zilongwang/ReadingBank huggingface dataset:
Text Features NAME : __________________ Text: ___________________ Our world is chock full of visuals so we often take visuals in texts for granted, however, they do affect how we interpret events and characters. Examine the text features in the text and answer the questions below. 1. What text features are included in the text ? 2. Specifically, how did each feature help you better understand an aspect of the text? Refer directly to each text feature. 3. What text features could have been added to better understand a concept, location or character in the text? Text Features NAME : __________________ Text: ___________________ Our is chock full of visuals so we often take visuals in texts for granted, however, they do affect how we interpret events and characters. Examine the text features in the text and answer the questions below. 1. What text features are included in the text ? 2. Specifically, how did each feature help you better understand an aspect of the text? directly to each text feature. 3. What text features could have been added to better understand a concept, location or character in the text? When Non-Fiction reads like Fiction!
JUST PLAY DAY SPORT TIME LOCATION MONDAY Badminton 1-2pm Sports Hall Football 5-6pm STP (Astroturf) TUESDAY Netball (Exl 21st June) 5-6pm Tennis Courts WEDNESDAY Running Club 1-2pm Meet at Essex Sport Reception THURSDAY Tennis (Exl 9th &23rd June) 1-2pm Tennis Courts Squash 4.30-6pm Squash Courts FRIDAY Swimming at Leisure World ** 6-9.30am or 7.30 to 9.30pm CO11YH SATURDAY Baseball (Exl 4th June) 3-5pm Grass Pitches (Batting Cages) June Timetable 2016
• Movement • Control balance • Weightless feeling (lift) Sounds: • People • Water feature • Echo Sights: • People • Sunlight/Glass ceiling • Furniture • Water feature • Plants/Statues/Art • Gas heaters Smells: • Nature • Water feature • Chlorine Toilets
Chapter I Introduction to Computer Science Chapter I Topics 1.1 Learning the Exposure Way 1.2 Exposure Equation 1.3 Getting Started 1.4 How Do Computers Work? 1.5 Messages with Morse Code 1.6 Electronic Memory 1.7 Memory and Secondary Storage 1.8 Hardware and Software 1.9 A “Brief” History of Computers 1.10 What Is Programming? 1.11 A “Brief” History of Programming Languages 1.12 Networking 1.13 Summary
public class Java0207 { public static void main (String[] args) { System.out.println("One"); System.out.println("Two"); System.out.println("Four"); System.out.println("Five"); System.out.println("Six"); // half a dozen System.out.println("Seven"); System.out.println("Eight"); System.out.println("Nine"); System.out.println("Ten"); System.out.println("Eleven"); System.out.println("Twelve"); // one // System.out.println("Thirteen"); // one baker's dozen } } One Two Three Four Five Six Seven Eight Nine Ten Eleven Twelve The second comment-type is the Comment. This type of comment is shown in program Java0208.java in figure 2.13. A slash followed by an asterisk /* is used to mark the beginning of the multi-line comment. An asterisk followed by a slash */ is used to mark the end. Be careful not to forget to end your comment. If you do, the remainder of your program becomes one big comment. Multi-line comments are useful when entire sections need to be commented-out. Figure 2.13 // Java0208.java /* This program is very similar to the previous program, but the output will be different. Instead of displaying all number words from "One" through "Thirteen",
2.11 The AP® Java Subset This textbook can be viewed as an introductory computer science textbook, uses the Java programming language. This is certainly true, but a deliberate effort is made to prepare students for the AP® Computer Science Examination. Please be advised that both AP® and Advanced Placement Program® are trademarks or registered trademarks of the College Entrance Examination which was not involved with the production of, and does not endorse, this book. The College works together with Educational Testing Service to create the AP® Computer Science Examination. In an effort to create a standardized test for all students, the College Board and ETS have created an AP® Java Subset. The subset is very necessary. The number of available topics in Java is absolutely enormous and decisions need to be made which topics are more significant and should be tested. There is also a secondary consideration. Some topics are very difficult to test in a manner that is fair to all students. The AP® Java Subset created by the Test Development Committee of the College Board does not dictate what should be taught in an AP® Computer Science course. The AP® Java Subset indicates what will be tested. This textbook, like practically every other textbook on this subject, will include topics that are very worthwhile to know, but will not be explicitly tested. In an effort to clarify to teachers and students you will see special warning boxes in appropriate chapters, which indicate on the current chapter those topics that will be tested and which topics will not be tested. These alert tables will be used for various other reasons as well to help prepare students for the AP® Computer Science Examination. You will see these alert tables starting in Chapter III.
case 'C' : System.out.println("70 .. 79 Average"); System.out.println("Fair"); break; case 'D' : System.out.println("60 .. 69 Average"); System.out.println("Poor"); break; case 'F' : System.out.println("Below 60 Average"); System.out.println("Bad"); break; default : System.out.println("No Match Found"); } System.out.println(); } } Figure 5.14 Continued JAVA0514.JAVA Letter Grade ===>> B 80 .. 89 Average Good Figure 5.14 Continued JAVA0514.JAVA Enter Letter Grade ===>> C 70 .. 79 Average Fair JAVA0514.JAVA Enter Letter Grade ===>> d No Match Found
15 14 13 12 11 10 9 8 7 6 5 4 3 2 1 0.0 0.5 1.0 1.5 2.0 2.5 3.0 A B C D E F G H I J K L M N O P Q R S T U V W X Y Z Repetition Java has a variety of control structures for repetition. computer science terms for repetition are looping and iteration. Fixed Repetition is done with the for loop structure. General Syntax: for (Part1; Part2; Part3) loop body; The for loop has distinct parts: initializes the Loop Control Variable (LCV). Part2 sets the exit condition for the loop. Part3 determines how the LCV changes. Specific Examples: for (k = 1; k <= 10; k++) System.out.println("Java is 10 times more fun"); Just like the if statement, use braces { } and block structure to control multiple program statements. for (k = 20; k >= 0; k- -) { System.out.println("Rocket Launch Countdown"); System.out.println( ); System.out.println("T " + k + " seconds."); System.out.println( );
Figure 5.28 Program Segment NoNo #1 Program Segment YesYes #1 int x = 0; < 10) System.out.println(x); The loop condition variable, x, changes. The loop will not exit. int x = 0; while(x < 10) { x++; System.out.println(x); } The loop condition variable, x, changes. The loop exits when x reaches 10. Figure 5.29 Program Segment NoNo #2 Program Segment YesYes #2 int x; while(x < 10) { x++; System.out.println(x); } The loop condition variable, x, is never initialized. This program will not compile. int x = 0; < 10) { x++; System.out.println(x); } The loop condition variable, x, is initialized. The program will compile and execute correctly. Fixed Repetition vs. Conditional Repetition Fixed Repetition describes a situation where you know – ahead of time – how many times you want the loop to repeat. An example would be drawing exactly 100 circles on the screen. The command for fixed repetition is for.
// Java0605.java // This program demonstrates how to "right justify" integers with an object // of the <DecimalFormat> class and the <format> method. import java.text.DecimalFormat; // necessary to use DecimalFormat public class Java0605 { public static void main (String args[]) { System.out.println("\nJAVA0605.JAVA\n"); DecimalFormat output = new DecimalFormat("00000"); System.out.println(output.format(1)); System.out.println(output.format(12)); System.out.println(output.format(123)); System.out.println(output.format(1234)); System.out.println(output.format(12345)); System.out.println(output.format(123456)); System.out.println(output.format(1234567)); System.out.println(); } } Figure 6.10 Continued Program Java0606.java, in Figure 6.11, demonstrates that it is possible to display large numbers with the traditional commas displayed every third digit. Figure 6.11 // Java0606.java // This program demonstrates how to insert commas in numerical output // with a <DecimalFormat> object. import java.text.DecimalFormat; public class Java0606 { public static void main (String args[]) { System.out.println("\nJAVA0606.JAVA\n"); DecimalFormat output = new DecimalFormat("0,000,000"); System.out.println(output.format(1));
sue.closeSavings(); System.out.println("Tom's combined balance: " + tom.getCombined()); System.out.println("Sue's combined balance: " + sue.getCombined()); System.out.println(); } } JAVA0604.JAVA Tom's combined balance: 15000.0 Sue's combined balance: 18000.0 Tom's combined balance: 11000.0 Sue's combined balance: 8000.0 Tom's combined balance: 0.0 Sue's combined balance: 0.0 6.4 Using the Random Class Generating random values is a surprisingly big deal in many ways. Billions of dollars are spent on advertising, which is largely based on the surveys of a population sample picked at random. Politicians are continuously "polling" their constituents, which requires a random survey sample . Video games have become big business and no video game can survive without a true random behavior of game events. So how do we make something random? Java does have a random method, which belongs to the Math class with limited capabilities. There is also a Random class with a variety of methods to satisfy many random needs. Program Java0605.java, in figure 6.11, introduces the Random class. I mentioned earlier that the actual Java language is not so large. However, Java is supported by a huge set of class libraries. Related methods and data form one class. Related classes are organized together in one location, called a package, and related packages are placed in even larger packages.
public Java0620 extends Applet { public void paint(Graphics g) { Polygon penta = new Polygon(); penta.addPoint(300,350); penta.addPoint(250,200); penta.addPoint(550,200); penta.addPoint(500,350); g.drawPolygon(penta); } } Figure 6.27 Continued 6.7 Random Graphics Objects There are two Java concepts you have learned that combine very nicely. You have learned to create a variety of graphic images with methods of the Graphics and Color classes. In this chapter you have also learned how to generate random numbers of a specific range. When you combine these two features, you can create some interesting programs. Program Java0621.java, in figure 6.18, generates random lines. These lines are all colored black. The program is meant for an applet window that is 800 by 600 pixels in size. You will see that the random numbers generate integers in the entire range of the applet window. Figure 6.28 // Java0621.java // This program displays 1000 random import java.awt.*; import java.applet.*; import java.util.Random;
} public static void cityStateZip() { System.out.println("Kensington, Md. } } The previous two programs placed each of the new methods inside the same class as the main method. Program Java0705.java, in Figure 7.5, creates a Address class and places the three new methods inside that class instead. Figure 7.5 // Java0705.java // This program demonstrates how to use a second class separate // from the main program class. // This program will not compile, because the <fullName>, <street> // and <cityStateZip> methods are no longer contained in the <Java0704> public class Java0705 { public static void main(String args[]) { fullName(); street(); cityStateZip(); } } class Address { public static void fullName() { System.out.println("Kathy Smith"); } public static void street() { System.out.println("7003 Orleans Court"); } public static void cityStateZip() { System.out.println("Kensington, Md. 20795"); } } defined
public Trunk() { trunkStartX = 0; trunkStartY = 0; trunkHeight = 320; trunkWidth = 80; trunkColor = Color.black; } public void drawTrunk(Graphics g) { g.setColor(trunkColor); g.fillRect(trunkStartX,trunkStartY,trunkWidth,trunkHeight); } } Figure 10.6 Continued Program Java1007.java, in figure 10.7, adds an overloaded constructor to add some variety to a dull, black trunk at the top-left corner of the graphics window. Figure 10.7 // Java1007.java // The <Trunk> class now uses a overloaded constructor that // allows construction with the trunk's location, height and color. import java.awt.*; import java.applet.*; public class Java1007 extends Applet { public void paint(Graphics g) { Trunk trunk1 = new Trunk(); Trunk trunk2 = new Trunk(350,400,75,300,Color.orange); trunk1.drawTrunk(g); trunk2.drawTrunk(g); } } class Trunk { private int trunkStartX, trunkStartY; private int trunkHeight, trunkWidth; private Color trunkColor; public Trunk() { trunkStartX = 0; trunkStartY = 0; trunkHeight = 320; trunkWidth = 80;
called fields, of the same or different data The File Data Structure Programming languages have a convenient data structure that facilitates the transfer of data to and from external storage. The array and record may be lovely to store a complex set of data in the memory of a computer, but this data often needs to be used at some future date. The data needs to be stored in some permanent manner. The file data structure provides this ability. File Definition A file is an internal data structure - with an unspecified number of elements of the same type - assigned to an external file name. The file data structure allows transfer of data between internal and external storage. Data Structures The three data structures - array, record and file - introduced in this section are built-in Java data types. These data types are ready to go and can be used with very little effort. Using built-in data structures is a good starting point in an introductory computer science course. There are many other types of data structures that the programmer can create for a wide variety of special purposes. The study and practice of these special user-created data structures is a major focus of most second Computer Science courses. One example of such a special data structure is the stack. The Data Structure One important data structure in computer science is the stack. This data structure will be explained, and used, in considerable detail in the future computer science courses. Right now consider the following stack definition. Definition A stack is a data structure with elements of the same type. Data elements of the stack data structure can only be accessed (stored or retrieved) at one end of the
if (intArray[k] == sn) found = true; return found; } } Figure 13.13, Output #1 Figure 13.13, Output #2 Did you understand why this Linear Search algorithm is called inefficient? What happens when the search number is the very first number in the list? The loop still continues and compares every element in the array until the end. This is flat silly. Imagine that you are at a car repair shop and after your file is found, the clerk continues to check every file. The next search algorithm is a more civilized Linear Search and uses a Boolean variable both to signal that the requested element is found as well as a loop condition to terminate the search. Figure 13.9 compares the previous Linear Search with the improved algorithm and program. Figure 13.14 Inefficient Linear Search Efficient Linear Search public boolean linearSearch(int SN) { boolean found = false; for (int k = 0; k < Size; k++) if (intArray[k] == sn) found = true; return found; } public boolean linearSearch(int sn) { boolean found = false; int k = 0; (k < size && !found) { if (intArray[k] == sn) = true; else k++; } return found; } Java1312.java, in figure 13.15, demonstrates the altered algorithm. Do not expect to see any difference in execution With today's computers, you will need to search a rather substantial list size to make any measurable comparisons.
T F T >F< F T >T< F T T >F< T F >T< F F F >T< T T >T< Truth Table #4 shows that the distributive property logic of regular Algebra does not apply. The truth tables of the two expressions are not equivalent. The final truth tables have been highlighted with arrows. The table {F F F T} is quite different from the table {F T T T}. The functionality of truth tables perhaps has been demonstrated to you. But now you are very curious. Just exactly what happens when you remove the parenthesis? Regular Algebra is no help, the truth tables confirmed that. How about considering if the Expression ~ ( A or B ) is equivalent to ~A and ~B with Truth Table #5. Truth Table #5 A B A or B ~(A or B) ~A ~B ~A and ~B T T T >F< F F >F< T F T >F< F T >F< F T T >F< T F >F< F F F >T< T T >T< Can you believe it? The two expressions are equivalent. This is entirely too weird, but the facts are staring you straight in the face. Perhaps you can appreciate now why this chapter is needed. Armed with only the rudimentary truth tables of the previous section, you would not simply conclude what was just proven. Lack of this knowledge has negative consequences on your programs and it does not help your AP Examination score much either. In Truth Table #6 we take a look at a similar problem that at first may look identical. It is a matter of altering the Boolean operands and checking to see if the expression ~ ( A and B ) is equivalent to ~A or ~B. Truth Table #6 A B A and B ~(A and B) ~A ~B ~A or ~B T T T >F< F F >F< T F F >T< F T >T< F T F >T< T F >T< F F F >T< T T >T<
Pretty much all these Actor objects mind their own business. Bugs do trample on flowers, but perhaps they feel entitled as bugs drop the flowers on the grid in the first place. You will now see a class that seriously interacts with other objects in a variety of ways. You can only appreciate the differences between the critter class and the previous classes by observing the execution of a program that includes Critter objects. The Critter will show totally new behavior and it will become the superclass for various other critter classes, much as the Actor class is the superclass for the earlier subclasses. As you observe the behavior of the objects make sure that you do not use Run, but rather use Step to slowly observe the changes with each execution. Lab Experiment Java1317 Examining the Critter Class 01. Create a GridWorld Project with Folder Java1317 Create a Java1317 project. Make sure to attach the GridWorld library. 02. Compile and Execute the Java1317 Project Compile and execute the project. You should see a grid with 5 bugs, 5 and 2 critters. You already know the Rock and Bug objects. The new blue icons, with curly tails, are Critter objects. Click Step and observe the program execution. Multiple steps will be shown here as well, but remember that you will have a different starting screen. 03. Observe Object Behavior Click Step seven times. Observe each step carefully. Compare the current step with the previous step. Watch the pictures closely and also watch your own executions.
} public void drawCar(Graphics g) { super.drawCar(g); drawWindows(g); drawRoof(g); } private void drawWindows(Graphics g) { g.setColor(Color.white); g.fillRect(xPos+10,yPos+30,25,30); g.fillRect(xPos+45,yPos+30,25,30); g.fillRect(xPos+80,yPos+30,25,30); g.fillRect(xPos+115,yPos+30,25,30); } private void drawRoof(Graphics g) { Polygon roof = new Polygon(); roof.addPoint(xPos-15,yPos+20); roof.addPoint(xPos,yPos); roof.addPoint(xPos+150,yPos); roof.addPoint(xPos+165,yPos+20); g.setColor(carColor); g.fillPolygon(roof); } } Train Case Study, Stage #6 (Create a Caboose Class) Here is the final subclass of the RailCar superclass. It is appropriate since we are now looking at the Caboose class in figure 14.32. It has two windows and it has a raised roof, called a cupola, for part of the car. This It is placed at the end of a long freight train and most of the time it is colored red. Our final subclass is shown in figure 14.33.
Figure 14.14 // // This class is used by the <Java1407> program. public class Train { ArrayList<TrainCar> trainCars; private int tlX; private int tlY; public Train(int tlX, int tlY) { trainCars = new ArrayList<TrainCar>(); this.tlX = tlX; this.tlY = tlY; trainCars.add(new Locomotive(Color.red,tlX,tlY)); trainCars.add(new TrainCar(Color.green,tlX+160,tlY)); trainCars.add(new TrainCar(Color.yellow,tlX+320,tlY)); trainCars.add(new trainCars.add(new Caboose(Color.blue,tlX+640,tlY)); } public void drawTrain(Graphics g) { for (TrainCar tc: trainCars) tc.drawCar(g); } } Let us assume that you understand the logic of the TrainCar, Locomotive and Caboose classes. Each one of these classes constructs a new object and also defines the drawCar method. In the case of the superclass TrainCar, method drawCar has its first appearance and method drawCar is then re-defined by the Locomotive and Caboose classes. Everything that was stated is required for polymorphism, but it only sets the stage. The essence of polymorphism now shows up in a class where objects are used that all fall under the same umbrella class, but these objects have each been constructed according to the constructor of their own class. Additionally, each object is called upon to process some method that all classes have in common by name, but not by action. So let's analyze the figure 4.14 Train class. A dynamic generic called trainCars is defined and every member is a TrainCar object. That is step one. We have the umbrella class. Now in step two each object is added to the array. These objects are constructed with three different constructors, but Java does not object. The array requires TrainCar objects and TrainCar objects are precisely what you add.
Larger alpha values are more opaque (solid). You should also notice that the program seemed to execute slowly. This is because creating transparent colors requires considerably more processing than creating solid colors. Figure 15.41 // Java1520.java // This program is similar to program Java0527 which displayed 1000 random colored solid circles. // The difference now is the new 4-int parameter <setColor> method is used. // The first 3 int values still specify the amount of red, green and blue. // The fourth int parameter is the "alpha" value which determines how "transparent" the color is. // Like the color values, the alpha value is a number between 0 and 255. // Smaller alpha values are more transparent. Larger alpha values are more opaque. // NOTE: The programs seems slow because creating transparent colors takes much longer than // creating solid colors. public Java1520 extends Applet { public void g) { for (int k = 1; k <= 1000; k++) { int x = Expo.random(0,1000); int y = Expo.random(0,650); int red = Expo.random(0,255); int green = Expo.random(0,255); int blue = Expo.random(0,255); int = Expo.random(0,255); Expo.setColor(g,red,green,blue,alpha); Expo.fillCircle(g,x,y,50); } } } Deluxe Version of Expo.html As before, you are provided with the file Expo.html which documents all of the methods in the Deluxe Expo class (both old and new). See Figure 15.42. Figure 15.42 15.6 Multi-Page Output
Drawing Circles Program Java1530.java, in figure 15.52, will deal with drawing circles. This is much more complicated that drawing lines or rectangles from a programming point of view. Think of what you need to do to draw a circle with a paint program. You use your cursor to find the center of the circle and press down the button. Instead of calling this location (startX, startY) we will call it (centerX, centerY). As you drag the mouse you make the circle larger as you increase its radius and then release the button when finished. Since the radius is the distance from the center to any point on the rim of the circle, we will call the release point (rimX, rimY) instead of (endX, endY). Well, we have 2 points just like we did for the lines and the rectangles. In the case of the circle we need to do a little math. The radius will be the distance between these 2 points. The math required to compute this is explained below. If you are in a higher-level math class you should recognize the Pythagorean Theorem and the distance formula. If not, just accept that I had to write a special getRadius method for this to work and that the method is based on the following mathematical information: c a b Given that the triangle above is a right triangle, if you know the lengths of sides a and b you can compute side c this formula:
Texas Secondary Mathematics Content Knowledge Test 235 (TExES Mathematics 7-12 Test 235) Alignment to NCTM CAEP Mathematics Content for Secondary (2012) (Based on a joint collaboration by NCTM and AMTE-Tx NCTM/CAEP Alignment Task Force) Mathematical Domain Competency Addressed Technology and Varied Representational Tools Including Concrete Models A.1 Number and Quantity A.1.1, A.1.2, A.1.3, A.1.4 Online graphing calculator A.2 Algebra A.2.1, A.2.2, A.2.3, A.2.4, A.2.5 Online graphing calculator A.3 Geometry and Trigonometry A.3.1, A.3.2, A.3.3, A.3.4, A.3.5, A.3.6, A.3.7, A.3.8, A.3.9 Online graphing calculator A.4 Statistics and Probability A.4.1, A.4.2, A.4.3, A.4.4, A.4.5 Online graphing calculator A.5 Calculus A.5.1, A.5.5 Online graphing calculator A.6 Discrete Mathematics A.6.2, A.6.4 Online graphing calculator
Bidders are required to submit with the bid, a Proposal. The Proposal is to be a brief printed document that describes how the Bidder intends to ensure the following items within the sub-criterion: The proposal to reflect the areas below as headings. Failure to submit the required proposal will result in disqualification based on non responsiveness. Company profile only not acceptable as a proposal. 100 Item within Points to item Experience, Skills & ability of service provider to fulfil Westcol’s requirements, past experience in work of this nature in textbook 40 Delivery within 10 (ten) days of receipt of a urgent delivery request, including how the bidder’s infrastructure and administration capabilities will be deployed to effect timeous delivery. 5 allocate
The supplier should indicate whether or not it has the capacity to meet Westcol’s requirements referring to: Human Delivery / vehicles Base of / ( Audited financial for past 3 years) 20 Adequate ongoing communication between Westcol and the successful bidder, including establishment and management of the account 5 Bulk study material supply contracts (past & present). Full details required 5 Agreements / accounts in to ensure uninterrupted bulk supply of material (contracts / account/ credit limits) 10 Ability to supply additional titles not specifically provided for in the pricing schedule and proposals on how competitive prices for these titles will be calculated. 5
The supplier should indicate whether or not it has the capacity to meet Westcol’s requirements referring to: Human Delivery / vehicles Base of / ( Audited financial for past 3 20 Adequate ongoing communication between Westcol and the successful bidder, including establishment and management of the account 5 Bulk study material supply contracts (past & present). Full details required 5 Agreements / accounts in place to ensure uninterrupted bulk supply of material (contracts / account/ credit limits) 10 Ability to supply additional titles not specifically provided for in the pricing schedule and proposals on how competitive prices for these titles will be calculated. 5
Bidders are required to submit with the bid, a Proposal. The Proposal is to be a printed document that describes how the Bidder intends to ensure the following items within the sub-criterion: The proposal to reflect the areas below as headings. Failure to submit the required proposal will result in disqualification based on non responsiveness. Company profile only not acceptable as a proposal. 100 Item within Points to item Experience, Skills & ability of service provider to fulfil Westcol’s requirements, past experience in work of this nature in textbook 40 Delivery within 10 (ten) days of receipt of a urgent delivery request, including how the bidder’s infrastructure and administration capabilities will be deployed to effect timeous delivery. 5 allocate
The supplier should indicate whether or not it has the capacity to meet Westcol’s requirements referring to: Human Delivery / vehicles Base of / ( Audited financial for past 3 years) 20 Adequate ongoing communication between Westcol and the successful bidder, including establishment and management of the account 5 Bulk study material supply contracts (past & present). Full details required 5 Agreements / accounts in place to ensure uninterrupted bulk supply of material (contracts / account/ credit limits) 10 Ability to supply additional titles not specifically provided for in the pricing schedule and proposals on how competitive prices for titles will be calculated. 5
PRICING SCHEDULE: Pricing schedule – The detailed pricing schedules must accompany your bid documents TENDER All titles as per estimated quantities 2018 2019 R ………………………. R ……………………. R …………………….. Note: Official company quotation to accompany this submission confirming above totals & unit prices of titles. Please indicate your total bid price broken down as follows below (compulsory). WESTCOL will evaluate and award the bid accordingly: The Bidder will be required to to deliver the titles as below to the relevant campus as per TOR stipulation.
The supplier should indicate whether or not it has the capacity to meet Westcol’s requirements referring to: Human Delivery / vehicles Base of / ( Audited financial for past 3 years) 20 Adequate ongoing communication between Westcol and the successful bidder, including establishment and management of the account 5 Bulk study material supply contracts (past & present). Full details required 5 Agreements / accounts in place to ensure uninterrupted bulk supply of material (contracts / account/ credit limits) 10 Ability to supply additional titles not specifically provided for in the pricing schedule and proposals on how competitive prices for titles will be calculated. 5
2016 One Mathematics Standards of Learning STANDARD Correlation: Must address both the standards and the curriculum framework. Use page number and ATE for Annotated Teacher Edition or CT for Core Technology. (Identify no more than 8 correlations.) 1.3 The student, given an ordered set of ten objects and/or pictures, will indicate the ordinal position of each object, first through tenth. Publisher Text 2016 Grade One Mathematics Standards of Learning STANDARD Correlation: Must address both the standards and the curriculum framework. Use page number and ATE for Annotated Teacher Edition or CT for Core Technology. (Identify no more than 8 correlations.) 1.4 The student will represent and solve practical problems involving equal sharing with two or four sharers; and
g) Revise writing for clarity of content, depth of information, and technique of presentation. h) Write and revise to a standard acceptable both in the workplace and in postsecondary education. i) to clearly describe personal qualifications for potential occupational or educational opportunities. SOL 12.7 STANDARD 12.7 Correlation: Must address both the standards and the curriculum framework. Use page number and ATE for Annotated Teacher Edition or CT for Core Technology. (Identify no more than 8 correlations.) 12.7 The student will self- and peer-edit writing for Standard English.
FIRST AUTHOR LISTED TITLE AND ISBN NUMBER EDITION (LIST ALL EDITIONS) PUBLISHER IS IT REQ. YES NO WILL IT BE USED AGAIN? (Yes/No) (If yes, (Fall/Spring/ Don’t Know) CAN THE BOOKSTORE THE LATEST EDITION IF THE POOL OF PREVIOUS EDITION IS NOT SUFFICIENT FOR ENROLLMENT? (YES/NO) If yes, is (i) only the latest edition to be acceptable or (ii) can both the latest edition and the originally selected previous edition be used? INSTRUCTOR SIGNATURE DATE DEPARTMENT CHAIR SIGNATURE DATE EMAIL PHONE EMAIL
Instructor Emphasis on Textbook Use Provide Textbook Office Hours Offer students specified office hours dedicated only to textbook reading or discussion. Encourage students to come to these office hours with specific questions about ambiguous or indecipherable text. Encourage the student to read the section silently (and do the same) and then take turns explaining the text. Index After Reading Co-Learning, 30 Jigsaw, 32 JITT, 35 Minute Paper, 33 Open Book Testing, 36 Personal Response System, 31 of Class Review, 34 Before Reading Analogies, 24 KWL, 20 Mysterious Possibilities, 21 Reaction Guide, 22 Vocabulary Alert, 23 What does author say, 19 Instructor Emphasis Bring book to class, 38 Include reference page numbers, 39 Instructor Reads to the Students, 40 Provide Copies of Readings with Own Margin 40 Show Textbook During Lecture, 39 Talk Positively About the Book, 38 Textbook Office Hours, 41 Previewing Fascinating Features, 17 Introduce, 9 Name That Feature, 12 Old and New, 11 Picture Walks, 15 Sales Pitch, 10 Scavenger Hunt, 14 Sticky Note Votes, 16 Textbook, 8 Textbook Timelines, 13 Selecting Textbook, 5 Student Quotes, 4 While Reading Graphic Organizers, 28 Instructor Read, 26 X Marks the Spot, 27
LEA Name Number Related Activity/ies or Schedule Numbers 6100 6200 6300 6400 6600 6629 Subtotal For LEA Total amount of flow-through funds (should equal the amount listed in the column Flow Through to Member LEAs (6493) on Line 09 of Schedule 7—Budget Summary. $ SCHEDULE #7A: Payroll Costs 6100 Line No. Description of Payroll Costs One Line Per Position1 Note: Fringe Benefits must be budgeted separately on Line 12 As Applicable: Related Activity or Schedule Number(s) FTE Equivalent charged to This Subgrant (Fiscal Agent) FTE Equivalent Charged to This Subgrant (Member LEAs) Fiscal Agent Amount Flow Through to Member LEAs (6493) Total Budgeted 01 02 03 04 05 06 07 SUBTOTAL (Lines 01-06) $ 08 Substitutes for Public School Personnel (6112) Explain purpose: $ 09 Extra-Duty Pay/Beyond Normal Work Hours (6119/6121) Explain purpose: $ 10 Other Explain purpose: $
LEA Name Number Related Activity/ies or Schedule Numbers 6100 6200 6300 6400 6600 6629 Subtotal For LEA Total amount of flow-through funds (should equal the amount listed in the column Flow Through to Member LEAs (6493) on Line 09 of Schedule 7—Budget Summary. $ County-District No.: SCHEDULE #7A: Payroll 6100 Line No. Description of Payroll Costs One Line Per Position1 Note: Fringe Benefits must be budgeted separately on Line 12 As Applicable: Related Activity or Schedule Number(s) FTE Equivalent charged to this subgrant (Fiscal Agent) FTE Equivalent Charged to This Subgrant (Member LEAs) Fiscal Agent Amount Flow Through to Member LEAs (6493) Total Budgeted 01 02 03 04 05 06 07 SUBTOTAL (Lines 01-06) $ 08 Substitutes for Public School Personnel (6112) Explain purpose: $
SCHEDULE #6D: Project Activities 2015-16 School Year Cut and paste the information for Activity Description and Estimated # of Homeless Students or Participants to be Served from Schedule #6D from the most recently approved application or amended application. 1. Activity Description Table Activity Number Activity Description Estimated # of Homeless Students to be served OR Participants in the activity Number of Homeless Students Actually Served OR Participants in the activity Has project accomplished its activity goal? If a “no” or “partially” response is given for any activity/goal, please explain below. Describe any steps the project took to ensure activity success. Provide any information deemed important or insightful. Yes No Partially 1 2 3 4 5 6
SCHEDULE #6D: Project Activities 2016-17 School Year Cut and paste the information for Activity Description and Estimated # of Homeless Students or Participants to be Served from Schedule #6D from the most recently approved application or amended application. 1. Activity Description Table Activity Number Activity Description Estimated # of Homeless Students to be served OR Participants in the activity Number of Homeless Students Actually Served OR Participants in the activity Has project accomplished its activity goal? If a “no” or “partially” response is given for any activity/goal, please explain below. Describe any steps the project took to ensure activity success. Provide any information deemed important or insightful. Yes No Partially 1 2 3 4 5 6
LEA Name Number Related Activity/ies or Schedule Numbers 6100 6200 6300 6400 6600 6629 Subtotal For LEA Total amount of flow-through funds (should equal the amount listed in the column Flow Through to Member LEAs (6493) on Line 09 of Schedule 7—Budget Summary. $ County-District No.: SCHEDULE #7A: Payroll Costs 6100 Line No. Description of Payroll Costs One Line Per Position1 Note: Fringe Benefits must be budgeted separately on Line 12 As Applicable: Related Activity or Schedule Number(s) FTE Equivalent charged to this subgrant (Fiscal Agent) FTE Equivalent Charged to This Subgrant (Member LEAs) Fiscal Agent Amount Flow Through to Member LEAs (6493) Total Budgeted 01 02 03 04 05 06 07 SUBTOTAL (Lines 01-06) $ 08 Substitutes for Public School Personnel (6112) Explain purpose: $
SCHEDULE #6D: Project Activities 2017-18 School Year Cut and paste the information for Activity Description and Estimated # of Homeless Students or Participants to be Served from Schedule #6D from the most recently approved application or amended application. 1. Activity Description Table Activity Number Activity Description Estimated # of Homeless Students to be served OR Participants in the activity Number of Homeless Students Actually Served OR Participants in the activity Has project accomplished its activity goal? If a “no” or “partially” response is given for any activity/goal, please explain below. Describe any steps the project took to ensure activity success. Provide any information deemed important or insightful. Yes No Partially 1 2 3 4 5 6
County-District No.: SCHEDULE #6D: Project Activities Activity Description Table. Activity Number Activity Description (Briefly describe what the activity is, who will participate, approximately how it will occur, and any other important information. Include at least one parental involvement activity on line 1 below. Additional parent activities may be added on subsequent lines. Be concise.) Estimated # to participate in activity General Location (do not include names) (Example: campuses, shelter, community site) Positions responsible for completing the activity (do not include names) Position responsible for collecting and providing documentary evidence Documentary evidence showing activity is ongoing or completed (such as sign-in sheets for training, supplies distribution rosters, activity logs, contact logs, referral logs, etc.) Related Need(s) (from Sched. #6C) 1 Parent Involvement Activity description (required): 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
09 Total Costs County-District No.: SCHEDULE #7A: Payroll Costs 6100 Line No. Description of Payroll One Line Per Position1 Note: Fringe Benefits must be budgeted separately on Line 12 As Applicable: Related Activity or Schedule Number(s) FTE Equivalent Charged to This Subgrant Budgeted Expenditures 01 02 03 04 05 06 07 SUBTOTAL (Lines 01-06) $ 08 Substitutes for Public School Personnel (6112) Explain purpose: $ 09 Extra-Duty Pay/Beyond Normal Work Hours (6119/6121) Explain purpose: $ 10 Explain purpose: $ 11 SUBTOTAL (LINES 08 – 10) $ 12 Fringe Benefits paid from subgrant funds for all positions listed on this schedule 2 $ 13 TOTAL COSTS (add lines 7 + 11 + 12) $ For federally funded projects, charges to payroll must be documented according to the requirements in OMB Circular A-87. Refer to the THEO website for a summary of these requirements. From the USDE letter July 22, 2014: Title I, Part A, may be used to pay for all or a portion of the homeless liaison’s salary. Title I funds may also be used to transport homeless students to and from the school of origin.
TEXT 1 : THE AIRBNB DEBATE BEFORE YOU READ Compare the two photos and say who these people are, what they are doing and what they are saying. Judging from the and the pictures, guess what the content of the text is. NOW READ THE TEXT AND CHECK YOUR GUESSES AND REACT Talk about: -Airbnb: date of creation, service provided, number of users; -Celine Cooper’s opinion of Airbnb; -the Quebec Government’s plans. Explain how the hotel industry feels about Airbnb and say why. Give two reasons why sharing services have quickly developed recently. Explain the pros and cons of using Airbnb as a host, and as a traveller. DISCUSS HOLIDAY PLANS WITH A FRIEND: You are planning a trip to New York with a friend. Discuss the pros and cons of using Airbnb.
Che cosa ama fare Miley quando ha un po’ di tempo libero? come si dice “to spend hours and hours”? GREEN ARROW What does she finally do, according to the caption? WHITE What is over? Dove va adesso? Perche`? What word is used to describe the wings on her tatoo? Quando hanno fatto il tatuaggio? Quanti tatuaggi ha Miley? MUSTARD 15. V/F (quote proof): Miley doesn’t look good in her casual clothes.
B+ 87-89.99 B 83-86.99 B- 80-82.99 C+ 77-79.99 C 73-76.99 C- 70-72.99 D+ 67-69.99 D 63-66.99 D- 60-62.99 GRADING: Weighted grading categories: Assignments & Samples (25%) Lab Performance (25%) 2 Projects (25%) Quizzes & Tests (25%)
Works Cited Distracted Driving | National Highway Traffic Safety Administration | Distraction.gov. Web. 08 Nov. 2010. <http://www.distraction.gov/>. Home | National Highway Traffic Safety Administration (NHTSA). Web. 08 Nov. 2010. <http://www.nhtsa.gov/>. Jacobson, P., and L. Costin. "Reducing Distracted Driving: Regulation and Education to Avert Traffic Injuries and Fatalities. " JAMA 303.14 (2010): 1419. Research Library, ProQuest. Web. 7 Nov. 2010. Texting While Driving. Web. 08 Nov. 2010. <http://texting-while-driving.org>. Waugh, R.. "Texting Can Kill. " Scholastic Action 6 Sep. 2010: Research Library, ProQuest. Web. 7 Nov. 2010 Wilson, F., and J. Stimpson. "Trends in Fatalities From Distracted Driving in the United States, 1999 to 2008. " American Journal of Public Health 100.11 (2010): 2213-2219. Research Library, ProQuest. Web. 7 Nov. 2010.
</xs:annotation> </xs:element> element textMessage/informationObjectReferenceId diagram namespace http://stmvalidation.eu/schemas/textMessageSchema_1_3.xsd type xs:string properties annotation source <xs:element name="informationObjectReferenceId" type="xs:string" minOccurs="0" maxOccurs="1"> <xs:annotation> <xs:documentation>A reference to an information object, optional.</xs:documentation> </xs:annotation> </xs:element> element textMessage/informationObjectReferenceType diagram namespace http://stmvalidation.eu/schemas/textMessageSchema_1_3.xsd type properties facets annotation source <xs:element name="informationObjectReferenceType" type="informationObjectTypeEnum" minOccurs="0" maxOccurs="1"> <xs:annotation> <xs:documentation>STM payload format reference, optional.</xs:documentation> </xs:annotation> </xs:element> element textMessage/validityPeriodStart diagram
attribute GM_Surface/Polygon/@count type xs:unsignedInt annotation source <xs:attribute name="count" type="xs:unsignedInt"> <xs:annotation> <xs:documentation> The number of direct positions in the list </xs:documentation> </xs:annotation> </xs:attribute> attribute GM_Surface/Polygon/@srsDimension type xs:unsignedShort properties annotation source <xs:attribute name="srsDimension" type="xs:unsignedShort" default="2"> <xs:annotation> <xs:documentation> Positive integer </xs:documentation> </xs:annotation> </xs:attribute> attribute GM_Surface/Polygon/@srsName type xs:string annotation source <xs:attribute name="srsName" type="xs:string"> <xs:annotation> <xs:documentation> Any URI </xs:documentation> </xs:annotation> </xs:attribute> element GM_Surface/Polygon/posList diagram
Independent/Partner Reading Why didn’t the huge buck run away when he saw Nicky on the raft? In the sentence, “She brought out a big sketchpad and a pouch filled with thick pencils and crayons”, what does the word sketchpad mean? In the sentence, “I felt invisible as the bird calmly ate its lunch right in front of me”, what does the word invisible mean? Explain your answer based on the text. List three events that happened while Nicky was on the raft? a.____________________________________________________________ b.____________________________________________________________ c.____________________________________________________________ 5. What did Nicky learn about Grandma when they went swimming? _____________________________________________________________ _____________________________________________________________
ELA 8 – 3 Name ________________________ Text Dependent Questions – Refugees and Immigrant Date _________________________ 1. The informational text says: “Once in Canada, they both have to endure the ‘push-and-pull’ forces of home and school, often work in opposite directions.” How do the forces of home and school push and pull refugee and immigrant children in opposite directions? 2. What challenges do refugee and immigrant children face at school? 3. The informational text says: “Both refugee and immigrant children may encounter society’s discrimination and racism.” What is discrimination and racism? 4. The informational text says: “At home, both groups may experience a role and dependency reversal, in which they may function as interpreters and “cultural brokers” for their parents.” What does dependency reversal mean?
References Langfelder P, and Horvath S. 2008. WGCNA: an R package for weighted correlation network analysis. BMC Bioinformatics 9:559. Langfelder P, Luo R, Oldham MC, and Horvath S. 2011. Is my network module preserved and reproducible? PLoS Computational Biology 7:e1001057. 10.1371/journal.pcbi.1001057 Zhang B, and Horvath S. 2005. A general framework for weighted gene co-expression network analysis. Statistical applications in genetics and molecular biology 4.
IIf. Short list of symbols used in BHS (you might print this for reference) Samaritan Pentateuch α’ Aquila’s Greek version ε’ Origen’s Greek revision θ’ Theodotion’s version ο εβρ’ Origen’s Hebrew text σ’ Symmachus’ Greek version Arabic version Bomberg edition (ben Hayyim) Bo Bohairic version (Coptic) C Cairo Codex of the Prophets Hebrew fragments from Geniza Ed(d) Hebrew editions according to Kennicott, de Ginsburg Septuagint Hier Jerome K Ketib L Leningrad Old Latin (itala) Masoretic Text Mm Masorah magna Mp Masorah parva Ms(s) Medieval Hebrew manuscript(s) according to Kennicott, de Rossi, Ginsburg Occ Western Masoretes Or Eastern Masoretes Orig Origen Q Qere Qumran Syriac (Peshitta) Sa Sahidic version (Coptic) Targumim Tiq soph Tiqqun sopherim Vulgate + it adds, they add > is omitted, is missing
1. Tiqqune sopherim = emendations of the scribes The Masorah and Talmud sometimes refer to such changes. According to tradition there are eighteen places where the scribe changed the Hebrew text because of something in the original text that the scribe believed was disrespectful to G-d. 1 Sam 3:13 מקללים להם בניו … for themselves מקללים אלהים בניו that his sons were blaspheming God 2. Itture sopherim = omissions of the scribes According to the Talmud there are seventeen examples. Five have to do with omission of ו. Seven examples we read a word even though there are no consonants in the text. Five examples we do not read a word even though there are consonants in the text – those words are written without vowels. 3. Explanatory glosses An explanatory is like a parenthetical note or comment. These can be subjective. Some text critics might say a gloss was added by a scribe. Some might say a gloss was added by the original writer in order to communicate something to future readers. Gen 7:6 היה מים על הארץ and the flood was water upon the earth 4. Euphemisms There are at least sixteen examples of changes to avoid a word or expression that is offensive or too explicit. These are indicated by Ketib-Qere in the margin. 2 Sam 12:14 נאצת את איבי יהוה enemies of Yahweh נאצת את יהוה … Yahweh נאצת את דבר יהוה … word of Yahweh