zilongwang/ReadingBank huggingface dataset:
Part 1: Setting Up the CDS (Multisim) in PLD Mode Start the CDS. Select: Options → Global options. Select: Options → Global options → → Miscellaneous → Xilinx tools path. Make sure the Xilinx tools path is set to: C:\NIFPGA\programs\Xilinx14_7\ISE Note: Your instructor may provide a different path for you to navigate to. Select: Select: OK. This is a one-time setup, which your instructor may have already completed. Note: If your classroom supports both the Digital Logic Board (DLB) and Digital MiniSystem (DMS), you will need to check the path given in step 2 in Global Options to make sure the correct Xilinx Software is selected. Create a new folder and name it “Tutorial”. Make sure this folder is in a location you typically have access to if using a computer that does not have full admin rights. Select: File → New (Ctrl+N) This will open the PLD Wizard. Select: PLD design.
errors occur, tell your teacher so that steps can be taken to check for proper installation of driver, Multisim, and Xilinx software. If the device is not found: check whether the USB cable is connected. check the user constraint path under PLD export Step 2. the Xilinx tools path under Global Settings. check your Device Manager to see whether “Digilent USB Device” is found. Exporting to the PLD will take several minutes. the OR gate on the PLD. Using Both Hardware Platforms (DMS and DLB) If you are using only one hardware option, disregard this optional information below. If your classroom is using both hardware platforms (Digital MiniSystem and Digital Logic Board), check whether the CDS is pointing to the correct version of Xilinx, the correct drivers, and the correct user constraint file each time you “Transfer → Export to PLD”. If you have trouble transferring the project to the PLD, check the following settings. Digital MiniSystem (DMS) Option Global Settings Options → Global options → Paths → Miscellaneous → Xilinx tools path C:\NIFPGA\programs\Xilinx14_7\ISE Transfer → Export to PLS Settings Xilinx tool: “NI LabVIEW FPGA Xilinx ISE 14.7 (32-bit or 64-bit)” Xilinx user constraint file: “Digilent Cmod S6.ucf” Digital Logic Board (DLB) Option Global Settings Options → Global options → Paths → Miscellaneous → Xilinx tool path C:\NIFPGA\programs\Xilinx12_4\ISE Transfer → “Export to PLS Settings” Xilinx tool: “Xilinx ISE Design Suite 12.4 (32-bit or 64-bit)” Xilinx user constraint file: “DEFB.ucf” Conclusion Look up the names and definitions for the following programmable logic acronyms: PLD: PAL:
Weight Your current: BMI: Waist: _____ cm Your target: BMI: Waist: _____ cm Ideal: BMI <25 Men waist ≤94 cm Women waist ≤80 cm Physical Activity Your current: Your target: At least 30 minutes of walking (or equivalent) on 5 or more days per week (Minimum of 150 minutes per week) Smoking Current status: Number per day: Target: Complete cessation Avoidance of smoke Alcohol Your current: Number of standard drinks on any day Your target: standard drinks on any day Ideal: ≤2 standard drinks on any day Biomedical Cholesterol / Lipids Your current: Cholesterol _____ mmol/L Triglycerides _____ mmol/L LDL-C _____ mmol/L HDL-C _____ mmol/L Your target: Cholesterol _____ mmol/L Triglycerides _____ mmol/L LDL-C _____ mmol/L HDL-C _____ mmol/L pressure Your current: < _____ Your target: < _____ Ideal: <130/80 mmHg For people with proteinuria >1g/day (with or without diabetes) <125/75 mmHg Blood Sugar Your current: ___BM (fasting) ___ BM (random) Your target: ___BM (fasting) ___ BM (random) Questions I want to ask my health professional at my next appointment and other relevant information:
(You may wish to attach a list of your current medications to this care plan. Please ask your pharmacist or GP to provide you with a recent copy). Medication Dose Format eg. tablet, syrup, injection etc I take this medication at the following times I take this medicine because it will ( eg. help prevent me from having a heart attack)
Lifestyle Weight Your current: BMI: _____ Waist: _____ cm Your target: BMI: _____ Waist: _____ cm Ideal: BMI <25 Men waist ≤94 cm Women waist ≤80 cm Physical Activity Your current: Your target: Ideal: At least 30 minutes of walking (or equivalent) on 5 or more days per week (Minimum of 150 minutes per week) Smoking Current status: Number per day: Target: Complete cessation Avoidance of smoke Alcohol Your current: Number of standard drinks on any day Your target: standard drinks on any day Ideal: ≤2 standard drinks on any day Biomedical Cholesterol / Lipids Your current: Cholesterol _____ mmol/L Triglycerides _____ mmol/L LDL-C _____ mmol/L HDL-C _____ mmol/L Your target: Cholesterol _____ mmol/L Triglycerides _____ mmol/L LDL-C _____ mmol/L HDL-C _____ mmol/L Blood pressure Your current: < Your target: < Ideal: <130/80 mmHg For people with proteinuria >1g/day (with or without diabetes) <125/75 mmHg Blood Sugar Your current: (fasting) ___ BM (random) Your target: ___BM (fasting) ___ BM (random) What do I do if I become poorly? (sudden change in my health) Signs and symptoms Action to be taken Who to contact? Contact details
Medication Dose Format eg. tablet, injection etc I take this medication at the following I take this medicine because it will ( eg. help prevent me from having a heart attack) My allergies and drug reactions are: Drug Name Reaction (e.g. rash or diarrhoea)
Name: ________________________________________________ Date: _______________________ More Practice with Proving Triangles Congruent Determine whether the triangles are congruent. If they are congruent fill in the congruence statement and name the reason (SSS, SAS, AAS, ASA, or HL). If they are not congruent, put an X in the congruence statement and write not . ABD  by ______ EFG  by ______ EMN  by ______ 4. STU  by ______ 5. YZA  by ______ 6. CDE  by ______ 7. KJM  by ______ 8. NPR  by ______ 9. STU  by ______ 10. XYZ  by ______ 11. DEG  by ______ 12. HJK  by ______ 13. STV  by ______ 14. WXY  by ______ 15. BCF  by ______ 16. GJK  by ______ 17. KLP  by ______ 18. NSQ  by ______ 19. LMN  by ______ 20. STV  by ______ 21. WXY  by ______ 22. BCE  by ______ 23. GHJ  by ______ 24. NPM  by ______ 25. TUV  by ______ 26. BCZ  by ______ 27. EFG  by ______
—Application fee, deposits —Estimated books —Personal expenses Housing —Dorm —Off campus apartment —Live at home Financial Aid —Deadline date —Required forms —Scholarships available? How do you apply? Activities --Clubs --Organizations --Other Campus Visits —Phone number for campus visit —Date of special opportunities (i.e., tour of campus) Did you visit this school? If so, how did it rank (still interested, not so interested, not sure, etc.) Handout 2.4D Post-Secondary Options Exploration Worksheet Military To complete this exercise, research one military school that provides the training necessary for your chosen career. Use this website: www.todaysmilitary.com to fill in the below. Write answers in boxes
Waxes These lipids are made by combining alcohols with unsaturated oils. An example is lipstick which also has coloring added to make the different shades. Steroids, Cholesterol, and Hormones A steroid has 4 carbon rings with the top ring looking like a house. Cholesterol is also a steroid molecule and it helps with cell membrane flexibility. All membranes need to have some cholesterol to remain flexible. Cholesterol in excess is bad for your health though. Hormones are communication molecules. Lipids are stored in Adipose Tissue in animals. This can lead to obesity or even Atherosclerosis (Clogged Arteries).
Chapter 2 Lesson 5 Guided Notes Date___________ Postulate __(Axiom) is a statement that is accepted as truth without proof_________ Postulate 2.1: Through any two points, there is exactly one line. Line N is the only line through points P and R. Postulate 2.2: Through any three noncollinear points, there is exactly one plane. Plane K in the only plane that will contain Points A,C and C Postulate 2.3: A line contains at least two points. Line N contains an infinite number of points, but no less than two. Postulate 2.4: A plane contains at least three non-collinear points. A Plane contains an infinite number of points but at least 3 non collinear points. Postulate 2.5: If two points lie in a plane, then the entire line containing those points lies in the plane. IF A and B lie on a plane then Line AB also lies on the plane Postulate 2.6: If two lines intersect, then their intersection is exactly one point. Lines s and t intersect at Point P Postulate 2.7: If two planes intersect, then their intersection is a line. Line w is the intersection of Planes F and G Example: Determine whether each statement is always, sometimes, or never true. a. There is exactly one plane that contains points A, B, and C.
___sometimes, because if the points are collinear then there will be multiple planes that will go through that line – see picture in postulate 2.7 b. Points E and F are contained in exactly one line. ___always – this is postulate 2.1_ c. Two lines intersect in two distinct points M and N. ___never – see postulate 2.6 Exercises Determine whether each statement is always, sometimes, or never true. A line contains exactly one point. – see postulate 2.3 A line contains exactly 2 points Noncollinear points R, S, and T are contained in exactly one plane. Always – see postulate 2.4 Any two lines ℓ and m intersect. Sometimes, they could be parallel lines which would never intersect. If points G and H are contained in plane ℳ, then is perpendicular to plane ℳ. Never – GH is in plane M. See postulate 2.5 Planes ℛ and intersect in point T. Never – the intersection of two planes is always a line. See 2.7 6. If points A, B, and C are noncollinear, then segments , , and are contained in exactly one plane. Always – see Postulate 2.2 In the figure, and are in Q and || . State the postulate that can be used to show each statement is true.
Did the referral contain sufficient quality information for its urgency to be validated? Did the hospital “down-grade” the urgent category of the referral? What has been learnt? You will by now have identified which factors are relevant to your case, and be able to determine how many of them represent learning points for you, your practice and your colleagues. Identify need for education and training ,specified procedures within the practice, Identify potential for more effective team working and communication (internally and with secondary care). Share learning and improve practice What has changed Collation of quantitative and qualitative data in the Practice. Outline the actions agreed and implemented Consider if a protocol has been or needs to be amended, updated or introduced Are there things the individuals or the practice would do differently? Include both clinical and administrative problems. Demonstrate learning has been shared and change implemented
2-5 Study Guide and Intervention Solving Equations Involving Absolute Absolute Value Expressions Expressions with absolute values define an upper and lower range in which a value must lie. Expressions involving absolute value can be evaluated using the given value for the variable. Example: Evaluate – – 7 if t = 3. – – 7 = – – 7 Replace t with 3. = – 7 3 – 5 = –2 = 2 – 7 = 2 = –5 Simplify. Exercises Evaluate each expression if r = –2, n = –3, and t = 3. 1. – + 3 2. – – 7 3. 5 + – 4. + – 7 5. – + 4 6. – + n + Evaluate each expression if n = 2, q = –1.5, r = –3, v = –8, w = 4.5, and x = 4. 7. + 8. 10 – + 9. – – q 10. v – + 11. 1 + – 12. 2 – 13. + + (n – x) 14. 4w – + 15. – – 5 –
Energy & Grain Size Date: ____________________________ Grade Level: 6th Grade Lesson Concept: Sediment is transported on earth’s surface from one place to another by the forces of ice, water, and wind. Sediment found in one place at the earth’s surface may have traveled many miles from the source. Focus Question: Which takes more energy to move – a boulder or sand? Teacher Does Student Does ENGAGE Step 4 Show comparative videos of different energy environments (links and instructions on Slide 2 of “2_GrainSize.pptx”). Step 2 Students vote on which of 2 comparative videos shows a higher energy environment. Students explain how they know is higher energy. EXPLORE Step 5 During activity, teacher walks around to groups and asks questions about their experiments. -How much sand is left behind with the Large Flow? -What environment this energy represent (ask them to compare with the videos they just watched)? Step 3 In pairs, students complete the experiments outlined in “2_GrainSizeProcedures.docx” and record data in their notebook. EXPLAIN Step 6 Encourage students to answer questions during the activity and to reflect on what they learned. Step 1 Students reflect on their initial ideas. How did what they learned compare to their initial ideas? EVALUATE Show “2_GrainSize.pptx” slide 5 and have students answer the two questions as a Think, Pair, Share or Exit Slip. EXTEND
My Medication (You may wish to attach a list of your current medications to this care plan. Please ask your pharmacist or GP to provide you with a recent copy). Medication Dose Format eg. tablet, syrup, injection etc I take this medicine because it will ( eg. help prevent me from having a heart attack)
The Cell Cycle We have learned that gamete cells are specialized cells used in sexual reproduction. All other cells in the body are referred to as somatic cells (which will be the focus in this course). The three phases of a somatic cell’s life are: INTERPHASE – cell is actively involved in making proteins and preparing for division. A cell spends 90% of its life in this stage. MITOSIS – division of the nucleus. CYTOKINESIS – division of the cytoplasm. INTERPHASE cell is growing proteins and organelles are doubled DNA is doubled and exists as chromatin which is thin, long and stringy MITOSIS Prophase the doubled chromatin threads shorten and thicken to become visible chromosomes (sister chromatids attached at a centromere) the nuclear structures and nuclear membrane disintegrate between the two centrosomes, the mitotic spindle forms (fibres)
Sample School RTI2 Support Team Tier I Fidelity Checklist School: Year: Principal: Person(s) Responsible for Tier I Fidelity Monitoring: First Nine Weeks Person checking fidelity *School Team Meeting Date *School Team Meeting Date Description of Other Fidelity Checks (Attach documentation) 1st Check Second Nine Weeks Person checking fidelity *School Team Meeting Date *School Team Meeting Date Description of Other Fidelity Checks (Attach documentation) 1st Check Third Nine Weeks Person checking fidelity *School Team Meeting Date *School Team Meeting Date Description of other Fidelity Checks (Attach documentation) 1st Check Fourth Nine Person checking fidelity *School Team Meeting Date *School Team Meeting Date Description of Other Fidelity Checks (Attach documentation) 1st Check *Attach School Team meeting agendas
Table 2.6.1 Resource status and trends summary for water repellence Ag Soil Zone number Ag Soil Zone Summary Condition Trend Confidence in condition Confidence in 1 Mid West The northern part of this zone has problems with repellence on the pale and yellow sandplain soils. Poor Deteriorating Adequate evidence and high level of consensus Limited evidence or limited consensus 2 Mullewa to Morawa The of this low rainfall zone generally have no problems with water repellence. Inversion ploughing may be improving the situation. Good Stable Limited evidence or limited consensus Limited evidence or limited consensus 3 West Midlands This zone is very susceptible to water repellence due to a high proportion of leached sands and sands over clay or gravel. Very poor Stable Limited evidence or limited consensus Limited evidence or limited consensus 4 Central Northern Wheatbelt The majority of soils that have higher clay contents are not vulnerable, although some areas of sandplain are very susceptible to water repellence. Fair Stable Limited evidence or limited consensus Limited evidence or limited consensus 5 Swan to Coastal Plains Most of the aeolian (wind deposited) sandy areas are severely water repellent. No problems where alluvial soils occur. Very poor Stable Adequate evidence and high level of consensus Limited evidence or limited consensus 6 Darling Range to South Coast Forest soils now in crop (previously pastures) have severe water repellence problems. Poor Deteriorating Limited evidence or limited consensus Limited evidence or limited consensus quality quality
7 Zone of Rejuvenated Drainage The higher rainfall western portion of the zone has water repellence in sandy gravelly areas. Poor Deteriorating Limited evidence or limited consensus Limited evidence or limited consensus 8 Southern Wheatbelt Majority of low rainfall areas have no problems. There are some problems on grey sands in the south of the zone. Fair Stable Limited evidence or limited consensus Limited evidence or limited consensus 9 Stirlings to Ravensthorpe Similar to South Coast, but the shallow nature of sandy topsoils allows water to stay in the root zone. Poor Stable Limited evidence or limited consensus Limited evidence or limited consensus 10 South Coast – Albany to Esperance Large areas of grey sands (deep and duplex) present water repellence problems when cropped. Perennial pastures overcome these constraints. Very poor Stable Adequate evidence and high level of consensus Limited evidence or limited consensus 11 Salmon Gums Mallee The heavier and often calcareous soils have no problems, but sandy surfaced soils may have water repellence problems. Good Stable Limited evidence or limited consensus Limited evidence or limited consensus Condition grades Very good Water repellence uncommon/absent Good Water repellence of minor abundence Fair Water repellence of low abundence Poor Water repellence common Very poor Water repellence widespread
2-6 Skills Practice Ratios and Proportions Determine whether each pair of ratios are equivalent ratios. Write yes or no. 1. , 2. , 3. , 4. , 5. , 6. , 7. , 8. , Solve each proportion. If necessary, round to the nearest hundredth. 9. = 10. = 11. = 12. = 13. = 14. = 15. = 16. = 17. = 18. = 19. = 20. = 21. = 22. = 23. = 24. = 25. BOATING Hue’s boat used 5 gallons of gasoline in 4 hours. At this rate, how many gallons of gasoline will the boat use in 10 hours?
Project identification Project name/description Principal Investigator Representative of person or entity responsible for research Identification in continuous record of project activities Information about the trial subject Trial subject's ID in the project Trial subject's age Trial subject's gender Date of inclusion in the project Information about the adverse event Event started on date Event first reported date Event reported to/observed by date Event ended on date Description of the event Is the event unexpected? Yes □ No □ Is the event serious? Yes □ No □ Is the event assumed to be related to the research? Yes □ No □ Has the event been reported to the Norwegian Board of Health? Yes □ No □ Date of report ________________________ dd.mm.yyyy Principal Investigator’s signature
2.3 – Branches of Government (Legislative) Objective: I. The Legislative Branch A. A Bicameral ( ) Congress 1. US of Representatives – membership of the states. Voting Members a. b. Must be at least years old c. Live in the d. Be citizens at least 2. Senate - senators per state; members total; year term 3. 17th Amendment – senators are Before, they were chosen by state legislators. a. Must be at least years old b. in the US for at least c. Live in the d. Filibuster: 4. Leaders in Congress a. Speaker of the House – Presiding Officer and leader of the . 3rd in line if b. President Pro Tempore – Majority leader in the acts as a chairperson and guides c. Vice President - 5. Determining Representation a. Census: Population count taken by Census Bureau – taken 1). Adjusts number of 2).. Some states -Reapportionment b. Congressional Districts: each state is (NC has ) 1). State Legislatures must draw boundaries – redistricting 2). Districts must have the same number of i. Gerrymandering: oddly shaped districts designed to ii. Majority Party in General Assembly ( ) has the power to redraw lines II. Powers of Congress & Powers Denied Congress A. Enumerated ( ) Powers 1. Tax and Budget ( ) 2. Regulate 3. 4. 5. Patents & Copyrights 6. Change
5) Find the prefix sums of the 2D mesh M given below using a parallel algorithm. Show each step. 7 1 3 4 16 9 11 23 8 7 13 10 5 6 4 0 M = 925 26 31 16 5 11 27 9 3 6) Describe a parallel solution for matrix-vector multiplication and apply it to the matrix-vector pair M-V given. Show each step. 1 2 3 M = V = 7) Given the matrix A and a network of 4 processors denoted by x, show the illustrated steps of matrix multiplication on 1D networks. 1 2 3 4 0 2 2 0 5 3 6 4 1 1 1 0 3 3 4 2 A = x = 8) Given the matrix A and a network of 3 processors denoted by x, show the illustrated steps of matrix multiplication on 1D networks. 1 3 7 2 4 8 6 8 10 1 2 3 ½ ¼ ¼ A = x =
Problem 5: Statement Reason 1. I  K 1. Given 2. IHJ  KJH 2. Given 3. 3. 4. HJK  JHI 4. Problem 6: Statement Reason 1. MLN  ONL 1. Given 2. OLN  2. Given 3. 3. Reflexive Property (Given) 4. LNO NLM 4. Problem 7: Statement Reason 1. 1. Given 2. 2. Given 3. PQT  RQS 3. 4. PQT  SQR 4. Problem 8: Statement Reason 1. 1. Given 2. VWU  XWU 2. Given 3. 3. Reflexive Property 4. UWV  UWX 4. Problem 9: Statement Reason 1. Y  C 1. 2. 2. Given 3. 3. 4. YZA CBA 4. Problem 10: Statement Reason
1. BAC  DCA 1. Given 2. 2. Given 3. 3. 4. ABC CDA 4. Problem 11: Statement Reason 1. F  I 1. 2. 2. 3. 3. 4. EFG  HIJ 4. Problem 12: Statement Reason 1. ___  M 1. Given 2. 2. Given 3. KLO  _____ 3. 4. KLO  NLM 4. 5. K  N 5. CPCTC Problem 13: Statement Reason 1. P  ___ 1. 2. 2. Given 3. 3. Reflexive 4. PQS  RSQ 4. Problem 14: Statement Reason 1. 1. 2. 2. 3. CAD  BDA 3. 4. 4. 5. ACD  ______ 5.
Spring Term 3 Managing Chronic Illness: Healthcare & Professional Settings (15 credits, Level 7) Dissertation in Health Psychology (60 credits, Level 7) Placement in Health Psychology (15 credits, Level 7) JUNE EXAMINATIONS Summer Term 4 Professional Issues in Health Psychology (15 credits, Level 7) Dissertation in Health Psychology (continued from Spring Term, 7) Placement in Health Psychology (continued from Spring Term, Level 7)
Jernigan, Lottie Johnson, Lavada johnson-grimmett, angela Johnston, Suzanne Jordan, Andrea Keahey, Laverne Keever, Shannon Kelly, Mandy kerksieck, rana Killough, Teresa Krajci, Jennifer Krug, Mary Larrison, Laura Lasseigne, Kelly Lee, Linda Lentz, Leslie Leonard, Joi Lewis, Melissa Light, Karen Lindsey, Natalie Loyd, Sarah lufkin, melisa Mains, Betty Marshall, Leslie Martinovic, Marcy Mason, Amy Massey, Kirby Mayfield, Kellee McCarver, Pat McClain, Mandy McClendon, Betsy McClendon, McClure, Ashley McCracken, Jill MCGREGOR, SHELLY McKee, Tina McKinney, Claire McKinney, Laura McKinney, Reagan McMillan, Lindsey McNeely, Susie Michael, Mary Miller, Kathryn Miller, Robbin Moisson, Bridget Moody, Lynn Morgan, Diane Moser, Deanna Moss, Jane Mougeot, Jessica Mulhollen, Yvonne Nadzam, Carla Narayan, Meera Neumeier, Amy Norman, O'Connor, MaryLauren Orlicek, Nicole Parks, Katelin Paul, Catherine Phelan, Wendy Phillips, Kristie Phillips, Laura Pierce, Hollie Pollard, Joyce Potter, Kelly Pruitt, Mary Ralph, Keniece Randolph, Mildred Rebsamen, Meredith Reed, Wendy Rhoads, Christy Rider, Hope Robertson, Trinesha Rodriguez, Joanna Rogers, Stephanie Rosas, Cristina Ross, Kelly Rowe, Catherine Rowland, Susie Sampson, Kim Sarosdy, Christy Schaap, Kim Scheller, Emily Schlosstein, Jennifer Schrader, Heather Scoufos, Jennifer Seagraves-Reed, Cynthia Seel, Valla seidenschwarz, sharon Sharp, Stella Sharpe, Kellie Sharpe, Kimberlly Sifford, Jennifer Smith, Jena Smith, Rebecca Smith, Serena Solera, Rebecca Stangler, Molly
Starnes, Kerrith Sterka, Sheila Story, Arclista Strohbehn, Myla Stroope, nicole Stuart, Jennifer Sturges, Karysta Suitt, Mary Lou Sylvester, Laura Taylor, Cyndy Taylor, Terhune, Joanna Thames, Pamela Thibodeau, George Anne Thompson, Heidi Tidwell, Laura Timmis, Jennifer Tipton-Cole, Leandra Todd, Susan Tomlin, Dana TROTTER, LINDSAY Tucker, Mary Ann Tullos, Allyson Turner, Dianne Tytarenko, Ruslana Vardaman, Kathy Wanda Vogel, Christie Wagner, Katy Walker, Kellie walsh, victoria Welborn, Amy Wengel, Sarah Wenger, Alyssa West, Michelle Westmoreland, Whicker, Mimi White, Laura White, Patti Jo Wilcox, Jeri Wilkerson, Patti Williams, Lori Wohlford, Rachel Wolf, Carrie Wood, Celia Young, Michele Young, Patricia Ziegler, Jennifer
TEST PLAN TO BE WRITTEN Test Configuration Owner Est. Execution Time Functional Test Areas The below functional test areas are automated unless otherwise noted. Regression Testing Use auster to run automated regression tests with the following configurations: Test Configuration RHEL6 Servers – RHEL 6 Clients Inkernel OFED – X86_64 – ldiskfs RHEL6 Servers – SLES 11 SP3 Clients Inkernel OFED – X86_64 RHEL6 Servers – RHEL 6 Clients
Table 2.8.1 Resource status and trends summary for nutrient status (phosphorus) Ag Soil Zone number Ag Soil Zone Summary Condition Trend Confidence in condition Confidence in trend 1 Mid West Soil P fertility well in excess of optimal range. Ceasing P application would see P levels very slowly decrease to optimal levels. Well in excess Stable Limited evidence or limited consensus Limited evidence or limited consensus 2 Mullewa to Morawa Soil P fertility well in excess of optimal Ceasing P application would see P levels very slowly decrease to optimal levels. Well in excess Stable Limited evidence or limited consensus Limited evidence or limited consensus 3 West Midlands Soil P fertility in excess of optimal This could change to well in excess with continued P application; however, ceasing P application would see P levels slowly decrease to optimal levels. Excess Stable Limited evidence or limited consensus Limited evidence or limited consensus 4 Central Northern Wheatbelt Soil P fertility in excess of optimal range. This could change to well in excess with continued P application; however, ceasing P application would see P levels slowly decrease to optimal levels. Excess Stable Limited evidence or limited consensus Limited evidence or limited consensus 5 Swan to Scott Coastal Plains Soil P fertility in excess of optimal range. This could change to well in excess with continued P application; however, ceasing P application would see P levels slowly decrease to optimal levels. Excess Stable Limited evidence or limited consensus Limited evidence or limited consensus 6 Darling Range to South Coast Soil P fertility in excess of optimal range. This could change to well in excess with continued P application; however, ceasing P application would see P levels very slowly decrease to optimal levels. Excess Stable Limited evidence or limited consensus Limited evidence or limited consensus
B&M WITH WORK PLACEMENT YEAR (BSc) January entry Term 1 Winter Understanding Business and Management with embedded academic skills [4] (30 units) Information-based Decision Making [4] Personal Effectiveness -1 [4] (5 units) 2 Spring Accounting for Business [4] Economics for Business [4] Marketing Fundamentals [4] Personal Effectiveness -2 [4] (5 units) EXAMINATION 3 Summer Accounting for Decision-Making [5] Behaviour in Organisations [5] Marketing Management [5] Interpersonal & Skills- 1 [5] (5 units) 4 Autumn Cross-cultural Management [5] Globalisation and International Business [5] Process and Operations Management [5] EXAMINATION WORK-PLACEMENT YEAR (Jan-Dec) [5] (30 units) 5 Winter Managing People and Change [6] Creativity, Innovation and Entrepreneurship [6] ONE of: Game Theory in Business [6] Psychology of Work [6] Supply Chain Management [6] Consumer Behaviour [6] Finance for Managers [6] Interpersonal & Communication Skills -2 [5] (5 units) 6 Spring Corporate Strategy and Strategic Management [6] TWO of: Business Success through Service Excellence [6] Corporate Social Responsibility and Ethical Behaviour [6] Digital Economy & E-business [6]Game Theory in Business [6] Aspects of Business [6] Operations Strategy [6] EXAMINATION 7 Summer Business Simulation[6] Research Skills for Business [6] Managing your Career [5] (10 units) 8 Autumn Project [6] (30 units) Critical Perspectives in Business and Management [6] EXAMINATION
B&M WITH WORK PLACEMENT YEAR (BSc) September entry All modules are 15 units, except where specified Term 1 Autumn Understanding Business and management with embedded academic skills [4] (30 units) Personal Effectiveness -1 [4] (5 units) EXAMINATION 2 Winter Contemporary Issues in Business and Management [4] Information-based Decision Making [4] 3 Spring Accounting for Business [4] Economics for Business [4] Marketing Fundamentals [4] Personal Effectiveness -2 [4] (5 units) EXAMINATION 4 Summer Accounting for Decision-Making [5] Behaviour in Organisations [5] Marketing Management [5] Interpersonal & Skills- 1 [5] (5 units) 5 Autumn Cross-cultural Management [5] Globalisation and International Business [5] Process and Operations Management [5] EXAMINATION WORK-PLACEMENT YEAR (Jan-Dec) [5] (30 units) 6 Winter Managing People and Change [6] Creativity, Innovation and Entrepreneurship [6] ONE of: Consumer Behaviour [6] Finance for managers [6] Game Theory in Business [6] Psychology of Work [6] Supply Chain Management [6] Interpersonal & Communication Skills -2 [5] (5 units) 7 Spring Corporate Strategy and Strategic Management [6] Research Skills for Business [6] TWO of: Business Success through Service Excellence [6] Corporate Social Responsibility and Ethical Behaviour [6] Digital Economy and E-business [6] Legal Aspects of Business [6] Operations Strategy [6] EXAMINATION 8 Summer Business Simulation[6] Project [6] (30 units) Managing your Career [5] (10 EXAMINATION
2-8 Skills Practice Literal Equations and Dimensional Analysis Solve each equation or formula for the variable indicated. 1. 7t = x, for t 2. r = wp, for p 3. q – r = r, for r 4. 4m – t = m, for m 5. 7a – b = 15a, for a 6. –5c + d = 2c, for c 7. x – 2y = 1, for y 8. d + 3n = 1, for n 9. 7f + g = 5, for f 10. ax – c = b, for x 11. rt – 2n = y, for t 12. bc + 3g = 2k, for c 13. kn + 4f = 9v, for n 14. 8c + 6j = 5p, for c 15. = d, for x 16. = d, for c 17. = r, for p 18. = a, for b 19. The volume of a box V is given by the formula V = ℓwh, where ℓ is the length, w is the width, and h is the height. a. Solve the formula for h. b. What is the height of a box with a volume of 50 meters, length of 10 meters, and width of 2 meters? 20. Trent purchases 44 euros worth of souvenirs while on vacation in France. If $1 U.S. = 0.678 euros, find the cost of the souvenirs in United States dollars. Round to the nearest cent.
Name: ____________________________________ Date: _________________________ Use the following to review for you test. Show your work on a separate sheet of paper if needed. Things to Know Things to Remember Examples Properties of Parallelograms Opposites angles are congruent Consecutive angles are supplementary Opposite sides are equal Diagonals bisect each other Find x. Find m and n. Find x and y. Find x and y. Special Parallelograms A rectangle is a parallelogram with 4 right angles, A rhombus is a parallelogram with 4 congruent sides. A square is a rectangle and rhombus Find x and y. Find x and y. Triangle Congruence SSS, SAS, ASA, AAS, HL, None The diagonals bisect each other. CPCTC Corresponding of Congruent Triangles are Congruent DFE 
Given: Prove: Given: Prove: Proofs State what is given first, and mark your picture! Step 1 – Write down the givens Step 2 – Make any marks that you know are congruent (reflexive property, vertical angles, alternate interior angles) Step 3 – The last Statement will always be showing the Triangles are (SSS, SAS, ASA, AAS, HL)
Reproduction Objective: L.8.2.A I Can … Explain the relationship among genes, chromosomes, & DNA as well as their relationship to inherited characteristics Cell Theory: 3 parts 1. All living things are made of cells. 2. Cells are the basic and fundamental building blocks of life 3. All come from pre-existing cells. What is the purpose of reproduction? Reproduction is the process of producing a new organism. Reproduction also allows for growth and replaces worn out or damaged cells. The main purpose of reproduction is for survival of a species by transferring DNA What is DNA’s role in reproduction of cells? Performance Objectives: L.8.2A.1 Obtain & Communicate information about the relationship of genes, chromosomes, & DNA. Construct explanations comparing their relationship to inherited characteristics DNA (Deoxyribonucleic Acid) DNA is the chemical inside cells that contains hereditary information In Eukaryotic it is found in the nucleus Plants and animal In Prokaryotic cells it is found within the cytoplasm bacteria Structure of DNA Shaped like a twisted ladder The sides of the ladder are made up of sugar-phosphate molecules The rungs of the ladder are made up of nitrogen base pairs There are 4 Nitrogen Bases that make the Rungs (steps) of the ladder – Adenine always bonds to Thymine Guanine always bonds to Cytosine DNA is like blueprint or instructions Controls how an organism will look & behave RNA act as a messenger carrying instructions from DNA in the nucleus to the ribosome for making proteins that build specific traits Chromosomes Chromosomes are rod-shaped or threadlike structures made of tightly coiled DNA typically containing thousands of genes that hold hereditary information Different organisms have different numbers of chromosomes Diploid cells have a full set of chromosomes 46 for humans Haploid cells known as gametes or sex cells have a half set of chromosomes 23 for humans A karyotype is the number and appearance of chromosomes in the nucleus of a eukaryotic cell.
What did you do to contribute to your team’s success? 4. Is there anything you could have done differently to ensure your entire class had success with the simulated factory cell project? Activity 2.3.5 Evaluations Self-Evaluation Your Name __________________________ Section _________ 5 = Great 4 = Very Good 3 = Good 2 = OK 1 = Needs to Improve Attendance Employers are concerned with the attendance of employees. Was your attendance acceptable? Evaluation: Comment: Participation Did you do a fair share of the work while in class? Evaluation: Comment: Keeping to the Task Did you stay at the work area and try to help? Did you keep the conversation on task? Evaluation: Comment:
Name: ____________________________________________ Tutor Group: __________ 2 Year Courses (usually 3) A’ Level Choices Please choose 1 (one) from each column: A B C D Biology Chemistry English Literature English Language Personal & Business Finance Media Studies Government & Politics Economics Philosophy of Religion & Ethics Chemistry Biology Law Media Studies Psychology Maths Product Design Further Maths Philosophy of Religion & Ethics Physics Business Studies Economics Art History Psychology Sociology Philosophy of Religion & Ethics Philosophy of Religion & Ethics Photography English Literature Geography Or Choose 1: Subject Level 3 Business BTEC National Media BTEC National Applied Science BTEC National IT BTEC National All students will do English and/or Mathematics if they have not been awarded a Grade 4 or above in the subjects at GCSE *Please note that subjects offered are subject to change and the final course offer will be discussed during your final admissions interview, after GCSE results day SECTION D – Personal Statement In this section please tell us why you want to join the Sixth Form at Loxford School of Science and Technology, why you have chosen your subjects and what plans you have for the future:
Topics related to intellectual property 5.1 Intellectual property, which existed before/during submission of the project concept (please, choose from the list): Know-How □ Yes □ No Trade secret □ Yes □ No Trademarks □ Yes □ No Copyright □ Yes □ No Patents □ Yes □ No 5.2 Intellectual property, which will be produced during/as a result of project implementation (please, choose from the list): Trademarks □ Yes □ No Copyrights □ Yes □ No Patents □ Yes □ No
Please complete this form in type or black ink, sign the application form and either email it to or send it to: Human Resources, Butterfly Conservation, Manor Yard, East Lulworth, Wareham, Dorset, BH20 5QP POSITION APPLIED FOR: PERSONAL DETAILS (State): Surname: First Names: Address: Work Telephone No: May we ring you at work? Yes/No Home Telephone No: Mobile Telephone No: E-mail Address: REFERENCES - Employment Related Please give names and addresses of two people to whom we may apply for a reference: Reference 1 Reference 2 Name: Address: Telephone No: Relationship: Name: Address: Telephone No: Relationship: May we approach the above without further reference to you prior to an interview? Yes/No Are you likely to be available on the interview date? Yes/No Have you previously applied for a position with Butterfly Conservation? Yes/No If yes, please give details: Do you have any criminal convictions? Yes/No If yes, please give details: PRESENT EMPLOYMENT (or if now unemployed, details of last employment): Name and Address of Employer: Job Title: Present Salary: From (Month/Year): To (Month/Year): Please give a brief description of the job and your responsibilities: (Continue on a separate if necessary)
OVERVIEW It’s recommended that any device you connect to the internet – your PC, tablet or smartphone – be protected with anti-virus software or, ideally, an internet security suite. If you are unable to afford the annual charge, you can get a free application instead. It won’t protect your system as well as a security suite, but it will offer you a baseline of protection. Some makers of internet security suites include: Those software companies also sell cheaper, standalone anti-virus solutions. If you can’t afford a security suite, then you can get a free program from: If you check the websites of the suites and free anti-virus tools, you can see what features each has and how much they cost. If you’re comparing suites, look at the features list and see if it has the things you need: Does it have automated backup? Does it have online backup? (Which is storing your files on an online server) Does it have parental controls? Does it have a spam filter? Does it have a firewall? Does it tune up your PC and test for vulnerabilities? SUBJECT KEEPING YOURSELF SAFE TIME 40 minutes virus
How were consumers actually involved in the project? Informed of the changes Consulted on how they found the service &/or changes – Feedback actively sought Participated in determining the solutions / improvements made Consumers decided what changes were required Next review date Information completed / added to eRegister by Name Position Date Results / Outcomes Outcomes & Evaluation – Outline of the impact of the changes &the outcomes / benefits should be measured if possible Sustainability – How is the change going to be maintained? Transferability – How might others use the changes? Is it applicable to other services / settings? How will you pass on information to them? Date Project Completed Information to be attached to LHD Service Improvement Register Project plan Diagnostic findings Solutions Implementation Plan Detailed Project Summary Evaluation Report Other documentation Information completed/ added to eRegister by Name Position Date
2.C4.2 Where to send the requisition The completed Requisition, with all required documentation attached, must be submitted to DGS/PD/One-Time Acquisitions (OTA) through FI$Cal. Using FI$Cal, add an “ad hoc” approver to the Requisition approval workflow using the specified approver from the Submission of Requisitions to DGS Contact List document. Please refer to Section G, at the end of this chapter for access to the Submission of Requisitions to DGS Contact List document and the OTA website.
MATH DOMAIN 2.G.3/GEOMETRY 2 Math Cluster Math Standard Mathematic Practices Reason with shapes and their attributes. 2.G.3 Partition circles and rectangles into two, three, and four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not the same shape. Make sense of problems and persevere in solving them. Reason abstractly and quantitatively. Construct viable arguments and critique the reasoning of others. Model with mathematics. Use appropriate tools strategically. Attend to precision. Look for and make use of structure. Look for and express regularity in repeated reasoning. Reporting Standard Trimester 1 Trimester 2 Trimester 3 Geometry: Reason with shapes and their attributes and partition into equal shares. concepts as appropriate. Use this time to concentrate on number sense. (tested) Clarify Standard Understand that a whole can be two-halves, three-thirds, four-fourths. Fraction nomenclature is not used. Therefore, standard fraction formatting is not used (For example, 1/2.) The words halves, thirds, half of, a third of, etc. are used to drive discussion. Foundational activities for multiplication. Task Analysis
2.3 Transformations Classwork Do Next: a) Draw a line m and a point P not on m. b) Use a compass to draw several circles with their centers on line m and passing through point P. c) The circles intersect at P. What other point do the circles have in common? d) How could this construction help you construct a reflection of a point across a line? Example: How would we rotate this figure 180˚ around point A? Name: _________________________ Section: _________ Reflect the figure across the line of reflection, line l. Rotate the figure 180° the center of rotation, point P. If this seems difficult, try reflecting it over both axes instead and check it with patty paper Translate the figure by the translation vector. Reflect ∆TRI across line l. Translate by the given vector. If ∆CYN were reflected across the y-axis, to what location would points C, N, and Y be relocated? If trapezoid ABCD were rotated 90° counterclockwise about (0, 0), to what (x, y) location would points A, B, C, and D be relocated?
AUDIT ON IMPLEMENTATION OF SAP/HR WORK PROGRAMME FOR AUDIT FIELDWORK Inherent Risk (before controls) Mitigating Controls/Attributes (Expected) Tests of design Tests of implementation DS5 Critical and confidential information is not withheld from those who should not have access to it. Automated business transactions and information exchanges cannot be trusted. An IT-security plan is defined and maintained; An identity management process is defined, established and it operates; Potential and actual security incidents are monitored; User access rights and privileges are periodically reviewed and validated; The completeness, accuracy, validity and accessibility of stored data is maintained. Technical and procedural controls to protect information across networks are implemented and maintained; Establish if there is an IT-security plan; Review the plans and see if mitigating controls are described Establish if if procedures are described related to information flow and data integrity. Review these procedures against the mitigating controls. Establish the number of incidents due to physical security breaches or failures and the number of incidents of unauthorised access to computer facilities; Run a PEN-test aimed at testing the mitigating controls that should prevent loss of confidential information; Interview key specialists which are responsible for the general controls related to confidentiality; Interview key-users of the system.
Strengthen academic support and engage in surveys HWUDSC President + DVP (Dubai) Analyse survey results to improve further staff development opportunities Surveys: end of academic semester 1 for two weeks Analyse the results Present evidences and proposals to AHOS and DVP HWUDSC + DVP Introduce signposts/notices for assigned tutors within school systems Semester 2 and running till March Promote and campaign HWUDSC + Academic Schools Promote the uses of personal tutors via available platforms February 2018 Posters, Reception, webpage Introduce a working group to formulate a handbook under the LTEF for Personal Tutoring HWUDSC + LTEF (Dubai) Academic Development Coordinator Provide weblinks from Dubai site (hw.ac.uk/dubai) for easy access to wider student population March 2018 Report actions to the LTEF and UCLT HWUDSC To agree on a consistent approach for improving personal tutoring Action plans after NSS 2018 results Developing a new Learning and Teaching Strategy Action Lead Outcomes Measure of Success/ Timeline School officers and student groups for discussing the proposed L&TS and themes DVP + Academic Development Coordinator To observe the accuracy: vision of new L&T strategy December 2017 UCLT Meeting Promote the development and phases of the L+TS HWUDSC + Schools Services Create awareness about the student focused L&TS Introduce pop ups in PC’s; tagline in powerpoint presentation Semester 2 (till March 2018) School Officers and student consultation groups to discuss outcomes of the cross – campus visits in November 2017 HWUDSC Disseminate the outcomes and gather further student feedback December 2017 (break) Present any further Ideas to the UCLT HWUDSC Review of student views January 2018
Meeting Chairs Managing Effective Meetings Training session as part of OD plan Transformation Director [CCG to Complete] [CCG to Complete] [CCG to Complete] [CCG to Complete] Governing Body Agreement of core suite of policies to be included in procurements N/A CFO [CCG to Complete] [CCG to Complete] [CCG to Complete] [CCG to Complete] SECTION 12: AUDIT PLAN FOR POLICY DEVELOPMENT POLICY - Monitoring Statement Policy Title: Policy development management and review policy Policy CO Approving Committee: CCG Governing Body Group/committee responsible for ensuring actions in place: Senior Management Team Aspect of the policy to be monitored Monitoring Method Individual/Team responsible for the monitoring Frequency Group/committee that will receive the findings/monitoring report Actions taken by the Group/committee Completion of reviews for all transferring policies Review of Policy Register Principal Associate Corporate Affairs (SECSU) Monthly Audit Committee and, as necessary, Governing Body Completion of Equality Act training by all policy owners Review of training records Line managers Quarterly Audit Committee and, as necessary, Governing Body Agreement of standard policies for inclusion in procurements Review of Governing Body minutes CO [CCGs to Complete] Audit Committee and, as necessary, Governing Body
Policy Owner: Approving Committee: responsible for ensuring actions are in place: Aspect of the policy to be monitored Monitoring Method Individual/Team responsible for the monitoring Frequency that will receive the findings/monitoring report Actions by the Group/committee APPENDIX E – APPROVAL FLOW CHART
10 9 8 7 6 5 4 3 2 1 Red Blue Yellow Color of Chips Drawn Name: _______________________________ Date: ______________ A Bag of Response Page 1. How many chips did you pull from the bag? __________________________________ 2. Which color did you draw the most?_________________________________________ 3. Which color did you draw the least? ________________________________________
Create number lines with two- or three-digit values as points. 2MD.9 Generate measurement data by measuring lengths of several objects to the nearest unit, or by making repeated measurements of the same object. Show the measurements by making a line plot where the horizontal scale is marked off in whole-number units. Vocabulary Explicit Line plot Frequency Number line Data Length 2.MD.9 Sample Assessment Items earning a “3” in reporting system Measure 10 classmates for the length of string (to the nearest inch) needed to make each of them a bracelet. Measure each classmate’s wrist and then add 6 inches to the measurements for tying a knot. Make a line plot to show how many of each length you should cut. Example:
Muscles of the pectoral girdle ** all have insertions on the scapula and therefore cause movement of the scapula** Muscles in bold are muscles to be identified during cat dissection! Trapezius Levator Scapulae Pectoralis Minor Rhomboid muscles Serratus Anterior Muscles of the Pectoral Girdle: Muscles that move the arm Deltoid