zilongwang/ReadingBank huggingface dataset:
dcash/dt = income What this says mathematically is that the change in cash with time is equivalent to the income on the account. Let us look at another simple example from the STELLA documentation. Imagine we are dealing with a cooling cup of coffee. A STELLA model of this system might look like: The heat flow (labeled cooling) from the coffee to the surrounding air is driven by the difference in temperature between the two. When the coffee is very hot, the flow of heat is relatively high (unless you are drinking your coffee in a sauna). When the coffee is cooler, the flow of heat is smaller. Therefore, the temperature vs. time curve looks like a negative exponential function, and the curve is completely continuous in time: Here is the analytical equation that describes the cooling: This equation says that the change in temperature with time (dT/dt) is a function of the temperature (T; a is a constant of proportionality that reflects the temperature difference between the coffee and the ambient air). After a bit of calculus, the solution to this equation is: In the case of the figure above, T0 = 100 °C and a = 0.5. In simulating the cooling of a cup of coffee, the computer is unable to replicate this continuous curve. Instead, it must calculate what the temperature is at discrete time intervals and then use these temperature-time points to approximate the cooling curve. The first step in this approximation is for the computer to divide the total simulation time by the time step length to determine how many times it will have to carry out its calculations. Next, the software creates a list of all of the equations it is going to have to use (input by the user) and the order in which they are to be executed. It then takes the initial conditions of the model and uses them to estimate the change in the stocks (the reservoir contents) and flows over the first time step. The changes in the stocks and flows are added to the initial values to determine the new values at the first time step.
Creating Enrollment Overrides Creating overrides for closed classes and controlled enrollment courses. NOTE: Departments should not enroll students in courses. This screen should be used to allow students to enroll personally. Go to: SFASRPO • ID: Enter the student’s W Number • TERM: Enter the appropriate term Explanation of Term Codes o Terms are six-digit numbers and are based upon the calendar year in which an academic year ends (Academic years begin with fall and end with summer) o Fall = 10; Spring = 20; Summer =30 o Examples: Fall 2018 = 201910 Fall 2019 = 202010 Spring 2019 = 201920 Spring 2020 = 202020 Summer 2019 = 201930 Summer 2020 = 202030 • Perform a Next Section (Alt + Page Down) • Permit: Enter the appropriate code CNTRL = Controlled Enrollment course, or restrictions PRERQ = Prerequisite Override CLOSED = Closed Course Override TIME = Time Conflict Override (to be performed by the Registrar’s Office only) DUPL = Duplicate Section override SPECIAL = Instructor Approval
If changing an advisor for a term other than the one listed in the From Term field, click on the Maintenance button (above the Advisor Type field) • ID: Enter the student’s W Number • Term: Enter the term in which the change is to become effective • Perform a Next Section (Alt-Page Down) • Click on the Maintenance button (above the Advisor Type field) • Click on End Advisor in the dialogue box • Perform a rollback (F5 or click the Start Over button) • Perform a Next Section (Alt-Page Down) o The new effective term will now appear in the From Term field • Enter the W number of the new advisor • Enter the advisor type • Indicate Primary Advisor o Note: only one advisor can be listed as Primary. • Save changes by clicking the SAVE icon or pressing F10.
Counselor may include Writing, Math, Biology and Psychology. Attend weekly meetings and social events. Submit weekly reports. Monitor students and enforce program rules. Must demonstrate a capacity for student leadership and act as positive role models. Proficient in assigned subject area. Excellent interpersonal communication skills. N-1007 Disc Jockey Provide entertainment at campus events. Must have experience with music genres and sound system. Require excellent communication skills and be able to maintain a pleasant and controlled voice with excellent articulation and timing. Stay current on news and entertainment events. ____________________________ Off-campus Federal Work-Study Positions (OFWS) Job Index # Job Title Job Description O-1001 Assistant Coach Set up practices, training drills, execute objectives assigned by the head coach. Proficient in assigned sports. Excellent interpersonal skills. Previous experience working with kids helpful. O-1002 Tutor/ASP Assistant Assist in classroom with program staff at the After School Program (ASP). Provide help to children in elementary and middle school with homework assignment in various subjects, enrichment and recreational activities. Assist with special projects related to the After School Program. O-1004 Coachman Tutor Provide tutoring to elementary and middle school students, assist with enrichment activities, sport and other special projects related to the tutoring program. Previous experience working with kids helpful. O-1006 Coachman Tutor/Driver In addition to the responsibilities for the Coachman Tutor, Coachman Tutor/Driver drives tutors to and from work site. Act as a liaison between Coachman Tutors and Career Office. O-1008 Music Instructor Set up snacks and chairs. Set up instruments and music, organize and run “circle time”, provide music instruction to the students, prepare them for weekly Performance Time. Clean up after students leave. O-1010 Recreation Leader Assist in a variety of after school recreation classes. Classes include sports and games, computers, arts &crafts, carpentry, cooking and homework club. Job Index # Job Title Job Description O-1012 WPPL Tutor Assist elementary school students, primarily 1st graders through (Children Program) 4th graders, in the Library’s after-school Homework Help Program. Provide support to students to complete assignments and reinforce
Academic Resource Jen Kollath Agriculture Margaret Waite Art Paula Keene Cara Mooney-Glatkowski Leah Robertson Jason Van Roo Business Education Rebecca Kitt Jennifer Starke-White Kyla Stefan Special Education Jon Andersen SLD Michael Bizjak, SLD Peggy Cieslak-Etlicher, Speech Katie Donahugh, SLD Nicole Hammer, CD Matt Larsen, SLD Laura Shea, CD Patricia Taylor, ED Mary Lou Wille, CD Mary Woytych, SLD Family Studies Gloria Kehl Foreign Language Danielle Chaussee Jennifer Eldridge Jennifer Haasl Amy Hayre Annette Koerten Katherine Leitzke Amber Little Piyanut (La) Sripanawongsa Sarah Valatka Health Scott Rice IB Carrie Schultz Language Arts Erin Cisler Chelsea Eichhorn Ryan Galante David Klemp Tom Klubertanz Ashlee Kuhry-Larsen Kurt Melton Richard Meyers Holly Myhre James Scheuer Charles Sherry Krista Wilcox Library Alyssa Voigt Mathematics Hollie Bandt Mitch Bruns Tina Cook Jason Dahl Melissa Dirnbauer James Finster Julie Kiedrowski Catherine Popelka Michael Rattle Steve Sladky Chad Wedan Anthony Weirick Music Robert Ignaszak Michael Krofta Sherman Leatherberry Physical Education Brett Cantillon Arno Kirchenwitz Tom Roman Dee Sindberg Science Matthew Andringa Steve Behrendt Marilyn Capperino Myron Heithoff Kelly Holtzman Lucas Jensen Chuck Olson Science (continued) Jeremy Peterson Jim Shea William Stout Michael Teofilo Social Studies Cassandra Brooks Jason Curtis Brad Ducklow Ronald Hribar Amber Janssen Roger Lemke Mark Miner James O’Leary Todd Rohrer Jason Werchowski Student Services Scott Bakkum James Eisenman Angela Fisher Deborah Fowler Todd Irvine Lia Moschella Laine Technology Education Robert Blersch Mark Jappinen Steve Olson SCHOOL BOARD MEMBERS Don Wiemer, President Susan Kay, Vice President Sandy Schick Dave Guckenberger, Treasurer John Griswold Mike Bickler, Clerk Elizabeth Thelen PEOPLE WHO CAN HELP - TELEPHONE NUMBERS (262) 560-Ext.
Core Values The following are the Core Values of Shenango Valley Faith Academy. Although there will be many moral character traits the students will learn, it is our goal that our students will learn and exemplify these specific traits during their education and throughout their lives. The values, tenets, and scripture verses will be memorized by the students during the first several weeks of school. Faith – We will strive to honor God through our worship, our obedience to His Word, and our witness to others. Hebrews 11:1-3 – “Now faith is confidence in what we hope for and assurance about what we do not see. This is what the ancients were commended for. By faith we understand that the universe was formed at God’s command, so that what is seen was not made out of what was visible.” Kindness – We will accept others for who they are, tolerating their weaknesses, and in all ways, showing respect, empathy, compassion, and forgiveness when we are wronged. Ephesians 4:32 – “Be kind and compassionate to one another, forgiving each other, just as in Christ God forgave you.” Responsibility – We will accept responsibility for our actions. We will do our best to exhibit self-control, and when we fail, we will confess our sins, seek forgiveness from God, and make amends to those we have wronged.
When an assault occurs, the parent/guardian of the student involved will be informed; the police may be called if circumstances warrant; and the police may file charges. The administration will consider removing the student from the class of any teacher(s) that the student is alleged to have assaulted. If there is no weapon involved, the minimum length of out-of-school suspension of a student offender is seven days unless there are mitigating circumstances. If there is a weapon involved, the minimum disciplinary action for a student offender is expulsion unless there are mitigating circumstances. In any instance of assault, the administration reserves the right to use any disciplinary action up to and including expulsion. Sexual Harassment Any student or staff member who experiences or witnesses harassment of any form, must report it immediately to the administrator. If the administrator is the alleged harassing party, a student or staff member may report the harassment to any member of the ministry board. Any supervisor or ministry leadership level staff member who witnesses sexual harassment or learns of an allegation of sexual harassment and does not report it to the administrator (or if the administrator is the alleged harasser to the ministry board), is subject to disciplinary action, up to and including termination of service. All allegations of sexual harassment will be promptly investigated in an impartial and confidential manner as possible. A timely resolution of each complaint will be communicated to the parties involved. The school will permit no retaliation against anyone who brings a bona fide complaint of sexual harassment or who provides true information as a witness in the investigation of a complaint of sexual harassment. However, an individual who makes a false complaint or provides false information to an investigator will be subject to disciplinary action, up to and including expulsion or termination of service where appropriate. Any student or staff member found to have violated this sexual harassment policy is subject to disciplinary action, up to and including expulsion or termination. (Please visit the school office to review the ministry’s official sexual harassment policy.) VANDALISM Word of Life Christian School prohibits the deliberate damage or defacement of school buildings, grounds, equipment or books or the personal property of individuals while on school property. When vandalism occurs, the student’s parent will be informed; the police may be called if the situation warrants; the student and parents will be held responsible for returning stolen items to their owner or paying full compensation for them; and the student or parent/guardian
I will be Respectful -Listen and follow all adult directions -Use kind language -Bully -free -Cooperate and compromise with classmates -Listen attentively -Be polite -Respect other’s property -Be quiet -Keep hands, feet and other objects to self, off the walls, displays and lockers. -Say please and thank you -Use utensils correctly -Use table manners -Wait your turn -Give others privacy -Wait patiently -Use inside voices -Face forward -Quietly listen to speaker -Raise hand and wait patiently for your turn -Applaud quietly when appropriate -Say please and thank you -Wait patiently without bothering others -Enter quietly -Use appropriate language -Use quiet voice -Follow specific bus rules I will be here, ready and Responsible -Be on task -Have appropriate materials ready -Complete homework and turn it in on time -Stay in seat -Raise hand for assistance -Keep desk area clean -Use materials appropriately -Face forward -Stay on the right -Keep hallways clean -Stay seated -Talk quietly with neighbor -Clean up your eating area -Raise your hand for assistance -Wait patiently and quietly for your turn -Wash hands with soap and water -Flush the toilet, turn off faucet, put the towel in the trash can -Quietly and quickly return to line or classroom -Sit in assigned area -Use the door -Walk to and from the bus -Keep materials in book bag I will be Safe -Keep your hands, feet and other objects to yourself -Walk in the classroom -Keep chair legs on the floor -Stay with your class -Walk -Eat your food only -Pick up your trash -No climbing, hanging or crawling -Sit on bottom -Stay in student areas (in front of the counter or on the bench) -Stay seated and faced forward -Stay behind yellow bus line BULLYING at SCHOOL: The following steps will be used when an incident of bullying is suspected or reported (Information taken from Mahomet-Seymour Board Policy). Steps and procedures are followed at the discretion of the administrator, depending on severity, intensity, and frequency of events.
WELCOME to Paris R-II Schools Home of the Coyotes Junior High/High School Student/Parent Handbook 2017-2018 TABLE OF CONTENTS Administration and School Contact Information…. 1 School Colors, Mascot, and Song………………… 2 Junior High/High School Faculty and Staff………. 3 Attendance Procedures and Policies…………….. 4 Arrival/Departure from School…………. 4 Attendance/Excessive Absences……… 4 Student in Good Standing……………….4 Vo-Tech Students………………………...5 Tardy Policy……………………………….5 Student Early Dismissal Procedure…… 5 Extended Absences (Prearranged)…… 5
required to remain in the cafeteria until the end of the lunch period and will be dismissed with their class. GRADES Per HCDE requirements weekly grades will be entered for all students in grades 3 - 5 using PowerSchool/Teacher. Parents will have access to this information through the Parent Portal. You teacher will provide you with a password and website address. The following grading scale will be utilized for grades 3 – 5. A 93 – 100 Excellent B 85 - 92 Good C 75 - 84 Average D 70 - 74 Below Average F 0 - 69 Unsatisfactory Kindergarten through Grade 2 will issue a standards-based report card for reporting progress. The reporting scale follows this format: 4 Advanced – Consistently demonstrates mastery for this grading period 3 Proficient – Usually demonstrates mastery for this grading period 2 Basic – Sometimes demonstrates mastery for this grading period 1 Below Basic – Rarely/does not demonstrate mastery for this grading period NA Standard not assessed for this grading period The proficiency level (4, 3, 2, or 1) reflects a student’s progress toward the learning expectation of the grading period. Conduct grades are based on behavior and shall not be deducted from earned academic grades. Conduct shall be marked as follows: S – Satisfactory N – Needs Improvement U – Unsatisfactory
Throughout the school year, students will learn what the expectations mean and look like in the various school settings - bus, classroom, lunchroom, playground, restroom… These expectations are in effect the total time your child is in our care. Any reinforcement of these expectations at home is always appreciated. All Settings Classroom Halls Cafeteria Restroom/ Drinking Fountain Assemblies/ Special Guest(s) Office Bus I will be Respectful -Listen and follow all adult directions -Use kind language -Bully -free -Cooperate and compromise with classmates -Listen attentively -Be polite -Respect other’s property -Be quiet -Keep hands, feet and other objects to self, off the walls, displays and lockers. -Say please and thank you -Use utensils correctly -Use table manners -Wait your turn -Give others privacy -Wait patiently -Use inside voices -Face forward -Quietly listen to speaker -Raise hand and wait patiently for your turn -Applaud quietly when appropriate -Say please and thank you -Wait patiently without bothering others -Enter quietly -Use appropriate language -Use quiet voice -Follow specific bus rules I will be here, ready and Responsible -Be on task -Have appropriate materials ready -Complete homework and turn it in on time -Stay in seat -Raise hand for assistance -Keep desk area clean -Use materials appropriately -Face forward -Stay on the right -Keep hallways clean -Stay seated -Talk quietly with neighbor -Clean up your eating area -Raise your hand for assistance -Wait patiently and quietly for your turn -Wash hands with soap and water -Flush the toilet, turn off faucet, put the towel in the trash can -Quietly and quickly return to line or classroom -Sit in assigned area -Use the door -Walk to and from the bus -Keep materials in book bag I will be Safe -Keep your hands, feet and other objects to yourself -Walk in the classroom -Keep chair legs on the floor -Stay with your class -Walk -Eat your food only -Pick up your trash -No climbing, hanging or crawling -Sit on bottom -Stay in student areas (in front of the counter or on the bench) -Stay seated and faced forward -Stay behind yellow bus line BULLYING at SCHOOL: The following steps will be used when an incident of bullying is suspected or reported (Information taken from Mahomet-Seymour Board Policy). Steps and procedures are
Formal Complaints Option, step 1. Students obtain a form from Student Services Staff or download one from stponline. The Complaints Form is completed. All of the information requested is provided. Parties lodging the formal complaint Formal Complaint recorded on the System, step 2. Students submits the completed form to the Student Service Team within four weeks of the incident that has given rise to the complaint Student Services staff record details, and the Complaint is assigned a Case Number. Student Services team member, under supervision of the Director of Student Services. CC meets to review Complaints Forms, step 3. CC discusses complaints and then distributes them to appropriate parties. Notes/minutes are taken of meeting discussions. Decisions are made in respect of allocations. Designated note or minute taker. (May be a CC member). Individuals named in the complaint are given opportunities to respond, step 4. Student Services staff notify individuals and inform them that responses are due within seven working days after notification. Individuals are notified by email or letter. If contact is made by telephone, then written notes of the conversation are to be provided. Director of Student Services, or designated representative drawn from the Student Services Team.
RV02 Sunshine Home Josephites Sunshine Home Josephites Sunshine Home Josephites Sunshine Home Monika’s Doggie rescue D9/D10 Chester Hill Swimming Emergency room for group if required Chester Hill Swimming Emergency room for group if required Chester Hill Swimming Emergency room for group if required Chester Hill Swimming Emergency room for group if required TRANSPORT LOGISTICS In the interests of student and staff safety the following departure locations have been identified for student transport throughout the week. All transport should be able to return to Kelso Bus Terminal at the end of each day. Property will be informed of these arrangements. Please ensure that your girls are aware of their departure locations (they will be given this information) Tues 12th Wednesday 13th Thursday 14th Friday 15th KELSO Chester Hill groups St Gabriels’ Chalmers Road Animal W League Monika’s Doggie res Chester Hill groups St Gabriels’ Chalmers Road Animal W League Monika’s Doggie res Chester Hill groups St Gabriels’ Chalmers Road Josephites Chester Hill groups St Gabriels’ Chalmers Road Animal W League FLAGPOLE LAWN Life is a beach Life is a beach Life is a beach Animal W League early departure Monika’s Doggie res Early departure Life is a beach BOARDERS LUNCH The following students have indicated that they will obtain a boarders lunch during service week. For those on campus they can collect at the normal time but all other students will need to collect it in the morning. The kitchen has been advised. Kirsten Chin Isabella Bouckley Coco Wan Alice Wong Karina Wong KamMan (Valerie) Ho Kimberly Thoo Lucinda Boxall, Lucinda Brown, Nishelli Wijesundra Cindy Huang Holly Currey Acacia Mok Claire Tsai Jessie Ding
Cary Academy 2016-2017 Upper School Student Handbook Cary Academy (Alma Mater) You’ve given us the knowledge of the thinkers of the past And empowered us to form Our dreams in a future vast. You’ve opened our hearts and minds And enabled us to see That there’s a place for each of us In the world’s immensity. Through the lessons that we’ve shared, The friendships, joys, and sorrow, You have given us the strength we need To boldly face tomorrow. Music composed by Ross Andrus (Class of 2000) Lyrics by the Class of 2000 Table of Contents
Do this: Read Ch. 1 in Active Hope (p. 13 – 33). Find an example of popular culture that communicates either ‘The First Story: Business as Usual’ (see p. 14 in Active Hope) or ‘The Second Story: The Great Unraveling’ (see p. 17 in Active Hope). Write: Describe what you found and explain how it functions as ideology. For example, does it reinforce existing relations of power? Does it attempt to naturalize or universalize an element of contemporary society? Does it reiterate or mimic dominant social narratives? Audio: Discover some way to represent what you’ve found in an audio format. Provide at least 10 seconds of audio you recorded. There are a variety of ways you might tackle this post so get creative. Image: Be sure to upload an image. Nature Where You Least Expect It Weekly Objectives: Find nature in a place where you least expect it. Explore the limits of the Western idea that nature is separate from human society. Do this: Read Ch. 3 in Active Hope (p. 43 – 56). Go about your daily routine, but give yourself extra time to find nature in a place where you least expect it to be. Once you have found nature in an unexpected place, find a way to sit at/near/with this piece of nature. Complete one of the three guided gratitude practices in Ch. 3 in Active Hope (p. 44, p. 48, or p. 55).
Time – Let’s assume that the plate in our model is moving at 1cm/year. Thus, for every cm of tape pulled past the marker, one year of time goes by. Magnitude – The distance the block slips for each event Event Number Time since last event (Years) Magnitude (cm) 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 5) Review your data table above. Which of the following statements best describes the data you collected? a) There are many large events and only a few small events. b) The number of large and small events is relatively equal. c) There are many small events and only a few large events. 6) How could you sort the data that you collected such that you could analyze whether your data can be described by the Gutenberg-Richter relationship? 7) One way is to gather the number of events into five categories (bins) based on magnitude and plot the results on the graph below. Each bin can include events with magnitudes greater than or equal to the bin value listed (i.e., greater than or equal to 1; greater than or equal to 3; etc.). Magnitude (N) (N)/year
PROJECT-BASED LEARNING: DESIGN AND BUILD A RAIN GARDEN Part 2: Site Investigation and Inventory Activity C - Draft the Base Map and Garden Layout In this activity, you will create the most accurate drawing you can in order to have an adequate foundation from which to develop your garden design and planting plan. Make sure to find out whether you need to draw your map to scale. Materials: 11”x17” blank paper Architectural scale (if drawing to scale) T-square Drafting triangles Drafting dots or drafting tape (masking tape will suffice) Circle template Colored pens and pencils Calculator Drawing to Scale As a class you will determine the appropriate scale to use for the base map. The best scales are ⅛ in, ¼ in or ½ in for a site plan, listed in order of increasing scale. The larger the scale, the bigger and clearer the information will appear, but the scale needs to be able to incorporate the entire site on the size paper you’re using. Example: When you look at your architectural scale, you will see the numbered markings that correspond to each listed scale size and these represent numbers of feet in the field. Using a ¼ in scale means that when you translate your field measurements onto paper, every foot in the field equals 1/4in on paper (¼” = 1’ -0”). So, if a building is 40 ft wide by 40 ft long in the field, the measurement on paper will be 10 in by 10 in (¼ of 40 = 10). Using a ⅛ in scale, every foot in the field equals ⅛in on paper (⅛” = 1’ -0”). The same measurement in the field, 40 ft x 40 ft, will be 5 in by 5 in (⅛ of 40 = 5). The measurements on the scale are helpful because they save you from having to do the translation math repeatedly. Step 1: Determine the longest distance across the site based on your field measurements. Step 2: Use your architectural scale to determine the largest possible scale that will fit on your base map paper. Write the scale that the class has agreed to use: _______________________= 1’ -0”
HF-200 Perceptions of Time Sixfold Symmetry Activity In groups of two or three, choose from one of the following four pieces in the Sixfold Symmetry exhibit for this activity. (Note that one of the options includes two pieces by Vera Molnar – if you opt for this, you should consider both pieces together during the activity.) To start, spend 2 – 3 minutes looking at your chosen artwork. (It’s longer than you think!) Don’t make any notes yet, simply spend the time looking at the piece. Consider the “lifespan” of the artwork from the initial concept through to today, with you observing it in the Sixfold Symmetry exhibit. As a group, develop a timeline or sequence of steps that list the processes that occurred during the creation and display of the piece in order from oldest (first) to youngest (last). Consider how you are able to determine the order of events. Are there some points in the process where the sequence is hard to discern? Does pattern or the disruption of pattern help or hinder your analysis (or both)? Are there gaps in your timeline? Can you predict what may happen to the piece in a year? In a decade? In a century? What evidence are you using to make those predictions? 1. Members of the Ezillio Community (Ebonyi State, Igbo Cultural Area, Nigeria) Ukara Cloth, n.d. Cotton and Indigo dye 54 x 78 inches Collection of Toby and Barry Hecht 2. Victor Ekpuk (Born Nigeria, 1964, lives and works in Washington, DC) Drawing Memory, 2016 Black paint and chalk, site-specific wall drawing, dimensions variable Courtesy of the artist
A petition that we, the students of Hull University Union, believe that the centralisation of our departmental staff in student hubs has had a detrimental effect on the efficiency of our departments, on our education as students and on the support available to us, particularly to those in most need; that HUU should take every effort to get rid of faculty student hubs and restore our departmental offices; and that HUU should have a referendum of its members to that effect. Name Date 1 Jessica Clunan Disabled Students Officer 17/04/2018 2 Rosie Russell Educational Secretary of the Zoology Society 17/04/2018 3 Edward Towers 17/04/2018 4 Hannah Slack 17/04/2018 5 Marie Louise Brady 17/04/2018 6 Ana Maria Prelici 17/04/2018 7 William Retallick 17/04/2018 8 Brandon Ward 17/04/2018 9 Benjamin Tompsett 17/04/2018 10 Katie Hinton 17/04/2018 11 Mark Porschke Chair of the Labour Club Society 17/04/2018 12 Valentin Pramatarov 17/04/2018 13 Radoslav Nikolushev 17/04/2018 14 Robert Tetley 17/04/2018 15 Sinead Williams 17/04/2018 16 Sarah Nicholson 17/04/2018 17 Miles Porter 17/04/2018 18 Yasmine Kerdoudi 17/04/2018 19 Emma Soublin 17/04/2018 20 Alizee Tisopulot 17/04/2018
47 Gemma Hughes 17/04/2018 48 Luke Samuel 17/04/2018 49 Iona Pringle 17/04/2018 50 Fraser Wright 17/04/2018 51 Shannon Auld 17/04/2018 52 Sonia Tsilidi 17/04/2018 53 Haaris Din 17/04/2018 54 Mahnoor Ahmed 17/04/2018 55 Montel Asiam 17/04/2018 56 Lillie Smith 17/04/2018 57 Lorene Delrot 17/04/2018 58 Caroline Berros 17/04/2018 59 Noureldin Noureldin 17/04/2018 60 Daniel Norton 17/04/2018 61 Jessica Raspin Course Rep & Chair of the Labour Club Society 17/04/2018 Approval: First submitted: 18th April, 9.02am 50 valid signatures approved by Assistant Returning Officer 18th April 2.45pm
Publication The Parties shall not arrange nor permit the publication of any information regarding the results or outcome of the Confidential Information without the prior written consent of the other Party, such consent shall not be unreasonably withheld. Limitation of Liability of Disclosing Party The Parties give no warranties in relation to the Confidential Information disclosed by it hereunder and in particular (but without limiting the foregoing) no warranty or representation, express or implied, is given by the Disclosing Party as to the accuracy, efficacy, completeness, capabilities or safety of any materials or information provided under this Agreement. Notices All notices required to be served pursuant to this Agreement shall be made in writing to the addresses at the head of this Agreement. Law and Disputes The validity, construction and performance of this Agreement shall be governed by English law. Any dispute arising under or in connection with this Agreement shall be subject to the exclusive jurisdiction of the English courts to which the parties to this Agreement hereby submit. Third Parties Except as provided in clause [number], this Agreement does not create any right enforceable by any person who is not a party to it (‘Third Party’) under the Contracts (Rights of Third Parties) Act 1999, but this clause does not affect any right or remedy of a Third Party which exists or is available apart from that Act. AGREED by the Parties through their authorised signatories: For and on behalf of Signed Print Name Title Date For and on behalf of Signed Print Name Title Date
Avoid block colouring features. If I were to colour in each of the patterns I have drawn it would take ages. It is as effective and much quicker to draw lines using a different colour. It takes a lot less time and is just as effective. Your annotated diagram is now complete! A finished map would look like: A finished cross section would look like; Jane Evans Northland/Auckland/Central North Geography facilitator Margaret Leamy Lower North Island/South Island Geography facilitator
Student Learning & Growth Goal School Year: Program: Name: Goal 1 (Specific targets): Rationale for selecting goal: Grade/Subject/Level (Specific state or national standards or skills addressed) Context/Students (Demographics & learning needs of students) Baseline Data (Students’ current performance re: targets) Strategies (Instructional strategies to be used to accomplish goal) Assessments (How student learning & growth will be measured) Professional Learning & Support (Additional learning & support needed by teacher)
STUDENT RUBRIC Math Language Arts Team Participation__ A Demonstrating complete understanding of fractions and how they compare and convert Writes letters with several reasons to clearly and effectively support opinions Student is fully engaged in the activity B Demonstrating a good deal of understanding of fractions and how they compare and convert Writes letters with a few reasons to support opinions Student is frequently engaged in the activity C Demonstrating some understanding of fractions and how they compare and convert Writes letters with only 1 reason to support opinion Student is occasionally engaged in the activity D Demonstrating little understanding of fractions and how they compare and convert Writes letters without providing any reasoning or reasoning does not make sense Student gives little input or feedback to other members of the team during the activity F Student is not putting forth any effort to solve problems posed by client Does not write letters at all or does not provide opinions or support Student does not give input or feedback during the activity
TEACHER: Please do not write in these rows! Learner was unable to reflect in any ways described to the right Novice Learner Practitioner Expert Learner can rarely evaluate their own strengths & weaknesses and does not have a clear view on how to improve their learning Learner can somewhat evaluate their own strengths & weaknesses and has a somewhat clear view on how to improve their learning Learner can evaluate their own strengths & weaknesses and has specific ideas on how to improve their learning Learner can evaluate their own strengths & weaknesses consistently and independently and has specific and comprehensive ideas on how to improve their learning
From the artifacts screen, select Create a new folder from the I want to options. In the new folder screen, type a distinct folder title, leave the Folder location box as is, and add a description if you wish. Click the Create folder button. Once you’ve created a new folder, you may move existing artifacts into it by accessing your artifact list, clicking on the name of an individual artifact, and selecting Move this artifact from the I want to options. You may also choose the folder from the Artifact location box when you upload a new artifact. Artifact description: Portfolio includes a search function that helps users find artifacts they’ve already uploaded. However, you must provide descriptive and keyword information for the program to search: To access a detail screen for each artifact, choose My Artifacts from the Go to options on any screen. Click on an individual artifact’s name from the artifact list that appears. In the detail screen, click Edit to input a description and keywords. When typing keywords, remember to separate them with spaces. Once you’ve added each detail, click the Save changes button. You will now be able to search for the artifact by going to My Artifacts and selecting Search for an artifact from the I want to options. Catalyst’s Portfolio tool offers portfolio management features for students who create portfolios for several courses over an academic year or construct both academic and job portfolios. To create folders—or “sets”—for groups of portfolios: Open a web browser, go to portfolio.washington.edu, and log on with your UW Net ID and password. Select My Portfolios from the Go to options. Choose Create a new set from the I want to options. In the new set screen, type a unique Set title, leave the Set location as is, and include a description if you wish. Click the Create set button.
STUDENT SIGNATURE: _______________________________________________________
Moodle 2 Student Quick Start Guide Logging In Important: If you run Moodle through a browser other than Firefox, the system may not operate correctly. If you don’t have Firefox, download it here for free: Task Screen Shot Open your Firefox browser.
List of Students Achievements Sl No Name of the Contest Brief Description of Contest Name of Participants Award/Achievement 1 National Level Student Technical Paper Presentation Contest, Dated March – 2007 National Level Student Technical Contest, Madras Engineering College, Chennai. Mr. Amey Duri VIII Sem Auto Consolation Prize Rs 3000=00 Cash prize State level project competition (SRISHTI) at GMIT Project Competition Design and Development of Proto type VOLVO Busses. Mr.Sandeep Raikar First Prize Rs 8000=00 cash prize 2 National Level “Physically Handicapped Vehicle” car model Contest, 2008 National Level “Physically Handicapped Vehicle” Contest, Madras Engg College, Chennai. Mr.Sandeep Raikar Mr.Amey Duri Special innovation and Design Rs15000.00 cash prize 3 Stat e Level Quiz Contest 2009 State Level Quiz Contest, Malnad Engineering College, Hassan Mr. Sandeep Raikar and Mr. Sunil Raikar First Prize 4 State level project competition (SRISHTI) at SSIT, Tumkur-2009 Project Competition Design and Development of Four Wheel steered Go-Kart Mr.Ramkrishna and Team First Prize (ANVESHAN) Rs 8000=00 cash prize 5 National Level Formula -1 Car Race competition at Chennai 2011 National Level Design, development, fabrication and race contest of Formula-1 type car race at MRF Mr.Tejas Padasalagi and Team Fuel Economy First Prize (Rs 1,00,000=00 cash prize)
11 National level Technical Paper contest AUTOWISSEN - 2014 BLDEA’S Bijapur Mr.Rakesh Kulkarni First Prize Rs 1000=00 cash prize 12 National level Technical Paper contest AUTOWISSEN - 2014 BLDEA’S Bijapur Mr.Jaffer Second Prize 13 National Level racing championship 2015 at Bhopal.(MP) National Level Design, development, fabrication and race contest of GO-KART cars organized by Virtual motors, RPM at Bhopal.(MP) 2015. Mr.Nagaraj Maladani and Team Over all 3rd Championship Rs 20,000=00 cash Prize First in Endurance and Fuel Economy Rs 10,000=00 cash Prize National Level Off Road Vehicle BAJA - 2015 Race competition at Pithampur 2015 National Level Design development fabrication and race contest of Off Road BAJA Vehicle organized by SAE India at Pithampur. (M.P) Mr.Uday Patil and Team Endurance Third Position National level Exhibition and Symposim on Innovating Approach at Moulan Ajaad National Institute of Technology Bhopal. (M.P) National level Exhibition and Symposim on Innovating Approach at Moulan Ajaad National Institute of Technology Bhopal. (M.P) Mr.Rahul Singh and Team First Prize Rs 5000.00 cash prize
Chapter 4 – Exponential and Logarithmic Functions Big IDEAS: Graphing polynomial functions Performing operation with polynomials Solving polynomial equation d finding zeros Section: 4 – 1 Graph Exponential Growth FUNctions Essential Question What does the graph of an exponential growth function look like? Warm Up: Key Vocab: Exponential FUNction A function of the form where and the base b is a positive number other than 1. Exponential Growth FUNction An exponential function where Simplest form Parent FUNction for Exponential Growth FUNctions Domain: Range: Growth Factor The b value in an exponential growth function Asymptote A boundary line in a graph. Graphed using a dotted line Show: Ex 1: Graph .
Decay Factor The b value in an exponential decay function. Key Concept: Exponential Decay Model Used when “real-life” quantities decrease by a fixed percentage during a specific amount of time y: ending Amount a: beginning Amount r: Rate of decrease in decimal form t: Time in years Show: Ex 1: Graph Ex 2: Graph Ex 3: Graph Ex 4: Graph Ex 5: A new car costs $25,000. The value of the car decreases by 15% each year. Write an exponential decay model giving the car’s value y (in dollars) after t years. Estimate the value after 4 years. Graph the model. Closure:
Power Property Expand exponents with multiplication Condense multiplication with exponents Change of Base Formula Let a, b, and c be positive numbers such that . Hint: Choose a base that is easy to work with! *Both the common log and the natural log are on the calculator.* Show: Ex 1: Use and to evaluate the logarithm. Ex 2: Expand Ex 3: Which of the following is equivalent to ? Ex 4: Evaluate using common logarithms AND then using natural logarithms. Round your answer to 3 decimal places. Ex 5: The Richter scale is used to measure the magnitude of earthquakes. If an earthquake has intensity I, then its magnitude on the Richter scale, R, is given by the function , where is
the intensity of a barely felt earthquake. If the intensity of one earthquake is 50 times that of another, how many points greater is the bigger earthquake on the Richter scale? Increase in intensity: Closure: What does it mean to expand a logarithmic function? What does it mean to condense a logarithmic function? Expanding a logarithmic expression means to break the expression apart into multiple logarithms Condensing a logarithmic expression means to combine multiple logs into a single logarithm. How can you use a calculator to evaluate a logarithm when the base is not 10 or e? You can use the change of base formula, , to evaluate any logarithm. Section: 4 – 6 Solve Exponential and Logarithmic Equations Essential Question Why do logarithmic equations sometimes have extraneous solutions? Warm Up: Key Vocab: Exponential Equation Equations in which the variable occurs as the exponent Example: Logarithmic Equation Equations that involve logarithms of variable expressions Example:
Ex 3: Prove the Perpendicular Bisector Theorem Given: C is on the perp. bis. of Prove: Statements Reasons C is on the perp. bis. of Given Def of segment bisector Reflexive Prop. are right Def of perp. Rt. Angles cong. Thm SAS Post CPCTC Section: 5 – 3 Use Angle Bisectors of Triangles Essential Question When can you conclude that a point is on the bisector of an angle? Warm Up: Key Vocab: Incenter The point of concurrency of the three angle bisectors of the triangle. Point I is the incenter. Theorem:
Angle Bisector Theorem If a point is on the bisector of an angle, then it is equidistant from the two sides of the angle. Converse of the Angle Bisector Theorem If a point is in the interior of an angle and is equidistant from the sides of the angle, then it lies on the bisector of the angle. Incenter Theorem The angle bisectors of a triangle intersect at a point that is equidistant from the sides of the triangle. Show: Ex 1: Find the measure of . Ex 2: For what value of x does P lie on the bisector of ? Ex 3: In the diagram, G is the incenter of . Find GW. Ex 3: Prove the Angle Bisector Theorem Given: D is on the angle bis. of Prove:
Centroid The point of concurrency of the three medians of the triangle. Altitude of Triangle The perpendicular segment from one vertex of the triangle to the line that contains the opposite side. are altitudes. Point O is the orthocenter. Orthocenter The point of concurrency of the three altitudes of a triangle. Theorems: Centroid Theorem The medians of a triangle intersect at a point that is two thirds of the distance from each vertex to the midpoint of the opposite side. Show: Ex 1: In , P is the centroid a. If , find PT and JT. b. If then x = ?.
Chapter 3 – Parallel and Perpendicular Lines In this chapter we address three Big IDEAS: Using properties of parallel and perpendicular lines Proving relationships using angle measures Making connections to lines in algebra Section: 3 – 1 Identify Pairs of Lines and Angles Essential Question What angles pairs are formed by two lines and a transversal? Warm Up: Key Vocab: Parallel Lines Two lines that do not intersect and are coplanar Skew Lines Lines that do not intersect and are NOT coplanar Parallel Planes Two planes that do not intersect Transversal A line that intersects two or more coplanar lines at different points line t is a transversal Corresponding Angles Two angles that are formed by two lines and a transversal and occupy corresponding positions are corresponding angles Alternate Interior Angles Two angles that are formed by two lines and a transversal and lie between the two lines and on opposite sides of the are interior angles
Horizontal lines have zero slope. Section: 3– 5 Write and Graph Equations of Lines Essential Question How do you write an equation of a line? Warm Up: Key Vocab: Slope-intercept Form A linear equation written in the form y = mx + b where m is the slope and b is the y-intercept. Best form for graphing. Standard form A linear equation written in the form Ax + By = C, where A, B and C are integers and A and B are not both zero. Point-slope Form A linear equation written in the form , where m is the slope and is a coordinate. Vertical Line where a is the x-intercept Vertical lines have undefined or no slope Horizontal Line where b is the y-intercept Horizontal lines have zero slope Show: Ex 1: Write an equation of the line in slope-intercept form. y = 4x - 3 Ex 2: Graph 2x – 3y = -12.
Section: 7 – 3 Use Similar Right Triangles Essential Question How can you find the length of the altitude to the hypotenuse of a right triangle? Warm Up: Key Vocab: Geometric Mean For two positive numbers a & b, the positive number x that satisfiesSo, and . Example: Theorems: If the altitude is drawn to the hypotenuse of a right triangle, Then the two triangles formed are similar to the original triangle and to each other. Geometric Mean (Altitude) Theorem If the altitude is drawn to the hypotenuse of a right triangle, Then The length of the altitude is the geometric mean of the lengths of the two segments of the hypotenuse.
Environmental Geography: Resource Pressures in a Crowded Land (cont.) Other East Asian Environmental Problems (cont.) Mounting Pollution China’s development causing water pollution, toxic waste dumping, and air pollution from the burning of high sulfur coal Japan, Taiwan, South Korea have implemented stringent pollution controls and established pollution-generating industries outside of their countries to reduce pollution Environmental Issues in Japan Japan has a relatively clean environment – Environmental restrictions, cleanup and pollution exporting » : Location of their dirtier factories elsewhere in the world
Geopolitical Framework: A Deeply Divided Region South Asia Before and After Independence in 1947 During the 1500s most of region was under the Mughal Empire – European merchants established coastal trading posts By 1700s the empire weakened and states emerged The British Conquest British East India Company – a private organization acted as an arm of the British government and monopolized trade – Exploited political chaos to stake empire Sepoy Mutiny (1856) led to South Asia being ruled directly by the British Hindu, Muslim, and Sikh rulers retained their states under British rule
Conclusions •Geopolitical tensions in South Asia cause concern •Nuclear rivalry between India and Pakistan •Ethnic conflict in Sri Lanka •Religious strife between Hindus and Muslims •Bangladesh draws foreign direct investment and prospects for the future •India may be perfectly positioned for globalization End of Chapter 12: South Asia
Population and Settlement: Subsistence, Migration, Cities (cont.) Urban Settlement Southeast Asia is less than 30% urbanized Many of the region’s countries have primate cities (single, large urban settlements that overshadow all others) » Efforts to encourage growth of secondary cities Squatter settlements are Kuala Lumpur is Southeast Asia’s largest city » Development from government and private investors produced a modern city with the world’s tallest building, the Petronis Towers Singapore is a city-state, with modern infrastructure and no squatter settlements
Conclusions •Australia and Oceania are some of the last places to be colonized •Immigrants, including Asians, are increasing the diversity in this region •Native peoples (Aborigines and Maoris) continue to struggle; some assimilate, others resist •Australia is the dominant economy in the region, followed by New Zealand •Australia’s ties to its Asian neighbors are growing stronger End of Chapter 14: Australia and Oceania