zilongwang/ReadingBank huggingface dataset:
FEATURE Homo sapiens Other primates Cranium 1. Larger cranium/brain 1. Smaller cranium /brain Face 2. Flat face/ Forehead slope less backwards 2. Face sloping/ Foreheads slope much backwards Foramen Magnum 3. Foramen magnum forward/bottom of the skull 3. Foramen magnum at the back of the skull Brow Ridges 4. Brow ridges are not as pronounced 4. Brow ridges pronounced Canines 5. Smaller canines 5. Larger canines Spaces between teeth 6. Smaller spaces between the teeth 6. Larger spaces between the teeth Arrangement of teeth 7. Jaws with teeth on a gentle/round curve 7. Jaws with teeth in a rectangular/U shape Jaws 8. Less protruding jaws 8. More protruding jaws/ prognathous Chin 9. Lower jaw has a well-developed chin 9. Lower jaw has poorly developed chin QUESTION 9
Canines large and pointed Long arms No cranial ridge Rigid feet Australopithecus africanus (Taung Child) 3 – 2 mya Taung, Sterkfontein Raymond Dart (1925) Brian size: about 428 – 625 cm3 Position of foramen magnum forward Prognathous Brow ridges Teeth large, canines short Long arms No cranial ridge Rigid feet Australopithecus sediba 1,9 – 1,8 mya Malapa Cave – part of the Cradle of Humankind Lee Burger (2008 - 2012) Brian size: about 420 cm3 Position of foramen magnum forward Less prognathous Brow ridges Teeth large, canines short Long arms No cranial ridge Rigid feet Homo Species Large brain, increased frontal part of brain (at least 600 cm3) High fore head Smaller less specialised teeth Flatter face Arms shorter Legs longer Homo habilis (Handy man – first tool maker) 2,2 – 1,6 mya Olduvai Gorge in Tanzania Louis and Mary Leakey (1963) Brain size: 650 cm3 Less prognathous Smaller eye sockets Brow ridges Large teeth, canines not long Long arms associated with tree dwellers No cranial ridge Foot had an arch
Homo erectus 2 – 0,4 mya Java in Indonesea (1891) and then Swartkrans (1969) Fossils found in North, East and South Africa as well as Europe and Asia Eugene Dubois Brain size: 900 cm3 Prognathous Brow ridges Cranial ridges Short canines Longer legs Shorter arms Genus and species When existed (million years ago – mya) Fossil site Discovered by Characteristics Homo sapiens 200 000 mya - present Makapansgat in Limpopo, Border cave in KZN, Blombos cave in the Western Cape Tim White Brian size: 1 200 – 1 800 cm3 Flat face Distinct chin No brow ridges Small teeth Short arms Rigid feet with an arch Tommy Botha 02 October 2014
(o) - relating to S42 orders £20,000 or 6 months imprisonment 2 years imprisonment and/or unlimited fine s.33(4)(a) - not having licence where required £5,000 2 years imprisonment and/or unlimited fine (b) - breach of licence conditions £5,000 2 years imprisonment and/or unlimited fine (c) - relating to explosives £5,000 2 years imprisonment and/or unlimited fine * Magistrates' Courts only Summary of maximum penalties under Health and Safety (Offences) Act 2008 for offences committed on or after 16 January 2009 Section and Contravention Magistrates’ court Crown Court S.33(1)(a) - S2 – S6 £20,000 and/or 6 months imprisonment* Unlimited fine and/or 2 years imprisonment S.33(1)(a) – S7 £5,000 and/or 6 months imprisonment * Unlimited fine and/or 2 years imprisonment (b) – S8 £20,000 and/or 6 months imprisonment * Unlimited fine and/or 2 years imprisonment (b) – S9 £20,000 Unlimited fine (c) – any H & S regulations £20,000 and/or 6 months imprisonment * Unlimited fine and/or 2 years imprisonment (d) – relating to S14 enquiries £5,000 (Level 5) Summary only (e) – any requirement imposed by Inspector under S20 & S25 £20,000 and/or 6 months imprisonment * Unlimited fine and/or 2 years imprisonment (f) – attempting to / preventing a person speaking to Inspector £20,000 and/or 6 months imprisonment * Unlimited fine and/or 2 years imprisonment (g) – contravention of a PN or IN £20,000 and/or 6 months imprisonment * Unlimited fine and/or 2 years imprisonment (h) - obstruction £5,000 (Level 5) and/or 6 months Summary only
What? Why? Ability to Change Email Notification Preferences – Provider and Assessor portals New functionality enables Assessor and Provider portal Administrators to change their preferences for receiving email notifications. From the new ‘Manage preferences’ tab, you can enable or disable notifications. You can also set the frequency of receiving notifications, immediately, or as daily or weekly summaries. You need to ensure you have an email address for your outlet to receive notifications. Starting from the ‘Manage Preferences’ tab, select the ‘Update email address’ link. Once your email address is saved, to change your notification preferences select ‘Change preferences’. From the pop up screen you can change the notification status, choose which notifications to receive and when you want to receive these notifications. Help text is available on the page by selecting the [?] icon. Improved useability of notifications tab – Provider and Client portals In Tasks and Notifications, the ‘Notifications’ tab now includes a direct link to the Client Record, where relevant. This greatly improves the functionality of the ‘Notifications’ tab, allowing easier navigation to the appropriate information.
Ability to remove inactive users from view – assessor and provider portals Inactive users (staff whose profiles have been deactivated) can be removed from the My Aged Care portals. From the ‘Staff administration’ page (Organisation administration page in the assessor portal), select the name of the staff member whose profile you want to remove. Note, the staff member must be ‘Inactive’ before you can remove it permanently. Then select ‘Remove’. A confirmation box will appear asking you to confirm that you want to remove this staff member. Improving access to information through My Aged Care What? Why? Ability to view and create notes about clients and provider portals Assessors and service providers can view and add additional types of notes about clients in the My Aged Care portals. Assessors can also view and add these notes in the myAssessor app. Who can add different note types? Assessors can add Client story, Sensitive notes, Preference, Observations and Other Service providers can add Observations and Other Clients can add Other. Who can view different note types? Other and Client Story are displayed to the client, assessors and service providers Observations are displayed to assessors and service providers Preferences are displayed to assessors Sensitive notes are only displayed to assessors (RAS and ACATs). Please note, My Aged Care contact centre staff can add and view all note types. To add and view Client notes, assessors navigate to the Notes tab from the client record (shown below); service providers also navigate to the Notes tab from the client record. From the Notes tabs, assessors and service providers can view notes about the client, and can select to ‘Add a note’.
Ability to view and request changes to occupancy of ACAT Delegate positions – assessor portal Information regarding ACAT Delegate positions are required to be recorded and maintained in the My Aged Care system. This includes: A record history of ACAT Assessors assigned to act as a Delegate The period they were assigned Approvals for care made whilst acting in that Delegate position. ACAT assessors assigned the Team Lead role can view Delegate position ID information through the assessor portal, in the “Reports and documents” section. Select ‘View delegate positions’ to see this information. Select ‘Initiate a new application’ to alter Delegate position information. This form should be used to alter occupancy of Delegate position, including nomination of: A new ACAT Delegate An existing Delegate to occupy an additional position (dual delegation) An occupant leaving a delegate position A Delegate going on leave A Delegate returning from leave and/or A Delegate changing positions or team. Once submitted, this form is sent to the Department for approval.
Enhancements to the sort and filter options in all portals – assessor and provider portals Currently, sorting and filtering of portal items are not consistently applied across both the assessor and provider portals. A core set of fields for sorting and filtering have been applied to all relevant sections in the assessor and provider portals, including referrals, clients and assessments in both card and list views. ‘Advanced search options’ replaces the current ‘Find more search options’ and enables users to customise their sort and filter options. This function is described in detail in all relevant quick reference guides for both assessors and providers. Changes to reporting access and storage in My Aged Care – assessor and provider portals In an effort to increase speed and to improve the usability of reporting in My Aged Care, all reports generated by assessors or providers, will now be removed from view every seven days. These reports can be generated again by portal users if required. In addition, assessors will only see reports relevant to their roles. The next major system release is expected to be in June 2017. The scope of this release is still being finalised, and is subject to change. The release will focus on: Improvements to the assessor and provider portals
Offeror shall complete this form and submit with their offer. Offeror’s Name (include a “Doing Business As” (DBA), if applicable): _______________ DUNS Number: _______________ Tax Identification Number (TIN): _______________ Offeror’s Website Address: _______________ Mark this box if your company does not have a website Published Commercial Price List upon which the offer is based (if proposing multiple price lists, attach a complete list as a separate page): 1. Name of Price List: _______________ 2. Effective Date of Price List: _______________ 3. Effective date that the above commercial price list was implemented to commercial customers: ______________ 4. If available electronically only, provide website and effective date of pricing: _______________ 5. If a special catalog and/or price list is provided for the purpose of this offer, it shall include a statement indicating that it is a “verbatim extract from the contractor’s commercial catalog and/or price list”, and it shall “identify the commercial catalog and/or price list from which the information has been extracted”. Freight Terms: Origin, Freight Prepaid and Add Destination If “Destination” is stated, indicate below whether or not prices submitted cover delivery “FOB Destination” in Alaska, Hawaii, and the Commonwealth of Puerto Rico: Alaska Yes No Hawaii Yes No Puerto Rico Yes No Normal Delivery: Indicate below your normal delivery times after receipt of order (ARO) offered to your Commercial Customers and to the Government, adding rows as necessary: SIN Normal Delivery ARO (Commercial) Normal Delivery ARO (Government) Additional Offer Information: Most Favored Customer (MFC) Government (GSA) Prompt Payment Terms Net 30 Days Prompt Payment Discount: ______ Net 30 Days Prompt Payment Discount:_____ Warranty: Return Policy/Restocking Policy
and managed in a way that allows the employees to constantly form new ideas based on surroundings, which are collected, tested and implemented The organization sets up systems which secure the assessment of the sustainability of the assumption that controls the organization- single loop learning Where the org learns from consequences of previous actions and ensures that the same mistakes are not made again (like a thermostat). Double loop learning- the system is intelligent and considers what works and what does not work. All parts of the organization think independently based on the assumption that all employees are different and have different interpretations of a given situation. These different interpretations can all help the organization move in a new direction environmental scanning tools can facilitate understanding of how the environment affects the organization and can serve as a platform for creative solutions through cross functional learning teams. The learning organization is open to change and facilitates change. This is a perfect setting for the installation of a practice model because resistance will be lower and teams will be ready to develop and adopt new products, structures and processes. The Learning Organization is one with a healthy organizational culture and climate of openness, flexibility, teamwork, creativity and learning. It is a healthy environment to install a practice model that is strengths based, solution focused, client/family centered, culturally competent, humanistic, developmentally aware and clear about the antecedents to maltreatment so that unhealthy family cycles can be interrupted, maltreatment prevented and safety, permanency and obtained.
Summary Table for Monitoring and Reviewing HACCP-Based SOP Record Directions: Identify the foodservice employee who will be responsible for monitoring and verifying records. Maintain this record for a minimum of 1 year. Standard Operating Procedure Record Monitored by Whom Reviewed by Whom Cleaning and Sanitizing Food Contact Surfaces Food Safety Checklist Food Contact Surfaces Cleaning and Sanitizing Log Controlling Time and Temperature during Food Preparation Food Safety Checklist Production Log Cooking Cooking and Reheating Temperature Log Cooling Cooling Temperature Log Date Marking Food Safety Checklist Employee Health Policy To be determined by school officials and State or local health department. Handling a Food Recall Food Safety Checklist Damaged or Discarded Product Log
Summary of Chesapeake Bay TMDL Phase III WIP Initial Outreach Dates Location Invitees Attendees January 30, 2017 DEQ Northern Regional Office Locality and Soil & Water Conservation District staff 13 localities, & 4 Districts, Chesapeake Bay Foundation, local universities, local health department, Federal (60 attendees) February 16, 2017 DEQ Valley Regional Office Locality and Soil & Water Conservation staff 10 localities, 6 Districts, local health department, Chesapeake Bay Foundation (31 attendees) February 21, 2017 DEQ Northern Regional Office Locality elected officials & Soil & Water Conservation District directors 2 elected officials, 2 district directors, Chesapeake Bay Foundations, Shenandoah River Keeper March 6, 2017 DEQ Valley Regional Office Locality elected officials & Soil & Water Conservation District directors 6 elected officials, VACo, 6 district directors, local staff, Chesapeake Bay Commission, Chesapeake Bay Foundation, local environmental group (22 attendees) April 17, 3017 DEQ Piedmont Regional Office Locality and Soil & Water Conservation staff 10 localities, 4 districts, VACo, Chesapeake Bay Commission, 1 planning district commission, VDOT, local consulting firm (46 attendees) May 4, 2017 King & Queen Library – Middle Peninsula region Locality and Soil & Water Conservation staff 8 localities, 3 districts, Chesapeake Bay Foundation, 2 planning district commissions (20 attendees) June 1, 2017 Hampton Roads Planning District Commission Board Room Locality and Soil & Water Conservation staff 12 localities, 1 planning district commission, Chesapeake Bay Foundation, local environmental group, Navy, local sanitation district, 2 consulting firms (37 attendees) August 17, 2017 PDC Locality and Soil & Water Conservation staff 3 locality representatives; 1 planning district commission; 1 district; 3 local environmental groups (15 attendees) June 22, 2017 VACo Regional Meeting - Louisa County Local elected officials and chief administrative officers, members of the General Assembly November 15, 2017 Miller Center, Lynchburg Locality and Soil & Water Conservation staff 7 locality representatives; 2 environmental group (16 attendees) Note: Multiple staff attended from localities and districts
Comparative results tables Table . Summary of worker employment and demographic characteristics associated with exposure to wet work or chemicals and/or diagnosis of occupational skin disease Characteristics associated with exposure and disease Wet work exposure Dermal chemical exposure Occupational skin disease Overall exposure - 9.8% of workers surveyed washed their hands more than 20 times per day - 7.3% of workers surveyed had their hands immersed in liquids for more than one hour per day - 4.5% of workers surveyed had their hands immersed in liquids for more than two hours per day - Hand washing exposures were largely distinct from hand immersion exposures - 37% of workers surveyed reported that they had skin contact with at least one chemical while at work in the week preceding the survey Work was a substantially contributing factor to OSD in 60% of patients and a partially contributing factor in 15% of patients attending the clinic Concurrent exposures Workers who reported dermal exposure to chemicals were much more likely to report exposure to wet work than workers who did not report exposure to chemicals Self-reported exposure to multiple chemical groups was common Multiple contributing factors to OSD are very common – multiple diagnoses in 58% of patients Main substances reported The most commonly reported liquids were: - Water - Detergents, cleaning products, disinfectants - Solvents - Fuels and oils - Concrete The most commonly reported groups of chemicals were: - Detergents - Organic solvents - Disinfectants - Bases & alkalis - Paints, varnishes and inks - Cement & lime - Non-bituminous hydrocarbon fuels - Irritant contact dermatitis in females was more likely to be caused by soaps / detergents or wet work - Irritant contact dermatitis in males was more likely to be caused by oils / coolants and solvent exposures - Occupationally relevant allergens included: rubber accelerators, hairdressing bleach, potassium dichromate in leather or cement, hair dye and epoxy resin
NHLS Amendment Bill – A Summary The key changes proposed in the NHLS Amendment Bill include the following: Finances of the Service In terms of Finances of the Service, the Amendment Bill is proposing that a new clause be inserted which outlines how the Service will be funded. In terms of this new clause: The Minister of Health, in consultation with the Finance Minister, must prescribe a financing mechanism for the Service in order to ensure that the Service is adequately and sustainably funded and thereby enabling the Service to achieve its mandate. It is proposed that the Service be funded through: Money appropriated by Parliament on such terms and conditions as the Minister, with the concurrence of the Minister of Finance, may determine; Fees collected for services rendered; Income earned on surplus moneys deposited or invested; Grants, donations and bequests made to it; Royalties; or Money received from any other source. The Service must charge such fees for services rendered that are not covered by the financing mechanism determined by the Minister of Health in consultation with the Minister of Finance. Composition of the Board The Board of the NHLS will consist of the following members appointed by the Minister of Health: The Chief Executive Officer by virtue of his or her office; The Chief Financial Officer of the Service by virtue of his or her office; Three members representing the National Department of Health, the Department of Science and Technology, nominated by the Director-General of that Department and the higher education sector, nominated by the Council on Higher Education.
Overview International Leadership Program 2013 TETA Applied Supply Chain Management Objectives of the Program After completion of the course, participants are able to: develop a critical (but constructive) opinion about supply chain of own organisation and thus learn to make suggestions to improve the supply chain add value to their own (logistic) organization optimize the organizations logistic operations within a tactical-strategic area framework by increasing knowledge and understanding in logistics, improve their own performance increase networks and collaboration with several stakeholders The Program Supply Chain Management encompasses the planning and management of all activities involved in sourcing and procurement, conversion, and all Logistics Management activities. Importantly, it also includes coordination and collaboration with channel partners, which can be suppliers, intermediaries, third-party service providers, and customers. In essence, Supply Chain Management integrates supply and demand management within and across companies. Logistics is that part of the supply chain process that plans, implements, and controls the efficient, effective flow and storage of goods, services, and related information from the point of origin to the point of consumption in order to meet customers’ requirement. Transport and the transport chain are an integrated part of logistics and with that of the Supply Chain of an organisation. Transport, and especially transportation by sea, has always been an important link in the global economy and will continue to be of great importance due to the ever increasing globalisation and liberalisation of national economies. The search of companies for production benefits and market growth through geographical positioning has a considerable impact on the cost of the supply
depolarisation to occur. Stimulation is less likely to reach the threshold level needed for a new action potential. For each of the following, state the name of the substance described; They diffuse into the postsynaptic neurone where they generate an action potential Sodium ions A neurotransmitter found in a cholinergic synapse acetylcholine It is released by mitochondria to enable the neurotransmitter to be re-formed ATP Their influx into the presynaptic neurone causes synaptic vesicles to release their neurotransmitter Calcium ions Why is it necessary for acetylcholine to be hydrolysed by acetylcholinesterase To recycle the choline and ethanoic acid; to prevent acetylcholine from continuously generating a new action potential in the post synaptic neurone Drugs such as morphine and codeine bind to the specific receptors used by endorphins. Suggest the likely effect of drugs like morphine and codeine on the body They will reduce pain Explain how the effect you suggest might be brought about They act like endorphins by binding to the receptors and therefore preventing action potentials bring created in the neurones of the pain pathways Prozac affects serotonin within the synaptic clefts. Serotonin is a neurotransmitter involved in the regulation of emotional states. Suggest a way that the drug Prozac might affect serotonin within synaptic clefts Prozac might prevent the elimination of serotonin from the synaptic cleft Explain how the effect you suggest makes Prozac an effective antidepressant. By increasing the concentration of serotonin in the synaptic cleft, its activity is increased, reducing depression which is caused by reduced serotonin activity Valium enhances the binding of GABA to its receptors. GABA is a neurotransmitter that inhibits the formation of action potentials when it binds to postsynaptic neurones. Suggest the likely effect of Valium on the nerve pathways that cause muscle contraction
ACKNOWLEDGMENT FOR FILE MANAGEMENT INVESTMENT PRODUCT INITIAL (Policyowner) LIFE INSURANCE Needs Analysis: Needs Analysis Fact Find Interview Report Fact Find Interview Report Investor Profile Investor Profile for UL Asset Allocation Refusal Form Complete Sales Illustration (at time of application) Fee Declaration Form for Seg Funds Provincial Replacement Form Fund Fact Sheet or Booklet Summary Information Folder Advisor Disclosure Form Advisor Disclosure Form Privacy Statement Privacy Statement Summary and Reason for Sale Summary and Reason for Sale ACKNOWLEDGMENT AND CONFIRMATION OF SALE: I have received, read and understood these documents and the information provided has been accurately captured with regards to my purchase of an Insurance/Investment product. I agree to proceed with my decision and understand that I should retain this document and refer to it as needed and should ask my Advisor for more information if I have any questions or concerns. ________________________________ _______________________________ Policyowner Date Financial Security Advisor Date
that emphasizes character development, communication, decision making, and service-learning. Skills for Adolescence is also a strong prevention tool–guiding young people toward healthy choices and a drug- and violence-free lifestyle. Professional Development (2 to 3 day introductory workshop for implementers) and Classroom Curriculum. The classroom curriculum consists of 102 skill-building lessons; implementation models range from a 9 week, 40-lesson minicourse to a 3-year program of all 102 lessons where 45-minute session are arranged into eight sequential thematic units and a service-learning unit that extends through the curriculum. Reviewed by NREPP OJJDP Effective Program PPN Screened Program SAMHSA Model Program USDE’s Safe, Disciplined, and Drug Free Schools Promising Program 9th to 12th Lions Quest Skills for Action is an innovative and curriculum for grades 9-12 that moves beyond the classroom to build essential life and citizenship skills through community and school-based service-learning experiences. Created to help young people become personally and socially responsible citizens, Lions Quest Skills for Action offers students the opportunity to gain the knowledge and skills to make positive contributions at home, at school, in the community, and in the workplace. Students learn to communicate effectively, analyze and solve problems, set and achieve goals, work successfully as part of a team, and resolve peacefully. Students also develop the means to resist negative peer pressure, make healthy choices, and to understand and appreciate diversity in the classroom, school, and broader community. Skills for Action stimulates students’ intellectual curiosity and academic growth, guiding them towards active citizenship and positive social action. Teachers, mental health professionals The program, with more than 100 lessons focused around 26 personal, social, and thinking skills, ranges from one semester to four years in length. Students explore personal stories highlighting values and behavior through teachers’ questions and group discussion and resource pages in the curricular materials. For service learning, students perform school-based or community-based projects and reflect on their experiences. Optional components include a student magazine, an Advisory Team, and supplemental units on drug use prevention. A CASEL Select Program (MST) 12 to 17 MST addresses risk factors of serious anti-social behavior in juvenile offenders. The multisystemic approach Multisystemic Therapy (MST) is conducted by On a highly individualized basis, treatment goals are developed in collaboration with the family, and family Helping ’s Youth Registry Level 1 Blueprints Model Program flexible
Summary Rubric CATEGORY 4 3 2 1 Focus on Topic (Content) There is one clear, well-focused topic. Main idea stands out and is supported by detailed information. Main idea is clear but the supporting information is general. Main idea is somewhat clear but there is a need for more supporting information. The main idea is not clear. There is a seemingly random collection of information. Accuracy of Facts (Content) All supportive facts are reported accurately. Almost all supportive facts are reported accurately. Most supportive facts are reported accurately. NO facts are reported OR most are inaccurately reported. Sources (Content) All sources used for quotes and facts are credible and cited correctly. All sources used for quotes and facts are credible and most are cited correctly. Most sources used for quotes and facts are credible and cited correctly. Many sources used for quotes and facts are less than credible (suspect) and/or are not cited correctly. Capitalization & Punctuation (Conventions) Writer makes no errors in capitalization or punctuation, so the paper is exceptionally easy to read. Writer makes 1 or 2 errors in capitalization or punctuation, but the paper is still easy to read. Writer makes a few errors in capitalization and/or punctuation that catch the reader's attention and interrupt the flow. Writer makes several errors in capitalization and/or punctuation that catch the reader's attention and greatly interrupt the flow.
RESULTS SUMMARY 1. Web based screening – AMUSIA Online Screening Tests Test name Score (%) Remark * Scale test Participants could be identified as potential amusics if they score LESS than 70%. ☐ Off-beat test Participants could be identified as potential amusics if they score MORE than 70%. ☐ Out-of-key test Participants could be identified as potential amusics if they score LESS than 70%. ☐ * Mark  when the screening criterion is reached Questionnaire Did the participant report a traumatic brain injury? (exclusion criterion) Important screening items to consider: (1) I cannot recognize familiar tunes without the help of lyrics; (2) I cannot tell if I sing out of tune; (3) I have been told I sing out of tune; Y / N (1) ☐ (2) ☐ (3) ☐ 2. Laboratory evaluation I. Audiometry Exclusion criteria: Is the participant’s hearing corrected? Are the participant's hearing thresholds outside of the normal range for his age group? (as determined by the ISO-1999 standards) Y / N Y / N II. Montreal Battery of Evaluation of Amusia (MBEA) Melodic organization tests Score ( /30) Remark  Scale test Participants must generally obtain a melodic score (combination of all the melodic organization tests) below the statistical cut-off. A discussion of how a statistical cut-off might be obtained appears in the section Calculating Cut-offs : Theoretical and Empirical Considerations [Vuvan et al. (2016)] ☐ Contour test Interval test Participant name: Date: First name Last name MM/DD/YYYY
The template will number citations consecutively within brackets [1], [2]. Unless there are 3 authors or more give all authors' names; do not use “et al.”. Avoid citing papers that have not been published, even if they have been submitted for publication, and/or internal reports inaccessible to the general public. Papers that have been accepted for publication should be cited as “in press”[3]. Capitalize only the first word in a paper title, except for proper nouns and element symbols. Please consider including the DOI (Digital Object Identifier) when available. L. Cardholder, “With or Without Title of Paper,” Title of Journal, 54, 102 (2008); doi: 10.0000/xxx0000000 L. Cardholder, Title of Book, Ed., Publisher Name, Publisher City, Publisher State (2004). L. Cardholder, “Title of paper with only first word capitalized,” J. Name Stand. Abbrev., in press.
Evaluation Rubric Category “Look For”/Description 80-100% (Level 4) 70-79% (Level 3) 60-69% (Level 2) 50-59% (Level 1) R (< Level 1) Knowledge and Understanding Knowledge and understanding of content (facts, ideas, theories, processes, terminology, concepts, procedures) I understand my topic and all concepts, terminology and facts around my topic. thorough understanding considerable understanding some understanding limited understanding Thinking and Investigation Use of initiating and planning skills and strategies (e.g., formulating questions, identifying the problem, selecting strategies and resources, developing plans) Use of processing skills and strategies (performing, recording, gathering evidence and data, observing, solving problems) Use of critical/creative thinking processes, skills, and strategies (e.g., analysing, interpreting, problem solving, evaluating, forming and justifying conclusions on the basis of evidence ) My questions are well formulated and provide clarity to my project. My research sheets are completed and connect to an appropriate Works Cited. Includes sources as appropriate. My report is complete as a function of problem solving, evaluating and justifying conclusions based on research. high degree of effectiveness high degree of effectiveness high degree of effectiveness considerable effectiveness considerable effectiveness considerable effectiveness some effectiveness some effectiveness some effectiveness limited effectiveness limited effectiveness limited effectiveness Communication Expression and organization of ideas and information (e.g., clear expression, logical organization) in written form Use of conventions, vocabulary, and terminology of the discipline in written form (e.g., symbols, formulae, scientific notation, SI units) I have organized my information and ideas to be presented in my report in an effective and concise manner. Appropriate citations are used. I have checked my spelling, grammar, and SI units to ensure that they are correct. high degree of effectiveness high degree of effectiveness considerable effectiveness considerable effectiveness some effectiveness some effectiveness limited effectiveness limited effectiveness Application Making connections between science, technology, society, and the environment (e.g. assessing the impact of science on technology, people and other living things, and the environment) Proposing courses of practical action to deal with problems relating to science, technology, My presentation makes connections between science, technology and society. My presentation addresses and assesses the ethical and societal impact of my issue as well as providing solutions. high degree of effectiveness high degree of effectiveness considerable effectiveness considerable effectiveness some effectiveness some effectiveness limited effectiveness limited effectiveness
Evaluation Rubric Category “Look For”/Description 80-100% (Level 4) 70-79% (Level 3) 60-69% (Level 2) 50-59% (Level 1) R (< Level 1) Knowledge and Understanding Knowledge and understanding of content (facts, ideas, theories, processes, terminology, concepts, procedures) I understand my topic and all concepts, terminology and facts around my topic. thorough understanding considerable understanding some understanding limited understanding Thinking and Investigation Use of initiating and planning skills and strategies (e.g., formulating questions, identifying the problem, selecting strategies and resources, developing plans) Use of processing skills and strategies (performing, recording, gathering evidence and data, observing, solving problems) Use of critical/creative thinking processes, skills, and strategies (e.g., analysing, interpreting, problem solving, evaluating, forming and justifying conclusions on the basis of evidence ) My questions are well formulated and provide clarity to my project. Question 5 addresses more than one strand. My research sheets are completed and connect to an appropriate Works Cited. Includes sources as appropriate. My report is complete as a function of problem solving, evaluating and justifying conclusions based on research. high degree of effectiveness high degree of effectiveness high degree of effectiveness considerable effectiveness considerable effectiveness considerable effectiveness some effectiveness some effectiveness some effectiveness limited effectiveness limited effectiveness limited effectiveness Communication Expression and organization of ideas and information (e.g., clear expression, logical organization) in written form Use of conventions, vocabulary, and terminology of the discipline in written form (e.g., symbols, formulae, scientific notation, SI units) I have organized my information and ideas to be presented in my report in an effective and concise manner. Appropriate citations are used. I have checked my spelling, grammar, and SI units to ensure that they are correct. high degree of effectiveness high degree of effectiveness considerable effectiveness considerable effectiveness some effectiveness some effectiveness limited effectiveness limited effectiveness Application Making connections between science, technology, society, and the environment (e.g. assessing the impact of science on technology, people and other living things, and the environment) Proposing courses of practical action to deal with problems relating to science, technology, society, and the environment My presentation makes connections between science, technology and society. I have discussed careers and Canadian scientists. My presentation addresses and assesses the ethical and societal impact of my issue as well as providing solutions. high degree of effectiveness high degree of effectiveness considerable effectiveness considerable effectiveness some effectiveness some effectiveness limited effectiveness limited effectiveness
Evaluation Rubric Category “Look For”/Description 80-100% (Level 4) 70-79% (Level 3) 60-69% (Level 2) 50-59% (Level 1) R (< Level 1) Knowledge and Understanding Knowledge and understanding of content (facts, ideas, theories, processes, terminology, concepts, procedures) I understand my topic and all concepts, terminology and facts around my topic. thorough understanding considerable understanding some understanding limited understanding Thinking and Investigation Use of initiating and planning skills and strategies (e.g., formulating questions, identifying the problem, selecting strategies and resources, developing plans) Use of processing skills and strategies (performing, recording, gathering evidence and data, observing, solving problems) Use of critical/creative thinking processes, skills, and strategies (e.g., analysing, interpreting, problem solving, evaluating, forming and justifying conclusions on the basis of evidence ) My questions are well formulated and provide clarity to my project. Q5 has addressed more than one strand. My research sheets are completed and connect to an appropriate Works Cited. My lab/demo/model is complete as a function of problem solving, evaluating and justifying conclusions based on research I have connected my journal, magazine, newspaper article to my project as a whole. high degree of effectiveness high degree of effectiveness high degree of effectiveness high degree of effectiveness considerable effectiveness considerable effectiveness considerable effectiveness considerable effectiveness some effectiveness some effectiveness some effectiveness some effectiveness limited effectiveness limited effectiveness limited effectiveness limited effectiveness Communication Expression and organization of ideas and information (e.g., clear expression, logical organization) in oral and visual forms Use of conventions, vocabulary, and terminology of the discipline in oral, visual, and/or written forms (e.g., symbols, formulae, scientific notation, SI units) I have organized my information and ideas to be presented orally in class in an effective and concise manner. Citations have been completed correctly. I have checked my spelling, grammar, and SI units to ensure that they are correct. high degree of effectiveness high degree of effectiveness considerable effectiveness considerable effectiveness some effectiveness some effectiveness limited effectiveness limited effectiveness Application Transfer of knowledge and skills (e.g. concepts and processes, scientific investigation skills) to a familiar context. I have created a functioning model, demonstration or laboratory report that applies what I have learned to a tangible context. high degree of effectiveness considerable effectiveness some effectiveness limited effectiveness
Learning Skills and Work Habits Excellent Good Satisfactory Needs Improvement I fully use this learning skill/work habit to reach my potential in this course. I use this learning skill/work habit to reach my potential in this course a lot of the time. I know this skill/habit is important for me to reach my potential but I have to be reminded about it. I don’t show that I know this skill/habit is important for me to reach my potential. Responsibility - Does class work, including homework, within the set timelines - Completes formative work Organization - Respects deadlines by setting priorities - Takes time to consider formative feedback - Asks specific questions when tasks are not clear - Identifies, gathers, evaluates and uses information, technology and resources to complete tasks Collaboration - Contributes to group activities in a constructive manner - Participates actively in discussion and delegation of group tasks - Completes tasks required for group activities on time and to the best of their ability Independent Work - Uses time wisely during work periods and respects classmates’ work time - Follows instructions with minimal supervision Initiative - Looks for and acts on new ideas and opportunities for learning - Demonstrates curiosity and interest in learning Self Regulation - Identifies learning opportunities, choices, and strategies to meet personal needs and achieve goals - Perseveres and makes an effort when responding to challenges Who was your lead questioner? ________________ Did they ask quality questions? __________ What questions did they ask?
Reflection: What should you change in your weekend /leisure activities to become more creative? (50 words max EN ANGLAIS) Rubric: 1-2 Limited 3-4 Developing 5-6 Proficient 7-8 Superior I engage minimally with the text. My sentences are incorrect & hard to understand I show very limited understanding of the ideas and the content. I engage adequately with the text. My sentences are sometimes correct & hard to understand I show some understanding of the ideas and the content. I engage considerably with the text. My sentences are mostly correct & easy to understand I show considerable understanding of the ideas and the content. I engage thoroughly with the text. My sentences are fully correct and understandable I show considerable understanding of the ideas and the content. How well do you think you did? Circle your answer Très bien Bien Comme-ci / comme-ça Pas très bien Teacher’s Feedback & Grade: _______________/8 Task 1: Task 2: Task 3: Reflection:
Name_______________________ Date______________________ Period____ Summative Assessment = Answer key Directions: Expand each binomial using Pascal’s Triangle (x + y)6 Answer: x6+6x5y + 15x4y2+20x3y3+15x2y4 +6xy5+ y6 ___________________________________________ (2x - y)4 Answer: 16x4 – 32x3y + 24x2y2-8xy3 + y4 _____________________________________________ (3x + y)3 Answer: 27x3+ 27x2y + 9xy2 + y3 ____________________________________________ Directions: Find each term and identify the coefficient Third term of (a - 2b)4 Answer: 24a2b2 coefficient is 24 Fourth term (2a + 1)5 Answer: 40a2 coefficient is 40 6. Write a polynomial that represents row 5.
The Five Senses Informative Writing—Summative Assessment Kindergarten Message Needs Improvement Developing Proficient Advanced Unable to verbally articulate the topic. Using a combination of drawing and dictation, clearly states the topic. Using a combination of writing and drawing, clearly states the topic. Using writing, clearly states the topic. Unable to verbally articulate additional information about the topic. Using a combination of drawing and dictation, gives at least 1 piece of information about the topic. Using a combination of writing and drawing, gives 1 or more pieces of information about the topic. Using writing, provides 2 or more pieces of information related to the topic. Writes letter-like symbols; random strings of letters; or copies environmental print Writes word(s) which label the drawing Writes a simple informative thought. (We touch using our hands.) Writes a message that contains multiple facts for the topic. (We touch using our hands. Nerves send messages to our brain when something is hot.) Drawing Unable to verbally label a picture that matches the writing topic. Verbally labels drawing(s) that matches writing topic (i.e. may only draw a body and verbally label eyes for sight). Draws picture that shows 2 or more of the senses (labeling parts of a body). Draws picture that shows the 5 senses and includes other details representing the five senses (i.e. shows a hand touching something or music notes next to the ear). Mechanics Needs Improvement Developing Proficient Advanced Records no consonant letter sounds. Records some consonant letter sounds in order. Records most consonant letter sounds and some short vowel sounds in sequential order. Records all consonant letter sounds and all short vowel sounds in sequential order. No awareness of capitalization. Writes letters (mixture of upper- and lowercase letters). First word of sentence uppercase or “I” (if used) is uppercase. First word of sentence uppercase; if “I” is used, it is uppercase. All other letters lowercase.
Which number is to the right of the other on the number line? -7 , -10 Roman Number for 44 is ________________. Manish is facing the railway station and turns ¾ revolution anti -clockwise he will be facing the __________ now. xxi) The greatest negative integer is ___________. xxii) A rectangle has ____ line(s) of symmetry. xxiii) Pick the letters which have at least one line of symmetry. B I N G O ___________ The additive inverse of 8 is _____. The hour hand of a clock will stop at ______ if it starts from 4 and turns through 2 right angles. xxvi) This figure has __________ line (s) of symmetry. Write True or False : All prime numbers are odd. _________ All natural numbers are whole numbers. ________ If two numbers are co-prime, at least one of them must be prime. ________ xxx) -20 is greater than -15. ______ SECTION –B (8 x2=16) Q2.Insert commas suitably and write the numerals: Five crore fifty lakh sixty eight thousand seventy one. Twenty four million six hundred thirty nine thousand seven hundred seven. Q3.Find the sum by suitable re-arrangement: 456 + 902 +544 + 98 Q4.Write all the prime numbers between 20 and 40. Q5.Check if 603568 is divisible by 4 and by 9 using the divisibility tests. Q6. Draw a rough sketch of a quadrilateral ABCD .Shade its interior and name one pair of opposite sides. Q7.Classify the following angles as right, straight, acute, obtuse or reflex: 28º, 150º, 195 º, 90º Q8.Write the integers: -15, 0, 8, 27, - 4 in ascending order. (use < or >)
10 cents 20 cents 15 cents 20 cents 30 cents How much would it cost to buy a pear and a lemon? Jannah bought and orange and an apple. How much did it cost? Aisha bought a melon and an apple. How much did she spend? A banana costs 10 cents more than an apple. How much do bananas cost? Nasser bought four pears. How much did he spend? Which two fruits can you buy for exactly 45 cents? Samatar had 50 cents to spend. How much more would he need if he wanted to buy a melon, an apple and a pear? Dylan has 50 cents to spend in the shop. He wants to buy three fruit. What could he get? Daud had $1. He got 85 cents change when he bought a fruit. What did he buy? Ahmed’s mom sends him to buy an orange, a melon, a lemon and a pear. She gives him 70 cents. Is this enough?
SGOs (teachers only): Your SGO is also completed in OASYS. For each SGO, there is a results section. You type the pertinent information, save, and submit. Additionally, please complete and upload the SGO spreadsheet you started in the fall (if you scroll down the SGO scoring form, you will see a place for uploads). The administrator will review the data submitted, ask you any questions, and score the SGO in OASYS. Summative Evaluation (all certificated staff): Again this year, you have the opportunity for input. Please complete the Summative Evaluation Input form included in OASYS. There are three main sections: Significant Areas of Achievement: provide a few sentences and/or bulleted list. The administrator will review your input and include it as deemed appropriate and/or add to it as well. Note that this input is optional. Additional comments: You must include information regarding completion of your current year Professional Development Plan (PDP). (You have done this in the past on a separate form). You are also welcome to provide any other information pertinent to your summative evaluation. Note: Your PDP for next year will be completed in the fall. Professional Development: You will see workshops from our Staff Development Days (or other activities scheduled in OASYS) already listed. You need to complete a PD log for those activities not on the OASYS list. Please bring this to your summative conference in case the administrator has a question (log template is attached to this email). In the Professional Development Hours text box, please list PD hours beyond what are already shown (note – hours, not activities). You do not need to attach any documentation. If you have any questions, please see your supervising administrator. Thank you for your effort and input.