zilongwang/ReadingBank huggingface dataset:
Third Grade Opinion Rubric FOCUS IDEAS ORGANIZATION WORD CHOICE CONVENTIONS 4 – Great My opinion is stated clearly. It is easy to recognize my opinion. I explain how each reason supports my opinion by using clear facts and details, I have an introduction and conclusion. I explain one reason at a time to make sure my opinion makes sense and use transition words and phrases to connect the reasons. I used specific words and phrases to explain my opinion. My words relate to my topic and clearly show what I think and what I believe. I edit my paper for spelling, punctuation, and capitalization. There are few, if any, errors. 3 – Good I my opinion. I give more than one reason for my opinion. I have an introduction and conclusion. I use my reasons to organize my paper. I sometimes use transition words to connect reasons. I used some specific words to explain my opinion. My words relate to my topic. The reader knows what I think about my topic. I edit my paper for spelling, punctuation, and capitalization. There are some errors, but the reader can tell what I am trying to say. 2 – Okay I have an opinion, but it is hard to find it. I give at least one reason for my opinion. My reasons are not explained in any particular order. My paper might not use transition words. I used a few specific to explain my opinion. My words sometimes show what I think. I try to edit my There are errors in spelling, punctuation, and capitalization that may make my paper hard to read in spots. 1 – Needs Work My opinion is not stated. My readers may be confused. My opinion is not supported by reasons. My opinion is hard to follow because my reasons aren’t in order. My paper is missing an introduction and/or conclusion. I do not use transition words. My words are general and could apply to different topics. I do not clearly show my thinking. I had trouble editing my paper. Readers may not understand my paper because of the errors in spelling, punctuation, and capitalization.
Excellent (30-27 points): Excellent to superior work in all areas as indicated in the instructors’ written expectations; exemplary performance, participation, creativity and writing; fully addresses the criterion; excellent grasp of facts, analysis and application; consistently clear statements and explanations Good: (26-23 points): Good to fair work in most aspects; minor deficiency in relation to instructors’ written expectations regarding content, writing style or procedures; adequate grasp of facts, analysis, and practical application; clear statements and explanations are limited, but above average quality Average: (22-18 points): Passing work, but in serious need of improvement in many areas, especially in regard to form and content; minimal grasp of facts, analysis and application; very few clear statements or explanations Average (17 points below): Confusing, lacks explanation or completion; little conforming to instructors’ written expectations regarding content, writing style or procedures; overall, below professional quality standards; not quality work Area of Assessment Points Earned Rationale of the Study. (Area 1) The rationale of the study clearly states its purpose appropriate for the research problem with supporting literature/studies. Theoretical/Conceptual Framework of the Study. (Area 2) The theoretical – conceptual framework of the provides a clear research paradigm and at least three (3) supporting theories and concepts that establish ground as bases for the research. Problem/Purpose Statement. (Area 3) The problem/purpose statement section states the research problem in direct and obvious language and the problem is properly placed in a relevant context. Sub-problems are logically arranged and clearly stated the issues to be answered. Significance of the Study. (Area 4) The significance of the study is clearly stated the need for research and provides benefactors of the research in different areas of discipline (i.e., how the research might be used by practitioners or others in practical ways). Scope and Limitations. (Area 5) The scope and limitations section provide a clear direction of the study specifically reiterating the sets of the scope and limitations the researchers have to take. Definition of (Area 6) The definition of terms follows the alphabetical order and has included key terms in research with a clear definition of difficult and key words in the study. Grammar, Sentence Construction, and APA Style Format. (Area 7) Grammar and sentence construction are properly observed in all components of research. Uses APA format to properly cite the reference material used for research. General Comments: _______/210
Scottish Government Sector Cyber Resilience Steering Group Representative: Kevin Burns, Head of IT, Royal Blind This group, chaired by SCVO, was convened in November 2017 to support the implementation of . Its remit is to help shape a draft plan which will aim to build cyber resilience in Scotland’s third sector organisations. Additionally, given the overlap in messaging related to the forthcoming implementation of the EU General Data Protection Regulation (GDPR) in May 2018, the Steering Group will be responsible for co-ordinating information and support to the sector to ensure it is effectively prepared. Remit: see below For more information please contact directly. National Cyber Resilience Leaders Board Sector Cyber Resilience Steering Group Terms of Reference Background Safe, secure and prosperous: a cyber resilience strategy for Scotland, was published in 2015, setting out the Scottish Government’s vision for Cyber Resilience in Scotland. The National Cyber Resilience Leaders Board (NCRLB) is overseeing the implementation of action plans to meet the aims of the Strategy. Many of the actions that are needed to build a cyber resilient third sector overlap with those of the public sector and private sector, although the scale of resources and mechanisms to drive action are different. The NCRLB Third Sector Cyber Resilience Steering Group is therefore responsible for advising on the development and implementation of a third sector cyber resilience action plan. Purpose Members will help shape a draft plan which will aim to build cyber resilience in Scotland’s third sector organisations. Its objectives will include: Staff and volunteers have a better understanding of cyber risks and how to mitigate them
Written vision of relationship with God: Characteristic of God How God relates to me How I relate to God God is my only Employer • Gives me direction. • Develops, teaches, supports, protects, values and guides me. • me work that is appropriate for my level of development and capability. • Supplies whatever resources I need to get the assigned work done well. • I seek and follow directions well • I am faithful, devoted, focused, energetic and hard working. • I am a good reflection on my employer • I am an efficient user of time and resources that are given to me. • I constantly develop capability and knowledge that will me to do greater service work in the future. • I am dedicated to growing along spiritual lines and being of maximum service to God and my fellow man. God is Power • Makes power available to me. • Gives me all the power I need for whatever I am asked to do. • Allows more power to flow through me, as I become a more clean and efficient conduit. • I constantly seek to become a more clean and efficient conduit for God’s power to flow through. • I God’s power to flow through me, to whatever purpose, service or need he chooses, without any form of resistance or dissipation by myself. • I live my life on God’s power, not self-power. • I use the power I am given to be of maximum service to God and my fellow man. God is Love • Enables the characteristics of the Love Thought System to be present and manifest in every area and aspect of my life. • me unconditionally. • me to overflowing with love. • Allows and expects me to be a channel of his love. • Teaches me how to receive experience and give love. • I love, honor and respect all living things. • I look for and find love in all people and situations that I encounter in my life. • I live my life centered in the Love Thought System. • I love myself and others as God loves me. • I seek to become an increasingly cleaner and more efficient conduit for God’s love. • I am constantly learning how to receive, experience and give love.
ACADEMIC PERFORMANCE INDICATORS Superior Performance…………….A Above Average Performance….….B Performance………….……..C Partial Performance………...….…D Failed to Perform………….………F O………………………Outstanding S………………………..Satisfactory N……………..Needs Improvement ACADEMIC STANDARDS Trimester 1 2 3 Reading Comments 1.1, 1.2 Decoding & Word Recognition 1.3 Fluency / / / 1.4-1.8 Vocabulary & Concept Development 2.1-2.7, 3.3 Reading Comprehension, Literary Response & Analysis Writing Comments Strategies/Applications 1.1-1.4 Organization 2.1-2.2 Compositions Language Conventions 1.1 Sentence structure 1.2-1.7 Capitalization, Grammar, Punctuation Spelling 1.8 Assigned words 1.8 Application in written work Listening & Speaking Comments 1.1-1.11 Comprehension 2.1-2.3 Oral Presentations Attendance 1 2 3 Days absent Days COMMENTS 1st Trimester Parent attended conference Yes No Parent’s Signature ACADEMIC PERFORMANCE INDICATORS Ø Not evaluated at this time 1 Below the grade level standard 2 Approaching the grade level standard 3 Proficient at the level standard 4 Advanced beyond the grade level standard COMMENT CODES Outstanding effort displayed Does neat and careful work Always prepared for class Making steady progress Classroom test scores low Excessive talking affecting progress Incomplete/poor homework, class assignments, projects Poor effort displayed Parent conference requested PERFORMANCE STANDARDS Trimester 1 2 3 Self-Directed Learner Uses time productively independently Evaluates own work and sets new goals Follows directions Stays on task Constructive Problem Solver Applies reasoning skills to solve problems Uses a variety of strategies help/resources when needed Effective Communicator Participates in class discussions Listens actively to others Uses correct grammar Conveys message clearly Creative Producer Strives to produce quality work Uses many resources to construct work Shows understanding effectively Community Citizens Displays positive classroom behavior Displays positive playground behavior well with others Respects rights and property of others Accepts responsibility for own actions COMMENTS 2nd Trimester Trimester 1 2 3 Math Comments Number Sense Algebra and Function Measurement Geometry Statistics/Data Analysis/Probability Mathematical Reasoning Social Studies Comments Science/Health Comments Visual Performing Arts Comments Physical Education Comments Homework COMMENTS 3rd Trimester Next Year’s Placement
Do you even know what chicken tastes like? People always used to say tofu tastes just like chicken. Let me tell you, it doesn’t. Richard So you’ve never had chicken? Richard covers his mouth with both hands. Gus No….I’m a vegetarian. Hence, the reason why I asked for tofu. Richard Hey man, there’s no reason you have to bring your sexual orientation into this. Gus What? Richard I voted for same sex marriage. Its’ beautiful. Gus Wait….you think I’m…. Fay barges in the door. Gus I’m gay! Fay Oh thank God. ‘Cause honey I knew there was no possible way a straight guy would ever dress like that. Course you must be the other kind of gay guy, the one with no style. Gus
W.3.4 With guidance and support from adults, produce writing in the development and organization are appropriate to task and purpose. Teacher Note W.3.4 See W.3.1, W.3.2, and W.3.3 for specific language expectations for Grade 3 students when writing. W.3.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. Teacher Note W.3.5 Editing for conventions should demonstrate command of Language standards 1-3 up to and including Grade 3. W.3.6 With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others. Grade 3-Writing Standards Research to Build and Present Knowledge W.3.7 Conduct research projects that build knowledge about a topic. W.3.8 Recall information from experiences or gather information from print and digital sources. Take brief notes on sources. Sort evidence into provided categories.
have content and literary merit. The text must be rigorous enough to engage students in Grade 3 concepts across all four strands of the English Language Arts standards. Text selection should be a priority consideration when developing a rigorous grade-appropriate curriculum. These standards refer to two types of vocabulary words. The terminology is based in Isabel Beck’s work. General academic vocabulary refers to words words that can be used across the disciplines (e.g., surface, determine). words are terms that are used within a particular discipline (e.g., personification, circulatory system, DNA, trade route, explorer, density, time signature). Information about these vocabulary types may be found at () Grade 3-Language Standards Conventions of Standard English L.3.1 Demonstrate command of the conventions of standard English grammar and usage as appropriate for Grade 3 when writing or speaking. Teacher Note L.3.1 Standard English is the English language in its most widely accepted form, as written and spoken by educated people in both formal and informal contexts,having universal currency while incorporating regional differences () Formal English is the result of particular choices of grammar and vocabulary whereby the speaker or writer uses longer words or words with origins in Latin and Greek as opposed to more informal vocabulary that commonly involves shorter
Read the story titled “Me First” by Helen Lester. Then answer the questions. Me First by Helen Lester 1 Pinkerton was pink, plump, and pushy. He would do anything to be first, even if it meant bouncing off bellies, stepping on snouts, or tying tails. 2 “Me first!” he cried when he had been last in line and finished first down the slide. 3 “Me first!” he cried at story time, settling on his round bottom with his big head right smack in front of the book. 4 And day in the school trough-a-teria “Me first!” rang out and there was Pinkerton. 5 One Saturday, Pinkerton’s Pig Scout troop went on a day trip to the beach. Pinkerton was first on the bus and sat in the front row. 6 He was first off the bus, first in the water, first out of the water, and first into the picnic basket. 7 After lunch the Pig Scouts decided to go for a hike. Off they went, with Pinkerton leading the line, of course. As the Pig Scouts marched across the sand, they heard a faint voice far in the distance. 8 The voice called out, “Who would care for a sandwich?” Pinkerton pricked up his pointy ears. Care for a sandwich? Oh yes, me first! he thought, and he began to trot ahead of the others. 9 Soon he heard the voice again, closer and louder this time. “WHO WOULD CARE FOR A SANDWICH?” 10 “ME FIRST!” cried Pinkerton, kicking up sand and leaving the other Pig Scouts far behind. His imagination almost burst. Peanut butter! Jelly! Two tomatoes! Seven pickles! A slab of cheese! A blob of mayo! A smear of mustard. All for ME! FIRST! 11 “WHO WOULD CARE FOR A SANDWICH?” 12 Now at a full gallop Pinkerton shrieked, “ME FIRST!” Over a sandy hill he flew and . . . Kerplop. He landed face to face with a small creature with a bump on her nose and fur on her toes.
Project Name: PM: Date: CPA Agreed Upon Procedures Checklist COMPLETE Final Application Checklist Submitted Y/N/NA Project Summary Budget Cost Qualifier* (excel templates) Employment Report (excel template) End Credit Requirements (MS Word template) Frame Grab(s) of End Credits Daily Production Reports Shoot Days Summary (excel template) Schedule of Retained Assets Letters from Visual and Digital Effects Companies General Ledger (Entire) General Ledger Reports (Separate)** Cast & Crew List New York State Registered Sales Tax Vendor Certification Schedule of Related Party Transactions Complete Summary of Steps - Agreed Upon Procedures Confirm that minimum threshold requirements for QPF and location principal photography days have been met Confirm all documentation is complete and accurate for production-related information and expenditures Attach a listing of assets not destroyed in the film production process Attach list of non-qualified costs noted in the expenditure test Attach sampling documentation including the calculation of misstatement % for payroll and non-payroll expenditures Attach related party documentation Attach Qualified Costs Summary with adjustments for disqualified costs, revised total qualified costs and tax credit amount Provide cover letter noting the inclusion of all revised and completed documentation required by the NYS Film Tax Credit Program
Third Party Occupancy – Health and Safety Checklist Flow Diagram Party Occupancy – Health and Safety Checklist Introduction This form and associated checklists/declarations have been developed to ensure (so far as is reasonably practicable) you are conducting your operations safely and to satisfy the requirements of UK health and Safety legislation. Important: Failure to complete this form in full (including signatures) may result in your company’s request to use/let University space(s) being refused. Contact details Your name: Company name: Contact details: Telephone number(s) Email address Home address Location of spaces being request for use/let Building name: Floor No:
Approving Body, SUMAC for straightforward commercial rents, FMBSG for any departure from this Approving Body, SUMAC for straightforward commercial rents, FMBSG for any departure from this Approving Body SUMAC ESS prepare third-party Property agreement and provide ongoing management of occupation and rent/service charge with annual review Security requirements and administrative tasks identified for EFC to undertake once Business Agreement (RES) and Property agreement (ESS) signed Planning Team update IPR Planning Team update IPR ESS provide ongoing management of occupation and rent/service charge with annual review of rent Review of business relationship with University by RES every three years Planning Team update IPR CSG review annually Review by RES every 3 years, CSG annually CSG review annually
Towards child safe, child friendly and child aware health services be a focus on ensuring health services promote their rights; respond appropriately to their developmental and health needs; promote their participation at every level of healthcare decision making, as appropriate, and create a sense of welcoming, comfort and safety.
Students with disabilities who participate in FCAT 2.0 and who have an IEP or 504 Plan that reflects that they have received intensive remediation in reading for more than 2 years but still demonstrate a deficiency in reading and were previously retained in grades K-3 *Promote w/ Good Cause (Altered Instructional Program Required for 2012-13) Any third grade student receiving intensive remediation in reading two or more years but still has a deficiency in reading and was previously retained in for a total of 2 years *Promote w/ Good Cause (Altered Instructional Program Required for 2012-13) Students who score Level 1 on the Grade 3 Reading FCAT 2.0 NGSSS and do not meet Good Cause criteria for exemption from mandatory retention Retain (Altered Instructional Program Required for 2012-13) *Submit the form Documentation of Good Cause Exemption from Mandatory Grade 3 Retention SY 2012-2013 (see Appendix A) APPENDICES
Denham A and Garnett M (1999) Influence without responsibility? Think tanks in Britain, Parliamentary Affairs, 52.1, 46-57. Ehrman R (1988) Planning Planning: clearer strategies – and environmental controls, Policy Study 100, Centre for Policy Studies, London. Evans A (1988) No Room! No Room! The Costs of the British Town and Country Planning System. London: Institute of Economic Affairs. Hall P (1988) Cities of Tomorrow. Oxford: Blackwell. Hartwich AM and AW (2005a) Unaffordable Housing: Fables and Myths, Policy Exchange, London, Hartwich AM and Evans AW (2005b) Bigger Better Faster More: Why some countries plan better than others. London: Policy Exchange. Hartwich AM and AW (2006) Better Homes, Greener Cities. London: Policy Exchange Inman P (2012) Green belt housing gamble – a bet too far? The Guardian, 30.12.2015 Jackson B (2012) The think-tank archipelago: Thatcherism and neoliberalism. In Jackson B and Saunders R (eds) Making Thatcher’s Britain, Cambridge: Cambridge University Press, pp.43-61. S (1993) The idea brokers: the impact of think tanks on British government. Public Administration. 71: 491-506. Jones O (2015) ‘If Jeremy Corbyn wins, prepare for firestorm. New Statesman, 4th August 2015, last accessed 8.12.2015
Spiers S (2012) Policy Exchange’s ideas, The Guardian, 6th March 2012, last accessed 13.7.2015 Spiers S (2013) The advice the PM is getting on planning, 12.12.2013 last accessed 14.7.2015 Stone D (1996) Capturing the Political Imagination: Think Tanks and the Policy Process. London: Frank Cass. Stone D (2007) Recycling Bins, Garbage Cans Or Think Tanks? Three Myths Regarding Policy Analysis Institutes. Public Administration 85(2): 259–278. Waterhout B, Othengrafen F, and Sykes O (2013) . Planning Practice and Research, 28(1): 141-159. Wiles C (2015) What lies ahead? Inside Housing, 12.5.2015, Wintour P (2013) Communities to offered cash incentives to accept new homes The Guardian. 10.1.2013,
RAMNARAIN RUIA COLLEGE Matunga, Mumbai – 400 019. July 1, 2017 SCHEDULE FOR ADMISSION TO FYBSc CLASS FOR THE ACADEMIC YEAR 2017-2018 in 3rd Merit List (OTHER COLLEGE STUDENTS) (GENERAL CATEGORY) Merit list Nos. Date Time All July 3, 2017 9.30 am (RESERVED CATEGORY) Merit list Nos. Date Time SC / ST July 3, 2017 9.30 am DT / NT (ALL) July 3,2017 9.30 am OBC & Other reservations, SBC July 3,2017 10.30 am Place of Admission –Reading Hall – Ramnivas Ruia Junior college-4th Floor Fee Collection – Office, Ground floor, Main Bldg. The fees should be paid by Demand Draft only (Cash / Cheques are not accepted) NOTE: Students are required to report to the admitting authorities as per the schedule specified above. If they fail to report to the admitting authorities at the specified time and date for any reason whatsoever, they will not be able to claim their merit position. Admission to a particular combination is based on merit position and availability. Students must get all specified documents along with duly completed application form at the time of admission. Principal RAMNARAIN RUIA COLLEGE Matunga, Mumbai – 400 019. July 1, 2017 SCHEDULE FOR ADMISSION TO FYBA FOR THE ACADEMIC YEAR 2017-2018 in 3rd Merit List
List of Exhibits/Appendixes/Attachments Exhibit A – of Services Exhibit B – Professional Liability Insurance Exhibit C – The Dispute Resolution Process Exhibit D – Consultant Performance Evaluations Appendix A – Prohibition of Discrimination in State Contracts Appendix B – TITLE VI Assurance Appendix C – Assurances that Recipients and Contractors Must Make Appendix D – Local Consultant Conflict of Interest Appendix E – Public Relations Communications, and Use of Project Information for External Audiences Appendix G – Prime Consultant State of DBE Sub-Consultant Payments Attachment A – Certification Regarding Debarment, Suspension, and Other Responsibility Matters – Primary Covered Transactions Attachment B – Certification Regarding Debarment, Suspension, Ineligibility, and Voluntary Exclusions-Lower Tier Covered Transactions Attachment C – Transportation Certification of Indirect Rate
Social Value Questionnaire Name Postcode Age Under 25 25 – 49 50+ Date Local Environment How much of a problem are teenagers hanging around on the streets? Very big problem Fairly big problem Not a very big problem Not a problem at all How much of a problem is vandalism or graffiti and other deliberate damage to property or vehicles? Very big problem Fairly big problem Not a very big problem Not a problem at all How worried are you about being a victim of crime? Very worried Fairly worried Not very worried 4. Not at all worried How would you rate the level of anti-social behaviour in the local area? 1 High 2. Low How good a job are the police in this area doing? 1. Excellent 2. Good 3. Fair 4. Poor How much of a problem is rubbish or litter lying around? 1. Very big problem 2. Fairly big problem 3. Not a very big problem 4. Not a problem at all Overall do you think your neighbourhood is a good or a bad place to live? 1. Good 2. Bad 3. Mixed I feel like I belong to this neighbourhood 1. Strongly agree 2. Agree 3. Neither agree/disagree 4. Disagree 5. Strongly disagree I regularly stop and talk with people in my neighbourhood 1. Strongly agree 2. Agree 3. Neither 4. Disagree 5. Strongly disagree If I needed advice about something I could go to someone in my neighbourhood 1. Strongly agree 2. 3. Neither 4. Disagree 5. Strongly disagree
advice on Khrushchev's reactions and how he thought. At times Ambassador Thompson directly contradicted President Kennedy's initial ideas convincing him to change his mind. Defense Secretary McNamara in "The Fog of War" LESSON #3: How do you manage a crisis when one occurs? People spend years, perhaps their entire lives, studying this question. Innumerable books have been written on it. But based on the experience of the Cuban Missile Crisis, we can derive a few general principles. (1) As discussed above, try to see the situation through the eyes of your adversary. (2) Expect the unexpected. The policy maker, while trying to get the best information possible, must understand that there will be many things that he doesn't know. (3) Every diplomatic and peaceful avenue should be tried before there is a commitment to war. A graduated approach which always allows your opponent a face saving way out is optimal. (4) Be flexible and compromise on the little things, but don't appease by giving away the important points. After the missiles had been removed, President Kennedy described the process of crisis management by stating that one must be firm, obtain the best information possible and act with care. During the crisis he said, "there's always some sonofabitch" meaning that there will be people who through stupidity or because of their own agenda will take actions that push the country toward war. STUDY GUIDE QUESTIONS Who bears responsibility for the Cuban Missile Crisis? Give the reasons for your opinion. Why was the resolution of the Cuban Missile Crisis considered a personal triumph for President Kennedy? Describe your reasons for this opinion. What was Khrushchev's key miscalculation when he was planning to place missiles in and why did he make that mistake? Describe three major misimpressions left by the movie. President Kennedy convened a large group of military leaders and foreign affairs experts in a team known as EXCOMM. Was the large body of advisors counterproductive (i.e. "too many cooks spoil the broth")? What are the pros and cons of large advisory group? What are the pros and cons of President Kennedy alone making the choices, without the input of a large advisory body? What was the role of the naval quarantine in President Kennedy's policy during the Cuban Missile Crisis? Did it really do anything to remove the missiles?
I really like this water bottle filling station at Town and Country. It is a great way for the kids to their water bottles filled so they always have water available at their desks. This product available from ELKAY. ©Sensory Scholar 2013 I made a shoe house for my room this year because I have so many kids working on shoe tying. The red box came from a flea market and my husband cut the house out of bead board from Lowes. I put doll house shingles on the house from Hobby Lobby. I made the sign from a Hobby Lobby board that say “Please be kind and leave your shoes behind”. It is a nice place for the kids to store their shoes in before participating in other activities. ©Sensory Scholar 2013 I have two large chairs that I bought for $15.00 a piece from a garage sale for my secondary students to sit in when learning to tie their shoes or when removing their shoes. My mother made the pillows from fabrics from Hancock Fabrics that match a bench the younger children use. ©Sensory Scholar 2013
Please fill up the above form in CAP letter, email us or fax to +86 10 8460 2480 Hospitality BOOKING Official Hotels Estimated travel Time to Expo Site Cost Per Room Per Other benefits Single Room Twin/double Room INTERCONTINENTAL SHANGHAI NECC(5*) Deluxe room 2 minutes by walking CNY1820+15% Breakfast included Free internet Renaissance Shanghai Zhongshan Park Hotel (5*) Deluxe room 30-35 minutes by FREE Shuttle bus CNY1180+15% Breakfast included Free internet Radisson Exhibition Center Shanghai (5*) Deluxe room 15-20 minutes by FREE Shuttle bus CNY880+15% CNY950+15% Breakfast included Free internet Radisson Blu Hotel Shanghai New World (5*) Superior room 30 minutes by CNY1050+15% Breakfast included Free internet Courtyard by Marriott Shanghai Changfeng Park(4*) Deluxe room 30-35 minutes by FREE Shuttle bus CNY850+15% CNY900+15% Breakfast included Free internet Holiday Inn Express Shanghai Putuo (4*) Standard room 30-35 minutes by FREE Shuttle bus CNY750+15% CNY780+15% Breakfast included Free internet Merry Hotel Shanghai(4*) Standard room 20 minutes by Metro CNY750+15% CNY750+15% Breakfast included Free internet Gubei Garden Hotel (4*) Deluxe room 30 minutes by Metro CNY650+15% CNY750+15% Breakfast CNY45 per person; Free Internet Service Shanghai Rainbow (4*) Superior room 20 minutes by Metro CNY780+15% CNY780+15% Breakfast included Free internet Shanghai Charms Hotel (3*) Standard room 30 minutes by Metro CNY600 net CNY600 net Breakfast included Free internet
restricted to include or exclude certain majors automatically notified by email they can log in and register College Restriction Student cannot register because it has been restricted to include/exclude certain majors Department Chair of course Department enters override into banner (SFASRPO), student will be automatically notified by email they can log in and register Corequisite required Student cannot register because they are required to take another course during the same semester Department Chair of course Department enters override into banner (SFASRPO), student will be automatically notified by email they can log in and register Prerequisites and Test Score Error Student cannot register due to lack of proper previous course requirements Department Chair of course Department enters override into banner (SFASRPO), student will be automatically notified by they can log in and register Time Conflict Student cannot register due to a timeframe overlap in a course in which they are already registered Instructor Department to process override in banner; once entered into banner, student will be notified by email they can log in and register Maximum hours exceeded Student cannot register due to the amount of allowable hours for a semester Dean's Office Academic Standing prohibits registration Student cannot register due to academic dismissal Dean's Office Term exceeds expected graduation term Student cannot register due to application for graduation term is preceding registration term Undergraduates can update their graduation date (if appropriate) via the portal. Graduates need to contact the College of Graduate and Professional Studies. *If it is the last day to add, all exceptions will need to be processed on a paper scheduling form: Class rank ISU does not calculate class rank for students, by either percentile or number in class.
pedestrians who stepped out on them. After a in London in September 1934, the beacons were extended nationwide the following July. Both 30mph limit and new crossings seem to have given enough back to pedestrians to achieve the goal of acceptance amongst a larger public. Norton points out that for a paradigm to become stable it has to enjoy both institutional and popular support. The latter might have been far more difficult to achieve in the given the behavioural changes it expected. Yet, soon the Traffic Signs became part of popular culture. In particular the ‘Belisha Beacon’ became a popular icon appearing as handles on everything from pencils to toasting forks. Through the second half of the 1930s traffic signs in general were used for the inspiration of puzzles and games and incorporated into jewellery and novelties such as teaspoons and cocktail swizzles. In effect such novelties acted as an adult education programme without any public expenditure. Equally, if not more important in establishing unquestioning public acceptance of road signs, and the hierarchies they stood for, was child education. Children were introduced to road signs through play, embedding their values even though none could drive. Road signs were incorporated into many children’s games. Series of miniatures, far more comprehensive than the ‘examples’ given in official publications, were issued by toy makers such as Meccano ‘Dinky Toys’. Moreover, road sign iconography was used in children’s publications aimed at safety in the home. It is reasonable to propose that it was
The New Traffic Signs. London: HMSO, 1965. The Traffic Signs Regulations and Directions, 1964. London: HMSO, 1964. Thompson, Flora. Over to Candleford. Oxford: Oxford University Press, 1941. Webb, Sydney and Beatrice. English Local Government – The Story of the King’s Highway. London: Longmans Green, 1913. (Reprinted by ULAN, n.d.) Whatley, W. E. Safety for Citizens. London: McDougall, n.d. (c1937). Why Cyclists Object To Compulsory Rear Lights. London: CTC, 1927. Wilkinson, T. W. The Highways and Byways of England. London: Iliffe, n.d. (1913). Williamson, John A. The Rights & Liabilities of Cyclists. London: Iliffe, 2nd edn 1889. Williamson, John A. The Motor Car Acts 1896 & 1903. London: Autocar, 1903. Willrich, John. Did You Notice the Signs By The Way?: Brockenhurst: Beaulieu Enterprises, 2013. Woodward, Gilbert E. Woodward’s Road Traffic Acts and Orders 1930-1934. London: Eyre & Spottiswoode, 1934.
Activation energy Reactions in living things energy needed to get rxn started. living things need to absorb energy to survive. animals get energy from plants, animals. plants get energy from sunlight. Enzyme Substrate Active site Product How an enzyme works Factors that affect enzyme biological catalyst that speeds up chemical rxn. lowers activation energy. uniquely shaped protein that helps break or build molecules. reactant(s) that fit into enzyme’s active site. place on enzyme where reaction happens. result of reaction. substrate(s) fit into active site on enzyme. reaction occurs and products are released. reaction continues substrate(s) are gone. enzyme is used and reused. heat/abnormal pH denature (changes shape) enzyme.
Example all As an illustration Consider For example For instance Specifically To take a case in Cause and Effect Accordingly As a result Consequently It follows, then Since So then Therefore Thus Comparison Along the same lines In the same way Likewise Similarly Contrast Although But By contrast Conversely Despite Even though However In contrast Nevertheless Nonetheless On the contrary On the other hand Regardless Whereas While Yet Concession Admittedly Although it is true that Granted I concede that Of course Naturally To be sure Conclusion As a result Consequently Hence In conclusion, then In In sum, then It follows, then So The upshot of all this is that Therefore Thus to sum up To summarize
base and let me now where you are in regards to student fees. Every child has been provided with the same materials. It is now time to pay for those materials. For those of who have paid or have contacted me Thank You very much! Hounding parents for money is my least favorite part of teaching! A student asked me about cupcakes for birthdays. Unfortunately students are not permitted to bring in cakes, cupcakes, treats as a result of the new Nutrition Policy. Students are permitted to bring fruit and veggie trays. If you would like to meet with me please send me an email or call me. I prefer not to have discussions with parents out on the sidewalk. I like for it to be more private and where I can give you my total attention. I often have meetings directly following dismissal. I want to ensure I can provide you with the time you require and not have to cut you off. Please remember that you are NOT permitted upstairs. If you have something to drop off for your child please check with the office. They will deliver your message or item. If your child forgot something and you are bringing it please leave it at the office. This is for the safety of all our students. Please follow this procedure otherwise it can be embarrassing for you and me when I have to turn you away. Have a wonderful week! Stay in touch. Don’t forget Friday is Orange Shirt Day! Mary Ann McConaghy 453 -5402 school phone numberwww.bps.nbed.ca---where my webpage can be found.
Our World: The Modern Era (1750-present) Dare to know! Have the courage to use your own reason! This is the motto of the Enlightenment. Immanuel Kant, German philosopher (1724-1804) Comprehension Questions: 1. What are the major features and trends of the Modern Era? What were the main causes of humanity’s revolution from agrarian societies to modernity? 2. Why is the 20th century considered a century of crisis? Linked Definitions: For Further Exploration: Gapminder, a site founded by Hans Rosling, allows you to examine global changes in the modern era through a variety of interactive statistical See its “Health and Wealth of Nations” in particular: . To hear the author David Christian explain what big history is, watch his TED talk: . Big thought question #2
A5. How does he go to school? By bus. On foot. By car. A6. What subject does he love? He loves nature. He loves Science. He loves History. A7. He gets up at ... ? half past six. eight o’ clock. a quarter to nine. A8. He is at school at … ? 3:00. 7:45. 8:45. A9. He goes riding … ? on Monday. on Wednesday. on Monday and Wednesday. A10. He goes swimming … ? on Thursday. at Thursday. Friday. Esito: ………/10
B) USE OF ENGLISH B3. Read and complete with the personal pronouns in the box A. Is …………… your brother? B. Are …………… sad? C. Is …………… your sister? D. Is …………… your bike? ……… /12 C) LISTENING Esito: ……… /10 VALUTAZIONE Test A READING (Risposte: 1C; 2A; 3C; 4C; 5A; 6B; 7A; 8C; 9C; 10A) Totale domande 10: voto (O err. 10; 1 err. 9; 2 err. 8; 3 err. 7; 4 err. 6; 5 err. 5) Test B USE OF ENGLISH (Risposte esercizio B1: Aa; Ba; Cc; Db) (Risposte esercizio B2: Aa; Bc; Cb; Db) (Risposte esercizio B3: A he; B you; C she; D it) Totale domande 12: voto (O err. 10; 1 err. 9; 2 err. 8; 3 err. 7; 4-5 err. 6; 6 err. 5)
CALL 1 Jen is currently in jail, has never been homeless, and has no idea when she will get out. She has called to see about what services you can provide. If you assessed Jill during this call, what housing status would she be? Her homeless status would be: CAT 1-Homeless CAT 2- At Imminent risk of losing housing CAT 3- federal status CAT 4- Fleeing domestic Violence At risk of homelessness Stably housed CALL 2 Jen has been in jail for 2 years now and has zero income. She is getting out in 30 days and has no idea where she will go and no family or resources. If you assessed Jill during this call what housing status she be? CAT 1-Homeless CAT 2- At Imminent risk of losing housing CAT 3- Other federal status CAT 4- Fleeing domestic Violence At risk of homelessness Stably housed CALL 3 Jen has been in jail for 2 years and 11 months now. She is getting out in 14 days and has no idea where she will go and no family or resources. If you assessed Jill during this call what housing status would she be? CAT 1-Homeless CAT 2- At Imminent risk of losing housing CAT 3- Other federal status CAT 4- Fleeing domestic Violence At risk of homelessness Stably housed CALL 4 Jen was released from jail this morning, she has never been homeless, has no place to stay tonight, and has no resources. If you assessed Jill during this call, what housing status would she be? CAT 1-Homeless CAT 2- At Imminent risk of losing housing CAT 3- Other federal status CAT 4- Fleeing domestic Violence At risk of homelessness Stably housed
My date of birth My full address and postcode My email address My phone number My signature Today’s date I have included a picture of myself (delete as appropriate): Yes If you are under 16, we also need your mum, dad or legal guardian’s permission to store and share your story and photograph. Mum, dad or legal guardian’s name Their email address Their phone number Their signature Today’s date My story Please tell us your story in your own words. Around 100 words per box should be plenty! But you can write more or less if you like. This is what my life was like before I became ill with M.E.: This is what my life is like now:
I prefer _________________. I prefer _________________. I prefer _________________. I prefer _________________.
What kind of home is Chateau Frankenstein? Why do you think the door to the library has such an elaborate lock? Who built the Biblioteka Obscura? What opinion does Victor’s father have of the books in the Biblioteka Obscura? What does Victor mean when he describes his home as “a most peculiar one”? How does this situation highlight differences between Victor and Konrad? What is the terrible situation in France that Victor’s father talks about? (p. 26) What religious differences exist in the Frankenstein household?
Reinforcement- Improvement on principles of training (i.e., overload, progression, specificity, adaptation, use/disuse) Learning Experience Description/ Instructions/ Formations/ Diagrams/ Rules: The objective of this activity is to prepare your students for fitness testing. This activity allows your students to build up their components of health related fitness. All participants will be given a word to spell, you can chose the word or have them chose their own word as long as all the students are still doing the same amount of letters. Once the students are given their word they will then break off on their own and complete each activity corresponding with the letter till they are finished Instruction Approach/ Instructional Strategy: Independent Experiential Learning Teaching Hints: You can create your own words, have them pick their own words, pick specific letters to do, or have them focus specifically on activities they wish to improve on. Adaptations/ Variations (I.C.E. Instruction, Curriculum, Environment): Variations to the different types of exercises, add in weights, add in more reps. Supply the students with pictures of each activity (visual) Safety Considerations: Reviewing each activity and properly discussing the importance of doing the exercise properly Reference(s): Pinterest Spell your Name workout A – 25 Crunches B – 20 Lunges (10 per leg) C – 20 Supermans D – 10 Push Ups E – 40 Jumping Jacks F – 30 Second Flutter Kicks G – 15 Russian Twists H – 15 Leg Lifts I – 1 Minute Arm Circles (30 seconds each way) J – 15 Sit Ups K – 10 Burpees L – 10 Mountain Climbers M – 30 Second Plank N – 30 Second Wall Sit O – 5 Burpees Q – 1 length of High Knees R – 15 Squats S – 10 Push Ups
RECOMMENDED TEXTBOOKS LIST BOOK TITLE and EDITION (include subtitle if applicable) AUTHOR(S) No. of to be read PUBLISHER and DATE 13-Digit ISBN (without dashes) LIST PRICE (estimate) DESK COPY 1 Christian Thought Revisited: Three Types of Theology Gonzalez, Justo Orbis, 1999 978170752551 9.97 no 2 Christian Doctrine, Revised Ed. Guthrie, Shirley Westminster John Knox, 1994 9780664253684 0.49 no 3 Readings in Christian Theology Hodgson, Peter, and Robert King, ed. Fortress, 1985 9780800618490 2.34 no 4 Quest for the Living God Johnson, Elizabeth Bloomsbury Academic, 2007 9780826417701 3.55 no 5 Worlds Within a Congregation: Dealing with Theological Diversity Jones, W. Paul Abingdon 2000 9780687084340 11.59 no 6 New and Enlarged Handbook of Christian Theological Musser, Donald, and Joseph Price Abingdon, 2003 9780687091126 21.00 no 7 Dictionary of Feminist Theologies Russell, Letty, and Clarkson, J. Shannon Westminster John Knox, 1996 9780664220587 3.94 no SPECIAL INSTRUCTIONS: Kris Kvam recommends that you purchase Books that she has put on this recommended list after she speaks about them in class.
Cyber Café £1.00 per half an hour Baggage room storage £1.00 We encourage membership from all ex-service 2019 Temporary Honorary Members Tariff Room Type THM Include Breakfast Include breakfast & Dinner SINGLE TV £70.00 £79.50 £97.50 SINGLE £90.00 £99.50 £117.50 TWIN TV £112.00 £131.00 £167.00 £159.00 £178.00 £214.00 FAMILY ROOMS £199.00 £231.00 £285.00 FLAT 6 ADULTS £349.00 £406.00 £514.00 SUPERIOR £184.00 £203.00 £239.00 SUITE £234.00 £253.00 £289.00
THOHOYANDOU DATE VENUE ACTIVITIES TARGET AUDIENCE TIMESLOT CONTACT PERSON BOOKING 05/08/2016 University of Venda, University Community Training Centre (UIGC) (1) Sustainable development and the environment: Lectures, demonstration and Viewing exhibits (2) Fun with Mathematics and Astronomy: Lectures, demonstration and Viewing exhibits (3) IKS: Viewing exhibits and guided tour (4) Wonders of Biotechnology Lectures, demonstration and Viewing exhibits (5) Renewable energy: Viewing exhibits and guided tour (6) Exhibits display: Interactive and Viewing General Public and University Students 09:00 – 15:00 Prof. V.Sankaran 082 552 0897 Mrs. T.S Mulaudzi 081 457 4711 Mr. S.M. Mathebe 073 459 7926 Mr. F.Nemangwele 076 401 7891 Dr. N.E.Maluta 078 517 298 Mr. S.M. Mathebe 073 459 7926 No 06/08/2016 10/08/2016 Niyani Circuit (Former Mphephu Youth Centre) Yes 11/08/2016 12/08/2016 Elim region
6. Toward the end of The Declaration of Independence is a short paragraph that begins “A prince whose character . . .” Who is the person Jefferson is describing and what loaded words does he use to describe him? 7. Read the harass paragraph of the Declaration of Independence that contains the highlighted word harass. Cite context clues in the paragraph that help you figure out the meaning of harass. 8. How might you have responded to the Declaration of Independence if you were a Native American living at the time?
11:28 AM 11:28 AM- 11:48 AM Recess 11:48 AM- 12:00 PM Homeroom Instruction 12:00 PM- 12:45 PM Homeroom Instruction 12:45 PM- 1:30 PM Homeroom's Specials/ Conference Time 1:30 PM- 2:10 PM Pirate Pride Period 2:10 PM- 3:00 PM Homeroom Instruction
[5] Baley C. Analysis of the flax fibres tensile behaviour and analysis of the tensile stiffness increase Composites Part A: Applied Science and Manufacturing, Volume 33, pp. 939-948 (2002) [6] A. Bunsell, Fibre Reinforcements for Composite Materials, Elsevier, Amsterdam (1988)