zilongwang/ReadingBank huggingface dataset:
or linguistically diverse. This was not limited to working with people from their own ethnic background. They were able to integrate cultures and accept differences and their understanding of psychological health was broader. Emily, international student International students reported having a sense of solidarity and connectedness with CALD clients. They felt related to, understood, comfortable, and relaxed with CALD clients, given the similar experiences of moving to another country. International students reported that they were more culturally attuned to CALD clients than peers due to a broader understanding of diverse culture. Julie, international student Assisting organisations in working with a diverse clientele Supervisors spoke about actively encouraging students to recognise they could assist organisations in working with a diverse clientele, and thus differentiate themselves. Mary, supervisor Developing rapport with “difficult” clients Relatedly, a small number of students and supervisors suggested international students could use their experience of being different, to develop better rapport with “difficult” clients. Supervisors reported students had cultural sensitivity and also extended understanding or additional empathy that they might be able to display. Julie, international student Deepening the understanding of your own culture International or CALD students’ intercultural competencies also benefitted their own learning from placements, as students reflected on applying placement learnings to their home culture. These more complex reconstructions enabled deeper learning, including how to transfer their skills and knowledge to other contexts. Students commented that these reflections generated more questions, but they had a willingness to engage with their learning in this way as it helped them to deepen their understanding of their home culture more generally. Kim, international student
1. Velmans says, “Following the success of the brain sciences and related sciences, 20th century theories of mind in the West became increasingly materialistic.” What does Velmans mean by this? Give some examples. 2. Explain what it means to be a “property dualist.” What are some criticisms of this position? 3. Explain what it means to be a “reductionist.” What are some criticisms of this position? 4. What does Velmans mean when he says, “we can say that when consciousness is present, phenomenal content (consciousness of something) is present”? 5. Explain what Velmans means when he says, “To allow a clear distinction between consciousness of oneself and consciousness of things other than oneself, it makes more sense to reserve the term self-consciousness for a special form of reflexive consciousness in which the object of consciousness is the self or some aspect of the self.” 5C John Locke Identity and Diversity Review Questions 1. Explain Locke’s definition of “personal identity.” 2. Explain Locke’s meaning when he says, “we see the substance whereof personal self consisted at one time may be varied at another, without the change of personal identity; there being no question about the same person, though the limbs which but now were a part of it, be cut off.” 3. Explain Locke’s meaning when he says, “it must be allowed, that, if the same consciousness can be transferred from one thinking substance to another, it will be possible that two thinking substances may make but one person.” 4. Explain Locke’s meaning when he asserts that if the same consciousness is preserved, whether in the same or different substances, then the personal identity is preserved. Do you agree with Locke? 5. Explain Locke’s meaning when he says, “For should the soul of a prince, carrying with it the consciousness of the prince’s past life, enter and inform the body of a cobbler, as soon as deserted by his own soul, every one sees he would be the same person with the prince, accountable only for the prince’s actions: but who would say it was the same man.” Do you agree with Locke? David Hume I Am a Bundle of Perceptions
Period Time 1 33 mins 10:25-10:58 2 33 mins 10:58-11:31 4 27.5 mins & 27.5 mins 11:31-12:16 (Elementary/Middle School Lunch) 5 27.5 mins & 27.5 mins 12:16-1:01 (PACES/High School Lunch) 3 33 mins 1:01-1:34 6 33 mins 1:34-2:07 7 33 mins 2:07-2:40 8 33 mins 2:40-3:13 Notes: Announced delayed opening days will follow the above schedule for the day of the week the delay occurs, including the elementary specials and related services for the day. Early dismissal days: Announcement made before 1st period: We will follow the regular Friday schedule times but the day’s elementary specials. Announcement made after 1st period: We will follow the day’s times and schedule and will dismiss at 1:00 from the class the student is in during that time.
I KNOW MY OBJECTIVES SO GOOD THAT I COULD TEACH THEM TO OTHER STUDENTS! I KNOW MY OBJECTIVES VERY WELL. I’M READY FOR ANY EXAM OR ASSESSMENT THAT YOU CAN GIVE ME. I AM GETTING THE HANG OF THINGS BUT THINK THAT I COULD USE SOME MORE PRACTICE. I AM UTTERLY LOST AND CONFUSED. I COULD USE SOME EXTRA HELP. STUDENT SELF-ASSESSMENT RUBRIC
A C Chapter 4 Answer Key D A B C E Chapter 5 Answer Key D A A B B Chapter 6 Answer Key C B C A D Chapter 7 Answer Key B B D A A Chapter 8 Answer Key B D B D D Chapter 9 Answer Key B D C B C Chapter 10 Answer Key A D A C C Chapter 11 Answer Key C B C D A Chapter 12 Answer Key
Reflection on Pedagogical Knowledge (15%) The paper discusses survey responses addressing pedagogical knowledge in depth. Analysis is based on data collected from sources and is more than a listing of questions and responses, but shows deep reflection. The paper discusses survey responses addressing pedagogical knowledge and analysis is based on data collected from sources. Assertions are generally based on data, but the connections between reflections and data are not always clear. The paper addresses pedagogical knowledge, but does not generally base reflections on data—or reflection lacks depth and is mostly a recitation of survey responses. The paper simply lists the student responses to survey items with making limited or no attempt to generate general reflections on responses. Caring and Responsive Teacher (15%) The paper discusses survey responses addressing the caring and effective nature of teacher in depth. Analysis is based on data collected from sources and is more than a listing of questions and responses, but shows deep reflection. The paper discusses survey responses addressing the caring and effective nature of teacher and analysis is based on data collected from sources. Assertions are generally based on data, but the connections between reflections and data are not always clear. The paper addresses teacher caring and effectiveness, but does not generally base reflections on data—or reflection lacks depth and is mostly a recitation of survey responses. The paper simply lists the student responses to survey items with making limited or no attempt to generate general reflections on responses. Improvement Steps (30%) Detailed and specific steps are explained to improve practice based on survey results. Steps are based on evidence based practices. Specific steps are explained for improving practice but lack some detail and may not be clearly tied to survey results. Improvement is based on evidence based practices. Vague or general improvement is mentioned but isn’t fully based in survey responses. Steps are based on evidence based practices. Vague or general improvement steps are mentioned, but are not based on survey responses and not supported by evidence based practice.
Hazing is any action taken or situation created intentionally that causes embarrassment, harassment or ridicule, risks emotional and/or physical harm to members of a group or team, whether new or not, regardless of the person's willingness to participate. STATEMENT OF UNDERSTANDING Registration Fee: The Board of Education has set the registration fee for HIGH SCHOOL athletics at $185.00 per sport per athlete. Condition for Fee Refund: 1. Refunds will be made to athletes who are cut by their coach. 2. If an athlete moves from the school's attendance area or from the District, the fee will be refunded on a prorated basis. 3. Athletes who quit the sport, become academically ineligible or are suspended from participation for disciplinary reasons are not eligible for a refund. General: The interscholastic programs within the Douglas county School District RE 1 are offered to supplement the goals and objectives of public high school education. In order to make contribution to the function and purpose of the total educational process, interscholastic activities must have as primary objectives the teaching of wholesome attitudes and disciplines. The programs must teach an appreciation for physical fitness, personal health, loyalty, personal sacrifice, dedication and teamwork. In order to realize the potential of interscholastic programs, there are physical and mental disciplines which must be practiced. Medical: I hereby give my consent for medical treatment deemed necessary by physicians designated by school authorities and/or for transportation to a hospital emergency room for treatment for any illness or injury resulting from his/her athletic participation. I understand this authorization will only be enforced when I cannot personally be contacted and provide for immediate treatment. District Website: I hereby give my consent to release pictures, name or other information pertaining to my student/athlete to use on a district website.
Principal’s Award—This award is given to all students who have completed ALL assignments (class work and homework) on time, with attention and effort. Personal Success and Special Recognition Awards—These awards are given to students who are chosen for special reasons determined by the teacher. There is no limit to the number of students who can receive this award. Governor’s Attendance Award—This award is given to students who have had NO MORE THAN 3 absences. For this award, 3 tardies and/or early dismissals are equal to one absence. Recognition of Nate Mack Staff A RAVE REVIEW acknowledges an employee of Clark County School District who has demonstrated a special effort, a job well done, a project of quality workmanship, or a sensitive and caring attitude toward the needs at our school. It is an expression of exemplary behavior – an example of “going the extra mile.” Anyone may submit a RAVE REVIEW - students, parents, teachers, administrators, coworkers, or citizens. Just go online at Each RAVE REVIEW recipient will receive a certificate from the Clark County School District and special recognition at a staff meeting. It is an honor to receive a Rave Review for recognition of a job well-done.
STUDENT USERNAMES AND PASSWORDS DIGITAL CURRICULUM ~ 2016-2017 STUDENT ID#: ________________________________ PROGRAM USERNAME PASSWORD Clever Google Sign in StudentID@eusd.net 1234abcd ST Math Icon password learned None needed TenMarks CLEVER.com/in/encinitas Google Sign in StudentID@eusd.net 1234abcd Google CLEVER.com/in/encinitas Google Sign in StudentID@eusd.net 1234abcd Imagine Learning Cloud CLEVER.com/in/encinitas Google Sign in StudentID@eusd.net 1234abcd MyOn CLEVER.com/in/encinitas Google Sign in StudentID@eusd.net 1234abcd IXL Student ID 1234abcd Edmodo (students write it in) Scantron Student ID None needed Illuminate Student Portal Student ID 1234abcd World Book eusd 1234 Britannica Onine eusd leads InfoBits capri / ecke elcamino / flvista / lacosta / mission / ocean / pioneer / lane / None needed Discovery Education This document can be found at:
11:10 – 11:25 Break 15 11:25 – 12:30 3 65 12:30 – 13:20 Period 4a lunch 50 13:20 – 14:10 Period 4b lunch 50 14:10 – 15:10 5 60 Equipment List In my pencil case: Packed it? Black or blue Pen (Remember a spare!) Purple Pen Pencils Colouring pencils Ruler Rubber Sharpener Compass Protractor Everyday items: Exercise books for today Notebook Planner
Year 7 Math Easter Hunt - Every year we invite Year 7 students to take part in a mathematical Easter egg hunt around school. There's lots of chocolate involve and it's great fun. Year 7 Maths Challenge - Every year we take part in UKMT maths challenge. The UKMT Individuals are lively, intriguing multiple choice question papers, which are designed to stimulate interest in maths. Successful participants receive a bronze, silver or gold award. Inter-college countdown competition - We also run a countdown competition where by each college gets a team together completing lots of countdown style calculations. Whole school activities - The maths department are always keen to get involved in whole school activities. On World Book Day this year the maths block became Hogwarts and students were taught Harry Potter themed lessons. PE trip The PE Department are running their annual Ski Trip to Austria taking place 15th – 23rd March 2019. Costing £1010, the trip is open to Year 7 – 10 (Year 11 GCSE PE students only) and all abilities are welcome. For more information ask for a letter from Miss Gibbons. Technology Young Engineers competition - A number of students represented LSA in The Gazette Young Engineers competition 2017. The competition put their STEM skills to the test in the challenging task to design and fly model aircraft. Despite the difficulties, the students were delighted to have won the fantastic title of 'Young Engineers 2017', taking the prize money of £10, 000 back to school with them. BAE STEM roadshow - BAE Systems (who are partners with the RAF and the Royal Navy) gave a presentation to our Year 8 students about STEM careers (Science, Technology, Engineering and Maths). The presentation showed students the importance of computer technology and the connection between what they study in school and the day to day applications in the real world.
Parent/Guardian Signature: ______________________________ Please return this form signed to your child’s classroom teacher by the next school day Appendix 5 I Want to Make It RIGHT! Name: _________________ Date:___________ Grade:____________ Evaluated with: ____________________________________________ 1. Act (This is what I did!) 2. Reflect (I need to be…)
Health & Human Development Unit 2 Student Handbook AOS 1 2015 Subject Year 11 HHD Term 2 Semester 2, Terms 3 & 4 Teacher(s) Kim Dall Week Begin Topic Text Chapters/Class Homework & School Assessed Coursework Dates Work Requirements (Subject to change)
asthma, falls and injuries, food allergies, juvenile arthritis or type 1 diabetes nutrients 9 government, community and personal strategies and programs designed to promote the health and human individual development of children Page 305 activity 9.6 pg 310 9,7 9.8 the different classifications of the stages of adulthood Characteristics of physical development during adulthood, including the physiological changes associated with ageing. Research health issue and strategies Chapter 10 p322 Activity 10.2 turning Chapter 9 Exam prep questions Outcome 2 the social, emotional and intellectual development associated with the stages of adulthood and ageing Timeline of adulthood 10.3 trends in adulthood :Dementia the health status of Australia’s adults, including the similarities and differences between adult males and females Page 332-343 10.6 data analysis 10.7 Exam prep questions Chapter 10 determinants of health and individual human development of Australia’s adults determinants that act as risk and/or protective factors in relation to one health issue such as cardiovascular disease, cancer, type 2 diabetes, obesity or mental illness Chapter 11 page 350 Activity 11.2 11.4 11.7 government, community and personal strategies and programs designed to promote health and individual human development of adults Page 372 Chapter 11 Exam prep questions Outcome 3 Revision .revision exams 0
Approved July 15, 2017 Student Workload In an effort to promote student well-being and work-life balance but also maintain the rigor of the Duke curriculum, the Duke University School of Medicine provides a basic science (MS1) curriculum that requires on average no more than 40 hours per week of required school-related activities including in-class events and pre-work.
For the following match a Processor on the left with a Processor on the right where the number of instructions executed per second are equal. 01 GHZ Dual Core 2GHZ Quad Core 2 GHZ Dual Core 4 GHZ Quad Core 4 GHZ Dual Core 1 GHZ Single Core 2 GHZ 8 Core 2 GHZ Single Core 500MHz Dual Core 1 GHZ Quad Core For the following, match a Processor on the left with a Processor on the right where the number of instructions executed per second are equal. 2 GHZ Dual Core 2GHZ Single Core 1 GHZ Dual Core 2 GHZ Quad Core 4 GHZ Dual Core 16 GHZ Single Core 2 GHZ 8 Core 4 GHvZ Single Core
Student Assistant and College Work Study Payroll Schedule (April 2016 – March 2017) 1 of 2 Payroll Number Timesheet Begin Date Timesheet End Date Submit timesheet to online time and attendance system on this date Check Date *CWS Expenditure Amount 1 3/24/2016 04/06/2016 04/07/2016 04/28/2016 2 04/07/2016 04/20/2016 04/21/2016 05/12/2016 3 04/21/2016 05/04/2016 05/05/2016 05/26/2016 4 05/05/2016 05/18/2016 05/19/2016 06/09/2016 5 05/19/2016 06/01/2016 06/02/2016 06/23/2016 6 06/02/2016 06/15/2016 06/16/2016 07/07/2016 7 06/16/2016 06/29/2016 06/30/2016 07/21/2016 8 06/30/2016 07/13/2016 07/14/2016 08/04/2016 9 07/14/2016 07/27/2016 07/28/2016 08/18/2016 10 07/28/2016 08/10/2016 08/11/2016 09/01/2016 11 08/11/2016 08/24/2016 08/25/2016 09/15/2016 12 08/25/2016 09/07/2016 09/08/2016 09/29/2016 13 09/08/2016 09/21/2016 09/22/2016 10/13/2016 *CWS students should keep track of your College Work Study expenditures utilizing the above CWS Expenditure Amount column or by the gross earnings noted in your online time record. Each time you receive a check based on your work study hours you should record the amount. For example if your CWS award is $200 and you receive $100 in one paycheck; then receive $90 in the next paycheck, you should know you have $10 left, and you should not continue working. Once CWS funds are exhausted, do not continue to work and contact the Financial Aid Office to inquire if you are eligible for an increase to your College Work Study.
Student Assistant and College Work Study Payroll Schedule (April 2016 – March 2017) 2 of 2 Payroll Number Timesheet Begin Date Timesheet End Date Submit timesheet to online time and attendance system on this date Check Date *CWS Expenditure Amount 14 09/22/2016 10/05/2016 10/06/2016 10/27/2016 15 10/06/2016 10/19/2016 10/20/2016 11/10/2016 16 10/20/2016 11/02/2016 11/03/2016 11/23/2016** 17 11/03/2016 11/16/2016 11/17/2016 12/08/2016 18 11/17/2016 11/30/2016 12/01/2016 12/22/2016 19 12/01/2016 12/14/2016 12/15/2016 01/05/2017 20 12/15/2016 12/28/2016 12/29/2016 01/19/2017 21 12/29/2016 01/11/2017 01/12/2017 02/02/2017 22 01/12/2017 01/25/2017 01/26/2017 02/16/2017 23 01/26/2017 02/08/2017 02/09/2017 03/02/2017 24 02/09/2017 02/22/2017 02/23/2017 03/16/2017 25 02/23/2017 03/08/2017 03/09/2017 03/30/2017 26 03/09/2017 03/22/2017 03/23/2017 04/13/2017 *CWS students should keep track of your College Work Study expenditures utilizing the above CWS Expenditure Amount column or by the gross earnings noted in your online time record. Each time you receive a check based on your work study hours you should record the amount. For example if your CWS award is $200 and you receive $100 in one paycheck; then receive $90 in the next paycheck, you should know you have $10 left, and you should not continue working.
7) Use a ruler and the information contained in Figure 3 determine how much the GPS station was displaced and complete Table 1 below. Table 1. Movement of California GPS stations on April 25, 1992. Station Name Arrow length on map (cm) Ground displacement (cm) Bear Ridge 2 35cm 2.2cm King Peak 2 11cm 0.7cm Pierce Ecc 60cm 3.75cm Rhonerville 27cm 1.7cm Average for 4 stations 33.3cm 2.1cm 8) What is a common object that is roughly equal to the average ground displacement that occurred on April 25, 1992 near Cape Mendocino, CA? There are numerous correct answers but the diameter of a U.S. nickel is roughly 2cm 9) Which station experienced the greatest overall displacement? a) Bear Ridge 2 b) King Peak 2 ▶▶▶▶c) Pierce Ecc d) Rhonerville 10) Look a back at Figure 3. Which of the following best describes the direction of movement of the station with the greatest overall displacement? ▶▶▶▶a) West b) East c) Southeast d) Northwest 11) What could cause the Earth to suddenly move in this way? One possibility is an Earthquake. An Earthquake is the sudden movement of two blocks of Earth, frequently along
22) Which of the following statements best describes the overall motion of GPS station ALBH from 2004 to 2012? a) Steady eastward movement ▶▶▶▶b) For every few steps to the east, one step back to the west c) Moving eastward but with pauses when the motion stops 23) Based on what you have already learned, is the overall eastward movement of station ALBH surprising given its proximity to the plate boundary shown in Figure 5? Describe why you think so. This is unlikely to be surprising given the ideas covered in the lab so far. The most appropriate answer is “no”, as illustrated in the animation (http://bit.ly/2rd0706), where onshore GPS stations are predicted to move eastward during subduction in this region. 24) Describe one possible explanation (Claim) for the episodes of westward movement in this region? Given Parts 1 and 2 of the exercise students may conclude that earthquakes are a likely cause. Rebound of stresses accumulated from the convergence of the plate boundaries, and resulting earthquakes, could explain the periodic westward motion. One issue with this explanation is that earthquakes occur over short time scales and this westward motion appears to occur over weeks or months. Another issue is that earthquakes also occur during the time periods of eastward movement (anticipated answer as a segue into the next portion of this activity). 25) Over what sort of time period does this Westward movement appear to occur? a) Years ▶▶▶▶b) Months c) Weeks d) Hours e) Minutes 26) Based on your exploration of Part 1 and Part 2 of this exercise, you may have reasoned that earthquakes caused these episodes of westward displacement. Test this claim by using the IRIS earthquake browser ( to collect evidence during a period of time when the station moves westward. For example, you might try a time period from 3/1/2008 to 9/30/2008 (). Use the space below to list evidence that you could use to support or refute the claim (e.g., number of quakes, magnitude of quakes, location of quakes, times of quakes, etc.).
Fill in the table below: Desired event # of ways event could occur # of Total possible outcomes Fraction Decimal representation of fraction % Representation of probability Roll a 2 with 6 sided die 1 6 1/6 0.167 16.7% Flip a coin with heads up 1 2 1/2 0.50 50% Roll a 2 with a 10 sided die 1 10 1/10 0.10 10% Pull a red marble out of a bag with 3 blue and 2 red marbles 2 5 2/5 0.40 40% Pick a king out of a deck of cards 4 52 4/52 = 1/13 0.077 7.7% Part II – Calculating EQ Probabilities Estimating the probability of an event is a useful way for scientists to assess the likelihood of a certain hazardous event. For example, in your “role” as an emergency manager or city planner, it would be useful to know the probability of an earthquake occurring in a particular location so that appropriate building codes can be developed. To help you understand how one would create such estimates, we will use a physical model (Figure 1) to represent a fault system and determine the probability of various sizes of events occurring in the model. First, let’s get oriented with the model. Play with the model by slowly pulling on the measuring tape attached to the rubber band, which is attached to the block. 1) Which of the following statements best describes what you see occurring as you slowly pull the measuring tape? a) As the measuring tape is pulled, the block moves forward an equal amount. ▶▶▶▶b) As the measuring tape is pulled, energy is stored in the rubber band until suddenly the stored energy is released when the block lurches forward. This model is useful because the behavior you observed is similar to the way we believe faults behave in Earth. The model’s wooden block, rubber band, measuring tape and sandpaper base all represent components of an active fault section. Your pull on the measuring tape and rubber band attached to the block is analogous to slow, continuous plate motions. For example, this might represent the downward pull of a subducting slab of lithospheric plate, which is
3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 4) Review your data table above. Which of the following statements best describes the data you collected? a) There are many large events and only a few small events. b) The number of large and small events is relatively equal. c) There are many small events and only a few large events. 5) How could you sort the data that you collected such that you could analyze whether your data can be described by the Gutenberg-Richter relationship? 6) One way is to gather the number of events into five categories (bins) based on magnitude and plot the results on the graph below. Each bin can include events with magnitudes greater than or equal to the bin value listed (i.e., greater than or equal to 1; greater than or equal to 3; etc.). Magnitude (cm) (N) (N)/year 1 3 5 7 9
As an optional activity, also watch this fracking video from a group in Germany: Discuss with a partner how you could determine which of the two videos are more accurate and better describe the process? Now that we’ve thought a bit about the hydrofracking process itself, what kinds of stresses would be generated when fluids are injected into the shales during hydrofracking? Sketch the stress directions on the above figure that you think the hydrofracking process would create. Do you think the stresses created by hydrofracking as you sketched above could cause earthquakes? Why or why not? Now, watch this video by the Ohio Department of Natural Resources about wastewater disposal (or Class II injection wells): Describe the process of wastewater disposal. Does disposal take place in vertical or horizontal wells? In Ohio, are disposal fluids ever exposed to the outside, or are they contained either within storage or on trucks? What type of layer (permeable or impermeable) are fluids pumped into? Why is this important?
MATHEMATICS AND COMPUTATIONAL THINKING concepts or methods (e.g., ratio, rate, percent, basic operations, algebra, and functions) relevant to scientific questions or engineering problems, but applies them with major errors or omissions. mathematical concepts or methods (e.g., ratio, rate, percent, basic operations, algebra, and functions) relevant to scientific questions or engineering problems, but applies them with minor errors or omissions. mathematical concepts and methods (e.g., ratio, rate, percent, basic operations, algebra, and functions) to answer scientific questions or engineering problems. mathematical concepts and methods (e.g., ratio, rate, percent, basic operations, algebra, and functions) to represent and solve scientific questions or engineering problems and explains whether the answer “makes sense”. DESIGN SOLUTIONS Uses inaccurate or irrelevant evidence (data or scientific knowledge) to explain how the design addresses the problem/constraints OR identifies an impractical redesign without explanation or supporting evidence. Uses minimal relevant evidence (data or scientific knowledge) to explain how the design addresses the problem/constraints OR identifies a potential redesign with limited explanation and supporting evidence. Uses relevant and adequate amounts of evidence (data or scientific knowledge) to explain how the design addresses the problem/constraints AND uses the evidence to explain an appropriate redesign of the original model or prototype. Uses detailed and multiple sources of evidence (data or scientific knowledge) to evaluate how well the design addresses the problem as well as constraints AND provides a detailed rationale with supporting data for the appropriate redesign of the original model or prototype. OBTAIN, EVALUATE, AND COMMUNICATE INFORMATION When conducting independent research, relies on one or two relevant sources without evaluating their credibility. When conducting independent research, selects a limited number of relevant scientific sources and evaluates their credibility minimally. When conducting independent research, selects multiple relevant scientific sources, and evaluates the evidence and credibility of each source. When conducting independent research, selects multiple relevant, high-quality scientific sources representing a variety of viewpoints, and thoroughly evaluates the evidence and credibility of each source. Note: Two science practices, 1) Construct Explanations and 2) Engage in Arguments from Evidence, have been purposely excluded from the menu because they are already addressed by the LDC rubrics for Argumentation and Informational/Explanatory writing.
<Department Name> One Washington Square San José, CA 95192-<XXXX> TEL: <408-XXX-XXXX> The California State University: Chancellor’s Office Bakersfield Channel Islands Chico Dominguez Hills East Bay Fresno Fullerton Humboldt Long Beach Los Angeles Maritime Academy Monterey Bay Northridge Pomona Sacramento San Bernardino San Diego San Francisco San José San Luis Obispo San Marcos Sonoma Stanislaus <Date> Dear <Ms./Mr. xxxxxx>: This letter is your official notification that effective <Effective Date>, your hourly compensation will be increased from <Previous Hourly Rate of Pay> to <New Hourly Rate of Pay>. As stated in your original appointment letter, you are not to exceed 20 hours per week, in all concurrent jobs, during an academic term. This appointment is subject to renewal and carries no commitment of permanent status. We appreciate your service to the <Department Name> and San Jose State University. If you have any questions, please feel free to contact <Name> via phone at <Phone Number> or email at <Email Address>. Sincerely, <Name> <Hiring Manager Title or Department Contact> CC: <HR Contact (optional) or Hiring Manager>
ANSWER THE QUESTIONS: 1. Why did the people of Makkah respect Prophet Muhammad ﷺ so much? ANS: The people of Makkah respected Prophet Muhammad ﷺ so much because he ﷺ was Sadiq and Ameen. 2. Why did the Quraysh decide to rebuild the Ka’bah? ANS: The Quraysh decided to rebuild the Ka’bah because the flood had damaged it. 3. Why did the Arab leaders quarrel in the course of rebuilding the Ka’bah? ANS: The Arab leaders quarrelled in the course of rebuilding the Ka’bah because everyone wanted to fix The black stone. 4. How did Muhammad ﷺ settle the quarrel? ANS: Hadrat Muhammad ﷺ asked to bring a cloth and put that stone on it. He ﷺ said to every leader to lift. When it reached on the place, heﷺ put it in its place himself. 5. Do we worship the Black Stone? ANS: No, we do not worship the Black Stone. CHAPTER#16 SO TAUGHT OUR PROPHET MUHAMMADﷺ CHAPTER#17 WAY TO REMEMBER ALLAH CHAPTER#18 ISLAM AND IMAN ACTIVITY A : Match the following: 1. Our Prophet taught us 2. Our Prophet taught us 3. Everything that happens 4. There is no god 5. Muhammadﷺ 1. has a meaning.· 2. but Allah 3. is the Messenger of Allah. 4.by what he said. . 5. by what he did. ANS: (1-4)(2-5)(3-1)(4-2)(5-3) ANSWER THE QUESTIONS: 1. What did the man ask the Prophetﷺ?
Philosophical, political or social issues Students can choose as their topic a philosophical, political or social issue arising from a work of literature. However, the major focus of their essay should be the literary treatment of the issue. They must not treat the literary work(s) simply as documentary evidence in a discussion of the particular issue. In addition, students should not use the essay solely as a vehicle for their own thoughts on the issue. Students must focus first on their analysis of the presentation of the author’s ideas. Then they can present their personal views on the way the author has treated the subject. Use of literary criticism Students should aim for a compromise between building on the wisdom of experienced critics and introducing new personal elements. An essay that simply repeats the views of established literary critics will not receive a high mark. Use of literary biography Essays that interpret literary works in terms of the writer’s life tend to produce reductive readings based on second-hand information. Such essays receive low marks and the IB therefore advises students to avoid biographical topics. Examples of topics, research questions and suggested approaches—category 1 Once students have identified their topic and written their research question, they can decide how to research their answer. They may find it helpful to write a statement outlining their broad approach. These examples are for guidance only. Topic An exploration of evil as a motivating force in drama Research question How effectively does Christopher Marlowe present his view of evil in Dr Faustus? Approach A detailed study of the play to include selected quotations to support the argument, with reference to secondary source material if appropriate. Topic The treatment of prejudice in novels Research question How far are the approaches to prejudice and discrimination different in To Kill a Mockingbird and The Kite Runner? Approach The identification of types of prejudice (religious, racial, caste, gender, as appropriate) in the novels and the selection of detailed incidents and/or character studies for close analysis. Some
H. Professional Responsibility MCLE credit, if included: PMCLE topics(professionalism, civility, legal ethics, diversity and inclusion, or mental health and substance abuse) must be a minimum of one hour for full day programs and a minimum of one-half hour for half day programs; any presenter/topic segments within this hour or half-hour must be in increments of 15 minutes for MCLE credit purposes. Please indicate the number of proposed PMCLE credit hours: Diversity and Inclusion (for the legal profession) Mental Health and Substance Abuse (affecting lawyers) Professionalism, Civility, or Legal Ethics I. Pre-Program Teleconference (optional): I intend to lead a pre-program planning telephone conference for all presenters no later than 7 – 8 weeks prior to the program date. I request ISBA assistance with telephone conference capabilities. (preferred telephone conference date or week: ) J. Publications (optional): Please identify one or more authors to write on program topics for an Illinois Bar Journal, newsletter article, or Illinois Lawyer Now blog post related to this CLE program. ISBA staff will contact this person with details about the submission process. MARKETING THE PROGRAM For ISBA marketing purposes please indicate which of the following groups might be interested in this program: ISBA Sections Administrative Law Agricultural Law Alternative Dispute Resolution Animal Law Bench & Bar Business Advice & Financial Planning Child Law Civil Practice Commercial Banking, Collections & Bankruptcy Construction Law Corporation Securities & Business Corporate Law Department Criminal Justice Education Law Elder Law Employee Benefits Energy, Utilities, Transp. & Telecomm. Environmental Law Family Law Federal Civil Practice Federal Tax General Practice/Solo & Small Firm Health Care Human Rights Insurance Law Intellectual Property International & Immigration Law Labor & Employment Local Government Mental Health Law Mineral Law Real Estate Senior Lawyers State & Local Tax Tort Law Traffic Laws & Courts Trusts & Estates Workers' Compensation Young Lawyers ISBA Committees ARDC Corrections and Sentencing Delivery of Legal Services Disability Law Government Lawyers Law Office Management & Economics Legal Technology Mental Health Law Military Affairs Racial and Ethnic Minorities Sexual Orientation and Gender Identity Women and the Law Other Certified Public Accountants* (*ISBA is approved as a registered public accountant continuing professional education (CPE) sponsor.) Other Organizations/Agencies
Student Progress Record – Whole Class Math – SS2, SS3, SS4, SS5 SA – Superior Achievement AA – Appropriate Achievement BAA – Below Appropriate Achievement Student Goals Measure the length of objects using a single unit of Measure the length of objects without overlapping or leaving gaps between each unit of Use units of to explain length (e.g. the paper is 12 paperclips long) Make estimates about the length of objects Make comparison statements about the length of objects Measure the mass of objects using a single unit of Use units of to explain mass (e.g. the shoe has a mass of 12 pencils) Make estimates about the mass of objects Make comparison statements about the mass of objects
Payment Information Deposit Amount - $95.00 per child Full Term Fee - $270 per child Deposit must be received with application form prior to the commencement of term to secure Placement. Enrolments will be processed on a first come, first served basis. Balance is due no later than first day of term. Payment Method Payment Types (please indicate) Instalments Lump Sum Payment Method (please indicate) Cheques Credit Card EFT Number of Children # Number of Instalments # Total Payment Amount $ Payment by Credit Card Charge my card today for the Deposit Only Charge my card today for the Full Term Fee Charge my card today for the Deposit Only with the balance to be charged on 3/2/18 Charge my card today for the Deposit Only And divide the balance into Two Equal Payments to be charged 3/2/18 & 25/2/18
Strand: Responding Content Standard 8: Students will interpret intent and meaning in artistic work. CCSS Alignment R.8.SA2.1 Interpret the artist’s intent and meaning in two-dimensional student artwork(s) and works of art in terms of history, culture, and aesthetics CCRA.R.1, 2, 3, 4, 5, 6 R.8.SA2.2 Discuss varied subject matter, signs, symbols, icons, and/or ideas in two-dimensional student artwork(s) and works of art from a variety of perspectives aesthetics culture history media styles techniques CCRA.R.1, 2, 3, 4, 5, 6 CCRA.SL.2, 3, 4
Strand: Connecting Content Standard 10: Students will synthesize and relate knowledge and personal experiences to make art. CCSS Alignment CN.10.SA2.1 Relate knowledge of media, styles, and techniques to the student’s own two-dimensional artwork(s) CCRA.SL.2, 3 CN.10.SA2.2 Describe the influence of personal connections (e.g., self, gender, family, community, history, culture, environment, visual culture) on the student’s own two-dimensional artwork(s) CCRA.W.2 CCRA.SL.1, 4
Contributors The following people contributed to the development of this document: Jennifer Cates – Atkins School District Nikki Owens – Woodlawn School District William Fortson – Rivercrest School District Shannon Puckett – Genoa Central School District Mignon Hatton – Pulaski County Special School District Tom Richard – University of Arkansas at Monticello Nikki Kalcevic – Bentonville School District Blaine Sapaugh – Texarkana School District James Kunzelman – Fayetteville School District Robert Sibley – Brinkley School District Cheryl McMickle – Forrest City School Disrict Lynn Smith – Little Rock School District Daphne Morgan – Strong-Huttig School District Marc Sloan – Westside Consolidated School District
Strand: Responding Content Standard 8: Students will interpret intent and meaning in artistic work. CCSS Alignment R.8.SA3.1 Interpret the artist’s intent and meaning in three-dimensional student artwork(s) and works of art in terms of history, culture, and aesthetics CCRA.R.1, 2, 3, 4, 5, 6 R.8.SA3.2 Discuss varied subject matter, signs, symbols, icons, and/or ideas in three-dimensional student artwork(s)and works of art from a variety of perspectives aesthetics culture history media styles techniques CCRA.R.1, 2, 3, 4, 5, 6 CCRA.SL.2, 3, 4
Contributors The following people contributed to the development of this document: Jennifer Cates – Atkins School District Nikki Owens – Woodlawn School District William Fortson – Rivercrest School District Shannon Puckett – Genoa Central School District Mignon Hatton – Pulaski County Special School District Tom Richard – University of Arkansas at Monticello Nikki Kalcevic – Bentonville School District Blaine Sapaugh – Texarkana School District James Kunzelman – Fayetteville School District Robert Sibley – Brinkley School District Cheryl McMickle – Forrest City School Disrict Lynn Smith – Little Rock School District Daphne Morgan – Strong-Huttig School District Marc Sloan – Westside Consolidated School District
We will set a date and time that is most convenient for you and your venue. Weekends and weekday evenings are recommended. The Studio Crit normally lasts two hours with a break in the middle. Please consider providing snacks and refreshments. [STUDIOCRIT] # TITLE that best describes the work you will show and/or the topics you want to discuss DATE EVENT TIMES usually 2-4pm SETUP TIME usually 1 hour CLEAR UP TIME usually 30min VENUE Begin by identifying a venue, this will most likely be your studio. If you don't have a studio don't worry, we can find an alternative venue. You might have an exhibition on, you might choose to show your work in your flat, community space or temporarily available space (a college studio, vacant garage or empty shop). The space needs to be appropriate for the display of your work with public access and a capacity for about 10 people. Think about the practical issues of transporting and installing your work and calculate how much set up time you will need. VENUE NAME if you don’t have a venue please leave this blank and we will discuss ADDRESS POSTCODE London ACCESS/TRAVEL INFO if necessary PROPAGANDA
Republic Studio RKO Studio Selig Polyscope Studio Snub Pollard Studio Tiffany-Stahl Studio 20th Century Fox Studio United Artists Studio Universal Studio 6101 Sunset Blvd Vitagraph Studio Warner Bros Studio West Coast 1807 Alessandro 200 E. Avenue 55 Western Arts Westwood Productions RKO HOLLYWOOD STUDIO
Economic Study July 2017 Is Lebanon Really an Oil and Gas Producing Country? Edited by: Dr. Imad Shehab, Advisor Center for Economic Studies Fransabank Fransabank Center, Hamra, Beirut – Lebanon Tel: 00961 1 340180 Email: IMAD.Chehab@fransabank.com I. General Introduction Over the past fifteen years or even more, there have been news about the possibility of Lebanon having oil and gas reserves. This has encouraged some oil and gas multinational companies to visit Lebanon and have talks with the Lebanese authorities concerning the launching of drilling and extraction projects.
of these two commodities, or even of natural gas. This is expected to reflect positively on the electricity sector, public finances, trade balance and GDP, and the economic outlook of the economy will be completely changed. The oil and gas revenues would decrease Lebanon’s imported energy needs (which stand today at about 90%), thus improving its reducing its public deficits and indebtedness, increasing its reserves, enhancing infrastructure investments, and increasing job opportunities. Also, the oil and gas production will enhance the construction activity in the country, as it will launch a large-scale hydrocarbon facilities like ports, pipelines, and compounds for workers. In addition, public-private investments will grow in the years to come, thus stimulating economic growth and lowering unemployment by creating job opportunities for the local Lebanese besides drawing on the expertise of many Lebanese expatriates. The discovered and produced gas can help Lebanon decrease the pollution of fuel-oil powered electricity generation as it moves to a gas-fired power generation. By this, Lebanon could develop its potential in the field of renewable energies whose utilization is globally increasing. currency
Total number of subjects withdrawn from the study: Explain/Summarize the withdrawals: Provide the cumulative accrual by race/ethnicity and gender for this study: American Indian or Alaska Native Asian Black or African American Hispanic or Latino Native Hawaiian or Other Pacific Islander White Totals Men Women Totals Race/ethnicity and gender not collected for this study. Interim Since the last IRB review, have there been any problems with or changes in the research: No Yes* (provide a summary of problems or changes): *If yes, was this information reviewed by the IRB? Yes No (please explain): Findings Please summarize your findings to date; including results (preliminary or final) where available (State if there are no findings to date): Since the last IRB review, have there been any publication or presentations resulting from this research? No Yes (list and include a copy of all publications): Signature I certify that the information provided in this application is complete and correct.
Address if not a BDFAS member: .................................................................................................................. Please return to Dr Michael Thomas, 8 Aveley Way, Maldon CM9 6YQ
STUDY DRUG ACOUNTABILITY LOG PRINCIPAL INVESTIGATOR_______________________ Clinical research Coordinator_____________________ Protocol name and/or Number_____________________ Name of the Study Drug__________________________ Subject ID# and/or initials Lot or Kit Number # Bottles, Vials, etc. Amount of study Drug per bottle, Vial, etc. Total Amount Initials Date Dispensed Date returned #of Bottles, Vials, etc. Returned Total amount returned Balance: Number Dispensed Less Number returned Comments: Subject lost, discarded Initials
Feasibility Assessment Line of Questioning Site Response – Please add your comments to the question in the box below. Please answer every question. If Not Applicable please state N/A Site Assessment – please indicate your current feasibility status by answering 1,2 or 3: 1 – Feasible 2 – Potentially Feasible 3 – Not Feasible at this time
The objective is to ensure that all persons entering the healthcare system, regardless of race, ethnicity or other diversity aspects, receive fair, and quality treatment. Cultural Diversity Respecting an individual includes respecting their social/cultural/religions beliefs. By being open-minded and respectful toward their beliefs, values and practices, you can make someone feel more comfortable. , in particular, may be viewed very differently in different cultures. Family or group decision-making rather than individuals may be the norm in some cultures. Patient rights and organizational ethics help to ensure the patients’ rights are respected. These include the rights of patients (and families, in keeping with the patient’s wishes) to receive care that resets their cultural and personal values, and their privacy. To be culturally competent means understanding and respecting the patients’ cultural values, beliefs and practices. A key step in providing
Cell Organelles: the structures in cells Organelle Function City Equivalent… Picture Cell (plasma) membrane Covers the cell, keeps cytoplasm in, semi-permeable Where you enter and exit a city, the city limits *Found in all cells Nucleus Control center; stores DNA, largest and most visible organelle City hall or the mayor of a city who runs the city *Found in most eukaryotic c ells Ribosomes Read genetic material to make proteins The hard working factory workers *Found in all cells Endoplasmic Reticulum Makes lipids and other materials, breaks down hazardous materials, delivery system The transportation system like the roadway/highways *Found in Eukaryotic Cells Golgi Apparatus Packages proteins for shipment within the cell and out of the cell Packages and ships like the UPS or FEDEX *Found in Eukaryotic Cells Lysosomes Breaks down and disposes of waste Trash collector *Found in Eukaryotic Cells Mitochondria Makes ATP for cell from sugar, ATP is the cell’s energy, needs oxygen Power plant that provides energy to the homes in the city *Found in all Eukaryotic Cells Chloroplast Contains chlorophyll, uses sunlight to make sugar through photosynthesis Solar powered plants that use sunlight and convert to energy *Found in plant cells Vacuole Stores water and other liquids, plants have large vacuoles Water tower/ food bank *Found in all eukaryotic cells Cell Wall Hard outer-covering, provides strength and support to cell membrane Wall around city *Found in Plants, Fungi, and Bacteria
27. Is the tone of “No Thank You” positive or negative? ____________________________________________ Defend your answer to the previous question by writing two words or phrases from “No Thank You” that show this tone. 28. 29.