date b) i) loans ii) credit iii) finance leases TOTAL SUMMARY Father £ Mother £ Income Deduct Outgoings TOTAL Capital Assets Deduct Capital Liabilities TOTAL Please indicate why net assets cannot be converted or used to pay school fees 7. DEPENDENT CHILDREN (see note 7) NOTES
25. Phenoxymethypenicilin (Penicillin V) (oral) a person with – tonsillitis sore throat tooth or gum infection 26. Prednisolone (oral) a person with – moderate to severe asthma (up to 3 doses) 27 Procaine penicillin (injection) a person with – skin Infection pneumonia sore throat tooth or gum infection 28. Promethazine hydrochloride (injection) a person with hives rash allergic reaction 29. Roxithromycin (oral) a person with – mild / moderate pneumonia bronchitis or sinusitis sore throat skin infection 30. Salbutamol (solution for inhalation, nebules or metered dose inhaler) a person with – asthma bronchitis 31. Tinidazole (oral) a person with - trichomonas giardia 32. Triamcinolone / Neomycin / Nystatin / Gramicidin (ear drops) a person with - fungal ear infection 33. Trimethoprim (oral) a person with – urinary tract infection 34. Valaciclovir or Famciclovir (oral) a person with – genital herpes herpes zoster 35. Zanamivir (oral) a person with – influenza in adults and children aged 5 years and older requirement for prevention of influenza in adults and children aged 5 years and older
Ceftriaxone with lignocaine 1% 500 mg in 2 ml deep intramuscular injection Treatment recommendations Client STI acquired in Treatment Empirical treatment of symptomatic clients Uncomplicated gonorrhoea + / - chlamydia Goldfields, Kimberley, Pilbara ZAP Laboratory or Point of Care testing confirmed cases Rest of WA and elsewhere LAC Uncomplicated chlamydia Goldfields, Kimberley, Pilbara Azithromycin Sexual partners of confirmed cases Rest of WA and elsewhere Azithromycin Treatment notes Consent to treatment should be obtained, as required, in accordance with local organisational policy Clients should be of advised of expected adverse events and provided with a treatment fact sheet - For clients with a history of allergy to any component of treatment, or other contraindication - do not administer treatment - seek further advice from a medical practitioner For management of any reported adverse events - seek further advice from a medical practitioner Clients should be directly observed while taking oral doses
The pharmacy must maintain minimum staffing during vaccination service periods to ensure patient safety in post-vaccination monitoring and adverse event management: Ideally, at least two pharmacists will be available on-site during any immunisation period, and where this is not possible, the pharmacy must have additional staff holding a current first aid and CPR certificate that can assist with follow up care or management of an emergency situation; and Workflow must allow the pharmacist conducting immunisations to be able to provide uninterrupted care to individual patients during assessment, vaccine administration and follow up care.
26. Miss Twalumba NKWILIMBA EAST PERTH 27. Mr Devin NUGRAHA CANNINGTON 28. Ms Julie PHAM MIRRABOOKA 29. Mr David SURVEPALLI MANDURAH 30 Ms Gabrielle TAN CRAWLEY 31. Mr Stefan DUNCRAIG 32. Ms Melissa TING CANNING VALE 33. Mr Richard WHITE FALCON 34. Mr Yew WONG WILLETTON 35. Mr Christian POCKLINGTON NEDLANDS 36. Ms Farai MAKWIRANZOU WEMBLEY 37. Dr David MAJEWSKI HILLARYS 38. Mr Jason LIM MURDOCH 40. Ms Julia KUROWSKI ALFRED COVE 41. Miss Audrey XIE NORTH PERTH 42. Mr Daniel CUNNINGHAM NORTH COOGEE 43. Dr Ong Meng Kiat ALOYSIUS NEDLANDS 44. Dr Andrew KNOX CITY BEACH APPENDIX 2 Approved Medicines and Circumstances This SASA applies to the following approved medicines supplied per patient treatment: Approved Medicine Circumstance / Condition 1. Amoxycillin / Potassium clavulanate (oral) one course, up to10 days 2. Cephalexin (oral) one course, up to 10 days
REGISTRATION AND ACCOMMODATION FORM DELEGATE DETAILS Surname Title First name Male (M) or Female (F) Institution Postal address Country Postal code Telephone Fax E-mail Cell DIETARY NEEDS Indicate with X None Veg. Halaal Other Conference Registration (Registration fee includes: conference programme and abstracts, teas/coffees, lunches including cocktail party and banquet) Amount Please enter appropriate amount in this column SASA Member Regular (due: 31 May 2017) 3200 R Late 3500 R Non-SASA Member ISA Category A Countries Regular (due: 31 May 2017) 3900 R Late 4200 R Non-SASA Member ISA Category B Countries Regular (due: 31 May 2017) 3600 R Late 3900 R Student (SASA Member) Regular (due : 31 May 2017) 1900 R Late 2200 R Student (Non-SASA Member) Regular (due: 31 May 2017) 2300 R Late 2600 R TOTAL (T1) R
Therapeutic Radiographer – not currently employed in NHSL Therapeutic radiographers are responsible for the planning and delivery of accurate radiotherapy treatments using a wide range of technical equipment More information: AHP – Health Care Support Workers Some AHP professions have support workers to assist the professional in carrying out role. The AHP Health Care Support Worker (HCSW) can gain training in different ways for the different professions, usually through attendance at a Further Education College [HNC] or through ‘on-the-job’ training ‘I AHP’’ – For further information visit: NHS Careers website: or NHS Scotland ‘I want to be an AHP’ website: [Artwork on front of leaflet by NHS Grampian] To apply for work experience visit: *Nextgen site currently being developed for AHP Which universities in Scotland run AHP courses? Margaret University [QMU] Glasgow Caledonian University [GCU] Robert Gordon University [RGU] University of Strathclyde [UoS] QMU GCU RGU UoS Art Therapist √ Audiologist √ Dance Psychotherapist ** Drama therapist ** Diagnostic Radiographer √ √ √ Dietitian √ √ √ Health Care Chaplains* Music Therapist √ Occupational therapy √ √ √ Orthoptist √ Paramedic √ Physiotherapist √ √ √ Podiatrist √ √ Prosthetist & Orthotist √ Speech and Language Therapist √ √ Therapeutic Radiographer √ √ **See ‘I want to be an AHP’ website for information about courses in Dance Psychotherapist, drama therapists and paramedics *See ‘more information’ for courses [AHP] AHP Practice Education Lead Ruth Paterson AHP Practice Education Lead Ruth.paterson@lanarkshire.scot.nhs.uk
January 2018 to April 2018 Week Beginning Added Value Unit / Assignment Project Other January 8 M T W Th F Health and Food Technology N5 Biology [ongoing] N4&5 Design and Manufacture Practical woodworking starts Music – Final Work on Complete performance programmes January 15 M T W Th F Health and Food Technology N5 Physics N4&5 Design and Manufacture Practical woodworking – Practical Prelims 15th – 24th Jan January 22 M T W Th F Health and Food Technology N5 Physics N4&5 Design and Manufacture Practical woodworking Music – Practical Prelims 15th – 24th Jan January 29 M T W Th F Health and Food Technology N5 N5 Chemistry N4&5 Design and Manufacture Practical woodworking N5 Drama Unit Performance TBC Music – Practical Prelims February 5 M T W Th F N5 French/Spanish Writing Assignment Chemistry N4&5 Graphic Communication starts N4&5 Design and Manufacture Practical woodworking February 12 H H I Th F N5 Computing [ongoing] History PE Practical Performance N4&5 Graphic Communication N4&5 Design and Manufacture Practical woodworking Music – SQA Practical exams mid Feb - mid March February 19 M T W Th F N5 Computing [ongoing] Modern Studies Geography N4&5 Graphic Communication N4&5 Design and Manufacture Practical woodworking Music – SQA Practical exams mid Feb - mid March February 26 M T W Th F N5 Computing [ongoing] Health and Food Technology N4 N4&5 Graphic Communication N4&5 Design and Manufacture Practical woodworking English Folio deadline 2 Drama N5 Acting Assessment (SQA & Internal) TBC French N5 Final Talk Spanish N5 Talk Biology Unit 2 Assessment March 5 M T W Th F N5 Computing [ongoing] Administration SQA Assignment Health and Food Technology N4 Business Management N4&5 Design and Manufacture completed N4&5 Graphic Communication Completed PE SQA Portfolio Submission N5 English Specified Text 3 March 12 M T W Th F Administration SQA Assignment Health and Food Technology N4 N5 Accounting N4&5 Art- Expressive Element Completed. Practical woodworking completed Supported Study N5 Maths mini-prelim (Calc) March 19 M T W Th F Administration SQA Assignment Health and Food Technology N4 N5 Accounting Music – Final Composition and review Supported Study N5 Maths mini-prelim (Non-calc) March 26 M T W Th F Music – Final Composition and review NQ ‘Catch up week2’ Supported Study
Week 2 - Monday 13 November Subject Teacher Location Time Areas covered History S Dickie/M Hogarth/L McNair (rotating) F102 15:00 – 16:00 Exam Skills Geography F McNicol F106 15:00-16:00 Exam Skills Art and Design Mrs McQuiston 15:00 – 16:00 Exam Techniques/ Revision English Miss Dickson E008 15:00 – 16:00 Tally’s Blood FRENCH MRS MOODY E103 15:00-16:00 READING Biology Miss Finn F205 15:00 – 16:00 Past papers Unit 1 & 3 Health and Food Technology M Sanders D106 15:00 – 16:00 Macro Nutrients Music Ms Trower D013 15:50 – 16:50 N5 listening Maths E Stewart F004 15:00 – 16:00 National 5 Maths Admin & IT Mrs Murdoch C105 12.40 – 13.10 Spreadsheets Chemistry J Hamilton E206 15:00 – 16:00 Past Papers Tuesday 14 November Subject Teacher Location Time Areas covered Modern Studies D Cooper F105 13:30 – 14:00 Exam Skills Geography B Nelson F106 15:50 – 16:50 Exam Skills English Mr Wilkie E004 15:50 – 16:50 Morgan TA Wednesday 15 November Subject Teacher Location Time Areas covered Art and Design Mr Reid 15:00 – 16:00 Exam Techniques/ Revision English Mrs Brownlie E008 15:00 – 16:00 A&E SPANISH MISS LAMB E103 15:00-16:00 LISTENING N5 Drama LA Studio 15:00 – 16:00 Exam Prep Accounting & Finance D O’Neill C106 12:40 – 13:10 Computing Science Mrs Murphy C103 12:40 – 13:10 Exam Practice Thursday 16 November Subject Teacher Location Time Areas covered Maths N McCormick F005 15:50 – 16:50 National 5 Maths Maths L F006 15:50 – 16:50 National 4 Maths Chemistry F Ferguson E205 15:50 – 16:50 Past Papers PE D Smith D101 15:50 – 16:50 Portfolio Friday 17 November Subject Teacher Location Time Areas covered Physics S Mclean F207 15:00 – 16:00 Past Papers
Week 4 - Monday 27 November Subject Teacher Location Time Areas covered History S Dickie/M Hogarth/L McNair (rotating) F102 15:00 – 16:00 Exam Skills Geography F McNicol F106 15:00-16:00 Exam Skills English Mr Graham E006 15:00 – 16:00 A&E Health and Food Technology M Sanders D106 15:00 – 16:00 Macro Nutrients Maths Mr Hagerty F002 12.40 – 1.10 National 5 Maths Admin & IT Mrs Murdoch C105 12.40 – 13.10 Spreadsheets Computing Science Mrs Murphy C103 15:00 – 16:00 Exam Practice Chemistry J Hamilton E206 15:00 – 16:00 Past Papers Tuesday 28 November Subject Teacher Location Time Areas covered Modern Studies D Cooper F105 13:30 – 14:00 Exam Skills English Mrs Lyon 15:50 – 16:50 Morgan TA Music Miss O’Neill D012 15:50 – 16:50 N4/5Inventing Maths N McCormick F005 15:50 – 16:50 National 5 Maths Geography B Nelson F106 15:50 – 16:50 Exam Skills Wednesday 29 November Subject Teacher Location Time Areas covered English Mrs Mackie 15:00 – 16:00 Critical Essay Biology Miss Findlay F203 15:00 – 16:00 Unit 1 and 3 Past papers N5 DRAMA DMAXWELL STUDIO 15:00 – 16:00 EXAM PREP Maths J Campbell F003 15:00 – 16:00 National 5 Maths Computing Science Miss McIntosh C103 15:00 – 16:00 Exam Practice Physics S McLean F207 12:40-13:10 Past Papers Thursday 30 November S3 Parent’s Evening (No Supported Study) Friday 01 December Subject Teacher Location Time Areas covered N5 DRAMA GKERNAN STUDIO 12:40 – 13:10 EXAM PREP
Partner/group work Use of role models Investigate access to neighbouring facilities Defining roles Peer groupings National / intervention programmes Community Initiatives National / Local events Role models Plan to introduce a new activity Rebranding activities Self Esteem building activities Positive reinforcement techniques Active listening Restorative practices Conditioning drills Fartlek Interval Continuous Circuits Plyometrics Weight Training Flexibility training Shadowing Repetition drills Pressure drills Conditioned games Combination drills Opposed and unopposed Practices Feeder Practice Gradual up Isolation drills Massed and distributed practices (group) Opposed and Unopposed practices Modification or adapting strategies, formations. Pace of practices Walk/run through rehearsals Passive/Active defenders Technical sessions MENTAL EMOTIONAL Visualisation Relaxation techniques- deep breathing Imagery Mental Rehearsal Positive self talk Cognitive and somatic techniques Team talks Rewards (intrinsic and extrinsic) Self talk (3Rs – Recognise, Regroup, refocus) Creative Input Imagery Visualisation Mental Rehearsal Conflict Management Techniques Assertive Training Trust Games Cognitive and Somatic techniques(management of stress, emotions and disappointment) Restorative practices
It allows for the perspective of the other side to be understood It can prevent a reoccurrence Disadvantages It is not always guaranteed to produce a positive outcome The emotions may be beyond the repair of restorative practice If one side is not understanding, it could make the situation worse
TIME RELATED OBSERVATION SCHEDULE (Skill) ACTIVITY DATE PERFORMER TIME FRAME DRIBBLING Effective Ineffective DRIBBLING Effective Ineffective DRIBBLING Effective Ineffective DRIBBLING Effective Ineffective PASSING Effective Ineffective PASSING Effective Ineffective PASSING Effective Ineffective PASSING Effective Ineffective CONTROL Effective Ineffective SHOOTING Effective Ineffective SHOOTING Effective Ineffective SHOOTING Effective Ineffective SHOOTING Effective Ineffective
SKILL Highly effective, consistently controlled, appropriate selection/decisions made very demanding high pressure situations Highly effective consistently controlled appropriate selection/decision Effective generally control generally appropriate selection/decision Occasionally effective occasionally under control some appropriate decisions Not effective uncontrolled poor decision making. Passing Chip Lob Dribbling At speed Shielding Tackling Block Slide Shooting Drive Volley Chip Control Head Chest Thigh Foot Heading Offensive Defensive Goal keeping Handling Shot stopping Team skills Offensive Support play Set play Defensive Marking Set play BASKETBALL INITIAL/GENERAL DATA Name
Behaviour Criteria Behaviour Occurrence Behaviour Occurrences Player argues/shouts at referee/umpire Player argues/shouts at opponent Player argues/shouts at own teammate Player argues/shouts at themself Emotional Self-Reflection Record Do you think you are positive or negative to your team mates? Do you think you are positive or negative towards your opponents?
Results: Won _____ Lost _____ How do you feel the went for you? Finish Played _______ Results: Won _____ Lost _____ How do you feel the games went for you? Emotional questionnaire Emotional fitness is the ability to control negative feelings. Feelings are signals and want you to act quickly, without thinking, and as the feeling tells you to act. When you act without thinking, the feeling is controlling you. How to take the test: Think of the past few weeks, using an average of those weeks, rate yourself on the indicated scales. Note your score for each question and then add all the individual scores together for a final score. 1. What is your general mood? Five Four Three Two One Score Fantastic Very Good Okay Not Good Very low 2. How much is stress a part of your life? Five Four Three Two One Score No stress Very little Normal Some Too much 3. How do you feel about yourself?
SOCIAL FACTORS Social Factors – can be split up into several different headings. The Social factors that we will focus on will be: Etiquette Co-operation Leadership Responsibility Etiquette – Players require showing good etiquette at the end of the match by shaking their opponents’ hand. Players can also show good etiquette by giving the ball back to the opposition when a foul has been committed or any injury has taken place. Co-operation – involving all players within your team and using them to their strengths. Leadership – Leading by example during the game and taking control of decisions. Ensuring that all players are fully aware of their responsibilities Responsibility – Ensuring that you take responsibility for your team, showing good sportsmanship, shaking hands with the opposition etc METHODS OF GATHERING INFORMATION The ‘Cycle of Analysis’ is a useful way for analysing and improving performance. The first stage requires us to collect and record information during performance. After doing this you are able to
Wednesday 22 February – Column C Course Level Time Chemistry Higher 09.00 – 11.30 Computing Science Advanced Higher 09:00 – 11:00 Computing Science Higher 09:00 – 11:00 Computing Science National 5 09:00 – 10:30 Design & Manufacture Higher 09.00 – 11.00 Health and Food Tech Higher 09:00 – 10:30 Modern Studies Higher 09:00 – 11.15 Mathematics Advanced Higher 09.00 – 12.00 Practical Cookery National 5 09.00 – 12.30 Spanish Higher Reading and Listening 1:00pm – 2:40pm Thursday 23 February – Column D Course Level Time Accounting Higher 09:00 – 11:00 Art & Design Higher 09:00 – 11:00 Art & Design National 5 09:00 – 10:10 Biology National 5 09:00 – 11:00 Chemistry Higher 09.00 – 11.30 Computing Science Higher 09:00 – 11:00 Drama Higher 09:00 – 11:00 Physical Education Higher 09:00 – 10:30 Physics Higher 09:00 – 11:30 Physics National 5 09:00 – 11:00 Spanish Higher Reading and Listening 1:00pm – 2:40pm 3:00pm – 4:00pm Biology Advanced Higher 1:00pm – 3:30pm
Friday 24 February – Column E Course Level Time Administration Higher 09:00 – 10:00 10:30 – 12:30 Chemistry Higher 09.00 – 11.30 Chemistry National 5 09:00 – 11:00 French Higher 09:00 – 10:40 11:00 – 12:00 Graphic Communication Advanced Higher 09:00 – 12:00 Graphic Communication Higher 09:00 – 11:00 Graphic Communication National 5 09:00 – 10:30 Music Advanced Higher 09:00 – 10:00 Music Higher 11:00 – 12:00 Physics Higher 09:00 – 11:30 Practical Cookery National 5 09.00 – 12.30 Monday 27 February Course Level Time Human Biology Higher 09:00 – 11:00 Thursday 2 March Practical Cookery National 5 09.00 – 12.30 Friday 3 March Course Level Time Spanish Advanced Higher 09:00 – 10:30 11:10 – 12.20
Ionisation Energy and Electronegativity equation represents the first ionisation energy of a diatomic element, X2? A ½ X2(s) → X+(g) B ½ X2(g) → X–(g) C X(g) → X+(g) D X(s) → X–(g) Which of the following equations represents the first ionisation energy of fluorine? A F–(g) → F(g) + e– B F–(g) → ½ F2(g) + e– C F(g) → F+(g) + e– D ½ F2(g) → F+(g) + e– Which of the following reactions refers to the third ionisation energy of aluminium? A Al(s) → Al3+(g) + 3e– B Al(g) → Al3+(g) + 3e– C Al2+(g) → Al3+(g) + e– D Al3+(g) → Al4+(g) + e– The table shows the first three ionization energies of aluminium. Using this information, what is the enthalpy change, in kJ mol–1, for the following reaction? Al3+(g) + 2e– → Al+(g) A +2176 B –2176 C +4590 D –4590 Use the Data book to answer the following questions Write an equation for the; first ionisation energy of sodium second ionisation energy of sodium
Calculating Mass to Moles and Moles to Mass. This triangle is very important: m n gfm Where: m = mass of substance (grams). n = number of moles of substance (moles) gfm = gram formula mass of substance (grams). Example: How many moles are in 8g of magnesium oxide (MgO)? Write down what you know: Number of moles n = ? Mass of substance m = 8g Remember you can always work out the gfm of any substance using your data booklet once you know its name/formula. gfm of MgO = (1 x Mg) + (1 x O) = (1 x 24.5) + (1 x 16) = 24.5 + 16 = 40.5g Number of moles, n = _m_ = _8_ = 0.196 mols or 0.2 moles gfm 40.5 Using the triangle above: Calculate the mass of: 2 moles of calcium carbonate. 0.1 moles of nitric acid. Calculate the number of of: 10g of calcium carbonate. 10.6g of sodium nitrate. 7.5g of Iron(iii) oxide
The unit of capacitance is the (F). From the above formula: 1 farad = 1 coulomb per volt. The farad is too large a unit for practical purposes and the following submultiples are used: 1 mF (microfarad) = 1 × 10–6 F and 1 nF (nanofarad) = 1 × 10–9 F Note: When a capacitor is charging, the current is not constant (more on this later). This means the formula Q = It cannot be used to work out the charge stored. Example: A capacitor stores 4 × 10–4 C of charge when the potential difference across it is 100 V. Calculate the capacitance. Q = 4 x 10-4 C V = 100 V F = 4 μF C = ? Energy stored in a capacitor A charged capacitor stores electrical energy. Consider the charging of a parallel capacitor as shown below:
Worked example The switch in the following circuit is closed at time t = 0. (a) Immediately after closing the switch what is (i) the charge on the capacitor? (ii) the pd across the capacitor? (iii) the pd across the resistor? (iv) the current through the resistor? (b) When the capacitor is fully charged what is (i) the pd across the capacitor? (ii) the charge stored on the capacitor? Solution: (a) (i) The initial charge on the capacitor is zero. The initial pd across the capacitor is zero since there is no charge. pd across the resistor is 10 V (VR = VS – VC = 10 – 0 = 10 V) (iv) 1 × 10–5 A (b) (i) Final pd across the capacitor equals the supply voltage, 10 V. (ii) Q = VC = 2 × 10–6 × 10 = 2 × 10–5 C 3.2 Electrons at Work Conductors, Semi conductors and Insulators
Tutorial 3.0 Stellar physics A star emits electromagnetic radiation with a peak wavelength of 6.8 × 10–7 m. Use Wien’s law (λmaxT = 3 × 10–3) to calculate the surface temperature of the star. Calculate the power of the radiation emitted by each square metre of the star’s surface where the star is assumed to be a black body. Stefan–Boltzmann constant = 5.67 × 10–8 J s–1 m–2 K–4. The Sun has a radius of 7.0 × 108 m and a surface temperature of 5800 K. Calculate the power emitted per m2 from the Sun’s surface. Calculate the luminosity of the Sun. Calculate the apparent brightness of the Sun as seen from the Three measurements of a distant star are possible from Earth. These measurements are: apparent brightness = 4.3 × 10–9 W m–2 peak emitted wavelength = 2.4 × 10–7 m distance to star (parallax method) = 8.5 × 1017 m Use Wien’s law = 3 × 10–3) to calculate the surface temperature of the star. Calculate the energy emitted by each square of the star’s surface per second. Calculate the luminosity of the star. Calculate the radius of the star. 4. A star is 86 ly from Earth and has a luminosity of 4.8 × 1028 W m–2. Calculate the apparent brightness of the star. 5. The apparent brightness of a star is 6.2 × 10–8 W m–2. The star is 16 ly from Calculate the luminosity of the star. 6. A star with luminosity 2.1 × 1030 W m–2 has an apparent brightness of 7.9 × 10–8 W m–2 when viewed from Earth. Calculate the distance of the star from (a) in metres (b) in light years. 7. A star with radius 7.8 × 108 m and surface temperature 6300 K has an apparent brightness of 1.8 × 10–8 W m–2. Calculate its distance from the Earth. 8. A star with radius 9.5 × 109 m and surface temperature 5900 K is 36 ly from Calculate the apparent brightness of the star.
Projectiles Q1. A package is released from a helicopter flying horizontally at a constant speed of 40 ms-1. The package takes 3.0s to reach the ground. The effects of air resistance can be ignored. Which row in the table shows the horizontal speed and vertical speed of the package just before it hits the ground? Horizontal speed (ms-1) Vertical speed (ms-1) A 0 30 B 30 30 C 30 40 D 40 30 E 40 40 Q2. A ball is thrown horizontally from a cliff as shown. The effect of air resistance is negligible. A student makes the following statements about the ball. The vertical speed of the ball increases as it falls. The vertical acceleration of the ball increases as it falls. The vertical force on the ball increases as it falls. Which of the statements is/are correct? A I only B II only C I and II only D II and III only E I, II and III Q3. A ball rolls down a runway and leaves it at point R. The horizontal speed of the ball at R is 1.5 ms-1. The ball takes 0.6 s to travel from R to T.
Tuesday 1 2016 Conservatives defeated by House of Lords on plans to cut ESA – for a second time Defiant peers voted 289 and 219 to delay the cuts – which could see benefits reduced by over £1,500 a year The of Lords has, for a second time, rebuffed the government’s welfare reform bill proposals to slash £30 a week from the benefits of ill and disabled people who have been found unfit for work. On Monday evening defiant peers in the Lords voted 289 and 219 to delay the cuts – which could see benefits reduced by over £1,500 a year – pending a parliamentary report on the impact on claimants. However, the Commons last week overturned an earlier Lords vote rejecting ministers’ plans to cut employment and support allowance (ESA), despite concerns raised by some Conservative backbenchers. 25 January 2016 Peers defeat government over child poverty reports The government has lost a vote in the House of Lords on child poverty. Peers voted by a majority of 92 to amend the to make ministers report annually on income levels in the poorest families. The move was spearheaded by the Bishop of Durham, Rt Rev Paul Butler, who argued income-related statistics must be recorded so they could be assessed with other measurements of deprivation. Ministers say life chances are a better measure of economic outcomes. The defeat could be overturned when the bill returns to the Commons later this year. If it is not, ministers will be obliged to present a report to Parliament each year setting out the percentage of children in households whose net income is 60% to 70% below the median average.
ministers will host a “partnering with business” session. The website advertising the event features a picture of May, along with the claim that business day “offers representatives from the business community the opportunity to engage in discussion with senior Conservative politicians”. May’s decision to participate in the event hints that she is not intending to break from Cameron’s previous approach to , to want to run a country for the many not the few and tackle “vested interests” in the corporate world. Lobbying looms over Theresa May’s government. She must tackle it now Tamasin Cave William Hague advising a US lobbying firm is no surprise. Only an effective register can reveal the true reach of the industry that bedevilled David Cameron Read more Tamasin Cave of the Alliance for Transparency and Spinwatch, said it was “very concerning and worrying” that May was planning to “continue with politics as normal under David Cameron”. She said there is a “bonanza of Brexit lobbying” coming down the tracks for May to deal with at a time when the public has little faith that politicians will stand up to powerful corporate interests. “People do not trust establishment politicians on this issue of lobbying. She has a big problem on her hands, which she does not seem to understand,” Cave said. Asked about the event selling access to May and other ministers, a Conservative spokesman said: “This is an important opportunity to engage directly with businesses and to highlight how, as part of our plan to create an economy that works for everyone, we will continue to back business and enterprise.” Labour also has a “business forum” founded at around the same time, charging around £899 for a ticket and giving access to unspecified “politicians and leading businesspeople”.
Appendix 3: Detailed S & D table for Wheat June 2016 Wheat Wheat Marketing season Final for 2014/15 Projection for 2015/16 tons tons 1 CEC (Crop Estimate) 1,750,000 1,440,000 2 CEC (Retention) NA 33,900 3 SUPPLY 4 Opening stock (1 Oct) 488,526 596,823 5 Prod deliveries* 1,699,546 1,406,100 6 Imports 1,832,441 1,850,000 7 Surplus 15,151 10,000 8 Total Supply 4,035,664 3,862,923 9 DEMAND 10 Processed 3,112,718 3,103,000 11 - 3,109,022 3,100,000 12 - animal 3,696 3,000 13 - gristing 0 0 14 Withdrawn by producers 1,320 3,000 15 Released to end-consumers 2,802 2,500 16 Seed for planting purposes 22,705 18,100 17 Net receipts(-)/disp(+) 7,468 15,000 18 Deficit 0 0 19 Exports 291,828 80,000 20 - products 17,573 20,000 21 - whole wheat 274,255 60,000 22 Total Demand 3,438,841 3,221,600 23 Closing Stock (30 Sep) 596,823 641,323 24 - processed p/month 259,393 258,583 25 - months' stock 2.3 2.5 26 - days' stock 75
NUMBER/DATE 9/1 6 B 9/2 7 A 9/3 8 B 9/4 9 A 9/5 TOPIC Labor Day Introduction to the Tree Lab Tree Lab Tree Lab Tree Lab OBJECTIVE(S) By the end of the lesson each student will be able to: Introduce the Tree Lab. Identify the different of a tree and leaf. Use their knowledge to identify distinguishing characteristics of specific trees. Use their knowledge to identify distinguishing characteristics of specific trees. Use their knowledge to identify distinguishing characteristics of specific trees. PROCEDURES / TECHNIQUES To reach objectives Classroom notes and discussion about the Tree Lab. Go outside and visit marked trees. Mark the distinguishing characteristics of the trees. Go outside and visit marked trees. Mark the distinguishing characteristics of the trees. Go outside and marked trees. Use tree reference to help find the common and scientific names of trees. Homework: Earthweek Due on Friday. Earthweek Due on Friday.
Build on prior knowledge Teacher prompting Guided notes Provide Visual Support Describe usage: Used during class. Use Reference books for plant identification. Conference with parent. MINI LESSONS DAY Monday DAY Tuesday DAY Wednesday DAY Thursday DAY Friday NUMBER/DATE 39 10/22 40 10/23 41 10/24 42 10/25 43 10/26 Stream Biology Simulation 2: Bioindicators Simulation 2: Bioindicators Simulation 2: Bioindicators Simulation 2: Bioindicators OBJECTIVE(S) By the end of the lesson each student will be able to: Explain the types of organisms that are found in streams. Introduction to a simulation on water quality and bioindicators. Work on Simulation 2 Work on Simulation 2 Work on Simulation 2 PROCEDURES / TECHNIQUES To reach objectives Make up tests Power Point notes on Stream biology Reminder about Activity 23. Introduction/ Background information. Turn in Activity 23. time to work on Simulation 2. Complete the Data table. Answer the Discussion questions and conclusion Class time to work on Simulation 2. Complete the Data table. Answer the Discussion questions and conclusion Class time to work on Simulation 2. Complete the Data Answer the Discussion questions and conclusion Homework: Water We Going to Do. Due on Tuesday.
Summarizing Whole Class Response SCAFFOLDING: Guided notes Build Vocabulary Chunking Teacher Prompting Build on Prior Knowledge OTHER: Picture of the Day Power Point with guided note packets discussion Lab investigations Assignments (Class & Home) Handouts Lab Materials Laptops CONTENT AREA READING: Text Reading Active Readings Case Studies After class/school tutoring. Corrections on assignment/exam. Extension/Extended time to complete assignment/exam. Alternative assignment. Conference with other staff. (roster teachers, counselors or administrators) Conference with parent. POTD sheets Case Studies MINI LESSONS DAY Monday DAY Tuesday DAY Wednesday DAY Thursday DAY Friday NUMBER/DATE 1 3/12 2 3/13 3 3/14 4 3/15 5 3/16 TOPIC Characteristics of Ecosystems Creature Poster Creature Poster Creature Poster Review the Characteristics of Ecosystems. OBJECTIVE(S) By the end of the lesson each student will be able to: Identify the components of ecosystems that affect living organisms. Create a drawing of an imaginary creature and describe it’s habitat, and relationships. Create a drawing of an imaginary creature and describe it’s habitat, niche and relationships. Create a drawing of an imaginary creature and describe it’s habitat, niche and relationships. Review the concepts covered on ecosystems. PROCEDURES / TECHNIQUES To reach objectives Power Point notes on ecosystems. Slides 26-38. Collect Earth’s Biome Review Packet. Introduce Creature Poster and show/read some past examples. May work with a partner. time to work on Creature Posters. time to finish up Creature Posters. Class Presentations of creatures. Turn in You Solve It! Pond. Class Review Game on ecosystems. Homework: You Solve It! Pond Ecosystem Due on Thursday You Solve It! Pond Ecosystem Due on Thursday Ecosystems Test on Monday.
Willet, W., & Barab, S. A. (1995, April). City planning and urban development for Kids: A computer augmented hands-on simulation. Paper presented at the annual meeting of the New England Educational Research Organization, Newport, NH. University Teaching Courses Taught: Games and Impact: The Full Life Cycle Games & learning: Unlocking the Power Introduction to Learning Sciences Learning and Cognition Theory and Method in the Learning Sciences Building Online Communities Methods for Capturing Cognition in Situ Development of Situated Learning Environments Computer Endorsement Cohort Evaluation and Change in the Instructional Development Process Computer-Based Teaching Methods Educational Uses of Technology Methods and Techniques of Educational Research. Computer Methods in Educational Research. Instrument Development. Educational Psychology. Methods of Inquiry for Educational Professionals. Technology in Education. Doctoral Committees Completed Adam Ingram-Goble Dissertation Chair – Doctoral Thesis Active Siyahhan Committee Member – Doctoral Thesis Completed Tyler Dodge Dissertation Chair – Doctoral Thesis Completed Steven Zuiker Committee Member – Doctoral Thesis Completed Kirk Sluder Dissertation – Doctoral Thesis Completed Jamie Kirkley Committee Member – Doctoral Thesis Completed Scott Warren Dissertation Chair – Doctoral Thesis Completed Kurt Squire Dissertation Chair – Doctoral Thesis Completed Michael Thomas Dissertation Chair – Doctoral Thesis Completed Hakan Tuzun Dissertation Chair – Doctoral Thesis Completed Jim MaKinster Dissertation Director– Doctoral Thesis Completed Eun-Ok Baek Committee Member – Doctoral Thesis Completed Mike Barnett Dissertation Chair – Doctoral Thesis Completed Julie Moore Committee Member – Doctoral Thesis Completed Lisa Yamagata-Lynch Committee Member – Doctoral Thesis Completed Kathy Schuh Committee Member – Doctoral Thesis Completed
of service to repair of service to repair within 24 hours to repair and return to service INJURY or total disability of an employee or passenger Partial disability greater than 3 months of an employee or passenger Lost workday injury over 3 days for an employee or comparable to passenger OSHA defined injury of up to 3 LWDs for an employee or similar passenger injury Any non-OSHA injury (no treatment needed to employee or passenger OPERATIONAL Operating an aircraft in an unairworthy and/or unsafe condition Operating an aircraft in an unairworthy buy not unsafe condition Operating an aircraft in an uncertain, but ultimately safe, condition Stopping aircraft from operating after mistakenly releasing to service Affecting aircraft reliability, but not affecting airworthiness or safety of operation SYSTEMS Complete loss or breakdown of entire system or Significant breakdown of a system or Partial breakdown of system or System deficiencies having some effect on time achievement of objectives Little or no effect on system or FINANCIAL Fine, citation or other loss more than $1,000,000 Fine, citation or other loss more than $200,000 but less than $1,000,000 Fine, citation or other loss more than $50,000 but less than $200,000 Fine, citation or other loss more than $5,000 but less than $50,000 Fine, citation or other loss less than $5,000 TABLE #2– PROBABLITY Scale Definitions (WHEN it could happen) (source: ATC Advantage.com) P5 FREQUENT = Likely to within 30 days. Will be continually experienced unless action is taken P4 OCCASIONAL = Estimated to occur within 6 months. Will occur often, if unchanged P3 SELDOM = Estimated to occur within one year. Infrequent occurrence P2 REMOTE = Estimated it might occur within 5 years. Possible, but remote chance of occurrence. P1 IMPROBABLE = Unlikely to occur. Any estimate of occurrence is over 5 years. TABLE #3 – Risk Determination Matrix (source: ATC Advantage.com) VALUES: S5 S4 S3 S2 S1 P5 25 23 21 18 7
APPLICATION FORM INDIVIDUAL ATHLETE PROGRAM 2016 SASI HIGH PERFORMANCE SCHOLARSHIP SASI PARALYMPIC SCHOLARSHIP Please read the 2016 SASI Individual Athlete Program Funding Guidelines before commencing this application form to check your eligibility status. If you have any questions the guidelines or application please contact SASI prior to submitting an application. Phone: (08) 8457 1432 or E-mail: Advice Notes All application correspondence will be directed to the athlete via the postal/email address provided. Please use an email address that will be checked at least weekly as this will be the main source of correspondence. Name and details of athlete for this application: eg: Mr First Name: Surname: Date of Birth: Gender: Home Phone: Mobile: Email: The physical address where you permanently reside. What is your residential address? Address: Suburb/Town: Postcode: If different from your residential address. Leave blank if this address is the same as your residential address. What is your postal address? Address: Suburb/Town: Postcode: You can only select one scholarship. What scholarship are you applying for? SASI High Performance SASI Paralympic Weightlifting, Shooting, Athletics, Badminton etc. What sport are you applying for? For example, an event / discipline of Swimming is 100m Freestyle. What event(s) / discipline? Your State Sporting Organisation is the peak body for your sport within South Australia (eg Athletics SA). Are you registered with your State Sporting Organisation? YES NO If Yes, what is your licence number? To be eligible for funding you must be an Australian Citizen. Are you an Australian Citizen? YES NO Applicants residing more than 130km from the Adelaide GPO are considered County athletes. Is your residential address more than 130km from the Adelaide GPO? YES NO Are you of Aboriginal or Torres Strait Islander origin? YES NO
Are you an Athlete with a Disability? If Yes, what is your classification? YES NO Your National High Performance Director (HPD) will be contacted Who is your National High Performance Director? HPD Name: HPD HPD Email: Your coach may be contacted Who is your current coach? Coaches Name: Accreditation Level: Coaches Phone: Coaches Email: List your best 3 International Competition results below: (from the previous 12 months) Date dd/mm/yy Competition name/venue Place Event/Discipline Time/ Points/ Score Event Example 1/12/15 FINA World Championships, Barcelona, Spain 15th 100m Backstroke YES YES YES YES *The highest ranked event specific to your sport at the appropriate age and level i.e. World Championships List your best 3 National Competition results below: (from the previous 12 months) Date dd/mm/yy Competition Place Event/Discipline Time/ Points/ Score Example 2/3/16 National Championships Sydney 4th Men’s 105kg + 314kg Do you have an Individual Performance Plan? YES NO What is your estimated expenditure and revenue during the next 12 months Includes Type Cost Coaching fees, equipment, competition expenses, travel, etc Expenditure $ Professional player payments, DAIS, grants, competition earnings, sponsorships, etc Revenue $ How many hours do you train per week? 0-5 5-10 10-15 15-20 20+
Indiana Bureau of Vehicles Indianapolis Branch Driver’s License History Sarah L. Campbell 378 Florence Street Plainfield, IN Date of Birth – 09/01/1989 Indiana DLN – 0002-00-0002 Physical description – White, Female, 5’9”, 145, Brown hair, Brown eyes License Status – (Expires 3/2019) Points - 0
10:30am ROMANIA vs BRAZIL SOUTH 11:00am SERBIA vs NIGERIA NORTH 11:30am COLOMBIA vs CARIBBEAN 12:00pm PERU vs CHILE NORTH 12:30pm IRELAND vs SOMOLAIA SOUTH 3:00pm ITALY vs ENGLAND NORTH 3:30pm LEBANON vs UKRAINE SOUTH 4:00pm GUATEMALA vs ROMANIA NORTH 4:30pm GREECE vs IRAQ SOUTH 5:00pm CARIBBEAN vs SERBIA 5:30pm NIGERIA vs GERMANY SOUTH 6:00pm IRELAND vs PERU NORTH 6:30pm SOMALIA vs FIRST NATIONS SOUTH Monday May 23, 2011 Semi- Finals 10:00am Winner Group A vs Winner Group B SOUTH 11:00am Winner Group C vs Winner Group D 3rd Place and First Place Finals 4:00pm Group A&B vs Loser Group C&D SOUTH 5:00pm Winner A&B vs Winner Group C&D SOUTH
Read Aloud Talk Aloud for Reading Talk Aloud for Writing Think Aloud Composing Think Aloud Hint: Reading aloud to students to give additional subject Information Hint: Reading aloud to children to explain author’s purpose; text features, text structures, vocabulary Hint: Mentor Texts-how can we use how an author writes to help us with our writing. Explain the attributes of the text that helped you as a reader. (think text features/structures) Hint: Modeling/sharing your thinking about Comprehension Strategies: Making Connections; Visualizing; Inferring; Questioning; Determining Importance; Synthesizing… Hint: Modeling how you put together a piece of writing, e.g. a thank you letter, a journal entry, paragraph conventions, expository/persuasive/narrative writing, etc. In PWIM using student sentences to construct a paragraph. How To: How To: How To: How To: How To: Connect to the curriculum Connect to past learning or future content Connect to past learning or future content Introduce the strategy. Include introductory statement about what students will be learning to do and a brief explanation of why or how the concept, process, skill, or strategy will be useful to them as readers. Construct a Introduce the purpose of your writing and connect to past or future learning. Activate student listening Activate student listening Activate student listening “listen for how I…” Read aloud the text you have selected. Activate student listening. Read your writing. Read Passage to students Read Passage to students Read Passage to students Model and demonstrate application of the strategy. Describe your thinking and actions as you apply the strategy. Share your model with your students explaining your thinking on how you wrote the piece. Elicit responses from students Talk about what appealed to you “I liked how the author helped me by using…”(list on anchor chart) “I liked how the author helped me by using…”(refer to anchor chart). “Now, I am going to write, and share my thinking…” Work with your students to practice this strategy. You might create a paragraph with your students as a group. Application activity Student Application (lead students to do their own talk aloud) Should lead students to find a mentor text, write their own model text, identifying attributes Students practice and apply the strategy independently. Students independently practice and your teaching to their own writing Mary H. Bishop, Lezlie Goudie-Cloutier 2011 Based on the work of Dr. Emily Calhoun
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