zilongwang/ReadingBank huggingface dataset:
Content: Writing-Using Figurative Language Date: 2/11/11 Topic: Similes and Metaphors Class:4B Grade level 4 Lesson purpose/aim/objective: To model and explain the use of similes and metaphors as a tool to help visualize writing descriptions. Children should gain confidence in this figurative language to enhance their writing. Prior or assumed knowledge: Knowledge of descriptive writing and tools to enhance writing ie adjectives. The ability to create different types of poems. (To be used later for literacy groups). Vels: 3.0 Combine verbal and visual elements in text. Write a variety of simple and compound sentences. Use vocabulary appropriate to context. Time Teaching strategies Learning strategies Space Resources 10 Use some similes/metaphors for a fun intro. Ie Strong as ox, blind as a bat etc Discussion/brainstorm what is a simile and a metaphor Gathering of ideas to help formulate understanding of a simile/metaphor. Children discuss familiar similes/metaphors (Cliché) or other descriptive similes/metaphors On floor Children had a good understanding of similes but not of metaphors. They also did not get the meaning behind a lot a similes. Ugly Troll Picture Beautiful Princess Picture Poem Written work similes/metaphors on p/point The ugly troll and beautiful princess picture worked well. They were able to visualize what they wanted to put down as figurative language Most children provided some good characters and examples of some meaningful similes on their T charts. The metaphors area was still very grey. Further work on metaphors is needed. 15 Identification of similes and metaphors in written pieces. Create similes based on visual pictures- ugly troll, beautiful princess. Look at features and create some similes/metaphors to describe them Looking at the actual use of similes/metaphors and strategies for children to use them in their own work to create visual images for the reader. On floor 5 Recap with a to show the use of some more similes/metaphors 20 Children to create a with headings similes and metaphors. Leave room above to draw what they have written about. Children create a character similar to earlier visual and use their own Children use similes/metaphors to describe character. At tables
Similes and Metaphors! Warm up! Choose ! ? … to end these sentences: There was no one around to be seen I couldn’t believe it Have you ever seen something weird Complete these definitions: A simile is…………………………………………………………………………….. A metaphor is……………………………………………………………………… Are these similes or metaphors? Life is like a box of chocolates. ……………………….. The sun was like a burning light bulb. ………………….. The dragon’s teeth were broadswords. ………………….. The place was like a ghost town. …………………… The train was a speeding bullet. …………………… The tiger’s roar was a hurricane. …………………… The were as silent as a graveyard. ………………… Write a simile about a sunset: …………………………………………………………………………………………………………….. Write a metaphor about a lightning storm: ……………………………………………………………………………………………………………..
Simile – Metaphor Oral Presentation Rubric 4 3 2 1 Score Oral Presentation: Simile-Metaphor Was able to clearly state simile or metaphor and explain why phrase was simile or metaphor. Was mostly able to clearly state simile or metaphor and explain why phrase was simile or metaphor. Was partially able to clearly state simile or metaphor and explain why phrase was simile or metaphor. Was not able to clearly state simile or metaphor and explain why phrase was simile or metaphor. Illustration Was able to clearly explain illustration of literal meaning. Was mostly able to clearly explain illustration of literal meaning. Was partially able to clearly explain illustration of literal meaning. Was not able to clearly explain illustration of literal meaning. Non-Literal Meaning Was able to clearly explain their meaning of the simile or metaphor. Was mostly able to clearly explain their non-literal meaning of the simile or metaphor. Was partially able to clearly explain their non-literal meaning of the simile or metaphor. Was not able to clearly explain their non-literal meaning of the simile or metaphor. Voice Projection Great Good Fair Poor Poise Great Good Fair Poor Speed Great Good Fair Poor Total:
ATTACHMENT B — SECRETARY/DIRECTOR’S PRIMARY and BACK-UP DESIGNEES Primary Designations Chief Information Officer Information Security Officer Technology Recovery Coordinator Privacy Program Coordinator Name Classification Business Address IMS Code Telephone Number Mobile Phone Number Facsimile Number Email Address Back-up Designations Information Officer (back-up) Information Security Officer (back-up) Technology Recovery Coordinator (back-up) Privacy Program Coordinator (back-up) Name Classification Business Address IMS Code Telephone Number Mobile Phone Number Facsimile Number Email Address IMPORTANT — If this agency is or reports to a Cabinet-level Agency within the Executive Branch, complete the following: Cabinet-level Designations Agency Chief Information Officer Agency Information Security Officer Name Classification Business Address IMS Code Telephone Number Mobile Phone Number Facsimile Number Email Address
All of the boxes will be formatted to fit appropriately on the screen. Solutions to the overscroll and zooming on input box focus will continued to be researched. 4.5: Refinement as of 4/27/2016 4.5.1: Updates Many of the previously mentioned future modifications have been made to the SIMobile project. The first modification was to change the harsh blue and purple color combination for the links on the mobile version of the site. They links were changed to be black in color, and after the links have been visited, the color of the links change to be slate gray in color. The underline text decoration has remained to differentiate the links from other text. The next modification that was made included some layout issues that had been noticed through usability testing. The size of the font was increased to provide better readability for the user. In some places, the font size not be changed because of HTML and CSS restrictions on the element types. Figure 20: Link has been changed to be black with an underline; Visited links are slate gray with an underline Figure 21: Layout of the Photos page has been updated Figure 22: have the option of uploading photos; Font size has been increased on this page Figure 23: Link color changes can be seen in the navigation menu 4.5.2: Final Known Issues After all of the possible modification were made, there are minimal known issues that are beyond the scope of this project. The first known issue is the Attend Video page. After discussing this with our client, he told us to leave it as it is as it something he will look into at a later time.
Reference Study type Study/country Main baseline measure(s) Main outcome measure(s) Age at baseline Age at final (yrs;mnths) N at final Relevant (significant) findings Diagnosis outcome measure Symptom outcome measure analysis modeling Ialongo et al., 1995 United States (Maryland) Anxiety symptoms Anxiety symptoms 5;0 to 6;0 10;0 542 Anxiety symptoms at age 5 to 6 predicted anxiety symptoms at age 10 Keenan et al., 1998 United States (Pennsylvania) symptoms DSM b internalizing disorders 3;0 5;0 104 Internalizing symptoms at age 3 were associated with internalizing disorders at age 5 Côté et al., 2002 Canada Fearfulness Fearfulness 6;0 12;0 1865 Distinguished three generally fearfulness groups: 1)low-stable; 2)moderate-stable; 3)high-stable (girls: 17.4 %; boys: 8.6 %) Bosquet & Egeland, 2006 Minnesota Longitudinal Study of Parents and Children symptoms Anxiety diagnoses. symptoms, 5;3 17;6 155 Anxious/depressed symptoms at age 10 were significantly associated with anxiety diagnoses at age 17.5 Clark et al., 2007 1958 British Birth Cohort problems ICD c-10 anxiety diagnoses 7;0 45;0 9297 Internalizing disorders at age 7 were associated with a 1.5-2-fold increase in risk for midlife anxiety and affective disorder Dallaire & Weinraub, 2007 National Institute of Child Health and Human Anxious behavior symptoms Anxious behavior symptoms 3;0 6;0 1364 Anxiety behavior symptoms at age 3 predicted anxiety behavior symptoms at age 6
Enthalpy J/kg Convective heat transfer coefficient W/m2 K Enthalpy J/kmol Incident Flux kW/m2 Polytrophic - Solar angle modifier - Heliostat field length m Lower heating value J/kg Mass flow rate kg/s Interest rate - Molar mass kg/ kmol Years - Molar flow rate kmol/s Pressure bar Gas constant J/kmol K Entropy generation rate W Entropy J/kg K Temperature K Solar tower height m Mechanical power W Solar share - Molar fraction - Physical exergy rate W T Temperature variation K P Pressure variation bar Heliostat density - Exergy destruction rate W Absorbitivity - Pressure ratio - emissivity - Solar incident angle rad Energy efficiency - Exergy efficiency -
Table 41 Value of the constants used to compute the overall efficiency of the parabolic trough collectors. (Franchini et al., 2013) A 77.8 B -0.022 C 0.5 D -0.033 The effectiveness of the evaporator is computes as (Lozza, 2007): (4.7) Since the water is evaporating, the fluid with the lowest thermal capacity is the thermal oil. The maximum temperature drop is achieved when the heat transfer fluid is ideally cooled to the evaporation temperature. The inlet temperature of the thermal oil is fixed to 390 °C, while the temperature at the outlet section of the evaporator is 290°C. The enthalpies of the water/steam are computed using the software Refprop. The evaporation temperature and pressure are computed following the same procedure used for the SHCC system (see Chapter 2). The work required to the pump to circulate depends on the pressurization level of the liquid thermal oil can be computed as: (4.8) The density of the fluid is calculated at the inlet section of the pump using the empirical correlation available in Therminol data-sheet (Solutia, 2014 ). The required mass flow rate of Therminol is determined considering the energy balance at the solar evaporator: (4.9) The value for the thermal oil enthalpy can be found in the Therminol data-sheet (Solutia, 2014 ).
He used several models, naming those of Baberis et al.(2002) to conduct his research. According to the Category bases co-movement, an addition of a stock into the index should experience a beta increase. A stock deleted from the index should experience a beta decrease. The stocks that were added to the Nifty index experienced a statistically significant positive increase in the betas (slope co-efficient) post inclusion. The average beta change for the complete period is 0.14. After splitting his data set into different intervals, the interval of 1999-2006 had an increase in beta was 0.13 and the interval of 2007-2010 he noticed an increase beta of 0.15. The beta increase for both of these intervals was significant. For stocks deleted from the Nifty index Parthasarthy (2011) found an increased beta change, meaning that there was no evidence of decreased co-movement between deleted stocks and the Nifty index. In his research he used different methodologies naming those Vijh (1994), Barberis et al. (2002) to compare his results to. The deletions experienced a beta increase of 0.05, instead of a beta decrease. This, number was not statistically significant. The deletions were also divided into the same intervals as the additions, the results of these intervals were a beta increase of 0.07 for the first and 0.002 for the second interval. Again these numbers were not statistically significant, but surely different than the expected beta decrease such as in developed markets. Due to asymmetric response to additions and deletions the category view from Barberis et al. (2002) is not supported. Parthasarathy (2011) suggests that the Fundamental based model explains the Nifty index changes in the emerging Indian Stock market. The increased (decreased) co-movement may be either due to trading strategies of institutional investors post inclusion, or due to fundamental reasons. Parthasarathys results are more in line with the results of Chen et al (2003) who explains the beta increase due to investors awareness.
Appendix charts HSBC Countries A comparison of the total return of the HSBC Countries versus the Indexed total return of these countries. Definitions Market Capitalization weighting MSCI uses the Market Capitalization weighting. In Market Capitalization weighting or value weighting, the weight on each constituent security is determined by dividing its market capitalization by the total market capitalization (sum of the market capitalization) of all the securities in the index. Market capitalization or value is calculated by multiplying the number of shares outstanding by the market price per share.
Simon Tech iPad Norms Usage: Students can use their iPads for… Behaviors: Appropriate student behaviors when using the iPad are… Handling: Students should care for their iPads by… Teacher assigned instructional uses only Using the iPads as a supplemental internet access tool for students that do not have access to laptops. Respecting the property Researching information for their classes Not eating food or drinking beverages while using the iPad Keeping the iPads in their backpacks/bags unless they are being used for academic purposes. Picture taking/Video recording for academic purposes (ie taking pictures of completed student work, assignments) Documenting activities in Not allowing other students to borrow their iPads Utilizing academic Prep/ Apex/DataDirector, Empower3000, Duolingo, Educreations, GoogleDrive, Aurasma Recording labs Not using their iPads during lunch Teacher approved engagement apps Turning in work A digital scanner
Mr Simos was lawfully kept at the hospital. Similarly, the treatment that he received, which some might characterise as involuntary treatment, was authorised by the Mental Health Act 2009. It was lawful treatment; Appropriate efforts were made to arrange transport of Mr Simos back to his treatment centre, namely the Lyell McEwin Hospital. The efforts to have him transported were unsuccessful insofar as they were delayed because of the exigencies of workloads of the RFDS and MedSTAR. It would have been inappropriate for Mr Simos to have been transported by road in an ambulance; Mr Simos’ treatment at the hospital was appropriate; The precise of Mr Simos’ death cannot be ascertained. Recommendations Pursuant to Section 25(2) of the Coroners Act 2003 I am empowered to make recommendations that in the opinion of the Court might prevent, or reduce the likelihood of, a recurrence of an event similar to the event that was the subject of the Inquest. The Court makes the following recommendations directed to the Minister for Mental Health and Substance Abuse: The Court echoes the recommendation made by Dr Joyner as follows: 'There should be ongoing awareness by Rural and Remote Consultants of the need to assess carefully risk/safety factors and the limitations of rural hospitals in managing acutely psychotic and violent patients in rural SA; Reinforcement to transport and retrieval services to carefully risk manage/assess acutely psychotic patients in hospitals with a view to early transport where possible (I should also say that I am well aware that these recommendations form part of current policies of these organisations but that does not prevent me from stating them here).' The Court also endorses Dr Joyner’s opinions as summarised in paragraph 7.2. herein. That in according priority to the transportation of mentally ill patients, that priority be wherever possible, to the transport of patients who are the subject of inpatient treatment orders under the Mental Health Act 2009 or who are the subject of other measures that have been invoked under that Act.
9 – Denver, CO – Summit Music Hall April 11 – Phoenix, AZ – Live Wire April 13 – Anaheim, CA – House of Blues – Anaheim April 14 – Los Angeles, CA – The Wiltern 15 – San Francisco, CA – The Fillmore October 28-November 1 – New Orleans, LA – Warped Rewind At Sea FOR MORE ON SIMPLE PLAN, – – – CONTACTS: NATIONAL: Glenn Fukushima / ONLINE/TOUR: Amy Laudicano /
PHY 1322 Section 26.3, Chapters 27 and 28 Serway, R. A., Jewett, J. W., Physics for Scientists and Engineers with Modern Physics, eight edition. Brooks/Cole (2010). PHY 1124 Section 25.4, Chapters 26 and 27 Halliday, D., Resnick, R., Walker, J., Fundamentals of Physics, 9th edition. Wiley (2011). Objectives Part 1 – Measuring a resistance value Read the colour coded value of a resistor. Use an Ohmmeter. Part 2 – Ohm’s law Prepare circuits on a solderless breadboard. Use a voltmeter and an ammeter. Investigate all variables involved in the Ohm’s law relationship. Part 3 – Combination of resistors Investigate simple electrical circuits: series, parallel, and mixed. Understand the effective resistance concept. Part 4 – Voltages and currents in circuits (Kirchhoff’s rules) Experimentally verify the Kirchhoff’s rules of circuit analysis for a simple example. Part 5 – Combinations of capacitors & RC circuits Understand the effective capacitor concept. Observe how capacitors behave in RC circuits. Familiarize yourself with the use of an oscilloscope. Materials Computer equipped with Logger Pro Computer equipped with the National Instrument virtual instruments National Instrument myDAQ data acquisition system Wire kit and breadboard Resistors (470 , 1 k and 3.3 k) and capacitors (0.1 F and 0.22 F) Safety warnings You should always disconnect your circuit from the power source to use the Ohmmeter. You should also always double check your circuit before adding the power source. In case of doubt, ask your TA to verify your circuit. References for this manual Dukerich, L., Advanced Physics with Vernier – Beyond mechanics. Vernier software and Technology (2012). Basic Electricity. PASCO scientific (1990).
[Insert Organisation Name & Logo] SIMPLE RISK ASSESSMENT TABLE Area Hazard/Risk Person at Risk Risk Level Precautions in Place Comments Kitchen Oven Risk of burns Chef Medium Oven First aid kit by sink All chefs given full on oven use Precautions adequate Kitchen Entrance Step up to kitchen Risk of trips or falls All staff High None Immediate required actions: Sign on strip on step edge if small ramp
Follow the steps to install Cygwin --------------------------------------------- Go to Click the Install or Update Icon Choose RUN from the following window. Choose RUN again from the following window (If it pops up) Choose NEXT from following window Choose Install from Internet option and click NEXT button from following window . 7. Enter the PATH for Cygwin software and keep default selections for all other options as shown below. And click NEX to continue Select a folder where you want to save a copy Cygwin installation files in the following window. Choose your connection type. . Select the nearest downloading website from the following window.
ALTERNATE CONTRACT SOURCE NO. 72101509-15-ACS Fire Sprinkler System Inspection Services Florida Department of Management Services (DMS), Division of Real Estate Development and Management (REDM) Agency Contract No.: DMS 14/15-039B Authority The of Florida (“State”) Department of Management Services (“Department” “DMS”) is authorized by paragraph 287.042(16), Florida Statutes, “to evaluate contracts let by the Federal Government, another state, or a political subdivision for the provision of commodities and contract services, and, if it is determined in writing to be cost-effective and in the best interest of the state, to enter into a written agreement authorizing an agency to make purchases under such contract.” The Department’s contract DMS 14/15-039B with _______, attached as Exhibit A (the “Authorized Contract”), for the provision of Fire Sprinkler System Inspection Services was competitively procured and awarded by the Department. The DMS Division of State Purchasing has evaluated the Authorized Contract, together with any amendments and exhibits thereto, and hereby acknowledges in writing that use of the Authorized Contract is cost-effective and in the best interest of the State. Therefore, the Department enters into this alternate contract source agreement (“ACS Agreement”) with ________ (“Contractor”). Definitions ACS Agreement – The agreement between the Department and the Contractor, consisting of this document and documents listed by which the Contractor agrees to provide Fire Sprinkler Inspection Services to Agencies under the terms and conditions contained in the Authorized Contract, as well as terms and conditions contained in this document and Exhibits B through D: Exhibit A - The Authorized Contract, including exhibits and amendments Exhibit B - Contractor Information and Ordering Instructions Exhibit C - Counties by Region Award Exhibit D - Unit Pricing Sheets Agency – An entity within the executive branch of State government, as described in subsection 287.012(1), Florida Statutes Authorized Contract – the contract between the Department and __________. Contractor – ____________. Customer – an Agency that purchases Fire Sprinkler Inspection Services under the ACS Agreement. – the State of Florida. Purpose and Scope of Use The Purpose of this ACS Agreement is to acquire Fire Sprinkler Inspection Services for use by Agencies.
Name & Surname (eg “Sophie Smith”) Personal Information Email Address: email@address.com Mobile Number: +27 00 000 0000 Residential Address: (eg “10 Mopanie street, Sandton, Johannesburg, Gauteng”) Languages: (eg “English, Zulu”) Driver’s Licences: (eg “A Motorcycle > 125cc”) Skills List all of your skills here, eg “Customer Relations, Invoicing, Pastel“ Work Experience Current Job at Company (eg “Senior Sales Manager at Investcor”) From Month Year to Current (eg “From January 2016 to Current”) Job Type: (eg “Permanent”) Duties: (eg “Preparing monthly reports for clients”) Reason for Leaving: (eg “Exploring new opportunities”) Previous Job Title at Company (eg “Shop Assistant at LJ’s Plumbing”) From Month Year to Month Year (eg “From April 2012 to December 2015”) Job Type: (eg “Contract”) Duties: (eg “Updating company website with the latest specials.”) Reason for Leaving: (eg “Career growth”) Education Qualification Name (eg “Web Development & Multimedia Diploma”) Institution: (eg
Completion Date: Month Year (eg “December 2002”) Subjects: (eg “Psychology 101, Marketing Management”) Accreditation Name (eg “CA(SA)”) Completion Date: Month Year (eg “February 2017”)
STANDARD(S)/EQ S8P3 c. Demonstrate the effect of simple machines (lever, inclined plane, pulley, wedge, screw, and wheel and axle) on work. EQ: How does an Archimedes screw make your life easier? S8P3 c. Demonstrate the effect of simple machines (lever, inclined plane, pulley, wedge, screw, and wheel and axle) on work. EQ: How does each simple machine function and make work easier? W.A.L.T Essential Question: How can forces such as simple machines be used to make objects move, change direction or stop? Essential Question: How can we use simple machines impact our everyday lives? W.I.L.F. Focus Question: What is the result when a greater force than the initial is applied? What am I looking for Students will understand that simple machines are essential to everyday tasks OPENING/ Vocabulary (L.O.T.S) Force, motion, acceleration, matter, velocity Vocabulary (L.O.T.S) screw As a review, students will identify past vocabulary in Unit 2 and apply them to given scenarios. Warm Up ( < 10 min.): Word work Warm Up ( < 10 min.): Word work Warm Up ( < 10 min.): Word work
WORK PERIOD Mini Lesson (5-10 min.): Students watch The Magic School Bus Gets Energized, then take an AllinLearning quiz. Mini Lesson (5-10 min.): Students will watch Real World Science on DiscoveryEducation or watch BrainPopjr “Simple Machines” on their devices. Mini Lesson (5-10 min.): What is a wedge? BrainPopjr.com – Simple Machines Student Work: AllinLearning assessment. Work Period (25-30 min.): Create an Archimedes screw. 3-2-1 Summary (5 min.): Ticket out the door Summary (5 min.): Ticket out the door Describe 3 Simple Machines Homework: Study for quiz Homework:
Wheel and Axle Has two parts, the wheel and axle. The axle is a rod that goes through the wheel and helps the wheel turn. It helps you to move or turn things. Door knob, Pulley Made up of a and a rope; the rope fits into the wheel and part of the rope is attached to an object. When you pull on one side of the pulley the wheel will turn and the object will move up, down, or sideways. It helps you move objects up, down, or sideways. They are good for moving objects in hard to reach places. Block and Tackle: Multiple pulleys put together. Crane, elevator, Compound Machines: Identify the Simple Machines in each: Scissors 3.Wheelbarrow Bicycle 4. Shovel
2nd Class Lever Load is between force and fulcrum. Effort, Load, FULCRUM Wheelbarrow Nutcracker 3rd Class Lever Force is between resistance and fulcrum. Load, Effort, FULCRUM Bent Arm Fishing Rod Wheel & Axle Wheel with a rod (axle) through its center. Used to lift or move loads. An axle is a rod that goes through the wheel and allows the wheel to turn. Cars Roller Skates Door Knobs Gears Pulleys Cord wraps around a wheel. Used to move objects (esp. heavy) to hard-to-reach places, up down, or sideways. As the wheel rotates, the cord moves in either direction. Works with gravity to be easier for user. Saves effort when you have more than one pulley working together. Increase the number of pulleys, increase the distance that the rope must be pulled. Types of Pulleys: Fixed Movable Single Combination Flag Poles Sailboat Blinds Crane
section blank. Specific Gift 1: If there is more than 1 specific gift provide details in SCHEDULE 5B. Name Address Relationship to Will Maker Occupation Gender Male Female Specific Bequests Money: $ Art, Collectables & Jewellery: (item description) Household Items: (item description) Personal Items: (item description) Proportion if not 100% % Vesting Age Is this conditional on the beneficiary attaining an age greater than 18? Yes No If YES: Specify age: years old SECTION G (I): FUNERAL INSTRUCTIONS – WILL MAKER 1 According to your written wishes or otherwise at the direction of the Executors Buried: (optional) near where I die at the following location: Cremated: (optional) ashes to be deposited at the following location: to be scattered over the following location: Use of body(optional) body available for anatomical, therapeutic, medical or scientific purposes body donated for education research or medical or scientific purposes. Specify hospital or university (optional): use of body is strictly NOT allowed I wish to be an organ donor (optional) Yes No TOPDOCS SIMPLE STANDARD RECIPROCAL WILL FULL SERVICE FORM PAGE 10 OF 11 SECTION G (II): FUNERAL INSTRUCTIONS – WILL MAKER 2 According to your written wishes or otherwise at the direction of the Executors Buried: (optional) near where I die at the following location:
Cremated: (optional) to be deposited at the following location: ashes to be scattered over the following location: Use of body(optional) body available for anatomical, therapeutic, medical or scientific purposes body donated for education research or other medical or scientific purposes. Specify hospital or university (optional): use of body is strictly NOT allowed I wish to be an donor (optional) Yes No SECTION H: GUARDIANS If you wish to nominate a Guardian or Guardians in relation to your children (if one or more are under 18 at the time of your death) complete this section. Guardian Name Address Relationship to the Will Occupation Guardian 2 Name Address Relationship to the Will Occupation When / How to act Jointly (this is NOT recommended if there is likely to be disputes with the first mentioned Guardian) Alternate TOPDOCS SIMPLE STANDARD RECIPROCAL WILL FULL SERVICE ORDER FORM PAGE 11 OF 11 If you wish to select additional Guardians or Alternate Guardians provide details at SCHEDULE 6. Support for Guardian(s) Express wish for Guardians not to suffer from financial burden? Yes No Express power for the Executor to provide loans to Guardians? Yes No Is annuity to be paid to Guardian? Yes Amount: $ No
ACN: (if applicable) / / TRUSTEE 3 Full Name Address Relationship to Will Occupation Gender Male Female ACN: (if applicable) / / TRUSTEE 4 Full Name Address Relationship to Will Maker Occupation Gender Male Female ACN: (if applicable) / / TOPDOCS SIMPLE TESTAMENTARY RECIPROCAL WILL FULL SERVICE ORDER FORM PAGE vi ITEM B – SUBSTITUTE TRUSTEES SUBSTITUTE TRUSTEE 2 Full Name Address Relationship to Will Maker Occupation Gender Male Female ACN: (if applicable) / / SUBSTITUTE TRUSTEE 3 Full Name Address Relationship to Will Occupation Gender Male Female
TOPDOCS SIMPLE TESTAMENTARY RECIPROCAL WILL FULL SERVICE ORDER FORM PAGE xiii SCHEDULE 6 – Additional Guardians (Section H) Guardian 3 Name Address Relationship to the Will Maker Occupation When / How to act Jointly (this is NOT recommended if there is likely to be disputes with the first mentioned Guardian) Alternate Guardian 4 Name Address Relationship to the Will Maker Occupation When / How to act Jointly (this is NOT recommended if is likely to be disputes with the first mentioned Guardian) Alternate
IN THE CIRCUIT COURT, SIXTH JUDICIAL CIRCUIT, IN AND FOR PINELLAS COUNTY, FLORIDA PROBATE DIVISION Audit of Accounting F.S. 744.3679 Guardianship of: UCN: REF #: - -GD- Type of Guardianship: If GD of the person, GD must file an initial & annual plan Guardian’s Attorney: Guardian: Is the ward’s social security number on file? Date of ETG Letters: Date of Letters: Date of Letters of Successor GD Date of Order of Standby GD: Date of Order/Letters confirming Standby GD: Date of of Surrogate GD: Date of Audit : 06/05/2018 Standby Guardian name: Surrogate Guardian name: acted from to Accounting period through Accurate Accounting Period? If no, correct accounting Period is: to Report timely filed (90 days) : Minor sui juris: Extensions granted by order: # of Orders? Qualification for Simplified Accounting: freezing account Only transactions are interest, deposits subsequent to settlement, bank fees (no capital gains/losses) OR Order allowing simplified accounting Date: Bank statement only required Required Items: Court approved forms Original or certified copy of statement Receipt of depository on file with institution, account number, type of account and amount of deposit Date: Updated receipt of depository needed? (required at least every 6 years)
Teacher now asks different students to bring up a card and place it in the correct column on the chart. Variations to the concept attainment: Opposite Teacher will place the examples on opposite walls in the room. Students will move to the side in which their example corresponds. Technology (Interactive Board): Use the container feature to drag and drop the examples into the correct column. Lesson Activities Sequence of Activities Starter Activity – Introduction Student Exploration Activity – (see and attachment) Lecture – Simplifying, transforming, solving Think-Pair-Share (Power Point See Attachment) Homework – simplifying, transforming, solving Quiz – simplifying, transforming, solving Closure This lesson plan is over the course of 4 days. I would probably do steps 1 & 2 on the first day. I would plan the pacing of steps 2 and 3 on the second day. On the third day, I would probably do steps 4 and 5. Lastly, on the last day, I would do steps 6 and 7. Lesson Closure Day 1. Exit ticket: On an index card, answer “What is the difference between the two steps involved in solving a two-step equation?” Day 2. Exit ticket: When can you combine like terms? Day 3. a term on the board such as 12z. One half of the class will take turns writing like terms under it. The other half of the class will write unlike terms in a different place on the board. Essential Questions: How do you know when an algebraic expression is in simplest form?
Simplifying Algebraic Fractions 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. Simplifying Algebraic Fractions 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. Simplifying Algebraic Fractions - ANSWERS 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. Simplifying Algebraic Fractions - ANSWERS
Surds Simplify the following: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. Simplify the following: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. Simplifying Surds: ANSWERS 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14.
Simplifying Fractions Homework Literacy 1) Write a fraction and label the numerator and denominator. 2) Give an example of: i) an improper fraction ii) a mixed number iii) a unit fraction Research Can you find where the word ‘fraction’ comes from and what it means? Write your findings below. Memory Skills: Simplify fully Stretch
Simplifying Fractions Answers Literacy 1) Write a fraction and label the numerator and denominator. 2) Give an example of: i) an improper fraction ii) a number iii) a unit fraction Research Can you find where the word ‘fraction’ comes from and what it means? Write you findings below. Middle English from the Latin word ‘frangere’ (to break) via Old French ‘fractio’ (to break bread) Memory Skills: Simplify fully Stretch
[NAME], [JOB TITLE], said: “Ever since the all-new LEAF was launched we’ve been excited to share it with our customers, so to finally have it here in our showroom is a real thrill. “We’ve already had plenty of positive feedback, and lots of interest from people who haven’t considered electric motoring before but are now ready to make the switch thanks to its fantastic extended range. “We urge [TOWN/CITY] motorists to pay us a visit and experience it for themselves. It really is Simply Amazing.” To find out more about the all-new Nissan LEAF and to take a test drive, visit [DEALERSHIP NAME] on [ADDRESS LINE 1], or call [TEL]. -ends- For more information contact the Nissan Dealer PR team on 07585 779623
Simple Machines Can-Do Rubric Name: Start date: Finish Date: Target Score: Score: Objective Level 1 Level 2 Level 3 Level 4 *I can identify six simple machines Points to the machines when they are named. Names the machines. Names the machines and gives an example of each. Names the machines, gives an example, and describes the purpose of each. *I can identify simple machines in the real world Points to a photo of a machine in the real world and matches to simple machine picture. Points to a photo of machines in the real world and correctly names simple machine(s) that are used Names and writes both real world machines and the simple machines that are their components. Names and writes real world machines and the simple machines that are their components and describes how they save work. * **I can demonstrate how force changes motion and direction of an object Builds/draws a simple machine and points/uses arrows to show the direction of motion and object Also uses Pull and Push to describe direction of motion and direction words to describe movement of object. Also illustrates how changes motion and direction of object with diagram or thinking map. Also describes in front of the class. * **I can use tools made of simple machines to design and test a solution to a problem. Uses 1 tool to solve problem of getting an object to change direction and hit a target. Uses 2-3 tools and also names the tools and simple machine. Uses 4-5 tools and also describes the process. Uses 6 tools and also suggests an improvement to * **I can use steps in the engineering design process. Points to step when requested. Names steps in the process. Names and writes steps in the process. Tells about an example. Names and writes steps in the process. Writes up an example. test.
debris piles, rocks, until native vegetation makes the area unusable), employing line of sight options in section 1f, and re-contouring slopes, opening drainages and stabilizing sites for erosion. Restoration activities implemented need to consider practices not normally applied as sector standard (e.g., conifer planting of portions of a pipeline right-of-way or along exploration trail access). c) Coordinate planning and implementation of deactivation and restoration activities between users. Minimizing the duration of restoration activities in an area reduces overall exposure of caribou to sensory disturbance and other risks. 9. Stewardship a) All authorized persons who carries out primary forest activities are to be consistent with the General Wildlife Measures (GWM’s) outlined in legally established Ungulate Winter Range (UWR) and Wildlife Habitat Areas (WHA) Orders overlapping with their activities. The GWMs were developed to maintain the habitat values of the area and minimize or prevent disturbances. The GWMs are considered best management practices, and all industrial proponents are encouraged to implement this direction into their project planning. More information about UWR’s, including the Orders, is available at: More information about WHA’s including the Orders, is available at: See Appendix One. b) Whenever possible, industrial operators will disseminate caribou awareness and education Possible components of such an information package may include, but is not limited to: caribou biology/ecology, conservation status, to caribou associated with activities,
Simran Sahota Memorial Fund Ever since a young child, Simran loved to play hockey. From the locker room shenanigans to the triumphs of winning a game, his passion for the game deepened. In his memory, the Simran Sahota Memorial Fund was created to help other kids enjoy and take part in their own Hockey experiences." For information on how you can receive assistance through this fund, please contact the Administrator for WKMHA at .
Tools > Academic Management > Set Academic Year The Select Academic Year window is displayed. Click on Academic Year 2016/2017. Click OK. The following message is displayed. Click OK. Please remember to change this back once you have finished working in 2016/2017. ALLOCATING PUPILS TO CLASSES
What are the SIM projects? Each SIM selects a special outreach project. The projects are announced to the Conference SIMs Coordinator who in turn includes this information on the posters that are sent out to each church. How to Support Your SIM: This is accomplished by praying for your SIM, sending letters, remembering and anniversaries. SIMs will periodically send out and prayer requests to your church or to the SIMs Coordinator. Newsletters are forwarded to supporting churches. IMPORTANT: Due to the many sensitive and politically-charged situations around the world, it is important to take special precautions when communicating with missionaries in some countries. It is that our contact with missionaries does not endanger them in any way, e.g. When corresponding with missionaries in sensitive areas, religious words such as God, praying for you, and so on, should not be used in your cards or letters. References to their projects should not be mention in the correspondence. They will read between the lines and know you are praying for them. You may receive a poster introducing your SIM without a picture, and with just their first name. The information about where they are and what their special outreach project is, will be very generic, due to the sensitivity of the area. Submitting funds for SIMs: Donations for the SIMs are to be sent directly to the Midwest Conference Women Ministries treasurer. Donations will go towards the $300.00 special project for each SIM. When are funds due? All SIMs contributions should be sent to the Midwest Conference Women Ministries Treasurer by Dec. 1st each year. Other monetary Gifts? Additional gifts (Christmas gifts] should be sent directly to Midwest Conference Women Ministries Treasurer. Include on the check, “SIMs name/personal gift.” Do not send checks directly to the SIM as they will be returned. All missionaries have an account in the U.S. through the ECC to draw funds from.
too fragmented and no more learning by doing can occur, or it forms a system of firm-rule hypercycles. With no processes to introduce new firms or rules to the system, dead systems cannot be resurrected and live systems are unable to change much except by a particularly unlucky sequence of rule decay events. (] however contains proposals for future extensions to the basic hypercycles model that will make it more open-ended.) 1. Summary of model comparison & key Unit of knowledge or technology Unit Value: pre-defined or endogenous Sources of novelty Emergent patterns L&F [] Workers’ beliefs / routines Bit strings NK fitness landscape Mutation Convergence on peak / optimum S&V [, ] Nodes in a grid network Height & connection to baseline Chance discovery from nearby nodes Scale-free distribution of advances of connected nodes A&P [] Systems of NAND logic gates List of desired logic functions Scale-free distribution of obsolescence sizes SKIN [, , ] “kenes”: abilities, expertise Ordered triples of integers Endogenous demand for inputs of kenes; new abilities Social networks; Scale-free distribution of production network sizes CJZ [] Firms’ knowledge Vector of continuous variables Endogenous demand for collaboration partners Not specified Social networks [, , ] Firms’ production skills (rules) chemistry Role in hypercycles system Emergence of system system of firms & rules Nearly all the models assume pre-defined structures. L&F assume a fitness landscape, for which they use Kauffman’s NK fitness. S&V assume a network structure for their percolation grid technology space. A&P assume their list of desired functions. The hypercycles model assumes the initial structure for the network of firms, the initial allocation of rules to firms, and the various types of rule themselves (the “chemistry”). For this latter assumption Padgett’s studies so far have restricted
a covalent bond, electrons are _______. (1 point) Fluoride has a (an) ________ bond and its chemical formula is ________. (1 point) tend to _______ electrons to become ________ ions. (1 point) atoms are called as _____. (1 point) the chemical formula for a compound that has one Calcium atom and 2 Chlorine atoms. Predict the bond between them. (1 point) Bromide is a (an) ________ compound. (1 point)
Name:__________________ Teacher: _____ Year 12 Probability Simulations AS 2.13 Internal 2 Credits Student Booklet 2012 Contents Introduction Requirements for a description Write-on exercises Extension exercises Achievement Achievement with Merit Achievement with Excellence Investigate a situation using a simulation. Investigate a situation using a simulation, with justification. Investigate a situation using a simulation, with statistical insight.
Admission of a patient through the Emergency Department with a Fractured neck of Femur Sub-acute optimisation for surgery/delay of surgery. Acute medical management & Conflict with Anaesthetic registrar Post op Delirium Post op inpatient fall Daughter complains post In Patient fall MDM/ Discharge Planning Meeting Homerton Simulation Centre Dates: TBC Cost: Funded Please be aware if you don’t give a week’s notice of cancellation you will be invoiced for £100 administration costs. Contact: Core Medical Training – Full Immersion Simulation Duration – 1 day Who is it for – Core medical trainees/Nurses/– Multi-professional Aims: Information on human factors, and how best to incorporate human factors training; Communication skills training at senior levels; Inter-professional approaches; Improve inter-professional team working Inter-professional approaches to complex clinical emergencies;
from Table 1-1 Z (G) from Table 1-1 Experimental Design 1 7 2 7 3 7 4 7 5 7 6 7 7 7 8 7 9 7 10 7 11 7 12 7 13 7 14 7 15 7 16 7 17 7 18 7 19 7 20 7 21 7 22 7 23 7 24 7 25 7 Randomized Experimental Design Table 2-1 (cont.) 1 2 3 4 5 6 7 Person Pretest X from Table 1-1 Group Assignment Z Hypothetical Program Effect Effect of Program (G) Posttest Y from 1-1 Posttest (Y) for Randomized Experimental Design
Regression-Discontinuity Design Table 4-1 1 2 3 4 5 6 7 Person Pretest X from 1-1 Group Assignment Z Hypothetical Program Effect Effect of Program Posttest Y from Table 1-1 Posttest (Y) for Regression- Discontinuity Design 1 7 2 7 3 7 4 7 5 7 6 7 7 7 8 7 9 7 10 7 11 7 12 7 13 7 14 7 15 7 16 7 17 7 18 7 19 7 20 7 21 7 22 7 23 7 24 7 25 7 Regression-Discontinuity Design Table 4-1 (cont)
X from Table 1-1 Difference (X) for Regression Artifacts Y from Table 1-1 Group Difference (Y) for Regression Artifacts 26 0 0 27 0 0 28 0 0 29 0 0 30 0 0 31 0 0 32 0 0 33 0 0 34 0 0 35 0 0 36 0 0 37 0 0 38 0 0 39 0 0 40 0 0 41 0 0 42 0 0 43 0 0 44 0 0 45 0 0 46 0 0 47 0 0 48 0 0 49 0 0 50 0 0 Regression Artifacts Figure 5-1 Regression Artifacts
Figure 5-2 Regression Artifacts Figure 5-3 Table 5-2 Matched Cases from Table 5-1 1 2 3 4 5 6 Comparison Person Number Pretest X from Table 5-1 Posttest Y from Table 5-1 Program Group Person Number Pretest X from 5-1 Posttest Y from Table 5-1
Making Vaccines Illuminating Photosynthesis How is Sex Determined? Journey into DNA? How Cancer Grows and Spreads a Rice paddy \Tour U-869 Moving Targets Explore the Galapagos Newton’s Alchemy Mapping the The Meaning of Dog Barks Force of Impact Name That (Bird) Tune Stem Cells Poll Marathon Training Calendar The Sleep-Memory Connection Grave Analysis Hear From Bonnie Bassler A Supersized Volcano Explore Saturn’s Rings Bog Bodies of the Iron Age Tollund Man Anatomy of Katrina How New Orleans Flooded Anatomy of a Tsunami Once and Future Tsunamis Be a Demographer History of Military Medicine A of Scale: String Theory From Ramachandran’s Notebook What is Intelligence? Japan’s WWII Midget Sub From Pond Scum to Power How Do Solar Panels Work? Catalogue of the Cosmos Investigate the Vinland Map Human Numbers Through Time When Our magnetic Flips How Cells Divide Write Your name in Runes \Map of the Human Heart Discovering Exercise in a Pill Inside the Archimedes Palimpsest Lift and Drag Can This Dinosaur Glide? Einstein Quotes Direct-to-Consumer Genetic Tests Tour the Tongue Pitch Perfect Read an Ancient Jewish Scroll Testing Embryos Testing for Alzheimer’s A Trip Through Spacetime Detecting Life Beyond Decode Stela 3 Testing for Breast Cancer Catching a Copy What’s Your Favorite Planet? Explore ancient Egypt Your Favorite Smart Animal Genetic Testing Dilemmas Teaching Geoscience Online GRADES 3-6 Space Walking Moon Walking Black Holes Bridge to Classroom Who’s Out There? Be a Spacecraft Engineer Design an Air Racer Forces of Flight How Wings Work Design a Satellite U-505 On Line Activities Dirty Bomb! After the Blast Dental Defenders MouthPower Online Dragon Genetics Mendel’s Peas Tour the Basics DNA to Protein Heredity and Traits Amazing Cells Variation, Selection and Time Build a DNA Molecule Cell Size and Scale Stem Cloning Gene Therapy Transgenic Mice Lick Your Rats Mouse Party Click and Clone DNA Extraction (virtual lab) PCR (virtual lab) Gel Electrophoresis (virtual lab) DNA Microarray (virtual lab) Transistor STM Semiconductor Plasma Molecular Rover Chemical Bonding Chemical Respiration Diffusion Heat and Temperature Electrostatics Phase Change DNA to Protein Mission: Immunity Lipids and Carbs Tree of Life Proteins and DNA Harvest Light Quantum Mechanics Crystallography ELISA Electrostatic Maze 3D Maze Roving Nanogear Feeder Probability Machine