zilongwang/ReadingBank huggingface dataset:
What’s in food – dietary fibre? Q1 Why is it important to eat a range of fibre containing foods? a) they are found in different proportions and have different properties b) they are found in different proportions but they all have the same properties c) they are found in same proportions but have different properties Q2 Which of these foods are sources of dietary fibre? a) eggs, cheese, milk b) vegetables, fruits, nuts c) meat, fish, poultry Q3 In July 2015, the Scientific Advisory Committee on Nutrition (SACN) recommended an increase in the adult population’s fibre intake to an average of how many grams per day? a) 20g b) 30g c) 40g Q4 European regulations state that for a product to claim to be a ‘high fibre’ it must contain a minimum of how much fibre per 100g? a) 6g b) 9g c) 12g Q5 What percentage of body weight is made up of water? a) 50% b) 60% c) 70% Q6 Why do we need a regular intake of water to prevent dehydration? a) we lose water at night time b) we lose water only when we exercise c) we lose water all the time, through going to the toilet, sweat and respiration Q7 We can get our fluid requirements from a number of sources. What average percentage is consumed from food and beverages? a) 10% food + 90% beverages b) 20% food + 80% beverages c) 30% food + 70% beverages Q8 What is the recommended daily intake of water for children? a) 4-6 drinks b) 6-8 drinks c) 8-10 drinks Q9 What are the symptoms of dehydration? a) feeling hungry and irritable b) feeling thirsty and tired c) feeling sleepy and hot Q10 Which population groups might be at risk of dehydration? a) older adults and children b) people who are physically active c) all of the above
The amount of protein we need changes during a lifetime. What is The Reference Nutrient Intake (RNI) for protein for the average man? b) 56g c) 65g Q15 Triglycerides are made up of which molecules? a) amino acids + glycerol b) glycerol + fatty acids c) fatty acids + glycerine Q16 Eating too many saturated fats can have adverse effects on health. What are they? a) associated with raised blood cholesterol b) associated with the development of insulin resistance and/or increased risk of type 2 diabetes c) associated with both a) and b) Q17 What is one of the main functions of fat? a) keep food moist b) a carrier of water soluble vitamins c) concentrated source of energy Q19 Why are alpha linolenic acid (omega-3) and linoleic acid (omega-6) called essential fatty acids? a) the body can synthesise these fatty acids b) the body cannot synthesise these fatty acids c) only adults can synthesise these fatty acids Q20 It is recommended that fat should not make up more than what percentage of food energy? a) 10% b) 25% c) 35%
I phone anyway, my hand on my heart, She picks up, and the story starts: “Your mother was in Paris, lost in the city. A young woman saw her and wanted to help. She directed her to the station, where your mother needed to be. The girl was so helpful, kind and beautiful. When your mother heard her name, she knew straight away. If she had a daughter her name would be Sabine.” Sarah, age 13 If I was aware that my name was so bare, I probably wouldn’t have shown a care. However this competition came up, And I dropped my favourite cup. Not the best day, if I do say myself. My name has true meaning, Unlike Pisa’s tower that is leaning. It’s not a pointless mistake, And it’s more famous than Drake. And it existed in 1880. Princess is what Sarah means, It’s a name that really gleams. Sarah is the name of many round the clock, My namesake is Sarah Murdoch. Sarah is the best name, in my eyes. I know many people with multicultural names, However my name is special, all the same. I love my name, I have no shame about it. I was fortunate enough to be given a name full of wit, And never will I dislike it. Someday I’ll make it, As a person of high significance. Ready for what life ever throws at me, And no-one will suspect my name to be so simple. Having only been a normal person. There is nothing to hate about my name, That’s what makes it fantastic for fame. Don’t hate my name, It’s not a nice game, My name means a lot no matter what people claim. Don’t let anyone hate on your name, Only you know what’s in your name. Sian, age 13 In my name there are 16 characters, each with a description. There is a balance of eight vowels and eight constants. My name was given to me on the 25 May 1999. My first name
GSS Presentation & Dissemination Committee WHAT’S NEW DASHBOARD – JUNE 2016 UPDATE Progress has been made in the following areas this quarter (April to June 2016). Please see Annex A for who to contact in each Department for more information and Annex B for the detailed returns. Publishing HSE (template for tables) DWP (gov.uk changes) ONS (enhanced table builder) HSCIC SG (content strategy) VOA DEFRA MOD (host for apps & visuals) BIS Content/Commentary DfT (online quiz) DWP (fact sheets) ONS (new style bulletin) HSCIC NHS Scotland VOA HMRC ORR (factsheet) Training and workshops DfT (user personas, Python) SG (communicating analysis, data vis) DCLG ORR (data science proposal) BIS Ofsted Social Media DfT (launched account) ONS (GDS social media playbook) SG (over 1,000 followers) NRS DEFRA (protocols) ORR Infographics & charts HSE DWP (visualising uncertainty) NHS Scotland NRS MoJ Ofsted Reviews/Strategies/Groups HSCIC (output consultation) NISRA (peer review and communication strategy) DCLG (peer reviews) Guidance HSE (infographics) DEFRA (infographics, social media) NISRA Other HSE DfT SG (communicating analysis awards, blogging) HMRC (cross-govt working) Software DWP (Stat-Xplore, open data app) SG (R Shiny Server) DCLG (open data app) DFID Ofsted (Python) WG (open data platform) DH (data science hub) CURRENTLY TRENDING User engagement (DfT, HSE, VOA, NRS, SG, NISRA) HSE analysis of user personas NISRA user engagement best practice guide Data science (DfT, DWP, HSCIC, ORR, BIS, Ofsted, DH) DfT hackathon Tableau (MoJ, SG, NHS Scotland, DFID) MOJ first interactive tools Data visualisation (DCLG, MOJ, DFID, SG, NRS, BIS) DCLG exploring Inkscape and Scapetoad CHAMPION OF CHAMPIONS
GSS Presentation & Dissemination Committee WHAT’S NEW DASHBOARD – SEPTEMBER 2016 UPDATE Progress has been made in the following areas this quarter (July to September 2016). Please see Annex A for who to contact in each Department for more information and Annex B for the detailed returns. Publishing Reviews: DFT, DWP Streamlining: HSE, MOJ, OME Use of templates: DWP, MOD, NHS Digital, HMRC Feedback incorporated: DH NHS, NHS ISD New publications: VOA, ONS Content/Commentary ORR – training about commentary and user personas PHE – to support Fingertips profiles Training and workshops GPT – GSS conference coming up NISRA – promote their work HMRC – quality assurance of admin data Social Media PHE, NHS Digital, NRS DCMS - account verified Tweeting Infographics: DFID, NHS ISD, VOA GPT – guidance drafted Infographics & charts ORR – fact sheets DH NHS – use of GPT guidance MOD, DFID, NRS Reviews/Strategies/Groups NISRA – new comms division SG – user research to develop content strategy M&A – new style Code Guidance Ofsted – chart guidance launched NISRA – user engagement Other Good practice promotion: HSE, DfT Video: MOD Blogging: SG Story-telling: ONS New identity for M&A Software DCMS – D3 DFID - Tableau NHS – Power BI CURRENTLY TRENDING Gov.uk and websites VOA making improvements to their pages ONS gained funding to go into Discovery about the future of GSS publishing Data science Ofsted recruiting and training on techniques DH NHS created Wiki page and assessing current staff potential NISRA training on techniques and assessing current staff potential User personas – reinforce concept with teams HSE, ORR Interactive visualisations DWP improvements to accessibility of colour schemes MOJ interactive maps and drillable performance CHAMPION OF CHAMPIONS
Claire Brackley Children’s Centre Manager South Cambridge Children’s Centres Alpha Terrace (Fawcett site) Trumpington Cambridge CB2 9FS Holbrook Road (Homerton site) Cambridge CB1 7ST Monday – Friday 9:00am to 3:00pm 01223 840299 / 508766 apatterson shughes Volunteering opportunities available please enquire at your local centre
What’s on in Norfolk 2017 May 12-28 May – Norfolk & Norwich festival - The oldest arts festival in the country and still one of the biggest. Hundreds of performances and events across the city 20 & 21 May – Cromer & Sheringham Crab & Lobster Festival - and lobster festival is a lively weekend celebration of two fine North Norfolk coastal towns, Cromer & Sheringham. Historically great rivals, but now joining together as two of Norfolk's premier seaside destinations to create a friendly and entertaining weekend event. The festival is dedicated to promoting local seafaring heritage and active fishing community. The small boats launch from the beach and brave the North sea in all weathers to bring home delicious crabs and lobsters for your delectation! 25-28 May – Houghton International Horse Trials - The Houghton International Horse Trials has it all; exhilarating sporting action, a spectacular setting, entertainment for young and old, plus shopping at over 70 trade stands. Set in the magnificent grounds of Houghton Hall, Norfolk, this truly is one of the most outstanding venues within the sport of eventing 27 – 29 May Bure Valley Railway – Everything goes Weekend - All available locomotives, coaches and rolling stock will be in action this weekend with a special intensive timetable in operation. Fares allow unlimited travel on day of issue to enable visitors to travel behind as many engines as possible. To keep younger visitors entertained there will a competition on the train journey, with a prize for every correct entry. The workshop at Aylsham will be open throughout the weekend and staff will be on hand to answer any questions. 28 May – North Norfolk Railway – Dad’s Army Live 29 May – onwards – Hemsby Beach Fireworks - Join the fun at Hemsby beach for a fantastic free aerial firework display on Tuesday nights during the school summer holidays and on Whitsun Sunday June 23 June – 24 September – Cromer – Cromer Pier Summer Show 28 & 29 June – Royal Norfolk Show – Norfolk Showground - Royal Norfolk Show is an annual agricultural show, and is held by the Royal Norfolk Agricultural Association. It is the largest 2 day agricultural show in England. It’s the time to see Norfolk at its best, to network, to do business, to learn about Norfolk’s wonderful landscape and the importance of Food, farming and the Countryside. The celebration of agriculture past, present and future is at the heart of the Show and representation from all walks of county life combine to celebrate all that is great about Norfolk.
Monday Development Checks 9.00am – 4.00pm Weekly Children aged 2 [R] Fawcett CC Story & Rhyme Time 10.00 – 11.30am Weekly Term Time only Children aged 0-5 [£] Fawcett CC Well Baby Clinic 1.00 – 2.30pm Please arrive by 2:15pm Weekly Children aged 0-5 Fawcett CC Tuesday Messy Play 10.00 - 11.30am Children aged 0-5 Weekly Term Time only [£] Fawcett CC Wednesday Development Checks 9.00am – 4.00pm Weekly Children aged 2 [R] Fawcett CC Hearing Impairment Clinic 9.30am – 12.00pm 14th September 12th October 9th November 14th December [R] Fawcett CC Baby Massage 1.30 – 3.00pm Weekly from 14th September Ask staff for details [B] [£] Fawcett CC Thursday Antenatal Clinic 9.30am – 4.15pm Weekly [B] Fawcett CC Friday Sling Meet 9.30 – 11.30am 2nd September 7th October 4th November 2nd December Run by Sophie Messager Fawcett CC La Leche League 10.00am – 12.00pm 23rd September 28th October 25th November 16th December Run by Rachel O’Leary Fawcett CC
Monday Sparklers 10.00 – 11.45am Weekly Term Time only Children aged 0-5 Run by St Pauls Church The Centre St Pauls Antenatal Clinic 9.20am – 3.20pm Weekly [B] Homerton CC Tuesday Messy Play 9.15 - 11.00am Weekly Term Time only Children aged 1-5 [£] Homerton CC Wednesday Functional English 9.15 – 11.30am Weekly from 14th September Limited crèche spaces available [B] Homerton CC Thursday Friday Friday Friends 9.15 – 11.00am Weekly Term Time only Children aged 0-5 [£] Homerton CC
What’s on the plate? Name Date: Select the correct answer Q1 What is the name of the UK healthy eating model? a) the balanced plate b) the Eatwell Guide c) the healthy eating plate Q2 The healthy eating model applies to most people over the age of? a) 2 years b) 7 years c) 10 years Q3 How many food groups are there in the healthy eating model? a) 4 b) 5 c) 6 Q4 How should we try to follow the healthy eating model? a) at every single meal b) over a day c) over a period of time, e.g. a week Q5 How much of our daily food intake should be from fruit and vegetables? a) 1/8 b) 1/4 c) 1/3 Q6 How many portions of fruit and vegetables should we aim to eat each day? a) 3 b) 5 c) 7 Q7 Which food would you find in the potatoes, bread, rice, pasta and other starchy carbohydrates group? a) couscous b) cakes c) carrots Q7 In which food group would you find cheese? a) fruit and vegetables b) dairy and alternatives c) potatoes, bread, rice, pasta and other starchy carbohydrates Q8 How many portions of oily fish should we try and eat each week? a) 1 b) 2 c) 3 Q9 What are the recommendations for the amount of red and processed meat to be eaten in one day? a) 100g b) 90g c) 70g Q10 It is recommended that we choose foods lower in fat, salt and sugars. This is because it is associated with which disorder? a) diabetes b) coeliac disease c) high blood pressure
Francis (Walkman) Girl who likes her music Young performer, girl Monica (Walkman) Girl who gets headphones and is happy to sing along to the Human League – speaks directly to audience Young performer, girl John (Walkman) Boy who fancies another boy Young performer, boy George (Walkman) Boy who has to respond to what audience say to the group Young performer, boy Andy Blagger who has been making out with Jo and bullshits their way through the Headteacher Young performer, boy/girl Jo As above Young performer, boy/girl Journalist Confident speaker with new people, has to be able to react to responses to their questions Young performer, boy/girl Journalist As above Young performer, boy/girl Photographer As above Young performer, boy/girl Photographer As above Young performer, boy/girl Headteacher Exasperated, slightly out of control, older Adult or Older Performer Workshops Character Description Performer Photographer (x 2) Slightly calculating, intelligent character who loves the detail of the photographic development process Young Performer, boy/girl Journalist (x 2) Bit more confident can speak to the whole group of 25 in audience and command their attention and make them feel happy to contribute their thoughts Young Performer, boy/girl Student 1 (x 2) To be cut if not enough performers More philosophical character who discusses happiness and what it can do for us, confident responding to audience Young Performer, boy/girl Student 2 (x 2) Just been dumped by girl called Frances. Sad character, needs to seem like addicted to her memory. Young Performer, boy/girl Student 3 (x 2) Bit of a goodie goodie who loves to help people out, is loyal and fancies a boy who is similar to him/her Young Performer, boy/girl
Student 4 (x 2) Girl who fancies a boy called Harry and works out it is at the same time each month Young Performer, girl Student 5 (x 2) Boy who is super confident and has this stubble that he thinks has made him irresistible to the ladies Young Performer, boy Post lunch Transition to Film Character Description Performer Interrupter Loud voice to get people facing her way in lunch! Young performer, boy/girl Gregory Awkward, gangly, good physical performer, endearing figure Young performer, boy Dorothy Strong figure, must feel more confident than Gregory, perhaps taller? Young performer, girl Other characters who take Gregory on There is plenty of room for development here. The only thing there must be is a mixture of boys and girls who take Gregory and a sense of narrative as Gregory gets increasingly confused and finally just gives himself over to this process of being a bit of flotsam. Combination of boys and girls – costume worked out with the performers – colours are great, get them to do a bit of research into 80s fashions and see what they can find in their own wardrobe
Some don’t want the venture to go ahead because they’re against development of the oil sands in general. They say the process of extracting Alberta’s oil pollutes the air and water, destroys habitats, contributes to climate change, and threatens the health of surrounding communities. Others are against the proposal because they oppose the pipeline itself. Northern Gateway would snake through hundreds of salmon-bearing rivers and streams and the territory of more than 50 First Nations. The fear is that leaks could permanently damage these sensitive ecosystems. Another concern? Oil tankers carrying bitumen would have to move through 185 kilometres of inner coastal waters. A major oil spill could devastate the coast and marine life. “First Nations and our allies will protect our rights and the interests of future generations,” says Art Sterritt, executive director of B.C.’s Coastal First Nations. “We will never allow oil tankers into our territorial waters.” All of the federal opposition parties have come out against the pipeline as well. NDP leader Tom Mulcair called it “folly” and “pure madness” to put supertankers in Douglas Channel. Liberal leader Justin Trudeau said the pipeline threatens the province’s coastal economy and the jobs of thousands of people who live near the ocean.
Prompt Title: What’s in a Name? Grade Level: 11-12 ELA Writing Standard(s) (11-12) Writing Standard 3: Write narratives to develop real or imagined experiences or events using effective technique, details, and well-structured event sequences. Content Standard(s) Text(s) XWritten ☐ Audio ☐ Visual Source Planet Publish Title Great Expectations by Charles Dickens Insert Link Here 1st three paragraphs of chapter 1 XWritten X Audio ☐ Visual Source Commonlit Title Romeo and Juliet by William Shakespeare Insert Link Here Act II Scene II, Lines 15 - 31 XWritten X Audio ☐ Visua Source Commonlit Title “Names/ Nombres” by Julia Alvarez Insert Link Here Audio XWritten X Audio ☐ Visual Source Commonlit Title “Hello, My Name Is” by Jason Kim Insert Link Here Writing Prompt How do we create our identities through our names? After reading, the excerpts from Dickens and Shakespeare and the personal essays by Alvarez and Kim, write an essay or a short story in which you describe the history of your name and how it formed your personal, familial, or cultural identity. Scoring Rubric See Prompt Authors Jennifer Lattin, Mindy Dummer, Janice Johnson
others and access midwife plus information on health and family services. Anita 07946 154245 Health Info Canalside Catch Up Canalside Health Centre, Bingley Wednesdays 9.30am – 11.30pm A free drop-in session for expectant parents and those with young children to meet others and access midwife plus information on health and family services. Rebecca 07946 155347 Anita 07946 154245 Sexual Health Information Mobile Venue Bradford City Centre Fridays 11.30-1.30 pm 01274 271088
Susan Crawford, 3 yrs - up for re-election Dr. Gary Goodman – new candidate Copper Canyon. (485 members) – 2 Current Board Members & years served: Michael Paulson, 15 years - up for re-election Robert Stegmaier, 2 years (Originally Board appointed; elected 2012) Andre Nicholas – new candidate Bartonville…… (340 members) - (Large part of Bartonville is in Argyle Water) 1 Current Board Member & years served: Patrick McDonald, 6 yrs Canyon Oaks… (149 members) - 2 Board Members & years served: Larry Kaufman, 18? yrs (on & off board) Dean White, 2 yrs Lloyd Hanson, former longtime Board Member & now salaried Controller County areas … (100 members) - other Denton County unincorporated areas. Other ………… (100 - more than one water connection for some members.) *Estimates of connections per Town or area are from Jim Leggieri, General Manager of Bartonville Water Supply Corporation for the last 28 years. Since I forgot to call and verify the exact numbers before the BWSC office closed for Good Friday, Jim kindly tried to provide them from memory while driving on his holiday vacation. The number of members per area may be slightly off. (The years beside the current Board Member’s name are the years served on the Board.) Karen Campbell and “JJ” win Arabian Horse Association Awards In this issue of the Gazette is Karen’s story in her own words of how her Arabian mount “JJ” won the Arabian Horse Association’s Legion of Honor and Legion of Merit awards at the Cowtown Classic Arabian Horse Show in Fort Worth in March. Karen and “Grasshopper” (his barn name) are showing in Dressage and in the Under Saddle divisions. Tunnel connecting Trails on Corps of Engineers Land: New York Subway Graffiti or “Don’t Mess with Texas” tradition
CONNECTED, LEVEL 2 2013, I Spy … What Alice Saw by Don Long Overview In this article, students read about Alice McKenzie and her observations of a bird she saw in Martins Bay. Alice later finds out that the bird she observed wasn’t what she thought it was. A Google Slides version of this article is available at www.connected.tki.org.nz. Science capability Students need to develop a set of capabilities that support them to ask informed questions if they are to participate as “critical, informed, responsible citizens in a society in which science plays a significant role”. The capabilities enable students to meet the achievement objectives in a way that supports the purpose of science in The New Zealand Curriculum and the development of the key competencies. These capabilities include being ready, willing, and able to gather and interpret data. Students need to understand what counts as evidence in science, the importance of observation, and the difference between observation and inference. Text characteristics Scientific and technological vocabulary and Māori nouns, the meanings of which are supported by illustrations and written explanations Photographs and diagrams that clarify the text and require some interpretation A mixture of text types, including direct quotation A clearly structured article with headings that signify the information in each section and help the reader to navigate the text. Curriculum context SCIENCE NATURE OF SCIENCE: Understanding about science Achievement objective(s) L2: Students will appreciate that scientists ask questions about our world that lead to investigations and that is important because there may be more than one explanation. NATURE OF SCIENCE: Evolution Achievement objective(s) L2: Students will explain how we know that some living things from the past are now extinct. Key Nature of Science ideas Science knowledge is based on direct, or indirect, observations of the natural physical world. Scientists gather data using their senses to make observations. Making careful observations often involves measuring something. Observations are influenced by what you already know. Key science ideas Anatomical and behavioural characteristics are important in animal classification. Such features are used because they are often easy to identify. Differences and similarities in external characteristics are used to distinguish between living things.
What's in a Name - Story Rubric Criteria 1 2 3 4 Cohesive theme/ Structure/ Length -Missed idea of "Culture" creation No context Too short -Some "Cultural ideas strayed off topic. -Some context - Length OK - Some wrap-up -"Cultural" ideas clear and on task but not "WOW" - Good context - Decent length (~10 slides) Decent wrap-up -All "cultural" ideas worked together for a strong theme -Perfect length (satisfying) - Creative context - Creative wrap-up Name choices Simple naming, not enough Simpler naming, enough, not creative Good naming, some creativity not enough description -Strategy for name was unique - descriptive, powerful Picture and text Little interaction with text and pictures. Pictures link somewhat with text Pictures and text link well. Powerful links, tightly woven with text Presentation style Quiet, avoid eye contact, unclear, unpracticed Not practiced well, may not engage audience Clear and accurate, may lack emotion Engage audience Clear, heartfelt May include other elements Comments and suggestions for improvement: What's in a Name - Story Rubric Criteria 1 2 3 4 Cohesive theme/ Structure/ Length -Missed idea of "Culture" creation No context Too short -Some "Cultural ideas strayed off topic. -Some context - Length OK - Some wrap-up -"Cultural" ideas clear and on task but not "WOW" - Good context - Decent length (~10 slides) Decent wrap-up -All "cultural" ideas worked together for a strong theme -Perfect length (satisfying) - Creative context - Creative wrap-up Name choices Simple naming, not enough Simpler naming, enough, not creative Good naming, some creativity not enough description -Strategy for name was unique - descriptive, powerful Picture and text Little interaction with text and pictures. Pictures link somewhat with text Pictures and text link well. Powerful links, tightly woven with text Presentation style Quiet, avoid eye contact, unclear, unpracticed Not practiced well, may not engage audience Clear and accurate, may lack emotion Engage audience Clear, heartfelt May include other elements Comments and suggestions for improvement:
information available. Therefore by taking the time to improve your score, you can qualify for more favorable interest rates. Fallacy: Credit scoring is unfair to minorities. Fact: Scoring considers only credit-related information. Factors like gender, race, nationality and marital status are not included. In fact, the Equal Credit Opportunity Act (ECOA) prohibits lenders from considering this type of information when issuing credit. Independent research has been done to make sure that credit scoring is not unfair to minorities or people with little credit history. Scoring has proven to be an accurate and consistent measure of repayment for all people who have some credit history. In other words, at a given score, non-minority and minority applicants are equally likely to pay as agreed. Fallacy: Credit scoring infringes on my privacy. Fact: Credit scoring evaluates the same information lenders already look at - the credit bureau report, credit application and/or your bank file. A score is simply a numeric summary of that information. Lenders using scoring sometimes ask for less information - fewer questions on the application form, for example. Fallacy: My score will drop if I apply for new credit. Fact: If it does, it probably won't drop much. If you apply for several credit cards within a short period of time, multiple requests for your credit report information (called “inquiries”) will appear on your report. Looking for new credit can equate with higher risk, but most credit scores are not affected by multiple inquiries from auto or mortgage lenders within a short period of time. Typically, these are treated as a single inquiry and will have little impact on the credit score.
Once your game model has been built, conduct at least 100 trials of your game. Record your results in a table and calculate the experimental probability of winning and losing. This table will be on display with your game. See example table below: Theoretical Probability of Winning our Game Outcome Chance of winning as a Fraction Chance of winning as a Decimal Chance of winning as a Percentage P( ) P( ) Experimental Probability of Winning our Game Outcome Tallies Outcomes as a Fraction Outcomes as a Decimal Outcomes as a Percentage P( ) P( ) SURVEY COMPONENT - STATISTICS You must include the following to be successful creating your survey and doing your analysis: Create a 5-10 question survey for students who are playing your game. Questions can be about actual play/results of the game (How many points did you earn? On a scale of 1-10, how enjoyable was this game?) or about the person playing the game (How old are you? How many times have you visited a carnival before?) – but ALL questions must be quantitative (numerical) in nature. During the Explorer visit, you must survey between 20-30 students who come to play your game. If you do not have this many visitors, you may survey other middle school students in your POD when/if time allows. Remember to record all of your data in a neat and presentable way. After the Explorer visit, you will perform statistical analysis on the survey data you collected in order to draw conclusions about your game and/or your visitors. EACH STUDENT IN YOUR GROUP NEEDS TO CHOOSE 1-2 SURVEY QUESTIONS AND COMPLETE THE FOLLOWING INDIVIDUALLY: Calculate the measures of central tendency (mean and median) and explain which might be best to represent your data. Create a graph or chart that represents your data. Be sure to correctly label each axis and make a title. Write a one paragraph conclusion about your game and your visitors, using statistical data as evidence.
Making Inferences Planner Title: What can Video Games Teach Us? CPQ: What are the pros about video games? P# Statement Text Clues Background Knowledge 945 I do In the text (direct) In my head (inference) “A good video game is challenging, entertaining, and complicated.” 945 We do In the text (direct) In my head (inference) “Video games can enhance reading skills too” 945 We do In the text (direct) In my head (inference) “Games can inspire new interests” 946 You Do (TTT) In the text (direct) In my head (inference) “Video games might also help improve visual skills” 946 You Do (TTT) In the text (direct) In my head (inference)
Making Inferences Planner Title: The Violent Side of Video Games CPQ: What are the cons about video games? P# Statement Text Clues Background Knowledge 947 I Do In the text (direct) In my head (inference) “…I started to think that looking at screens all the time might be affecting me in ways I didn’t even suspect.” 947 We Do In the text (direct) In my head (inference) “Violence is one of the biggest concerns, especially as computer graphics and special effects become more realistic.” 947 We Do In the text (direct) In my head (inference) “There’s also evidence that people become less sensitive to violence after awhile…” 948 You Do (TTT) In the text (direct) In my head (inference) “…mean world syndrome…” 948 You Do (TTT) In the text (direct) In my head (inference)
What can you learn from probability Games? Name(s) max 2: __________________________________________ GAME PROBLEM ANALYSIS WHAT YOU LEARNED FROM PLAYING YOURSELF? COMPARE THEORETICAL TO EXPERIMENTAL PROBABILITY FOR SMALL NUMBER OF TRIALS VS LARGE *check probability results report WHAT IDEAS DO YOU HAVE FOR YOUR OWN CARNIVAL GAME CREATION USING PROBABILITY? Coin Flip Dice Roll
What Does A Meal Consist Of: In conjunction with the new school meals regulations: A School Lunch Consists of Five Food Items: One (1) serving of milk component (low fat or skim) Bread component (sandwich bun, bread, pizza crust, pasta, rice, tortilla shells, crackers) All bread items are at least 51% whole wheat) Meat component (otherwise known as a protein, such as in any type of meat, fish, poultry, cheese, eggs, yogurt, peanut butter, etc.) Fruit component (all fresh, dried, canned, frozen and also 100% pure fruit juice) Vegetable component (all raw and cooked vegetables, 100% pure vegetable juices, marinara and salsas.) Students must choose 3 of the 5 food items. They MUST have ½ cup fruit or vegetable on their tray. Example: Cheeseburger, seasoned broccoli, milk. Yes, the cheeseburger contains the Meat Component and the Bread Component, they have the required fruit/vegetable and Milk. They chose 4 of the 5 components. Example: Cheeseburger and Milk. No this does not meet because they don’t have the required fruit/vegetable serving. They have a Bread, Meat, and Milk which is 3, but they have to have the fruit/vegetable serving on their tray. Example: Cheeseburger and an apple. Yes, they have the Bread, Meat and Fruit serving, they declined the Milk Component and the Vegetable Component so they have 3 of the 5. Hot roll, green beans, fruit cocktail and milk. Yes, they declined the protein and chose a bread, a fruit, a vegetable and a milk. This is 4 of the 5 components. Students may decline the entrée item. This is different than previous regulations.
Centrally delivered by career experts Opportunity for employer involvement Possible loss of FTEs Embedded in subject History, CSEE, SBS, Glasgow, Glasgow Caledonian, Goldsmiths, Leeds Clear linkage to discipline base Careers part of the host degree Careers feels a natural part of the degree Continuous learning across the student journey Opportunity for employer involvement Ensuring that career content is ‘hosted’ in modules with congruent content Need to map content across different modules Curriculum review & development Co-curricular modules Maths & Psychology (Essex) Continuous learning across the student journey No loss of degree content Can count towards timetabled hours for KIS Opportunity for employer involvement Additional teaching above the 360 credits Student take up / work load Depth of learning Resource implications for E&CC As a rule each department will adopt one model as the main way of delivering CDL. At Essex each of these models is currently being successfully used. To ensure consistency, a common list of topics is used, with some scope for local variation. Theme Recommended element Optional (specialist sessions taking an in-depth look a specialist issue) Self-awareness Understanding self and Personal Development Planning Opportunity awareness Career options with degree PG options The graduate labour market & Employer requirements Entrepreneurship Work experience, volunteering and Study Abroad Decision making Personally relevant career options Career Decisions Tools Transition learning Graduate recruitment & selection Job presentations Job vacancies Psychometric tests CVs and Cover letters Mock assessment Centres Application forms Interviews & Assessment Centres SK700 – Understanding Employability Preparing for your Future is a 15 credit, assessed module which counts towards degree classification. This draws on the Career Studies approach advocated by Phil McCash. At Essex this has been adapted for Sociology, History and Literature Film Theatre Studies. In line with the Career Studies philosophy it aims to create a space where students can examine ‘career’ critically in the context of their
If you need to apologise to the person who has complained for the way they were treated or the way something was done, then do this. If you need to change the way you do things so the same thing does not happen again, then do this. Also: consider equality training for yourself and/or people working for you think about having an equality policy. Alternative dispute resolution The first part of this section assumed you would do all the investigating and negotiating yourself. If you want to get help in sorting out a complaint about discrimination, you could try to get the person complaining to agree to what is usually called ‘alternative dispute resolution’ or ADR. ADR involves finding a way of sorting out the complaint without a formal court hearing. ADR techniques include mediation and conciliation. You can find out more about ADR, whether any of the options might be suitable in your situation, what you have to do, and how much it might cost from the: (see Further sources of information and advice section). Scottish Government publication Resolving Disputes Without Going To Court if you are in Scotland). For some sorts of cases mediation services are available through the courts service, and these can be used instead of waiting for a case to be heard by a judge. Mediation has the advantage of generally reducing cost and may successfully settle a claim without the inconvenience of a trial. You can find information about mediation services, including how to find mediators registered with the Civil Mediation Council for England and Wales here: http://www.justice.gov.uk/courts/mediation and for Scotland here: The questions procedure It is good practice for someone who thinks that they may have experienced unlawful discrimination, harassment or victimisation under equality law to seek relevant information before issuing a formal claim. This can help them decide if they have a valid claim or not.
Arndale House, The Arndale Centre, Manchester, M4 3AQ Telephone: 0161 829 8100 Fax: 0161 829 8110 Email: England - London Fleetbank House, 2-6 Salisbury Square, London EC4Y 8JX Telephone: 020 7832 7800 Fax: 020 7832 7801 Email: Wales - Cardiff Ground Floor, 1 Caspian Point, Caspian Way, Cardiff Bay CF10 4DQ Telephone: 02920 447710 Text-phone: 02920 447713 Fax: 02920 447712 Email: We welcome correspondence in Welsh and in English. Scotland - Glasgow 151 West George Street, Glasgow G2 2JJ Telephone: 0141 228 5910 Fax: 0141 228 5912 Email:
indirect discrimination Where an employer applies (or would apply) an apparently neutral practice, provision or criterion which puts people with a particular protected characteristic at a disadvantage compared with others who do not share that characteristic, unless applying the practice, provision or criterion can be objectively justified by the employer. instruction to discriminate When someone who is in a position to do so instructs another to discriminate against a third party. For example, if a GP instructed their receptionist not to register anyone who might need help from an interpreter, this would amount to an instruction to discriminate. job evaluation scheme See job evaluation study. job evaluation study This is a study undertaken to assess the relative value of different jobs in an organisation, using factors such as effort, skill and decision-making. This can establish whether the work done by a woman and a man is equal, for equal pay purposes. See also equal work. judicial review A procedure by which the High Court supervises the exercise of public authority power to ensure that it remains within the bounds of what is lawful. knowledge This refers to knowledge of a person’s disability which, in some circumstances, is needed for discrimination to occur. The required knowledge is of the facts of the worker’s disability but an employer does not also need to realise that those particular facts are likely to meet the legal definition of disability. less favourably Worse – so ‘less favourable treatment’ means the same as ‘worse treatment’. liability Legal responsibility. An employer is legally responsible for discrimination carried out by workers employed by you or by your agents, unless you have taken all reasonable preventative steps.
However, there is a government scheme called Access to Work which can help a person whose health or disability affects their work by giving them advice and support. Access to Work can help with extra costs which would not be reasonable for an employer or prospective employer to pay. For example, Access to Work might pay towards the cost of getting to work if the disabled person cannot use public transport, or for assistance with communication at job interviews. A person may be able to get advice and support from Access to Work if they are: in a paid job, or unemployed and about to start a job, or unemployed and about to start a Work Trial, or self-employed and their disability or health condition stops them from being able to do parts of their job. Make sure your job applicant knows about Access to Work. Although the advice and support are given to the job applicant themselves, you will obviously benefit too. Information about Access to Work is in ‘Further sources of information and advice’. What is meant by ‘reasonable’? You only have to do what is reasonable. Various factors influence whether a particular adjustment is considered reasonable. The test of what is reasonable is ultimately an objective test and not simply a matter of what you may personally think is reasonable. When deciding whether an adjustment is reasonable you can consider: how effective the change will be in avoiding the disadvantage the disabled person would otherwise experience its practicality the cost your organisation’s resources and size
Telephone (Wales): 08444 77 20 20 Citizens Advice Scotland Website: www.cas.org.uk/ Telephone: 0808 800 9060. Chartered Institute of Personnel and Development (CIPD) The CIPD is Europe’s largest human resources development professional body, with over 135,000 members. It supports and develops those responsible for the management and development of people within organisations. Websit Telephone: 020 8612 6208 ChildcareLink ChildcareLink provides details of local childcare providers for employees and employers, as well as general information about childcare. Website: www.childcare.co.uk Telephone: 0800 2346 346 Close the Gap Scotland Close the Gap Scotland works to close the gender pay gap by working with companies and trade unions as well as carrying out research to illustrate the gender pay gap. Websit Telephone: 0141 337 8131 The Confederation of British Industry (CBI) The CBI is the UK’s leading business organisation, speaking for some 240,000 businesses that together employ around a third of the private sector workforce. Websit Telephone: 020 7379 7400 Department for Business, Innovation and Skills (BIS)
For employment service providers, unlike for employers, the duty is ‘anticipatory’. If you are an employment service provider, this means you cannot wait until a disabled person wants to use your services, but must think in advance (and on an ongoing basis) about what disabled people with a range of impairments might reasonably need, such as people who have a visual impairment, a hearing impairment, a mobility impairment, or a learning disability. For example: An employment agency makes sure its website is accessible to disabled people and that it can provide information about job opportunities in a range of alternative formats. It also makes sure its staff are trained to assist disabled people who approach it to find out about job opportunities. Occupational pensions Occupational pension schemes must not unlawfully discriminate against people. There is more information about what this means in the Equality and Human Rights Commission guide: What equality law means for you as an employer: pay and benefits. In addition, an occupational pension scheme must make reasonable adjustments to any provision, criterion or practice in relation to the scheme which puts a disabled person at a substantial disadvantage in comparison with people who are not disabled. For example: The rules of an employer’s final salary scheme provide that the maximum pension receivable is based on the member’s salary in the last year of work. Having worked full-time for 20 years, a worker develops a condition which leads them to reduce their working hours two years before their pension age. The scheme’s rules put them at a disadvantage as a result of their disability, because their pension will only be calculated on their part-time salary. The trustees decide to convert the worker’s time salary to its full-time equivalent and make a corresponding reduction in the period of their part-time employment which counts as pensionable. In this way, their full-time earnings will be taken into account. This is likely to be a reasonable adjustment to make.
Exercise: What Influences Housing Choices? Review the factors described on the preceding pages. Based on your experience (or intuition) of working with military home buyers and sellers in your area, arrange the following factors in order from most to least important. Factors that influence housing choice: Affordability and building equity In or away from military community Quality of residence Safety, security of neighborhood Quality of schools Time to commute Housing choice availability Length of tour 1. 2. 3. 4. 5. 6. 7. 8. Are there other factors that influence the housing choices of military families? How do the priorities compare with civilians’ housing preferences? I-Note: This exercise leads students through a discovery discussion of local factors that influence the housing choices of military families. DIVIDE the class into 4–5 groups based on service branches: Army, Air Force, Navy, Coast Guard, Marines. PROVIDE each group with a flip chart page and marker. ALLOW 8–10 minutes for groups to answer the questions. COMPARE the groups’ lists. ASK for comment on “other factors” mentioned. ASK how the priorities compare with those of civilian buyers. CONCLUDE the discussion by presenting DoD national research (page 19) in comparison to local priorities.
Table 6: Importance of genetic inheritance, and of racial or ethnic genetic inheritance, by level of education, GKAP 2011. % agreeing with “all or almost all to do with genes” and “all or almost all to do with a person’s race or ethnicity” (in same order as table 2) Less than high school High school graduate Some college or Associate degree BA MA PhD or professional degree Genes Race Genes Race Genes Race Genes Race Genes Race Genes Race eye color 76% 65% 86% 75% 89% 78% 94% 84% 93% 83% 90% 81% sickle cell anemia 57 46 71 63 79 69 85 79 85 75 87 73 cystic fibrosis 46 39 61 42 64 46 73 51 67 48 82 48 gay/ lesbian 13 9 23 12 22 12 25 10 33 13 39 9 heart disease 27 22 30 20 22 14 11 6 8 6 16 3 intelligence 29 19 23 15 20 10 15 8 18 10 6 3 aggressive or violent 16 10 10 6 6 4 4 3 5 6 4 2 the flu 4 2 3 3 2 2 1 1 3 4 0 2
Appendix Table A1: Importance of environment or lifestyle, and of environment or lifestyle for explaining racial or ethnic differences, by race or ethnicity. GKAP 2011 (in same order as tables 2 and 3) Whites Blacks Asians Multiracials Hispanics 1.All or most to do environ- ment or lifestyle (rather than genes) 2.All or most to do with environment or lifestyle (rather than genetic inheritance through race or ethnicity) same as 1. same as 2. same as 1. same as 2. same as 1. same as 2. same as 1. same as 2. Eye color 1 3 6 7 2 3 3 4 6 6 Sickle cell anemia 3 3 6 9 6 9 2 7 15 20 Cystic fibrosis 4 10 10 16 5 14 4 16 14 19 Gay or lesbian 37 51 54 63 32 44 39 60 38 49 Heart disease 4 12 10 19 6 14 4 16 14 21 Intelligence 10 28 17 37 12 22 11 42 15 26 Aggressive or violent 27 27 36 36 28 28 26 26 29 29 The flu 75 77 69 75 67 72 78 82 66 71
Appendix Table A2: How much of the human genome is common to both blacks and whites, by partisanship? GKAP 2011 More than half About half Less than half DK/NA Republican 48 9 7 36 Independent 25 5 3 67 Democrat 45 9 8 39 Appendix Table A3: Importance of genetic inheritance, and of racial or ethnic genetic inheritance, by partisanship, GKAP 2011. % agreeing with “all or almost all to do with genes” and “all or almost all to do with a person’s race or ethnicity” (in same order as table 2) Party Identification Republican Independent Democrat Genes Race Genes Race Genes Race Eye color 90% 80 72% 58 86% 76 Sickle cell anemia 77 72 61 44 73 63 Cystic fibrosis 65 47 52 28 61 45 Gay or lesbian 17 10 19 6 28 13 Heart disease 20 14 28 26 20 13 Intelligence 20 12 27 8 18 12 Aggressive or violent 6 5 16 10 8 5 The flu 3 2 3 3 2 2 N 1364 158 2008
______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ _______________________________________________________________ Draw a picture showing how plants help people every day. You may use ideas from the sentences you wrote above.
What’s New for Developers in Visio 2010 Summary What follows is a quick summary of the new features available for developers in Visio 2010. The new developer features parallel new features available through the user interface. So just as there are new tools for validating process drawings through the user interface, there are tools for the developer to accomplish the same tasks. Author Information This material was prepared for Microsoft by Visimation, Inc, a Microsoft Gold Certified Partner specializing in services for Visio. Since 1997, Visimation has helped companies improve their productivity by providing visual software tools to ease business and technical tasks. Website: .