zilongwang/ReadingBank huggingface dataset:
2.a The difference between credit cards and debit cards Learners should outline the difference between credit cards and debit cards. The following assessment methods can be used in the assessment of this standard: tasks/questions and answers questions and answers discussion log/reflective journal of practical ability witness evidence discussion This list is not exhaustive and other appropriate assessment methods may be used. 2.b The advantages and disadvantages of credit cards Learners should identify a minimum of three advantages and three disadvantages of using credit cards. 3 The learner will know what is meant by interest rates and APR The learner must know: Assessment Requirements Evidence Location 3.a How interest rates affect savings and borrowing Learners should identify how interest affect savings and borrowing. The following assessment be used in the assessment of this standard: tasks/questions and questions and answers discussion 3.b Simple interest on savings and borrowing over different periods Learners should calculate simple interest on savings and borrowing over a period.
This list is not exhaustive and other appropriate assessment methods may be used. 5 The learner will know the language used to describe banking and credit card accounts The learner must know: Assessment Requirements Evidence Location 5.a Meanings for a range of words used to describe banking and credit card accounts Learners should give meanings for a minimum of three different words used to describe banking and credit card accounts. The following assessment methods can be used in the assessment of this standard: and answers questions and answers discussion log/reflective journal of practical ability witness evidence discussion This list is not exhaustive and other appropriate assessment methods may be used.
1 The learner will understand what is meant by the term multi-cultural The learner must know: Assessment Requirements Evidence Location 1.a What is meant by the term multi-cultural Learners should what is meant by the term The following assessment methods can be used in the assessment of this standard: Written tasks/questions and answers Oral questions and answers Group discussion Written or pictorial information This list is not exhaustive and other appropriate assessment methods may be used. 1.b An example of what it means personally to live in a multi-cultural society Learners should give an example of what it means personally to live in a society 2 The learner will recognise the benefits of living and working in a multi-cultural society The learner must know: Assessment Requirements Evidence Location cultural cultural
3.c The range of race and differences that are accommodated within own workplace Learners should describe the range of race and cultural differences that are accommodated within own workplace 3.d Occasions in the workplace when cultural differences have enhanced working practices Learners should describe occasions in the workplace when differences have enhanced working practices 3.e The value and challenges of people of different races and culture working together to include: (a) understanding body language (b) listening and speaking carefully (c) not jumping to conclusions (d) recognising different faiths (e) family and social life Learners should contribute to a discussion about the value and challenges of people of different races and culture working together to include: (a) understanding body language (b) listening and speaking carefully (c) not jumping to conclusions (d) recognising different faiths (e) family and social life
3.f A possible consequence of not tolerating race and cultural difference in the workplace Learners should identify a possible consequence of not tolerating race and cultural difference in the workplace 3.g Ways that the workplace seeks to promote attitudes Learners should identify ways that the workplace seeks to promote attitudes 4 The learner will understand that each individual has both rights and responsibilities in a diverse workforce The learner must know: Assessment Requirements Evidence Location 4.a The difference between rights and responsibilities Learners should identify the difference between rights and responsibilities The following assessment be used in the assessment of standard: Written tasks/questions Oral questions and Group discussion Written or pictorial 4.b The rights that all people can expect in a diverse workplace Learners should give examples of rights that all people can expect in a diverse workplace
Curriculum Map Course Title: Comprehension II Grade: 9-12 Unit (Name/Number): Understanding difficult text Pacing: 8-10 weeks Essential Question(s): What strategies do efficient readers use when text is difficult and complex? Content/Key Concepts Standards Key Vocabulary Learning Activities/Resources Evidence of Learning (Assessments; Performance Tasks) Determine how details shape and refine a text CC.1.2.9-10.A note-taking styles Self-selected and teacher selected high-interest articles Teacher developed projects and quizzes Provide an objective summary of the text CC.1.2.9-10.A objective summary Complex text on a variety of topics Teacher developed projects and quizzes Cite strong and thorough textual evidence to support analysis of text CC.1.2.9-10.B transacting with text purposeful re-reading Complex text on a variety of topics Teacher developed projects and quizzes Determine or clarify the meaning of unknown and multiple-meaning words CC.1.3.9-10.I vocabulary strategy clue words Complex text on a variety of topics Teacher developed projects and quizzes Draw evidence from informational texts to support analysis and reflection CC.1.4.9-10.S kinds of claims Complex text on a variety of topics Teacher developed projects and quizzes Determine a central idea of a text CC.1.2.9-10.A subjective High interest text from print and/or internet sources Teacher developed projects and quizzes Read and comprehend literary fiction, nonfiction, and informational text CC.1.2.9-10.K CC.1.2.9-10.L Higher order After Reading strategies High interest text from print and/or internet sources Teacher developed projects and quizzes
Calm Is Cooperative, able to: Accept feedback Follow directions Set goals Ignore distractions Prevention Structure 4:1 Build relationship OTRs Instructional match Trigger Has a series of unresolved Conflicts: Repeated Failures Frequent corrections Peer/adult conflicts Timelines, deadlines Low rates of reinforcement Prevention and Redirection Change modify demands Prompt coping strategy Insert activity likely to be successful Preview/pre-correction (e.g. Assembly) Agitation Increase in unfocused behavior: Off-task Frequent start/stop Out of seat Talking with others Social withdrawal Prevention Earlier strategies Opportunities to be successful Change of scenery (e.g. deliver a note) Give reasonable options/choices Don’t back a student into a corner -Conversation in private Acceleration Displays behavior that is: Provocative High intensity Threatening Personal Safety Stop Talking Adults using strategies to remain calm Prepare for the peak Move students/objects away Crisis response procedures Peak Is out of control & displays most severe behavior Aggression Destruction Self-injury Escape/social withdrawal Changes in physiological functions Safety Crisis response procedures Limit attention and language Reasonable options Adults use own strategies to remain calm De-escalation Shows confusion as behavior decreases. Social withdrawal Defense mechanisms Denial Blaming others Minimization of problem Remove excess attention Time and Space Independent task Do not: re-engage, lecture, force apology Recovery Returns to a non-agitated state, still defensive yet quiet, may show desire to move beyond incident Tries to correct problem May show eagerness for independent work Not ready for group activities. Social withdrawal & sleep. Return to baseline: Re-establish routine Follow through with consequences Positively reinforce appropriate behaviors- do not wait! Debrief, follow up Adults reflect on own strategies to remain calm Colvin, G. and Sugai, G. 1989 Lane, K. L., Menzies, H. M., Bruhn, A. L., and Crnobori, M. (2010) Managing Challenging Behaviors in Schools: Research-Based Strategies That Work. New York: Guilford Press.
*Lisa M. Jilk “Jo Boaler Explains Complex Instruction” (7 min 39 seconds) Students use roles Classrooms are multidimensional Students take responsibility for learning Teachers assign competence. “Complex Instruction: High Quality Mathematics for All Learners” (1 page) Cohen, Elizabeth G. and Lotan, Rachel A. Jul 18, 2014 Facilitator Gets the team off to a quick start Has team read directions and task sure everyone understands the task Organizes the team so they can complete the task Leads “Go Around” after “Private Think Time” “_____, would you read first? “Does anyone have any questions?” “Remember after ‘private think time’ we each have to be prepared to explain or ask a question.” “See if you understand more after the ‘Go around’” Resource Manager Collects, distributes and returns supplies Reminds to make sure everyone can see and use the resources (in the middle) Calls the teacher over after checking that everyone in the group has the same question Organizes clean up “Since we are all stuck, I will call the teacher for help” “Remember to use the materials in the center of the table when you explain” “Make sure each member has the required materials to be successful” Recorder/Reporter Reports on team’s progress needed Team Captain Encourages participation by all
5/6 of her money and Aaron spent 2/3 of his money. Who had more money left? How do you know? Who ran further? How do you know? Lisa lives 1 ¾ miles from the park and Maria lives 1 miles from the park. If they both leave at the same time and walk at the same rate, who will reach the park first? How do you know? Melody was buying material to make a Christmas Gift. She saw the same leftover material in two different stores for $3. One piece of material was 2/3 of a yard and the other was 5/12 of a yard. Which material is a better deal? How do you know? Sammy packed 2 boxes and Jessie packed of the same size boxes. Who packed more? How do you know? John ate 7-eighths of his candy bar and Michelle ate 9-tenths of her candy bar that was the same size. Who ate the most candy? How do you know? Task 5-b Homework Name ___________________________ Date __________________ 1. Jeremey and Tania wanted to see who could jump farther. Jeremey jumped 1 meters. Tania jumped 1 meter. Who
Order each set of fractions from least to greatest. A. ____ _____ _____ B. ____ _____ _____ C. ____ _____ _____ _____ Explain the strategies you used for ordering the unit fractions in part B using words, numbers, or sketches. 8. Complete the fractions to make true equations.
Understanding Intellectual Property Key Terms Instructions: Read the definition of the key term in column B and write the corresponding term in column A. In column C, write an example of the key term. A:TERM B: DEFINITION C: EXAMPLE 1: Protected information that a business uses to give the business a competitive advantage. 2: A right granted to inventors of useful, unique, and non-obvious processes. 3: A distinctive word, name, symbol, or device that identifies a service. 4: The distinctive appearance, color, shape, style, texture, and size of a product or service. 5: A right granted to the creators of artistic works, such as sound recordings, choreography, and computer programs. 6: Permits the use of copyrighted information without permission, if the work is used for specific purposes. 7: A product resulting from human creativity; an original work fixed in a tangible medium of expression. 8: A distinctive word, name, symbol, or device that identifies a product.
Are there any differences? With the 3 lists, create a Venn Diagram using Venn Diagram Maker. Activity 3: Create a Mural You are to have a look at the murals within On the Job – there are 6 different murals and one that isn’t on the website yet. Select one with a partner to examine more thoroughly. This is the 7th one – not on the website yet! 2. List all the jobs within your selected mural. 3. Categorise each job shown into one of the eight classification categories. Are any categories represented more than others? Male/Female ratio? Is it balanced? Ethnicity – is this covered? Are there any jobs shown twice? Has the Scientist cartoon changed? Go to each job and write up the “type of job” categories (see below) for each job within one mural. Are the 7 Type of Job Categories well represented? Is there any imbalances?
Australian Curriculum General Capability: ICT Capability 1. Students are to have a look at the murals within On the Job – there are 6 different murals. Plus one that isn’t on the website yet. Answers: Salesperson Electrician Fitness Instructor Scientist (old icon) Secretary Hairdresser Mechanic Architect Mathematician Farmer Green Grocer Police Officer Answers: Green Grocer Truck Driver IT Consultant Chef Judge Garbage Collector Waiter Sports Coach Archaeologist Construction Worker Answers: Zoo Keeper Karate Instructor Journalist Real Estate Agent Travel Agent Local Government Inspector Horticultural Assistant Answers: Bricklayer Butcher Social Worker Photographer Dancer Chaplain Baker Veterinary Surgeon Home Entertainment Store Attendant Answers: Environmental Scientist Early Childhood Educator Management Consultant Newsagent Lawyer Corporate Trainer Director Accountant Answers: Fire Fighter Paramedic Postal Worker (different to the one shown on the website) Painter Artist Dentist Teacher Physiotherapist This is the 7th one – not on the website yet! Answers: Jeweller Taxi Driver Musician Fisher Flight Attendant Beautician Pharmacist Automotive Electrician
Below is a chart summarizing the basic details of these programs for 2018. Program Income Limit Resource How It Helps Qualified Medicare Beneficiary (QMB) 100% Federal Poverty $7,560 single, $11,340 couple Pays Part A and B premiums, deductibles, co-insurance, and Specified Medicare Beneficiary (SLMB) 120% Federal Poverty Level $7,560 single, $11,340 couple Pays Part B premium only Qualifying Individual (QI) 135% Federal Poverty Level $7,560 single, $11,340 couple Pays Part B premium only Qualified Disabled Working Individual (QDWI) 200% Federal Poverty $4,000 single, $6,000 couple Pays Part A premium only It's important to point out these programs don't help with the Medicare Part D out-of-pocket expenses; a separate program called Low Income Subsidy, which will be covered later in this unit, covers those. Additionally, Medicare Savings Programs don't cover Medigap or Medicare Advantage premiums. Qualified Medicare Beneficiary (QMB) Of the four Medicare Savings Programs, QMB (sometimes referred to as "quimby") provides the most support. If a Title II disability beneficiary is eligible for QMB, the State Medicaid agency will pay his or her Part B premium as well as any Part A and B deductibles and co-insurance. To be eligible, the beneficiary must:
Worksheet 2-1: Daily Calorie Evaluation With respect to each of the following food groups, identify the weight portion that you ate over a 24-hour period (teaspoons, ounces, or cups) in the first row and the amount of kilocalories that you consumed from those foods in the second row. Food Groups Fruits Vegetables Grains Protein Milk Oils Discretionary Weight portion Kcal portion 24-hour total kilocalories consumed: ______________________ Once you have finished this chart comparison, please complete the following information in the table below. Age Gender Weight (kilograms) Height (cm) Exercise (Sedentary, moderately active, etc.) Now for some calculations: 1. Calculate your BMI: _________________ 2. Determine your daily kcal needs using both of the following formulas: Harris-Benedict Formula: Male 66.5 + (13.7 weight in kg) + (5 height in cm) – (6.8 age in years) Female 655 + (9.6 weight in kg) + (1.8 height in cm) – (4.7 age in • If sedentary multiply your BMR by the activity factor of 1.2 • If active multiply your BMR by the activity factor of 1.55 • Kilocalorie Needs: _________________ Mifflin-St. Jeor Formula: Male 10 weight (kg) + 6.25 height (cm) – 5 age (years) + 5 Female 10 weight (kg) + 6.25 height (cm) – 5 age – 161 • Kilocalorie Needs: _________________ 3. Compare and reflect on your obtained results. Worksheet 2-2: Compare Your Food Intake to Recommended Daily Amounts from Each Group
Congress is made up of two houses: House of Representatives- represents the people based on the population of each state Senate- Each has 2 senators Powers of Congress: Make laws Create taxes Borrow money Create post offices Declare War The Elastic Clause- Gives Congress all other powers not actually written in the Constitution to help run the government President, Vice President, Cabinet (Advisors to the President) Powers of the President: Carries out the laws of the country Controls how the country works with other countries Commands the Forces Suggests laws to Congress The President is the symbol of our government- makes speeches, deals with leaders of other countries, gives medals to heroes… The court system in our country- interprets the laws of the country and makes decisions or judgments based on those laws The highest (most powerful) court in the United States is the Supreme Court The Supreme Court can declare a law unconstitutional (not allowed by the Constitution) Decisions of the Supreme Court are Final There are 9 judges in the Supreme Court
1 The learner will know the principles and purpose of pension schemes The learner must know: Assessment Requirements Evidence Location 1.a The main purpose of a pension scheme Learners should state the main purpose of a pension scheme. The following assessment methods can be used in the assessment of this standard: tasks/questions and answers questions and answers discussion or pictorial information This list is not exhaustive and other appropriate assessment methods may be used. 1.b The way in which pension schemes work Learners should state the way in which pension schemes work. 2 The learner will know about main pension options in the The learner must know: Assessment Requirements Evidence Location
Doctor Directions after meals. needed as well as 2 inhalations before exercise to prevent flare ups. Abbreviation Key Sig Directions for use 10mg Dose po By mouth bid Twice a day pc After meals Sig Directions for use 1-2 inhalations Dose q4 Every 4 hours bh Every 6 hours PRN As needed 2 inhalations before exercise Preventative How it Works Reduces swelling in airways to make breathing easier. Reduces asthma symptoms and attacks, allowing the person better ability to be active without having to use a rescue inhaler. Relaxes bronchial muscles, Reduces constriction, Opens airways, Improves breathing Rescue or Control Control – regularly to reduce symptoms and prevent ups Rescue Possible Side Effects Headache Sore Throat Trouble Sleeping Nausea Nervousness Headache Nausea Dizziness Conclusion Questions In an emergency situation, why is a drug most commonly delivered via injection versus an oral route? An injection may be delivered directly to the area of the body it is needed so has an immediate effect. Oral medications must go through the digestive tract, be absorbed into the bloodstream, travel via the circulatory system to the place its needed before it can have an effect. Some of the medication is lost in the digestive process and there is a time lag between taking the medicine and it having an effect where needed. Why is it important that a pharmacist knows each medication that a person is taking before they provide a new drug? Some may not be mixed because they react with one another in the body, creating new drugs. This may make the intended drugs less or non-effective. Or, in more severe cases the newly created drugs may damage the body or even be lethal. Describe how albuterol provides relief to asthma patients. Refer to relevant respiratory anatomy as well as the changes that occur in the airways of an asthmatic.
1 The learner will know about possible progression and career pathways The learner must know: Assessment Requirements Evidence Location 1.a Reasons why an individual may want to progress at work Learners should outline a minimum of three reasons why an individual may want to progress at work. The following assessment methods can be used in the assessment of this standard: and answers questions and answers discussion log/reflective journal of practical ability witness evidence discussion This list is not exhaustive and other appropriate assessment methods may be used. 1.b How an individual may go about progressing at work Learners should give a minimum of three examples of how an individual may go about progressing at work. 1.c Why it is important that the workplace supports the workforce to progress and advance their careers Learners should outline why it is important that the workplace supports the workforce to progress and advance their careers. 1.d Examples of barriers that might get in the way of progressing at work Learners should give a minimum of three examples of a barrier that might get in the way of progressing at work. 1.e How barriers could be removed Learners should indicate how a minimum of barriers could be removed.
2.a Two personal responsibilities towards close friends and/or family Learners should identify two personal responsibilities towards close friends and/or family The following assessment methods can be used in the assessment of this standard: Written tasks/questions and answers Oral questions and answers Group discussion Written or pictorial information This list is not exhaustive and other appropriate assessment methods may be used. 2.b Two personal responsibilities to the community at large Learners should identify two personal responsibilities to the community at large 2.c An example of how acting responsibly can benefit another person or group Learners should give an example of how acting responsibly can benefit another person or group 3 The learner will understand that exercising rights and responsibilities have effects on others The learner must know: Assessment Requirements Evidence Location
working with professionals Written tasks/questions and answers Oral questions and answers Group discussion Written or pictorial information This list is not exhaustive and appropriate assessment methods may be used. 3.b Explain the boundaries between the teaching role and other professional roles Learners should explain the boundaries between the teaching role and other professional roles 3.c Describe points of referral to meet the individual needs of learners Learners should describe points of referral to meet the individual needs of learners Final Tutor Feedback (Strengths and Areas for Improvement):
An individualized education plan (IEP) developed under policies and procedures approved by the Secretary of Education for assistance to States for the education of individuals with disabilities under the Individuals with Disabilities Education Act (IDEA), as amended. An individual must be age 18 through age 21 for this provision to apply. This provision is effective for Section 301 eligibility, determinations or decisions the Social Security Administration (SSA) makes on or after July 25, 2005. A program carried out under an individual work plan (IWP) with an employment network under the Ticket to Work and Self-Sufficiency Program as described in DI 55020.001B; A program carried out under an individualized plan for employment (IPE) with a State VR agency (i.e., a State agency administering or supervising the administration of a State plan approved under title I of the Rehabilitation Act of 1973, as amended) as described in DI 55020.001D; A program carried out under an IPE with an organization administering a Vocational Rehabilitation Services Project for American Indians with Disabilities authorized under section 121 of part C of title I of the Rehabilitation Act of 1973, as amended; As of March 1, 2006, a Plan to Achieve Self-Support (PASS); A program of VR services, employment services, or support services carried out under a similar, individualized written employment plan with one of the following: An agency of the Federal government (e.g., Social Security or the Department of Veterans Affairs), including a provider under a Social Security demonstration project; A one-stop delivery system or specialized one-stop center described in section 134(c) of the Workforce Investment Act of 1998; or Another provider of services approved by Social Security; including, but not limited to: A public or private organization with expertise in the delivery or coordination of VR services, employment services, or other support services; or A public, private or parochial school that provides or coordinates a program of VR services, employment services, or other support services carried out under an individualized program or plan, including a written service plan established under Section 504 of the Rehabilitation Act of 1973.
Directions: Use the information on the front of this sheet to calculate the individual and total number of atoms in each of the following. NaCl Na – Cl – Total 6 H2SO4 H – S – O – Al(C2H3O2)3 Al – C – H – O – Total Si(HCO3)4 Si – H – C – O – Total 2 KOH K – O – H – Total 2 HNO3 H – N – O - Total KMnO4 K – Mn – O – Total Al(CO2)3 Al – C – O - Total K2SO4 K – S – O – Total 3 B2(CO3)3 B – C – O – Total
months have passed since that time, then Medicare eligibility will continue for at least 78 months after the last cash payment is due. Examples of EPMC lasting longer than 93 months: Example 1: Connie started working in March 2016 earning above the Trial Work Period threshold but below SGA. In month 30 of her EPE she began doing SGA-level work. Connie’s Medicare will last at least 78 months after the last grace month. If she is re-entitled, however, she will have Medicare as long as she is due a payment, even if it’s for the rest of her life. Example 2: completed her Trial Work Period in 2001. She has worked since then, but has never performed Substantial Gainful Activity. Kelly will continue to have Medicare as long as she is entitled to a disability payment. When she performs SGA, she would be due payments for her cessation and grace months, and then she would have Medicare at least another 78 months through the EPMC. Keep in mind that it’s impossible to know exactly when a beneficiary’s EPMC would end if the beneficiary hasn’t yet engaged in SGA. The EPMC months don’t begin to count until the TWP is over, SGA work has occurred, and Social Security has established the cessation month. It’s important to understand that the EPMC is a work incentive for Title II disability beneficiaries. It’s afforded to individuals who have lost cash benefits due to work. It’s NOT a way to keep Medicare when beneficiaries lose benefits due to medical recovery. People in the EPMC must still meet the Social Security disability requirement, even though these individuals may not be due cash payments. EPMC Complications When advising beneficiaries Medicare continuation, remember that Social Security is the only place to find out how long the coverage will last. The beneficiary may not know when or if the TWP ended, whether cessation has occurred, or even that work should have caused benefit termination. Some beneficiaries may have used most or all of their EPMC in the past without even realizing it.
(Slide 11) Depending on the needs of the group, this information may need to be adjusted. The presenter may use any of the slides 11-20 or choose from the following options to review the 3 ELA Shifts: (14 minutes): Show video of Sandra Alberti presenting the shifts to Illinois parents: Have participants read Handout, p. 2. Tell them to underline what resonates with them about the requirements of the shift. Get up and find a partner to discuss (partner with same color shoes, same hair color and/or eye color, etc.) Shift 1, then Shift 2, and Shift 3. In the unlikely case the Shifts are new to reviewers, there is a 1-2 hour PD module available at: Color the Shifts This is an introductory preview activity where participants look closer at IMET to get a feel for the layout and the metrics. 10–15 minutes Slides 21–23 Participant Handout, p. 3 IMET, pp. 5, 9, 13, 17, 22, 31, and 36 are the criteria overview pages. Materials: Pink, yellow and green highlighters (one for each participant Structure of the IMET Deeper look into structure of IMET from alignment materials to indicators of quality 5–10 minutes Slides 24–26 IMET Non-Negotiable 1: High-Quality Text Evaluating text complexity through qualitative and quantitative measures 30–45 minutes Slides 27–48 Participant Handout Reviewing using the IMET: NN 1A and NN 1B, pp. 6–7 Text Complexity Grade Bands, p. 5 Example 1: Quantitative Analysis of Great Fire excerpt, pp. 6–7
Facilitation Guide: Module 103: Standards for Mathematical Practice and Access for All Students (Alignment Criteria 2 and 3) Timeframe to Complete the Module: Allow approximately 2 – 2.5 hours for this module. Materials: What You Need Module 103 PPT file Module 103 Participant Handout Instructional Materials Evaluation Tool: Mathematics, Grades K-8 <optional> (copy pages 11-19 for each participant) Poster of the summarized metrics of Alignment Criteria 2 and 3 (see Slide 32 Note: It may be helpful to continue to display the summarized metrics from the previous module. Directions for Implementation: Topic Time PowerPoint slides Materials Needed/Notes Introduction to the Module Present essential questions, goals, and differentiate between Non-Negotiable and Alignment Criteria 5-10 minutes Slides 1-3 Participant Handout p. 1 (Slides 2-3) If the modules are not being delivered in the same day, facilitators may want to use slide 2 to have participants reflect on what they learned in the previous module. Facilitators may also choose to revisit at the beginning of the module. Introduction to the Standards for Mathematical Practice (SMP) Review the purpose of the SMPs. 5-10 minutes (+ 20 minute optional activity) Slides 4-8 Participant Handout p. 2 (Slide 6) Slide 8 provides an optional activity that allows participants to develop a deeper understanding of the SMPs and what they should look like in the grade band. The activity can be done as a jigsaw by assigning each 5
“I witness the ones who are left behind, crumbling among the jigsaw puzzle of realization, despair, and surprise.” Death feels bad for the humans who did not die. Death tries not to notice the humans who are still alive and grieving for their lost ones because it upsets him. This also create a sense of empathy for death and what he has to see on a daily basis, the reader might also feel better about dying because the survivors are the ones who suffer.
connect. Also, you must specify “/” for the OracleUserName binding property and leave the OraclePassword binding property blank. Use this To do this To connect using Oracle database credentials Specify the ClientCredentialType binding property to Database and specify database credentials for User name and Password text boxes. To connect using Oracle E-Business Suite credentials Specify the ClientCredentialType binding property to EBusiness and specify Oracle Suite credentials for User name and Password text boxes. In this case, you must also specify Oracle database credentials for OracleUserName and OraclePassword binding properties. To connect using Windows Authentication if ClientCredentialType is set to “Database” Specify a “/” for the User name text box and leave the Password text box blank. To connect using Windows Authentication if ClientCredentialType is set to “EBusiness” Specify Oracle Suite credentials for User name and Password text boxes. You must also specify a “/” for the OracleUserName binding property and leave the OraclePassword binding property blank. After providing Security and URI properties on the configure Adapter screen click OK and on the Consume Adapter Service screen click Connect.
81) There is always more daylight in the Northern hemisphere on a solstice then on an equinox. Answer: 82) Beam depletion is at maximum at noon. Answer: FALSE 83) Heat transfer through fluid mixing is called ________. Answer: convection 84) Nearly all of the energy available on comes from the ________. Answer: Sun 85) List three forms of kinetic energy and five forms of potential energy. Answer: 86) Describe the three processes of energy transfer. Answer: 87) A ________ is a perfect emitter of radiation. Answer: blackbody 88) The earth's radiation is strongest in this portion of the spectrum, the ________. Answer: longwave (or infrared) portion 89) The solar constant is measured in ________. Answer: watts per square meter 90) Define and discuss the following involving radiation: electric wave, magnetic wave, wavelength, wave amplitude, wave speed, black body, Stefan-Boltzmann law, Wien's law, electromagnetic bands. Answer: 91) Discuss the various factors which affect the absorption and emission of photons by a hydrogen atom. Answer: 92) Describe the sections of the Sun and the important activities that happen in each. Answer: 93) Why is it not completely accurate to describe the energy coming from the Sun as visible radiation? Answer: Although the peak emission of solar radiation is in the visible portion of the spectrum, the Sun emits radiation across the full range of the spectrum from gamma rays to radio waves. 94) Describe how Wien's law has been applied to the understanding of satellite images that you see on television weather broadcasts. Answer: The color enhanced satellite images depict the height of cloud tops, which can be used as an indicator of the intensity of precipitation. The images are obtained by measuring the intensity of IR radiation emitted by the cloud tops. Colder surfaces radiate less energy than do warmer objects. Higher clouds tend to be colder than lower level clouds because the temperature in the troposphere decreases with height. The colder cloud tops imply thicker clouds and therefore identify areas with significant
Course Title and General Description Course Objectives Experiences Understanding Algebra Goals address algebraic concepts, as well as solving problems with multiple strategies, collaboration and critical thinking, and using a variety of assessments. Learning outcomes are that all students of program candidates learn to: Understand patterns, relations, and functions; Represent and analyze mathematical situations and structures using algebraic symbols; Use mathematical models to represent and understand quantitative relationships; Analyze change in various contexts; Demonstrate a deep understanding of how P-5 students learn mathematics and of the pedagogical content knowledge appropriate to P-5 mathematics teachings. 50 Hour Course Content Knowledge/Skills Project Class Presentations Reflective Logs Tests Performance Assessments Problem Solving Activities Video Lesson Analysis Dispositions Disposition Plan Pedagogical Knowledge Videotaped Lessons Student work samples Observations Class Presentations Reflective Logs Assessment for Student Learning Unit Assessment artifacts –Pre/post to show gains Observations Class Presentations Reflective Logs Student Work Samples –multiple student work samples from the same three students (from a high, middle, and low scoring student) Student Work – feedback with plan that is positively phrased, descriptive, and prescriptive
Unit: Understanding Assessment in Education and Training L3 CV3 Ofqual Unit Reference Number: R/505/0050 Unit Review Date: 31/05/2017 LEARNING OUTCOMES ASSESSMENT CRITERIA EVIDENCE LOCATION The learner will: The learner can: Understand types and methods of assessment used in education and training the purposes of types of assessment used in education and training characteristics of different methods of assessment in education and training the strengths and limitations of different assessment methods in relation to meeting individual learner how different assessment methods can be adapted to meet individual learner needs Understand how to involve learners and others in the assessment process why it is important to involve learners and others in the assessment process the role and use of peer- and self-assessment in the assessment process sources of information that should be made available to learners and others involved in the assessment process Understand the role and use of constructive feedback in the assessment process key features of constructive feedback how constructive feedback contributes to the assessment process ways to give constructive feedback to learners the need to keep records assessment of learning
The Power Archiver window is now open, and you can choose your Extract option (don’t just click on one file – make sure all files are selected). You will be prompted for where you want to extract the data – you can navigate to your personal drive and create a new folder as needed.
Unit: Understanding Computer Aided Drawing (CAD) L2 CV7 Ofqual Unit Reference Number: A/600/2374 Unit Review Date: 28/02/2017 LEARNING OUTCOMES ASSESSMENT CRITERIA EVIDENCE LOCATION The learner will: The learner can: Understand the to health and safety resulting from the use of computer equipment the computer equipment and peripheral devices safely the hazards associated with the use of VDU equipment and peripheral devices the requirements of a suitable workstation and working environment for the safe use of computer equipment the basic requirements of the Health and Safety (Display Screen Equipment) Regulations 1992 Understand how to configure the CAD system to suit drawing requirements and load CAD software applications into the CAD system using appropriate procedures to screen displays and system prompts drawing parameters appropriate to the task data input methods that are appropriate and available computer operating systems commonly used by CAD applications the reasons for and the typical content of system log-in procedures examples of drawing parameters that can be set by the user during system configuration the benefits and limitations of the use of CAD software in comparison to conventional drawing methods Understand the requirement to comply with national and international drawing standards drawing parameters and to ensure compliance with BS, EN and ISO drawing standards
suitable drawing layouts and sheets that meet recognised standards and conventions recognised standard symbols and representations appropriately within CAD drawings the national and international standards and conventions that relate to engineering drawing practice the features of a CAD drawing that need to comply with national and international standards typical examples of standard symbols and representations used within CAD drawings Understand how to use CAD software for the production of 2D industry standard engineering drawings commands and menus to drawn geometry drawing aids to achieve accurate geometry creation and positioning the drawn product appropriately suitable text required by the task
Unit: Understanding Ecology and Conservation L2 CV6 Ofqual Unit Reference Number: K/504/9339 Unit Review Date: 28/02/2018 LEARNING OUTCOMES ASSESSMENT CRITERIA EVIDENCE LOCATION The learner will: The learner can: Understand the interaction of plants and animals in a given eco-system the main plants and animals in a habitat or eco-system Understand plant structures and their purpose(s) the constituent parts of the main plant structures the functions of the parts identified adaptations to the environment Understand the basic principles of species evolution separate species development by genetic change what is meant by the concept of ‘survival of the fittest’ concisely populations and communities the make-up, location and function of genes the contribution of genetic variation to species adaptation Understand eco-system development eco-system development mature vegetation zones succession the eco-system development in one British environment associated plants and animals at each stage and in each habitat Explore an environmental issue an environmental the environmental issue selected
Pacific Parent perception of child’s weight Child’s BMI category Thinness (%) Healthy weight (%) Overweight (%) Obese (%) Very underweight * 1 1 0 Underweight * 9 5 2 Neither nor overweight * 89 83 55 Overweight * 1 10 38 Very overweight * 0 0 4 Asian Parent perception of weight Child’s BMI category Thinness (%) Healthy weight (%) Overweight (%) Obese (%) Very underweight 0 0 0 0 Underweight 47 17 1 0 Neither under- nor overweight 53 82 81 55 Overweight 0 1 18 43 Very overweight 0 0 0 2 European/other Parent perception of child’s weight Child’s BMI category Thinness (%) Healthy weight (%) Overweight (%) Obese (%) Very underweight 5 0 0 0 Underweight 41 11 1 1 Neither nor overweight 53 88 86 52 Overweight 0 1 13 44 Very overweight 0 0 0 3 * Data withheld due to small numbers. Appendix 4: Parental perception of obese child’s weight, by deprivation quintile Table 22: Parental perception of their obese child’s weight status, by deprivation Parent perception of child’s weight Deprivation quintile Q1 (least deprived areas) (%) Q2 (%) Q3 (%) Q4 (%) Q5 (most deprived areas) (%) Very underweight 0 0 1 0 0 Underweight 0 0 3 2 1 Neither under- nor overweight 50 51 55 57 59 Overweight 46 47 37 38 36 Very overweight 4 2 4 2 3
P-5 Math Endorsement Program of Study Table includes courses, field experience, general description, course objectives/outcomes, experiences/evidence Course Title and General Description Course Objectives Experiences Understanding Number and Operations: Goals address major concepts in numbers and operations for P-5 mathematics, using multiple strategies for solving problems, a variety of critical thinking and collaboration skills, and using a variety of formative and summative assessment techniques. Leaning outcomes are that all students of program candidates learn to: Understand numbers, ways of representing numbers, relationships numbers, and number systems; Understand meanings of operations and how they relate to one another; Compute fluently and make reasonable estimates; Demonstrate a deep understanding of how P-5 students learn mathematics and of the pedagogical content knowledge appropriate to P-5 mathematics teaching. 50 Hour Course Content Knowledge/Skills Learning Unit/Project Presentations Reflective Logs Reflective Summary Tests Performance Assessments Problem Solving Assessments Video Lesson Analysis/Learning Unit Dispositions Disposition Plan Disposition Survey Pedagogical Knowledge Videotaped Lessons Student work Observations Presentations Reflective Logs Reflective Summary Assessment for Student Learning Unit Assessment artifacts Classroom Observation Class Presentations Reflective Logs Student work with feedback – multiple student work samples from the same three students (from a high, middle, and low scoring student) Student feedback that is descriptive, and prescriptive
Unit: Understanding the Business of Retail L1 CV1 Ofqual Unit Reference Number: A/502/5756 Unit Review Date: 31/12/2016 LEARNING OUTCOMES ASSESSMENT CRITERIA EVIDENCE LOCATION The learner will: The learner can: Understand how retail outlets differ in size and type the different retail channels and state the main features of each one the sizes and types of retail outlets typically found in a variety of retail locations such as high streets or retail business parks Understand the of retail occupations how the retail occupations differ between small, medium and large retail businesses the usual entry points and progression opportunities for a variety of retail occupations the skills, personal attributes and behaviours required for a range of retail occupations Understand the retail supply chain the sources from which retailers obtain products the key stages of a product’s journey through the supply chain Understand the contribution which the retail sector makes to the economy of the United Kingdom the size of the retail sector using information such as: (a) the number of people employed (b) the number of retail businesses (c) the amount of money spent by customers every year Understand how customers’ concerns influence the products and services offered by retailers environmental issues of concern to retail customers ethical issues of concern to retail customers the main advantages to retailers of being responsive to customers’ environmental and ethical concerns Assessment Requirements Learning Outcome 1
Potassium nitrate Potassium nitrate where it is in a water-based solution and the potassium nitrate makes up at least 10% of that solution, and Potassium nitrate (in any other form) at a concentration of 65% or above. Fertilisers, fireworks and rocketry, food preservation. Potassium perchlorate Potassium perchlorate where it is in a water-based solution and the potassium perchlorate makes up at least 10% of the solution, and Potassium perchlorate (in any other form) at a concentration of 65% or above. Fireworks and explosives, smelting, a laboratory and diagnostic reagent. Sodium azide Sodium at a concentration of 95% or above. Smelting, a biocide in hospitals and laboratories, industry. Sodium chlorate Sodium chlorate where it is in a water-based solution and the sodium chlorate is at a concentration of 10% or above, and Sodium chlorate (in any other form) at a concentration of 65% or above. Mining, metal treatment, paper production, food chemical, laboratory and diagnostic reagent. Sodium cyanide Any concentration Insecticides, gold extraction, ore flotation, electroplating, used in metal cleaning baths, metal hardening. Sodium nitrate Sodium nitrate where it is in a water-based solution and the sodium nitrate is at a concentration of 10% or above, and Sodium nitrate (in any other form) at a concentration of 65% or above. Fertilisers, pyrotechnics, food preservative, rocket propellant. Sodium perchlorate Sodium perchlorate where it is in a water-based solution and the sodium perchlorate is at a concentration of 10% or above, and Sodium perchlorate (in any other form) at a concentration of 65% or above. Mining, smelting, laboratory and diagnostic reagent.
Andrew may not engage with support providers Mental health and risk of harm to self Q.3 How would you prioritise Andrew’s support needs? (possible responses) Safety to self and others Mental health – risk of suicide self-harm Risk taking behaviours – AOD use Relapse prevention Vulnerability and risk of becoming a victim Q.4 What do you think will be some of the post-release supports Andrew needs? (possible responses) Adaptive functioning skills assessment and support plan AOD support including relapse prevention Community and social inclusion Mental health assessment and support Trauma support – if he agrees to this Support to comply with parole and CSO registry conditions
Contents Reporting Form Office of Risk Management NOTE USE THIS FORM TO ADD MOVABLE PROPERTY (CONTENTS) VALUES FOR BUILDINGS NOT ALREADY INDICATED ON THE PROPERTY EXPOSURE REPORT, INCLUDING THE CONTENTS OF NEW LEASED BUILDINGS. DO NOT USE TO INSURE ACTUAL BUILDING STRUCTURE. AGENCY NAME AGENCY ISIS CODE ORM LOCATION CODE CONTACT NAME PHONE NUMBER DATE EMAIL ADDRESS BUILDING INFORMATION (ALL FIELDS REQUIRED) BUILDING ID NUMBER (NEW FORMAT: SITE CODE/ BLDG #) LEGACY BUILDING ID NUMBER (SLABS #) BUILDING NAME (IF APPLICABLE) OWNER OF BUILDING (IF STATE OWNED, INDICATE WHICH STATE AGENCY) PHYSICAL STREET ADDRESS (NOT P. O. BOX) CITY, STATE, ZIPCODE SQUARE FOOTAGE OCCUPIED GROUND FLOOR SQUARE FOOTAGE OCCUPIED IF THIS IS A LEASED SPACE, IS IT PROCESSED THROUGH FACILITY PLANNING AND CONTROL? YES NO LA GOV FUND LA GOV FUND CENTER LA GOV BUSINESS AREA CONTENTS VALUES (INCLUDE THE TOTAL OF STATE OWNED AND NON-STATE OWNED; ROUND TO WHOLE NUMBERS) GENERAL GENERAL CONTENTS COMPUTER EQUIPMENT MOBILE EQUIPMENT FINE ARTS FENCES MEDICAL EQUIPMENT SIGNS LIVESTOCK OTHER OUTDOOR PROPERTY MOBILE STRUCTURES LPFA/3RD PARTY FINANCING BOATS BUSINESS INCOME RETURN COMPLETED FORM TO THE OFFICE OF RISK MANAGEMENT – UNDERWRITING SECTION, POST OFFICE BOX 91106, BATON ROUGE, LOUISIANA 70821-9106 FOR ORM USE ONLY PS NUMBER RS NUMBER Revised 3/2016