zilongwang/ReadingBank huggingface dataset:
2 T 2 c t f tf- thickness of flange(d/2) 4. Design for bolt The bolts are subjected to shear stress due to torque transmitted. The number of bolts (n) depends upon the diameter of shaft and pitch circle diameter is taken D1=3d Torque transmitted T d 2 n D1 4 1 b 2 d1- diameter of bolt for crushing T d t f cb D1 2 Conclusion &Summary: Recall design procedure for Flange coupling.
Contents Page Number(s) INFORMATION FOR LEARNERS Scenario for the assignment (setting the scene) This section contains the assignment background which learners will need to be familiar with in order to complete the tasks. Your Tasks This section contains all the tasks learners must complete before work can be submitted for assessment. 3 4 - 5 6 - 8 INFORMATION FOR TEACHERS General guidance on using this assignment This section provides general guidance to centre staff on the preparation and completion of the assignment. 9 10 - 14 Evidence Summary 15 - 16
Evidence summary When completing this assignment it may be possible to generate evidence for completing a task in a variety of formats. This list provides examples of the format that can be used, it is not exhaustive. In some cases the task or assignment will require a specific format for the outcome and this will be clearly marked with an asterisk in the table. Task number What learners need to produce (evidence) Format of evidence (this list is not exhaustive) Task 1 An email reply sent to the office manager (the teacher) Evidence of using tools and features of email software to create an organised email system An explanation of how the email systems has been set up and made more efficient An explanation of email tools and etiquette that will help to communicate with others in a business context Email printout Electronic evidence e.g. reply email. Annotated Screenshots Printouts Word processed document Screen-capture file Video recording Written document Task 2 A logo Screenshots Electronic The logo displayed in documents produced by the learner in later tasks Task 3 A personalised letter to sales managers Electronic data file Printouts Screenshots Task 4 Amended customer data Reports in an appropriate format for the factory manager Electronic file(s) or printouts Screenshots Task 5 Internet search results Recommendations for three promotional items Copyright details Promotional material aimed at the target audience, to be displayed on screen Screen shots showing search criteria Asset table Written or printed details of websites and promotional items Electronic file(s) Printouts Task 6 Solution to record today’s data highest/lowest/average sales figures total sales for each area total sales for country For each sales manager bonus or not total earnings mileage expenses to be paid total amount to be paid Total amount to be paid to all sales managers Comparison of sales Modelling mileage expense payments increase Electronic data file(s) Spreadsheet printouts Formula printouts
Additional Equipment Master Information W1702B Select the Additional Information Detail link on the Equipment – Manage [equipment description and number] form. CRM users: Enter or view any remarks or tax information. Related Links for [equipment description and number] Select the Related Links Detail link on the Equipment – Manage [equipment description] form. Select the application links to related information. The Related Links Detail link contains all the form exits that are available from the Equipment Master Revisions program (P1702). CRM users: Enter or view the information as enabled by these links: Relationships Costing Analysis Locations Replacement Parts Supplemental Set Up – Flash Messages Set Up – Financials Equipment – Status History for [equipment description and number] Select the Status History tab on the Equipment – Manage [equipment description and number] form. CRM users: View equipment status and downtime analysis. Equipment – Customer/Site History for [equipment description and number] Select the Customer/Site History tab on the Equipment – Manage [equipment description and number] form. CRM users: View customer and site history for the equipment, as well as equipment master location and mailing details. Equipment – Related Objects for [equipment description and number] Select the Related Objects tab on the Equipment – Manage [equipment description and number] form. Click one of the links. CRM users: View work order, case, service contract, or entitlement information for the equipment. Equipment – Manage Reference for [equipment description and number] Select the Reference tab on the Equipment – Manage [equipment description and number] form. CRM users: Enter or view any additional reference information about the equipment.
Also introduces a latency between result and use of a value 2. what are the key issues in implementing advanced speculation techniques? Explain them in detail? (Jun 2014) (June2013) Tomasulo’s w/HW Speculation • Key aspects of this design – Separate forwarding (result bypassing) from actual instruction completion Assuming instructions are executing speculatively Can pass results to later instructions, but prevents instruction from performing updates that can’t be “undone” – Once instruction is no longer speculative it can update register file/memory New step in execution sequence: instruction commit Requires instructions to wait until they can commit Commits still happen in order Reorder Buffer (ROB) Instructions hang out here before committing Provides extra registers for RS/RegFile – Is a source for operands Four – Instruction type Register number or store address – field • Holds value to write to register or data for store – Ready field Has instruction finished executing? Note: store buffers from previous version now in ROB Instruction Execution Sequence Issue Issue instruction if opening in RS & ROB Send operands to RS from RegFile and/or ROB • Execute – Essentially the same as before • Write Result – Similar to before, but put result into ROB • Commit (next slide) Committing Instructions Look at head of ROB • Three types of instructions – Incorrectly predicted branch Indicates speculation was Flush ROB Execution restarts at proper location – Store
• Three types of instructions – Incorrectly predicted branch Indicates speculation was wrong ROB Execution restarts at proper location – Store Update memory Remove store from ROB – Everything else Update registers Remove instruction from ROB – You will be using this tool after Spring Break Architecture similar to speculative Tomasulo’s Register Update Unit (RUU) Controls instructions scheduling and dispatching to functional units – Stores intermediate source values for instructions – Ensures instruction commit occurs in order! Needs to be of appropriate size Minimum of issue width * number of pipeline stages Too small of an RUU can be a structural hazard! Result bus could be a structural hazard UNIT 8 1. Explain in detail the hardware support for preserving exception behavior during Speculation. July 14) (June 2013) (June 2015) H/W Support : Conditional Execution Also as Predicated Execution Enhancement to instruction set Can be used to eliminate branches All control dependences are converted to data dependences Instruction refers to a condition Evaluated as part of the execution True? Executed normally False? Execution continues as if the instruction were a no-op Example :
The most effective and general methods for automatic translation are based on statistical machine translation models (Manning & Schütze, 1999). When translating a document or a web page, in contrast to a query, not only is ambiguity a problem, but the translated sentences should also be grammatically correct. Words can change order, disappear, or become multiple words when a sentence is translated. Statistical translation models represent each of these changes with a probability. This means that the model describes the probability that a word is translated into another word, the probability that words change order, and the probability that words disappear or become multiple words. These probabilities are used to calculate the most likely translation for a sentence Although a model that is based on word-to-word translation probabilities has some similarities to a dictionary-based approach, if the translation probabilities are accurate, they can make a large difference to the quality of the translation. Unusual translations for an ambiguous word can then be easily distinguished from more typical translations. More recent versions of these models, called phrase based translation models, further improve the use of context in the translation by calculating the probabilities of translating sequences of words, rather than just individual words. The probabilities in statistical machine translation models are estimated primarily by using parallel corpora. These are collections of documents in one language together with the translations into one or more other languages. The corpora are obtained primarily from government organizations (such as the Govt of India), news organizations, and by mining the Web, since there are hundreds of thousands of translated pages. The sentences in the parallel corpora are aligned either manually or automatically, which means that sentences are paired with their translations. The aligned sentences are then used for training the translation model. Special attention has to be paid to the translation of unusual especially proper nouns such as people’s names. For these words in particular, the Web is a rich resource. Automatic transliteration techniques are also used to address the problem of people’s names. Proper names are not usually translated into another
Goal / purpose of lesson Make explicit to the students the purpose of the lesson, what they will know by the end, etc High Order / Modelling (10-15mins) Extend to making sums of more than 2 rows of numbers, and more than HTO. Encourage and demonstrate beginning with the larger digit to add onto. Move into problem solving. Demonstrate and solve together. Set problem for class to solve. Give the opportunity to work in pairs. Application (20 mins) Children set to task as teacher observes, assesses & scaffolds as needed. Joint conceptualising / meaning making (10 mins) Discuss different strategies used by students Discuss different strategies used to solve problem with the understanding that there’s more than one way. Equipment/Resources needed in lesson Assortment of dice Numeracy Planner Week/Date: Big Idea:Place Value - Subtraction Focus/Goal of unit:Subtraction numeral, number Lesson Sequence Stage18 Stage19 Stage20 Stage21 Stage22 Low Order / Intro Activity (5-10mins) Dice rolling to make the largest 7 digit number. Whole class. Give out with 3 digit numbers on them and then have them get into order. Ordering 3 digit numbers see Stage 11 Mental subtraction from 10 Mental subtraction from 20 Goal / Purpose of lesson Make explicit to the students the purpose of the lesson,
Unit Rates Name: __________________________________ Date: ________________ 1. Harold bought 5 apples for $1.30. What is the unit price? 2. Allison’s car can drive 450 miles on just 12 gallons of gas. What’s the mileage per gallon? 3. The copier company supplies 16 reams of paper for $55.84. What is the price per ream? 4. Ashley 20 minutes typing a 3,000 word essay. What’s her speed in words per minute? 5. In his race, Speedy McGoo ran the 400 meter dash in 14.5 seconds. What is his speed in meters per second? 6. Jen’s Flower Shop sells flowers for $1.25 each. Mary’s Flower Show sells a dozen flowers for $15.48. Who has the best deal? 7. At Duckie’s Gas ‘n’ Stuff, Gatorade is sold in 4 different sizes as shown below. Which size Gatorade is the better deal? 8. Salvatore’s Spaghetti Sauce comes in four sizes of jars: a 12-ounce jar for $1.44, an 18-ounce jar for $2.34, a 36-ounce jar for $3.96, and a jar for $5.40. Which jar has the highest unit price? 9. Bags of Cat Cuisine come in four different weights shown below. Which bags have equivalent unit prices?
Rubric Rating/Score. Example “strongly agree”, “pass”, “meets”, etc. Rubric Rating/Score. Example “strongly agree”, “pass”, “meets”, etc. Rubric Rating/Score. Example “strongly agree”, “pass”, “meets”, etc. Total Number of Responses Percentage Meeting Targeted Performance Measure1: Brief description (N) (N) (N) (N) % Rubric Rating/Score. Rubric Rating/Score. Rubric Rating/Score. Total Number of Responses Percentage Meeting Targeted Performance Measure2: description (N) (N) (N) (N) % Rubric Rating/Score. Rubric Rating/Score. Rubric Rating/Score. Total Number of Responses Percentage Meeting Targeted Performance Measure3: Brief description (N) (N) (N) (N) % General Table Unit Mission TU2020 Division Goals Unit Goals Budget Measure 1 Brief Description of Measure Measure 1 Targeted Performance Level for Program Achievement Measure 1 Cycle Measure 2 Brief Description of Measure Measure 2 Targeted Performance Level for Program Achievement Measure 2 Collection Cycle
Group No : ………………………………………………………………………………………….. Marks Content Significance of the problem identified Discussion of the causes of the problems Quality of solution proposed Implementation plan Research evidence 3 6 6 3 4 22 Delivery Quality of presentation Aids Time management Spread of delivery across members Handling questions 1 1 1 1 4 Written Synopsis Structure and flow Clarity of expression Coverage of essential elements of proposal Correctness (Grammatical structures, typing errors stc) 1 1 1 1 4 Total 30 b.3 Term-End Examination (40) There will be a two hour written examination at the end of the term. Students will be given questions on the topics/themes covered during the course. Students will be required to answer any two. Each question will carry equal Marks.
Lectures Students attend one 2 hour lecture per week at the following time and location: TUESDAY 9.00am – 11.00am Wesfarmers Lecture Theatre Tutorials Students also attend one tutorial per week beginning in the second week of semester. Allocate yourself to a tutorial using the On-Line Class Registration (OLCR) system at http://leone.biz.uwa.edu.au/olcrstudent/ *Students enrolled in 2236 will write different tests, have a different final exam and undertake additional tutorial work. UNIT SCHEDULE WEEK DATE LECTURE VIDEOS Text Chapters 1 2 August Introduction: Organisations and managers including the management role in the organisation V1: Boost Juice 1 2 9 August Evolution of management theory – From the pyramids to Contingency theory, OL, MIS and Knowledge Management V2: Evolution of Management 4 3 16 August The impact of the external and internal environments on the organisation V1:Dinte Brothers 2 & 5 4 23 August Social responsibility & ethics V7: VEA - An Introduction to Business Ethics 6 5-6 Assignment 1 due Wednesday, 31 August BEFORE noon 30 August & 6 September Planning and Decision-Making; Introduction to Strategy, the strategic planning process & strategic capabilities V1: Stuck on You Stickers V6: CSR Demerger & Toyota Market Share strategy (Wiley TV - Strategy) 3 (pp. 69-84) 7 & 9 7 In class test 1 13 September Organising and structuring effective organisations, Test 1 V3: Organising - Raddison Manly Beach 10
Day-5 1. Organisational design. 2. Organisational structure. 3. Organisational culture. Lecture, discussion, and group work: Read the chapters from both text books. Group presentation Required Reading: As given above under 3c 4: Unit Resources 4a Lists of required texts/readings 4b Materials and equipment 4c Unit website 5: Assessment
DAY 1 SESSION 1 To understand the objectives and expectations of the course SESSION 2 To understand perspectives of public administration and analyze the pros and cons of each INTRODUCTION Briefing on the course objectives, assignments and evaluation INTRODUCTION AND APPROACHES TO PUBLIC ADMINISTRATION Introduction to Public Administration Managerial Approach Political Approach Legal Approach Lecture Discussion: “Which approach do you think could the best approach and why? Introduction: The Role of Public Administration in Governing B . G u y P e t e r s and J o n P i e r r e Rosenbloom page 13-27 SESSIONS 3-4 To understand the importance of State and Government THE STATE AND GOVERNMENT The Role of the State What does Public Sector/Government do? Lecture and discussions Hughes, Chapter 4 “The Role of Government” DAY 2 SESSION 1-4 To introduce the evolution of management thoughts and the participants with basic functions of management MANAGEMENT The Evolution of Management Thoughts. Different approaches to management Leaders and Managers Lecture and Discussions Refer: Robbins and Coulter, Part I
DAY 3 SESSION 1-2 To develop system approach in the decision making and strategic formulation process System Theory to Management Environment Assessment Lecture and Discussions Environment assessment Tools DAY 3 SESSION 3-4 To acquaint the participants on the critical role of State Bureaucracy The Role of Bureaucracy in Public Service Delivery Lecture and discussions Ferlie, E, Lynn L E. & Pollitt, C (2005), “Bureaucracy in the 21st Century”, Chapter 3. DAY 4 SESSION 1-2 To understand the importance of constitution, democracy and separation of power CONSTITUTION, DEMOCRACY AND SEPARATION OF POWERS Lecturer and Discussions Power point presentation notes DAY 4 SESSION 4-5 To explore emerging issues that are or will be facing the public services worldwide and critically assess these contemporary issues as they might apply to Bhutan PARADIGMS IN PUBLIC ADMINISTRATION AND MANAGEMENT Traditional Public Administration Model, New Public Management (NPM) and Governance Model and its implications on the service delivery Lecture/ discussions Hughes, Chapter 3, “Public Management” Polya Katsamunska, ‘Classical and Modern Approaches to Public Administration’ – Article Gernod Gruening, “Origin and theoretical basis of New Public Management”, International Public Management Journal 4 (2001) 1–25
DAY 5 SESSIONS 1-4 Participants are able to apply knowledge and skills of management/public administration in solving selected public issues/problems PRESENTATIONS AND DISCUSSIONS OF KEY PUBLIC ISSUES Presentations of different topics by the students on emerging public issues facing Bhutan As per the given guideline (Appropriate date shall be fixed for the presentation) 3d Required Reading: As above under 3c 4: Unit Resources 4a Lists of required texts/readings
Sessions 1 – 7 15th Feb. 2016 . 1. What is organisational behaviour? 2. Diversity in organizations. 3. Attitude and job satisfaction. Lecture, discussion, and work: Text book “Organisational Behaviour” 8th edition, Stephen P. Robbins and “Organisational Behaviour” 7th edition, Robin, Judge, Millett, Boyle. Group work: “My Best Manager.” Sessions 8 – 14 16th Feb. 2016 1. Personality and values. 2. Emotions and moods. 3. Perception and individual decision making. 4. Motivation. Lecture, discussion, and group work: Read the chapters from both text books. Group work “Crocodile River Story.” Sessions 15 – 22 17th Feb. 2016 1. 2. Team 3. Communication. Lecture, discussion, and group work: Read the chapters from both text books. Group work: “The Island.” Sessions 23 – 32 18th Feb. 2016 1. Leadership. 2. Conflict. 3. Negotiation. Lecture, discussion, and group work: Read the chapters from both text books. Exercise: “Moon explorer problems.”
Sessions 33 – 39 19th Feb. 2016 1. Organisational design. 2. Organisational structure. 3. Organisational culture. Lecture, discussion, and group work: Read the chapters from both text books. Group presentation 4: Unit Resources 4a Lists of required texts/readings
5 Emission Spectra Presentation A: Slides Practice Questions 33-37 Practice Questions 60-64 6 Photoelectron Spectroscopy Presentation A: Slides Practice Questions 38-43 Practice Questions 65-69 7 Quantum Numbers Presentation A: Slides Practice Questions 44-57 Practice Questions 70-85 8 Quantum Theory & Periodic Law Presentation B: Slides 4-24 Practice Questions 86-91 Practice Questions 96-100 9 Stability Presentation B: Slides Practice Questions 92-95 Practice Questions 101-104 10 Atomic Radii Quiz 2 Presentation B: Slides Practice Questions Practice Questions 129-133 11 Ionic Radii & Electronegativity Presentation B: Slides Practice Questions Practice Questions 134-140 12 Ionization Energy Presentation B: Slides Practice Questions Practice Questions 141-146 13 Metallic Character & Ionic Charge Presentation B: Slides Practice Questions Practice Questions 147-152 14 Experimental Design Activity Quiz 3 Experimental Design Activity 15 Experimental Design Activity Experimental Design Activity 16 Review MC/FR 16 Test Test
there was no evidence the strike leaders were encouraging insurrection or revolution Bloody Saturday Justified OR Not Justified the mayor issued a ban on demonstrations and meetings; protesters attacked a train and set it on fire the police charged the protesters and fired on an unarmed crowd; the police were the aggressors Federal government conducts a series of raids across the country on a series of homes of know agitators and offices of radical organizations Justified OR Not Justified the government was taking precautionary measures as they feared a revolution the government was abusing its power and attempting to limit and restrict its opponents Anglo-Saxon union leaders arrested were given jury trials while foreign born leaders faced deportation hearings before the Immigration Board of Inquiry Justified OR Not Justified Canadian or British born leaders had a right to a but foreign born leaders did not the foreign born leaders were being discriminated against because of their ethnic background Foreigners arrested during Bloody Saturday were deported Justified OR Not Justified the foreigners who participated in the demonstration violated the ban on meetings and as a result lost their right to remain in Canada the foreigners were being discriminated against Federal government introduced Section 97 of the Criminal Code which identified an unlawful association and used it to prosecute members of the Communist Party, radicals and union leaders Justified OR Not Justified the general strike demonstrated to the federal government that some radicals and union leaders pose a threat to government the government is abusing its power to destroy opposition from left wing parties or groups and unions #Justified #Not Justified Discussion
Aftermath and Significance Activity: Women’s Rights Women’s Rights - Criteria for Historical Significance Inquiry Question: event – provincial vote, federal vote, Persons Case - was the most significant for the development of women's rights during the Interwar Period? Event: Prominence or Importance at the time Immediate Recognition Was it noticed at the time as having importance? Duration/Length How long did the change exist or last? Consequences Magnitude of Impact How profound or deep was the impact? Did it result in dramatic or changes?
B.PS.01.01exhibit selected behaviors which exemplify some of the personal/social character traits of responsibility, best effort, and cooperation in isolated settings. LWBBAT: To work in groups no matter who may be in the group and communicate among them. Observation Oral Exam, Show me. Technology The only way I used technology in this unit was to look up information to help me get different ideas. Technology in the physical education classroom can be used, but at time you are limited to what your school can provide for you. Where I am at right now, there is no technology for use in the gym. There is a projector, so I could have used that to display a football skill, but with just 45 min classes I feel as though that would almost be wasting time. The students are already excited to start playing so I defiantly have their interest. I have and will use technology when I go to enter all the students’ scores for fitness testing, but we do not have the program up and running for that yet.
5 B2 1.Demonstrate abilities with algebraic equations Quiz – 10 simple questions 5 only numerical 5 word questions Game – pg. 349 Decks of cards making algebraic problems 10 decks of cards Quiz - photocopied Quiz 6 B1 1.Express how to graph orders pairs. Intro: Game – Dice to 100 Sit in groups, with one die per group. Go around the circle rolling the die until someone rolls a 6. That person starts writing numbers to 100 while counting out loud until someone else rolls a 6. This keeps going until someone reaches 100. Body: Review graphing ordered pairs - what do they know? X and Y values X and Y values Origin 2 dimensions vs 3 dimensions Making dot to dots Worksheets from sample unit by Jennifer Johnson pgs. 13-15 Closing: Make their own dot to dot – Jennifer Johnson pg. 16 Dice for each group Sheets photocopied 7 B1 1.Demonstrate linear relations graphically and through an algebraic equation Intro: trade homework in groups of 3. Make a graph from one partner’s points, while using the graph to make a table of values. Body: Discuss related points and unrelated points. The previous exercise had no defined relationship. Sheets photocopied Exit slip prepared Exit slips Homework to share
Unit Plan Template Subject: Level: Time Frame: Big Ideas: Content and Context: What essential questions will be considered? (Questions that might spark student interest/ engagement in the topic?) What understandings are desired? (Unit understandings) Students will understand that … What key knowledge and skills will students acquire as a result of this unit? Students will know … Students will be able to … Core Competencies (Perhaps previous thought of as skills) Thinking/Communication/Personal Teaching strategies: Formative Assessment (What are the students doing and teacher doing to Summative Assessment (Student demonstration of learning, snap shot):
Orthopedically Impaired: Deaf-Blind: Injury: Established Medical Disability (0-5 years) : Advanced Learners: GATE: Other (specify) : Identify the typical developmental needs of students at this grade level: Resources: Talk with CMT; review coursework in Educational Psychology; Foundations of Education; Language, Culture & Literacy; Teaching and Learning in the Classroom; Social Cultural Foundations () TPEs 6, 8 How will you learn about all your students? Include strategies to collect student information about advanced, English Language Learners, Special Needs. How might this information influence your instructional planning? Class (all students): Advanced: EL: SN: Explain how this information will influence planning. Classroom Environment Classroom Physical Description: (Include/attach room layout, seating plan…) Scope and Sequence (At least 4 Weeks) Instructional Resources (Materials, Classroom, Facilities, Staff…) Day 1 K-12 SACS: Lesson Objectives: Instructional Strategies and Student Activities: Day 1 Day 2 K-12 SACS: Lesson Objectives: Instructional Strategies and Student Activities: Day 2
Implementation Individual assessment; paper and pencil; teacher corrects with an answer key Individual assessment; paper and pencil; teacher corrects with an answer key Individual assessment; paper and pencil; teacher corrects with an answer key Individual assessment; paper and pencil; teacher corrects with an answer key Feedback Strategies Tell students of scores and inform students of correct and incorrect items Inform students of correct and incorrect items Inform students of correct and incorrect items Inform students of correct and incorrect items Informing Instruction To determine what needs to be reviewed and where to begin teaching To determine who has learned the material presented To determine who has learned the material presented To determine the level of each student’s achievement toward the goals
UCA MAT Lesson Plan – DAY 1 Grade Level: Subject: Date/Day: Topic/Period: Frameworks Objectives(TESS - 1c) Essential Question(s) (TESS 1a) List (multiple) of content representation (TESS – 1b) Materials (TESS – 1d) List (multiple) means of expression (TESS – 1b) Differentiation for diverse learners (TESS – 1b) List (multiple) means of engagement (TESS – 1b) Pre-assessment [and describe how your assessment aligns with your objective(s)] (TESS – 1f) Instruction (TESS – 1e) Formative Assessments (TESS – 1f)
UCA MAT Lesson Plan – DAY 3 Grade Level: Subject: Date/Day: Topic/Period: Frameworks Objectives(TESS - 1c) Essential Question(s) (TESS 1a) List (multiple) means of content representation (TESS – 1b) Materials (TESS – 1d) List (multiple) of expression (TESS – 1b) Differentiation for diverse learners (TESS – 1b) List (multiple) of engagement (TESS – 1b) Pre-assessment [and describe how your assessment aligns with your objective(s)] (TESS – 1f)
Instruction (TESS – 1e) Formative Assessments (TESS – 1f) Introduction (prior knowledge, motivate learners) Content Exploration Guided Practice Independent Practice Closure Extension Post-assessment [and describe how your assessment aligns with your objective(s)] (TESS – 1f) UCA MAT Lesson Plan – DAY 4 Grade Level: Subject: Date/Day: Topic/Period: Frameworks Objectives(TESS - 1c)
To achieve a pass grade the evidence must show that the learner is able to: To achieve a merit grade the evidence must show that, in addition to the pass criteria, the learner is able to: To achieve a distinction grade the evidence must show that, in addition to the pass and merit criteria, the learner is able to: P1 Explain the features of a relational database M1 Explain referential integrity and the purpose of primary keys in building the relationships between tables D1 Discuss how potential errors in the design and construction of a database can be avoided P2 Design a relational database for a specific need P3 Create and populate a database M2 Import data from an external source P4 Create features in data entry forms to ensure validity and integrity of data P5 Perform queries multiple tables and multiple criteria M3 Export data to an external source P6 Include an advanced feature in a database design M4 Implement an automated function P7 Test a relational database D2 Evaluate a database against the specific need Scenario: You have been asked to computerize a veterinary practice. They are still using paper for most of their records. After discussing their requirements you have decided to implement a database in MS Access. You have been given copies of their paper records (on wiki under Unit 18) and a file of their current customers (Customer text File on wiki Unit 18). You have agreed to provide the following main functions: Adding and editing animals and owners Making appointments Recording treatments and prescriptions Printing prescriptions Printing a bill for the consultation, treatments and drugs Creating mailing lists for reminder letters of annual check ups A user interface will be provided hides and protects the database structure from the end user, as well as being easy to use All data entered by the user should be validated prior to being saved in the
Witness Statement Learner’s name: Qualification: BTEC Diploma in ICT Unit number and title: Unit 19: Computing in the Workplace – Assignment 4 Social Media Description of activity undertaken (please be as specific as possible) Using the Computer rooms learners will set up and configure social media and communication technologies to enable the delivery of a project. Assessment criteria (to which the activity provides evidence) P4 – Prepare and set up at least five different social media and communication technologies. P5 – Use at least five different social media and communication technologies to improve the delivery of a project. P6 – Explain how each social media and communication technology has been used to improve the delivery of the project. M4 - Prepare and set up at least one interconnected system that uses two or more technologies. How the activity the requirements of the assessment and grading criteria, including how and where the activity took place Location: T104-T208 Criteria ACTIVITY Completed Date P4/P5 Prepare, set up and use at least five different social media and communication technologies. Use the 5 social media and communication technologies to help you improve the delivery of your project. P6 Explain how your 5 social and communication technologies have been used to improve the delivery of the project. M4 Provide evidence of how you have set up and used one interconnected system that uses two or more technologies. Include at least one interconnected system that uses two or more technologies. Witness’s name: Tom Worgan Job role: Lecturer Witness’s signature: Date:
Grading Criteria Task Grading criteria Deadline 1 Describe the type of business, purpose and ownership of two contrasting businesses P1 1 Describe the different stakeholders who influence the purpose of two contrasting businesses P2 1 Explain the points of view of different stakeholders seeking to influence the aims and objectives of two contrasting organisations M1 1 Evaluate the influence different stakeholders exert in one organisation D1 2 Describe how two businesses are organised P3 2 Explain how their style of organisation helps them to fulfil their purposes P4 3 Describe the influence of two contrasting economic environments on business activities within a selected organisation P5 3 Compare the challenges to selected business activities within a selected organisation, in two different economic environments M2 4 Describe how political, legal and social factors are impacting upon the business activities of the selected organisations and their stakeholders P6 4 Analyse how political, and social factors have impacted on the two contrasting organisations M3 4 Evaluate how future changes in economic political, legal and social factors, may impact on the strategy of a specified organisation D2
Measure the mass of the potato chips next lesson. Questions a hypothesis (what you think will happen and why) List the ways you have made it a fair test What variables have you controlled? What variable have you changed? Why did we seal the with a bung? How could you make your results more reliable? Results Concentration of sugar solution (%) Mass at start (g) Mass at end (g) Change in mass (g) % change in mass 0 20 40 60
What is the relationship between these newly formed segments and the angle bisector? Now using your compass measure the length of segment DC. Using this length, construct two circles, one with a center at D and one with a center at C. What do you notice about the intersection points of the constructed circles? Define: Perpendicular Bisector The perpendicular bisector of segment AB is the line _______________________________ to AB and passes through the _______________________________ of AB. Example 2 You will need a compass and a straightedge Based on what we did in Example 1, experiment with your construction tools to determine the procedure to construct a perpendicular bisector.
In 4-5, find the measure of the missing (labeled) angles. Show all work! 4. 5. Lesson 9: Solve for Unknown Angles – Auxiliary Lines Opening Exercise Using your knowledge of parallel lines, answer the following: 1. What is the measure of ABC?
A receiving process extracts the messages from its message queue, and handles each one accordingly. Compared to the basic message-passing model, this paradigm provides the additional abstraction for asynchronous operations. To achieve the same effect with basic a developer will have to make use of threads or child processes. The Publish/Subscribe Message Model: In this model, each message is associated with a specific topic or event. Applications interested in he occurrence of a specific event may subscribe to messages for that event. When the awaited event occurs, the process publishes a message announcing the event or topic. The middleware message system distributes the message to all its subscribers. The publish/subscribe message model offers a powerful abstraction for multicasting or group communication. The publish operation allows a process to multicast to a group of processes, and the subscribe operation allows a process to listen for such multicast. Remote Procedure Call: As applications grew increasingly complex, it became desirable to have a paradigm which allows distributed software to be programmed in a manner similar to conventional applications which run on a single processor. The Remote Procedure Call (RPC) model provides such an abstraction. Using this model, interprocess communications proceed as procedure, or function, calls, which are familiar to application programmers. A remote procedure call involves two independent processes, may reside on separate machines. A process, A, wishing to make a request to another process, B, issues a procedure call to B, passing with the call a list of argument values. As in the case of local procedure calls, a remote procedure call triggers a predefined action in a procedure provided by process B. At the completion of the procedure, process B returns a value to process A. RPC allows programmers to network applications using a programming construct similar to the local procedure call, providing a convenient abstraction for both interprocess communication and event synchronization. Since its introduction in the early 1980s, the Remote Procedure Call model has been widely in use in network applications. There are two prevalent APIs for Remote Procedure Calls. The Open Network Computing Remote Procedure Call, evolved from the RPC API originated from Sun Microsystems in the early 1980s.
Name:_______________________ College Algebra Unit 1 – Standard 2 Day Learning Target Assignment 1 Identify parts of coordinate plane and find slope. Worksheet #1 2 Write linear equations using point-slope form. Worksheet #2 3 Write linear equations using slope-intercept form and vertical and horizontal lines. Worksheet #3 4 Write linear equations using standard form. Worksheet #4 5 Graph linear equations using x and y intercepts. Worksheet #5 6 Write equations of parallel and perpendicular lines. Worksheet #6 7 Write linear equations given graph. Worksheet #7 8 Review 9 Review 10 Unit 1 – Standard 2 Test This is an outline. The assignments/quizzes/tests are subject to change College Algebra Name_____________________ Unit 1 – Standard 2 Coordinate Plane and Slopes - Notes Day 1 Learning Targets: Students will be able to identify the parts of the coordinate plane and graph ordered pairs. Students will be able to find rate of change and identify different types of slopes and find the slope given two coordinate points using the slope formula. Warm Up: 1) Label all the parts of the coordinate plane below. Can you identify the x-axis, the y-axis, the origin, and each quadrant?
3) Classify each pair of equations as representing lines that are parallel, perpendicular, or neither. a. b. c. d. 4) Write the slope-intercept form of an equation of the line passing through the given point (2,3) and parallel to 5) Write the slope-intercept form of an equation of the line passing through the given point (6,4) and perpendicular to 6) Write the slope-intercept form of an equation of the line passing through the given point (-8,4) and perpendicular to ASSIGNMENT #6: Worksheet #6 College Algebra Name_____________________ Unit 1 – Standard 2
Name:_______________________ College Algebra Unit 1 – Standard 3A Day Learning Target Assignment 1 Determine if equations are linear functions. Use vertical line test to identify functions. Evaluate linear functions. Find domain and range. Worksheet #1 2 Determine if equations are linear functions. Use vertical line test to identify functions. Evaluate linear functions. Find domain and range. Worksheet #2 3 linear functions by hand. Worksheet #3 4 Graph linear functions by hand. Worksheet #4 5 Graph linear functions by calculator. Worksheet #5 6 Graph linear piece-wise functions by hand. Worksheet #6 7 Graph linear piece-wise functions by hand. Worksheet #7 8 Review 9 Review 10 Unit 1 – Standard 3A Test This is an outline. The assignments/quizzes/tests are subject to change College Algebra Name_____________________ Unit 1 – Standard 3A Linear Functions - Notes Day 1 LINEAR FUNCTIONS Learning Targets: Students will be able to solve applications of linear equations. Function: A relation in which each element in the domain corresponds with exactly one element in the range. (i.e. x-values DO NOT repeat)
Sociology/Sociolinguistics Theoretician Mediator Practitioner Table 2: Areas of Linguistics Theoretical linguistics Interdisciplinary linguistics Applied linguistics Phonology, Morphology, Syntax & structural grammar, Semantics, Historical linguistics. Psycholinguistics, Sociolinguistics, Pragmatics, Discourse analysis, Computational [and corpus] linguistics. Applied Linguistics to language education, Applied linguistics to foreign language education, Translation studies, Lexicography. Task 4: Now look at another way of categorizing of linguistic study and think about the differences with the categorisation in Table 2. Table 3: Ways of Studying Language Synchronic study of language Diachronic of language Study of the formal properties of language. Study of meaning in and/or through language. The study of the use of language (by users / in texts). The history of language. The study of language birth, death, development and change over time. Psycholinguistic study of language: Language acquisition Psycholinguistic study of language: The development of cognition / knowledge How language is acquired by human beings. How language is learned by groups or individuals. How language competence and literacy are developed. How bilinguals or plurilinguals function. The operations of the mind/brain and the body. How information is stored and retained. How meaning is perceived and transmitted. Language and the affective domain / emotion. Sociolinguistic study of language: Language use Sociolinguistic study of language: Language in society How language is used by social agents/subjects/individuals. How language operates in different sociocultural contexts. Regional and social varieties of language. Attitudes to language. Conflict over language(s).
Attachment E Peer Review Feedback Form for Annual Assessment Reports and Presentations Unit: Report Year: Not Able to Rate (NR) Beginning Meets Expectations Best Practice Overall Rating Not Able to Rate Unit objectives are measurable. Unit objectives routinely shared with staff/faculty. Not Able to Rate At least two specific measures of approved unit objectives are identified with one being a direct measure. At least two direct measures are used to assess each unit objective. Rubrics are provided for each measure. Data collection for at least one measure occurs annually. Not Able to Rate Collected data are aggregated for a majority of the unit objectives annually. Aggregated data are analyzed in a systematic manner to evaluate prior actions to improve unit activities. A schedule is established to measure/collect data on all unit objectives within a six-year timeframe. Collected and aggregated data are linked to specific unit objectives. 14 Not Able to Rate Relevant staff/faculty received annual assessment results. Staff/faculty synthesized results from multiple measures to form specific conclusions about assessment of unit objectives. Relevant staff/faculty met to discuss assessment results in depth. Specific conclusions unit activity made based on assessment results. At least one action is identified to
Quadratics Unit Test Review I. Factoring problems – GCF, difference of 2 squares, Easy Case, Hard Case Factor each quadratic expression (you do not have to “solve for x”) 1. 4x2 – 22 2. 12x2 + 28 3. 6x2 -24 4. 3x2 – 15x – 42 5. x2 – 100 6. 25x2 – 9 7. 2v²-7v-4 8. 3x2+13x+10 10. 4x2 – 25 11. 49x2 – 36 12. x2 – 10x + 21 II. For each quadratic equation, solve for the zeros (x-intercepts), and identify the vertex, and the y-intercept. Then sketch a graph of each function. 17. x2 + 15x + 26 = 0 18. x2 – 4x – 32 = 0 21. 64x2 – 1 = 0 22. 10x2 – 20x -80 = 0 23. 20x2 – 45 = 0
c) When is the ball 42 feet off the ground? (Hint: Once going up, and once coming down.) 41. The Widget Company’s monthly profit, P, is given by the function P = -10x2 + 220x – 50, where x is the price of each widget the company sells. What is the maximum monthly profit the company can make? How much would the company need to charge for each widget in order to make the maximum profit? What would their monthly profit be if they set the price of widgets at $9.00? 42. Consider the graph of a quadratic function with x-intercepts at (-5,0) and (3,0) that opens upward. Does the graph contain a minimum or maximum? ________ What is its location? two different functions that both have x-intercepts at (-5,0) and (3,0) and that open upward.
I. Iranian Demographics and Background Terms to Consider: Theocracy Theocratic republic Nomadic pastoralism Central Asia Caspian Sea Persia Shi’a Islam (Shiite) Sunni Islam Farsi Turkic Azeri Baha’i Zoroastrianism Developing nation Modernization Traditional values Twelver Shi’ism Twelfth Imam Ayatollah Cleric Guiding Questions: 1. How does Shi’ism differ from Sunni Islam? How do these beliefs influence the government structure of Iran? 2. What accounts for Iran’s rather unusual population pyramid? How do the age demographics of Iran compare against other countries within our case studies? II. Iranian Political History Terms to Consider: Achaemenid Empire Cyrus the Great Hellenism Alexander the Great Islam Umayyad Caliphate Abbasid Caliphate Safavid Empire Ottoman Empire Qajar Empire Constitutional Revolution Guardian Council Pahlavi dynasty Reza Shah Shah-in-shah Muhammad Reza Shah SAVAK Cold War Oil production National Muhammad Mosaddeq Nationalization Tudeh Operation Ajax CIA / MI6 Westernization Secularization Revolution Pahlavi Foundation Ayatollah Ruhollah Khomeini Revolution of rising expectations 1979 Hostage crisis Prime Minister Bazargan Iran-Iraq War Cultural Revolution Ayatollah Ali Khamenei Guiding Questions: 1. Describe the role of religion in the justification of political authority throughout Persian history. How has it changed over time? How has it stayed the same? 2. What are the historical roots for Iranian suspicion and distrust for secularization and Westernization? How has that suspicion influenced recent Iranian policy? III. Iranian Political Institutions Terms to Consider: Supreme Leader Guardian Council Assembly of Religious Experts Expediency Council Sharia Faqih Jurist Majlis Vetting
Cyberclub Design Requirements Checklist Follow these requirements to complete your Cyberclub: Develop a clear goal: Think of what the point of your club is and what you want your club to accomplish. That is your goal. Write it out in one or two sentences. (Use the Design Your Cyberclub handout to help you develop your goal.) Your Cyberclub needs to have the following: Create a name for your group’s Cyberclub down the URL for your Cyberclub: ________________________________________________ Edit your Information to encourage people to become club members 1st topic on discussion forum related to Cyberclub’s goal 2nd topic on discussion forum related to Cyberclub’s goal Write a Text Box message 1st link to a on web related to Cyberclub’s goal (links can be on the discussion forum) 2nd link to a place on web related to Cyberclub’s goal 3rd link to a on web related to Cyberclub’s goal 1st image related to Cyberclub’s goal (this can be in the discussion forum) 2nd image related to Cyberclub’s goal From hosting a gathering: 1st activity for club members to help accomplish Cyberclub’s goal. Include one communication tool in this activity 2nd activity for club members to help accomplish Cyberclub’s goal. Include a different communication tool in this activity from that in the 1st activity. Make your Cyberclub interesting! You want to get people to visit your Cyberclub and to participate in the activities.
___ _ Positive correlation Negative correlation Give an example of a positive correlation ____ Give an example of a negative correlation. Draw a picture illustrating what you should understand about correlation and causation (big point…what do you need to know about these two) Illusory correlation What does this concept help explain? Why? What do we (humans) do when given random data? Why? Experimentation Experiment Why must psychologists experiment?