zilongwang/ReadingBank huggingface dataset:
1 The learner will know about using money in the workplace The learner must know: Assessment Requirements Evidence Location 1.a A situation where money is used in the workplace Learners should indicate a situation where money is used in the workplace. The following assessment methods can be used in the assessment of this standard: tasks/questions and answers questions and answers discussion or pictorial information This list is not exhaustive and other appropriate assessment methods may be used. 1.b Different coins up to £2 Learners should indicate a minimum of three different coins up to £2. 1.c The order of coins up to £2 Learners should order a minimum of three different coins up to £2. 2 The learner will be able to take part in an activity using money in the workplace The learner must be able to: Assessment Requirements Evidence Location
2.a Take part in activities using money in the workplace: a) Calculate the cost in pence of more than one item b) Calculate the change from a c) Calculate the cost of more than one item in whole pounds d) Calculate the change needed in whole pounds e) How a minimum of two different amounts can be made up using a selection of coins The following assessment method must be used in the assessment of this standard: Observation of learner practical ability The following assessment methods can be used in the assessment of this standard: Written tasks/questions and answers Oral questions and answers Group discussion Written or pictorial information This list is not exhaustive and other appropriate assessment methods may be used. At this level, it is imperative that learners only work under close supervision for all tasks. Final Tutor Feedback (Strengths and Areas for Improvement):
Name _____________________________________ Goods and Services Poster Rubric CATEGORY 4 3 2 1 Points Awarded Goods Identification Six goods were displayed accurately. Four to five were displayed accurately. Two to three goods were displayed accurately. One good was displayed accurately. Services Identification Six services were displayed accurately. Four to five services were displayed accurately. Two to three services were displayed accurately. One service was displayed accurately. Organization The ideas and details are presented in logical order. The ideas and details are mostly presented in logical order. The organization is not clear in some places. There was little or no organization. Conventions There are no errors in grammar, punctuation, capitalization, and spelling. There are one to two errors in grammar, punctuation, capitalization, and spelling. are three to four errors in grammar, punctuation, capitalization, and spelling. There are five errors in grammar, punctuation, capitalization, and spelling. Neatness The poster is readable, neat, and attractive. It is free of erasures and crossed-out words. The poster is readable, neat, and attractive. It may have one to two erasures, but they are not distracting. The poster is readable. It may have three to four erasures, but they are not distracting. The poster is readable. It looks likes some parts were done in a hurry. Somewhat distracting. Completed on Time Student had poster completed by due date. Student had poster completed by one day after due date. Student had poster completed two days due date. Student had poster completed three days after due date. Comments: ____ /24 Grade ____
Data Descriptors Graphic Organizer Instructions: Number the data descriptors in of preference in the second column. In the third, provide your rationale for the ordering. Data Descriptors Number in order of preference Rationale Abilities Interest Knowledge Skills Work Context Work Values
If a message is required with your request, type it in the message box underneath. Note: not all practices switch this feature on, so there may not be a message box. Then click “Submit request”. Note: when you’ve confirmed a request, you can’t cancel or change it from Patient Access, so check your request carefully before submitting it, otherwise you’ll need to contact the practice directly if you need to make any changes. When you go back to the homepage, under ‘Repeat prescriptions’, you’ll see that each medication you requested has a status beside it: If the status is ‘Requested’, this means that your request has been sent to the practice and is waiting for the practice to take action. If the status is ‘Accepted’, this means that the practice has accepted your request, but you might need to wait another two working days before you can collect your prescription. Note: different practices have different waiting times, so contact your practice if you need more information. If the status is ‘Rejected’, this means that the practice can’t give you the requested medication. Contact your practice for more information. How to view your medical record 1) On the homepage, under “Medical record”, click on “View my medical record”.
Understanding the "Tender data" section The "Tendering Data" section allows you to review the key information from the Call for Tender. 1) Select "Tendering data" from the navigation tree. The screen shown in below displays the following information: Internal Data. This is the identification of the Call for Tender Procurement Project. Contains the details of the CfT Contracting Authority. Shows the details of the Contracting Authority that published the CfT Conditions of participation. Lists the main requirements for this Call for Tender Tendering milestones. The most important dates for the CfT Certificate Information. The details of the certificate to ensure the security of the tender Identification of the Tenderers Create Tenderer All tenders need to have a Tenderer who is the principal responsible to the eyes of the Contracting Authority. The main tenderer can be in form of a consortium or a company if the company is bidding alone. 1) Select " Tenderer" under "Identification of Tenderer" from the Navigation tree 2) Click on Button "Add new Party". Note: There can only be only one "Main Tenderer" per Tender 3) Fill-in the required information that appears on the different tabs. Note: Only fields with a star (*) are required.
Sign preparation report The tender preparation report * produced in the "Consolidate tender documents" needs to be signed by the Economic Operator representative, to certify that the content to be sent to the Contracting Authority is complete. The report can be signed in 2 ways with: 1) Blue-ink signature (sign by hand and scan the signed document) or 2) Electronic signature, through an electronic signature The following subsections show how to do both actions. * For the explanation of the tender report layout see Annex A. Understand the tender preparation report for details Blue-ink signature In order to apply a blue-ink signature to the preparation report, you need to execute the following actions: 1) Print the preparation report 2) Manually sign the printed report 3) Scan the signed report so you can add it to the tender as explained in the section 6.2.3 Attach the signed preparation report Electronic signature If you prefer to sign the preparation report electronically, you need the following : A card reader A smart card with a qualified certificate SSCD (e.g. a Belgian e-ID) Ad-hoc software to use your card (e.g. e-ID viewer from the Belgian government) e-Submission provides a tool to e-Sign tenders in accordance with the Directive 1999/93/EC of the European Parliament and of the Council. However, you can use a third-party tool to e-Sign the tender as long as is it makes use of a qualified electronic certificate referred to in the Trusted List provided for in the Commission Decision 2009/767/EC2. If you choose to use the tool provided in e-Submission, you need to follow the next 1) Click on "Sign Electronically the Preparation Report", the application will open a window in your browser to allow you to sign the document 2) On the web application you need to execute the following: PKCS#11: Choose the option if you have a card reader driver compatible with this standard. See your card reader specifications.
Click on the arrow to obtain the drop-down menu. From perusing the categories, it’s obvious that many businesses receive assistance. A number of the business names end with “Ltd.” There are too many values to display in this filter box. If there is a particular company or organization of interest, then you can search the original table, and then return to the pivot table to plug the names into the search box that you see in the screen grab above. Select “Ltd.”, the acronym for the designation limited. Once you’ve made the selection, in this case the companies with the “Ltd.” suffix, select the OK tab. ACOA hands out most of its money to businesses with the “Ltd” suffix as in the form of unconditionally repayable contributions. If you’re happy with this result, you can give the pivot table a specific name, and return to your original table to build another one. Or if you wanted to perform some math on the values such as percent of total, or year-to-year changes, you could use the paste-special option that we learned in to create a table in a new worksheet. You could also add one more variable to the pivot table’s “Values” section. In this case, we can COUNT the number of recipients. Drag project number into values, and format it as a number with no decimal places. To the right of each year, and the grand total, the pivot table has added a column that COUNTS the number of recipients. In 2016, 57
Keeping your medical aid information updated Once you have obtained the latest Medprax schemes file (SCH005.prx), save it to the correct location for Elixir to import From your Elixir main screen, select tools: import :Medprax options and press the <enter> key Your Elixir Medprax import screen is displayed. Complete your Medprax import as you normally by selecting your options on the start button Troubleshooting When you come across a situation you are unsure of, try these handy troubleshooting tips. Problem Resolution The healthbridge message statuses in your account transactions screen do not match those in your Healthsuite 3 message centre. Contact your support representative. You receive the following error message: Unable to connect to Healthsuite (code 02). Please restart Healthsuite This means that Healthsuite 3 is not running and needs to be started. To do this: Double click on the Healthsuite 3 shortcut on your desktop: Once it has opened, your healthbridge username and system password in the appropriate fields and click on ok. You cannot find the Healthsuite window to maximise You may have clicked on exit Healthsuite 3 will not close, but will only be seen as an icon next to the time on the taskbar, double click on this icon to open Healthsuite at any time
3.a When you are required to pay for different modes of public transport Learners should identify when you are required to pay for different modes of public transport The following assessment methods can be used in the assessment of this standard: Written tasks/questions and answers Oral questions and answers Group discussion Written or pictorial information This list is not exhaustive and other appropriate assessment methods may be used. 3.b Examples of reduced fares available to people travelling on public transport Learners should give examples of reduced fares available to people travelling on public transport 3.c A journey where a fare has to be paid Learners should undertake a journey where a fare has to be paid Further information for Tutors/Assessors 3.a When: e.g. when boarding a bus, before boarding a train at a mainline station, at the end of a taxi journey, topping up an oyster card in London etc. A minimum of two examples should be given. 3.b Reduced fares: e.g. child fares, young persons rail card, senior citizen fares, bus passes etc. 3.c Journey: the learner should be able to name the destination, pay a fare and receive their ticket. Simulated journeys are not permitted. 4 The learner will know how to travel safely on different modes of public transport The learner must know: Assessment Requirements Evidence Location
Submitting your claims via healthbridge Creating your claims Double click on the Healthsuite 3 icon on your desktop The login screen displays Type in your healthbridge username and password on the ok button The Healthsuite 3 home page opens. Minimise this screen, ensuring that Healthsuite remains open and running in the background Login to Med-e-Mass+ Capture the line items for the claim as normal Exit the account transactions screen If you are not logged into Healthsuite 3, you will be able to send your claims via healthbridge Sending your claims You are now ready to send your claims to the medical aid. You will have direct access to the medical aid processing systems and receive an immediate response. Once you have created a claim and exited the account transactions screen a window will open with the following options: Send now: Submits a claim immediately Close: Saves the claim in a to be sent status in Med-e-Mass+, from where it can be sent later
Ensure that the global suspense account check box for each of your suspense accounts is ticked. You can do this by opening the account details window for each and clicking on the options tab Manual matching If, after completing the Steps described in Step 4: Match RA above, the RA is still in a not matched status the RA will need to be matched manually. This does not mean that the entire RA must be manually matched It is good business practice to back up your system before you continue to reconcile your RAs You will be able to tell whether the RA has been matched or not by the status. If, after clicking on proceed, the status of the RA still reads as not matched please follow the Steps as outlined below to match the payment to the claim. Select the RA that did not match completely Press <F8> The RA account details window will open Refer to the M column. All payments matched to claim lines will have a blue tick in the column Select a payment that could not be matched <F5> The account payment details window will open
on step 3 of 3: Send RA to PMA to complete the automatic reconciliation process in your PMA Sent to PMA This RA has been sent to your PMA for automatic reconciling Healthsuite 3 RA centre action colours Red – Take action in Healthsuite 3 You have not completed all the steps in Healthsuite 3 to prepare this RA for automatic reconciliation Purple – Take action in your PMA You have not completed all the steps in your PMA to automatically reconcile this RA Green – No action required You have taken all the steps necessary. Your RA is now reconciled Blue – Resolved You have marked this RA as resolved
Fund type OU Attribute of a Project to identify the funding nature as Operating, Research or Trading within the Untied or Tied categories above Uni Source 001 Attribute of a Project to identify the funding source Uni Project Manager 0166 Attribute of a Project to identify who is sent the monthly project report Uni Project Group CFWD Attribute of a Project used by Grants Uni Account Type 10 Attribute of a Natural Account to identify the type as Profit & Loss or Balance Sheet Uni Acct Class 10 Attribute of a Natural Account to identify the type as Revenue, Expense, Asset, Liability or Equity Uni Acct Category 10 As above but further breaks down the Balance Sheet categories into Current and Non Current Uni Acct Group 010 As above but further breaks down the Revenue & Expense categories e.g. Salaries vs. Non Salaries Uni Acct Sub Group 010 As above but further breaks down the Revenue & Expense categories e.g. CGS Business Level 1 20000 Attribute of a Cost Centre to provide Organisation structural groups at the highest level Business Level 2 26000 Attribute of a Cost Centre to provide Organisation structural groups at the next of detail (Faculty/Portfolio level) Business Level 3 26400 Attribute of a Cost Centre to provide Organisation structural groups at the next level of detail (School/Division level) Business Level 4 26410 Attribute of a Cost Centre to provide Organisation structural groups at the lowest level of detail (Cluster/Cost Centre level) YFS Level 1 1000 Attribute of a Natural Account to identify the type according to new internal reporting requirements YFS Level 2 1010 As above but further breaks down the categories e.g. Academic vs. Non Academic YFS Level 3 1011 As above but further breaks down the categories (intended to be Financial Statement Notes level of detail)
discussion Written or pictorial information This list is not exhaustive and appropriate assessment methods may be used. Mapping: MSS1/E3.7 MSS1/E3.8 3.d Read and measure capacity using standard and nonstandard units to the nearest labelled and unlabelled division 4 The learner will be able to recognise shape, positional vocabulary and space The learner must be able to: Assessment Requirements Evidence Location 4.a Sort 2-D and 3-D shapes according to properties (side length, angle, line of symmetry) The following assessment methods can be used in the assessment of this standard: Observation of learner practical ability Written tasks/questions and answers Oral questions and answers Group discussion Written or pictorial information This list is not exhaustive and other appropriate assessment methods may be used. Mapping: MSS2/E3.1 MSS2/E3.2 MSS2/E3.3 4.b Identify perimeter of simple shapes 4.c Understand and use straightforward vocabulary related to shape, for example, side, length, angle, line of symmetry 4.d Follow directions using positional vocabulary, including the four compass points
Major, significant, and minor changes are all considered normal changes and require case-by-case approval for implementation. Standard changes have the smallest scope and lowest impact of any change and are therefore pre-approved as a matter of policy. They meet the following essential criteria: Routine with low risk. Frequently performed. Easy to implement. Simple to back out. Well documented. Do not require case-by-case review. Pre-budgeted. Involved a material change to a CI. As noted above, provisioning falls under the category of a standard change. A comparison of the steps in processing normal and standard changes is pictured in Table 2. Table 2. Comparison of Normal and Standard Change Processes Normal Changes Standard Changes Configurations are baselined for normal changes Baselining is not needed for standard changes Normal and standard changes require formal requesting, logging, and tracking. Normal changes are classified on a basis. Classification is for standard changes Normal changes are approved on a Standard changes are pre-approved. Normal changes require individual development and testing. Standard changes are effectively and tested. Normal and standard changes are released according to established release policies and procedures. Normal and standard changes are validated and reviewed according to established validation and post-implementation review policies and procedures. defined
How the 34 themes sort into the four domains of leadership strength: Executing Influencing Relationship Building Strategic Thinking Achiever Arranger Belief Consistency Deliberative Discipline Responsibility Restorative Activator Command Communication Competition Maximizer Self-Assurance Significance Woo Adaptability Developer Connectedness Empathy Harmony Includer Individualization Positivity Relator Analytical Context Futuristic Ideation Input Intellection Learner Strategic When a team is well-rounded, it is made-up of individuals with complementary talents. Here’s how a well-balanced team achieves results: Leadership Strength Domain How Members with This Leadership Strength Contribute to Team Results The Risks of Gap/Absence of Strengths EXECUTING Take action Drive implementation Ensure team is responsible for outcomes Steadfast and hard working Incompletion and poor quality: Missed deadlines and inability to complete projects leads to stagnation, financial losses and team frustration. INFLUENCING up and ensure the team’s needs are heard Take charge when needed Confident; conveys assurance and strength of team Compelling and persuasive Impact of team degraded/ impact weakened: Inside the organization the team’s relevance and impact is not understood or seen as less important than others. RELATIONSHIP BUILDING Builds trust Fragmentation and personal goals trump organizational goals: Without
Name___________________________________________________ Period _____________________________Date_____________________ Rubric for Using Student Assessment Data Project Task Description: Create an instructional tool based on the STAAR® Student Report and with the assistance of Texas Essential Knowledge and Skills (TEKS) for Grade 3 and STAAR® Third Grade Reading Assessment handouts. The instructional tool should consist of three to four strategies/concepts related to the TEKS and reading categories. Your project should include: An analysis of the data on the Reading Reporting Categories Understanding Across Genres Understanding/Analysis of Literary Understanding/Analysis of Informational Texts Correlation of the Reading Reporting Categories to specific grade TEKS Three to four strategies/concepts to increase student’s reading performance Criteria Weight Exemplary - 4 Accomplished – 3 Developing - 2 Beginning – 1 Quality of Analysis and Instructional Tool 25% Directly relevant Supporting details specific to categories Somewhat relevant Some details are to the categories Remotely related Details do not support categories Totally unrelated Unable to find specific details Correlation of TEKS 25% Good correlation; TEKS are logically placed Correlation of TEKS is somewhat inadequate Some correlation of TEKS Poor correlation of TEKS; no logical connection Strategies and Concepts 25% Strategies/Concepts are aligned and varied (3-4) Some strategies/concepts are aligned and varied (2) One strategy/concept is aligned and varied No strategies/concepts are included in project Grammar, Usage, Mechanics, and Spelling 25% No errors One-two errors More than two errors Numerous errors which distract from understanding Assignment Score ______________ + Beyonder/Bonus ______________ = Final Score ________________
Out-of-school youth determined to be deficient in basic skills must be post-tested at least once prior to the one-year anniversary date of the youth’s first WIA youth funded service, or at exit (whichever is earlier), to determine whether the youth made an EFL gain. You may be asked to prescreen customers and refer only those meeting certain criteria (i.e. scoring 9th grade or higher on the D Level test). Follow the normal test instructions and administer the Locator test first. If the Locator test shows the customer will need to be tested using the E or M level Survey, then the customer does not meet the referral criteria. There is no need to administer the D Level test. Tracking Assessment Service in TWIST Record the assessment service each time the customer is pre or posted with TABE. Tracking assessment ensures the scores are included in the common measures for the appropriate performance period. Enter the Service Category 2-Assessment/Case Management and enter Service code Objective Assessment. Assessment is a one-day service. Enter the start and planned end dates to occur on the same date. Recording TABE Scores in Enter scale scores, not grade equivalency levels, in TWIST within 24 hours of test completion. The scale score is the primary score for TABE and is used to compute and derive all other scores, including grade levels. Steps for recording TABE scale scores in TWIST: From Menu Selections, select Assessment to access the Testing tab. In the Testing screen, right click to Add a new test record. The test detail screen will open. Enter the Test Date. From the Pre/Post dropdown menu select the appropriate category. Select options Testing or 6-Unable to Test when appropriate and document the justification in Counselor Notes. Customers who Refused Testing or who were Unable to Test are not excluded from the literacy and numeracy gains measures. From the Category dropdown menu, select “ABE”. From the Test dropdown menu, select the appropriate test administered. Note: The TABE Form field is only applicable when TABE 7-8, 9-10 has been selected. Select the appropriate Functional Area.
5. B height …………………………………………………………………………………… weight …………………………………………………………………………………… blood pressure  …………………………………………………………………………….. heart rate …………………………………………………………………………… body fat percentage …………………………………………………………………… Resource 2 Vocabulary barbell treadmill dumbbells rower
Ta̱ in deri tɔw kä mat kɛ jɛ kɛnɛ muktäpdun Mi ci myCAV du lɛp, deri kɛ mat kɛnɛ muktäpdun. Kuany ciöt du cueec nhial kä wɛbthaay mi göri ɣö nɛni tɛ ca gɔrpiny tɔ. Kuany min nyoth Link to an organisation (Mat kä muktäpkä) kä Actions list (Tɛ ca gɔr tɔ). Gɔr ciöt muktäpkä min göri bi mat kɛnɛ mi dɔŋ, kä kuany ɣö Search for your association (Gör muktäpdun). Mi ci ciöt muktäpkä dun nɛnɛ, kuany ciot dɛ. Kuany OK (Gɔa ɛ) mi ca ji thieec i ɛ thuɔk ɛ puc Are you sure you want to link the association as secretary? (Jin nhɔki ɣö de muktäp mat thin jin ram in la ŋɔaak a gɔrpiny?). Bɛ te kɛ riät mi bi nɛn mi lar ɣö ba̱ kɔ jɛ loc ji mi ca tɔw kä du mat kɛnɛ muktäp. Mi göri we kä myCAV, kuany ɣö Return to myCAV (Loc ni jɔk kä myCAV) rɛy kä min ca gɔr.
Bɛ te riät mi jiök ji mi te ciöt ɛmɛ thin kiɛ thiɛlɛ jɛ. Duŋ dɛ ɣö (Note): Mi thiɛlɛ ciöt ɛmɔ, bi ciöt mi dɔŋ dhil gör. cäŋ e mat kɛ nɛmɛ. Jäk ni thurɛ ni ŋut ni kun kɛ ciöt muktäpkä dun min pay mat kɛ rɛy intɛrnɛtkä. Kuɛn ŋut kɛnɛ tin de ji käp thin mi ci kɛ töl, kuany Agree (Ɣää) kɛnɛ Next (Wer nhiam) kä bi yiöw yuɔr piny.
Using Pebblepad to complete your assignments: The first thing you need to do is access the two workbooks you need to submit. To do this from the homepad page click the menu button in the top left button of the homepad page. This will open up a drop down menu. Then select “I would like to view my” Then choose resource centre: This will load up you pebble plus area. From there click on “the for me” button: From there you will be shown the resources for your module. Double click on the resource to open it. You will receive a message stating that the workbook will be auto-submitted, don’t worry this just means the workbook will automatically save to the system. Click on continue and the file will load. Afterwards, the file will be stored in your asset store and you can access it by viewing your asset store. As you work through the workbooks, you will find areas greyed out that you cannot work through. This is because your placement supervisor will be required to fill out the box and sign off that you have completed the required work. When you get to this point you need to notify your supervisor. They will then be able to login and complete the feedback. Viewing Tutor feedback. On the homepage you have a side that says you need to know, in there you will be notified in the following way, whenever anyone has provided feedback:
44A Prescribed persons not to be involved in firearms dealing business 16B(1)(d)(iii) 50 Acquisition of firearms 16B(1)(d)(iii) 50A Unauthorised manufacture of firearms 16B(1)(d)(iii) 50B Giving possession of firearms or firearm to unauthorised persons 16B(1)(d)(iii) 51 Restrictions on supply of firearms 16B(1)(d)(iii) 51A Restrictions on acquiring firearms 16B(1)(d)(iii) 51B Supplying firearms on an ongoing basis 16B(1)(d)(iii) 51D Unauthorised possession of firearms in aggravated circumstances 16B(1)(d)(ii) 51E Use of pistol fitted with magazine 10+ capacity 16B(1)(d)(i) 16B(1)(d)(ii) 62 Shortened firearms (possessing) 16B(1)(d)(ii) 16B(1)(d)(iii) 64 Use firearm under influence of alcohol/drugs 16B(1)(d)(i) 16B(1)(d)(ii) 16B(1)(d)(iii) 66(b) Possession of firearm with altered or defaced identification 16B(1)(d)(ii) 74 Use of firearms in breach of firearms prohibition order 16B(1)(d)(i) 16B(1)(d)(ii) 16B(1)(d)(iii) SHOW CAUSE OFFENCES UNDER THE WEAPONS PROHIBITION ACT 1998 Section Offence Show Provision under the Bail Act 2013 20 Weapons dealing, manufacturing without permit (military style weapon is included in the definition of prohibited weapon) 16B(1)(e)(iii) 23A(2) Breach of restrictions on sale of military weapons 16B(1)(e)(iii) 23B Selling prohibited weapons (includes military style weapon) on an ongoing basis 16B(1)(e)(iii) 25A(2) Unauthorised manufacture of prohibited weapons 16B(1)(e)(iii) 34 Selling in breach of prohibition order 16B(1)(e)(iii) Section 16B of the Bail Act 2013 (1) For the purposes of this Act, each of the following offences is a show cause offence:
How best to use the special keys on keyboard 1. To type the first letter of a word or sentence with a capital Hold down the SHIFT key and type the letter, then let go of the SHIFT key. 2. To type a whole word or sentence in capitals the Caps Lock key once (a light comes on) this turns ON the lock and all letters will be in capitals if you also hold down the SHIFT key it overrides the Caps Lock and those letters will NOT be capitals Press the Caps Lock key again to turn OFF the lock (the light turns off) 3. To type in numbers more quickly. On most keyboards there is a separate number keypad on the right. Press the Num Lock key once (a light comes on) this turns ON the lock so that the number key pad works There are also arithmetic keys for + add - subtract * multiply / divide And there is an extra Enter key 4. To delete a character in your document When the cursor is after the text you want to delete, press the Backspace Delete Key When the cursor is before the text you want to delete, press the Delete Key 5. To move the cursor around in your document Use the Cursor(arrow) Keys: ← move 1 character to the left → move 1 character to the right ↑ move up 1 row ↓ move down 1 row Home move to the start of the row End move to the end of the row Page Up move up one screen Page Down move down one screen
The measurement tool is at the top. If you click on it . . . . . . You can click on the “Miles” drop down box and change it to whatever measurement type you want. Then you can draw a line between two points . . . . . . and it will give you the length in whatever scale you selected. The next important section is the “Camera” section. “Camera tilt” is how far from perpendicular the image is. Why is this important? The greater the angle, the greater the distortion of the image will be. This is very important if you are making measurements. The greater the angle, the lower the accuracy of your measurement will be. “Camera Focal Length” (180mm in this case) is the size of the lens the astronaut used to take the photograph. “Quality” is the amount of cloud cover. “Nadir” is the spot directly under the spacecraft. There is a huge amount of statistical data under “Nadir” that may, or may not be important to your study. FINDING IMAGES USING THE CLICKABLE MAP Go back to Find Photos and select the “Clickable Map.” Click on some place on the map you want to visit. I clicked on a spot near Massachusetts, and this came up. If you messed up . . . Click on the “Adjacent Map” tool until you get where you want to be. When your happy with the general location, click on the exact spot on the map where you want to go, and this comes up: Find what you want. Everything after that is the same as using “Search Image Features.”
These styles were provided with the starter solution and are located in the DefaultStyle.xaml resource file. XAML <Button x:Name="ButtonZoomIn" Style="{StaticResource ButtonZoomInStyle}" HorizontalAlignment="Left" VerticalAlignment="Top" Height="56" Width="56" Margin="8,180,0,0" Click="ButtonZoomIn_Click" /> <Button x:Name="ButtonZoomOut" Style="{StaticResource ButtonZoomOutStyle}" HorizontalAlignment="Left" VerticalAlignment="Top" Height="56" Width="56" Margin="8,260,0,0" Click="ButtonZoomOut_Click" /> To test the results, press F5 and click the zoom-in and zoom-out buttons. Figure 8 Zoom out Figure 9 Zoom in In the next step you’ll center the map to your geographic location. Since this lab works with the emulator, you don’t have a real GPS device. So you’ll have to pre-define your geographic location using latitude and longitude coordinates. Note: You can determine your geographic location by browsing to , set your location, and then copy the Latitude and Longitude coordinates from the address bar. In the MainPage.xaml.cs, add a new static, read-only field of type System.Device.Location.GeoCoordinate, called DefaultLocation, and set it with a new instance using your latitude and longitude coordinates. This will be your current location. C# private static readonly GeoCoordinate DefaultLocation = new GeoCoordinate(47.639631, -122.127713);
Worksheet and each student writes her individual results on the whiteboard in an appropriately labeled column. For a 30-student class there will be 30 sample proportion values for each of the sample sizes. Collecting this data provides an opportunity for students to participate in an example of obtaining repeated samples. Calculating the proportion of ‘6’’s rolled for each of the sample sizes helps to reinforce the idea of a sample proportion being a random variable whose value changes from sample to sample. the individual sample proportions have been calculated and the results copied onto the white board, ask students to input the class data into the Class Data Table on the Activity Worksheet. III. Analyze the Data Figure 1 provides example class results. On this class day, 27 students participated in producing the example data set. Stem-and-leaf plots have been constructed for the proportions of dice landing on ‘6’ for each of the 3 sample sizes. By examining the class data and answering a series of questions, students will begin to discover properties of the distribution of a sample proportion. Stem-and-Leaf Plot for sample sizes of n=10 Frequency Stem & Leaf 4.00 0 . 0000 .00 0 . 6.00 1 . 000000 .00 1 . 13.00 2 . 0000000000000 .00 2 . 4.00 3 . 0000 Stem width: .10 Each leaf: 1 case(s) Stem-and-Leaf Plot for sample sizes of n=20 Frequency Stem & Leaf .00 0 . 4.00 0 . 5555 5.00 1 . 00000 4.00 1 . 5555 8.00 2 . 00000000 1.00 2 . 5 5.00 3 . 00000 Stem width: .10 Each leaf: 1 case(s)
References 1. Guidelines for Assessment and Instruction in Statistics Education (GAISE) Report, ASA, Franklin et al., ASA, 2007 . 2. Adapted from: Gabrosek, J., Stephenson, P., and Richardson, M. (2007). How LO can you GO? Using the Dice-Based Golf Game GOLO to Illustrate the Sampling Distribution of a Sample Proportion. Mathematics Teacher, Volume 101, Issue 7. 3. Assessment questions taken from: Utts, J. and Heckard, B. (2007). Mind on Statistics, 3rd Edition. Thomson. Using Dice to Introduce Sampling Distributions Activity Sheet Suppose that you were to roll a regular six-sided die a large number of times. What proportion of the rolls will land with a ‘6’ on the up-face? p = ______________. Individual Data Table Use two decimal places. 10 Trials 20 Trials 60 Trials Number of Rolls Resulting in 6 Proportion of Rolls Resulting in 6 Copy your sample proportions (use two decimals) onto the white board in the appropriately labeled column. Input the class proportion of rolls resulting in a ‘6’ into the Class Data Table. Class Data Table Class Proportion of Rolls Resulting in a ‘6’. Sample n = 10 n = 20 n = 60 Sample n = 10 n = 20 n = 60 1 16 2 17 3 18 4 19 5 20 6 21 7 22
(Code Snippet – Using Push Notifications – MainPage.xaml.cs – Subscribe toNotifications call) C# SubscribeToNotifications(); The locations to add this code snippet are the following: In the ConnectToMSPN function, in the try between “SubscribeToService();” and “Dispatcher.BeginInvoke();” C# if (null != httpChannel) { Trace("Channel Exists - no need to create a new one"); SubscribeToChannelEvents(); the URI with 3rd party web service"); SubscribeToService(); to the channel to Tile and Toast notifications"); SubscribeToNotifications(); Dispatcher.BeginInvoke(() => UpdateStatus("Channel recovered")); } In the httpChannel_ChannelUriUpdated function, between “SubscribeToService();” and “Dispatcher.BeginInvoke(…);” C# void httpChannel_ChannelUriUpdated(object sender, NotificationChannelUriEventArgs e) { Trace("Channel opened. Got Uri:\n" + httpChannel.ChannelUri.ToString()); Dispatcher.BeginInvoke(() => SaveChannelInfo()); Trace("Subscribing to channel events"); SubscribeToService(); SubscribeToNotifications(); Dispatcher.BeginInvoke(() => UpdateStatus("Channel created successfully")); }
Using a Social Story or Visual Rule Supporting sharing, waiting and turn-taking skills through the use of visual rosters Visual behaviour reminder cues: Use visual reminder cards for expected behaviour on the playground. The reminder cards are attached to a keyring / lanyard which a teacher or SSO can use when on the playground to indicate quickly what is expected. Photographs of the actual school activity are more useful than clip art
(Save your work and save often!!) Delete the sentence – We let them in our house. Delete the word seven and change to 7. the changes and document. Hit the RETURN button twice to begin a new paragraph. Click CLICK SAVE AS – The rest of my life Type this text:
network. You can send a message from your computer to another computer anywhere in the world and will arrive almost immediately, going through many different networks the process. the information you send does not travel in a single piece as it might through the standard mail instead, it is broken down into smaller digital information. As with a cellphone, the information send is fragmented into tiny pieces and then reconstructed once it’s reached its destination. Along your message comes other information, for instance about ordering, or how the message should be restructured to make sense to the reader. Your message will also include more basic data about where it came from and where it is supposed to go. and the Internet require many high‐tech and complicated pieces to run properly, but known as a router is a key instrument that keeps information being sent from one computer to going along the correct pathway. The Internet also relies on telephone wires and satellite links for information sharing. It’s important to note that for the Internet to work as it does, many have to agree to work with one another. The Internet is really a collection of networks working together toward a goal of allowing information to be shared. Name: _____________ Date: _______________________ 1. What are two examples of technology that send information over long distances? A the human eye and computers B government officials and computers C cellphones and the human eye D cellphones and computers 2. What does the author compare to cellphones in this passage? A The author compares companies to cellphones. B The author compares engineers to cellphones. C The author compares computers to cellphones. D The author compares cellular networks to cellphones. 3. A cellphone sends and receives information in a speedy way invisible to the human eye. What evidence from the passage supports this statement? A When a person speaks into a cellphone, his or her voice is broken down and reassembled over a radio link, so the person on the other end instantaneously hears what is said. B When computers first showed up around 1941, they were used to transmit sensitive information across geographical spaces by the military because of worries government officials had. C Although people may take for granted the ease with which they can pass along information through computers, many forces are at work to make computer communication more reliable.
After selecting the file, you will then be presented with the CPS Device Test Settings screen. This screen allows you to assign the devices to your students. You can use the default “Auto-Assign” settings, or you can change which clicker ID is tied to which student, just as long as each ID is unique and only used once. After clicking “Next”, you’ll then see the test administration screen (Figure below). The top row shows all of the eInstruction devices, with the unique clicker ID up at the top. The bottom number within these boxes represents the question the student is currently on. The rows of numbers at the bottom of the screen indicate the overall progress with the test. Each row represents a different student, and the bars going across are segmented by the number of questions on the test. When a bar reaches 100%, that student has finished answering all the questions. To begin administering the test, click “Start”. Note that there is a timer function as well which can be used to automatically stop the test after a certain amount of time has passed. Example: Student with Clicker #1 has just answered Question #5, and it’s a 10 question test, hence the 50% progress for Clicker 1 at the bottom of the screen. After you click “Stop” to stop testing, you’ll see the following prompt: If you answer “Yes”, you can then proceed to upload the results to your SchoolObjects site. Below is the “Upload Results” screen of the
Telecommunications Skills: Using Email Email Assessment Rubric Excellent (4) Good (3) Fair (2) Poor (1) Greeting, closing, and signature block Student has included all components of a professional greeting, closing, and signature block. Student has included most components of a professional greeting, closing, and signature block. Student has included some components of a professional greeting, closing, and signature block. Student has not included components of a professional greeting, closing, and signature block. Effectiveness of message The main of the email was stated clearly and emphasized; message was succinct. The email was somewhat effective; the main point was stated, though maybe not emphasized. The email was ambiguous or left the audience wondering what to do next. The did not state a main point or message. Ideas are fully formed Ideas within the email are developed and clear to the reader. Ideas within the email are somewhat developed and clear to the reader. Ideas within the email are incomplete or unclear to the reader. Ideas within the email are not developed. Organization and clarity Student email is organized and clearly conveys all ideas. Student email is somewhat organized and conveys most ideas. Student email requires additional organization and attention to detail. Student email is not organized and does not convey ideas. Vocabulary and language choices Choice of vocabulary is professional and appropriate to a message for the audience (teacher). Words chosen reinforce a professional image of the student. Choice of vocabulary is somewhat professional and appropriate to a message for the audience (teacher). Words chosen somewhat reinforce a professional image of the student. Choice of vocabulary to be improved so that it is professional and appropriate to a message for the audience (teacher). Some slang or simplistic words should be replaced. Choice of vocabulary is not professional and appropriate to a message for the audience (teacher). Slang or simplistic words replace those that would better represent the student. Grammar, spelling, capitalization, and punctuation There are no grammar, spelling, capitalization, or punctuation errors. There is one grammar, spelling, capitalization, or punctuation error. There are two grammar, spelling, capitalization, or punctuation errors. There are more than two grammar, spelling, capitalization, or punctuation errors.
On the red sign below which says “Tap to add Journey Steps?” If it says “no journey steps to display”, Select the Plus sign (+) on the top Search the address from and to Save at the top to add to your claim. Return to location by choosing the option below “Return to start address” Or add new journey by clicking on the plus sign (+) at the top After entering all your journey, Click on the back button by the side of the “Business Mileage AFC”. Save your Journey on the top right to add to your overall claim. Check and Pay This item will work the same as on the PC More This item contain My Details Default mileage Item My Company Policy Version Logout
hand, students now tend to be comfortable with (though not necessarily good at) using IT as part of their learning plan. These changes to our learner profiles have encouraged us to reflect on the appropriateness of the way in which we teach our discipline and to actively seek out methods that could enable us to enhance the experience of learning Economics for our students. The purpose of this short case study is to profile how LiveEcon can be used in the classroom to improve the way Economics is learnt, following extensive evaluation and development of the package at the University of Aberdeen. LiveEcon has been used both at Intermediate undergraduate level (these students had already taken a Principles level course in macroeconomics) and at conversion postgraduate level (typically these students had not had any or much prior exposure to Economics) over several years. One main purpose of introducing LiveEcon into the curriculum at the University of Aberdeen was to help students overcome a common barrier to the enjoyment of Economics, namely lack of confidence with mathematics. Many students today have, not just a lack of confidence with, but a fear of anything remotely quantitative. This may be due to negative prior experiences of mathematics (at school, for example), or a lack of repeat exposure to key techniques over a significant time period (as the school curriculum becomes thinner and more modular). Moreover, quantitative methods are not taught as part of many business degrees, so one cannot rely on students having this prerequisite. By Intermediate level, however, it becomes increasingly hard to teach effectively the complex and interrelated systems that characterise the macro economy without recourse to mathematics. Using LiveEcon was seen as a useful tool to smooth the transition to using these more sophisticated techniques – allowing the student to get to the understanding of macroeconomic policy without grinding through so much math. Moreover, the fundamentally visual and dynamic presentation embodied in LiveEcon sat comfortably with students' increased confidence with such an electronic medium. Introducing LiveEcon into the curriculum was achieved at several levels. First, the LiveEcon "tutorials" were used as a more modern form of "pre-reading" to support lecture, seminar or tutorial activity and encourage students to gain some familiarity with the key ideas before entering the classroom.
division: § Section. (a) subsection – lower case letters (1) subdivision – Arabic numbers (A) paragraph – upper case letters (i) subparagraph – lower case Roman numerals (ii) (I) clause – case Roman numerals (II) By default, Microsoft Word attempts to create an outline or numbered list if you begin a paragraph with a numeral or an enclosed letter. This can be very frustrating as it attempts to format the following paragraphs according to its default list format. When working with bills, it is recommended that you turn off the automated list function. The settings for this are in the Options under the File tab. Go to the File tab and select ‘Options’ at the bottom of the list in the left margin. When the Options dialog box appears, select ‘Proofing.’ You will then see a button for ‘AutoCorrect Options.’ Click on this button and then look for the tab for ‘AutoFormat.’ In the first section under this tab, un-check the boxes for ‘Automated bulleted lists’ and for ‘List styles.’ (And while you are at it, you should make sure that the box to replace “Straight quotes” with “smart quotes” is checked.) In addition, you will need to look at some settings under the “AutoFormat As You Type” tab in this same window.