zilongwang/ReadingBank huggingface dataset:
Before starting each task, you MUST be sure that you fully understand ALL of the relevant content associated with that task. You MUST also be clear about the nature of the evidence you need to produce for each task. All tasks MUST be handed in by the deadlines set. Grading Criteria Task Grading criteria Deadline 1 Describe the recruitment documentation used in a selected organisation P1 2 Describe the main employability, personal and communication skills required when applying for a specific job role P2 2 Assess the importance of employability, and personal skills in the recruitment and retention of staff in a selected organisation M2 3 Describe the main physical and technological resources required in the operation of a selected organisation P3 3 Explain how the management of human, physical and technological resources can improve the performance of a selected organisation M1 4 Describe sources of internal and external finance for a selected business P4
3. Name the type of symmetry the name OTTO has? Determine whether the following examples have point symmetry. State Y or N. ______4. F ______5. Z ______6. S ______7. T ______8. N ______9. _______10. _____11. Lesson 8: Compositions of Rigid Motions 1. When performing a composition transformation, which transformation must be completed 1st?
Unit Plan and Pacing Guide Unit 2 The Reformation[s] and Religious Wars ASSIGNMENTS DAY ONE The Crisis of Catholicism and Luther’s Reformation Kagan, Chapter 11 p.353-363 (Tetzel, “Grace Through the Sale of Indulgences) (Luther, “Ninety-five Theses”) DAY TWO Luther’s Reformation (Continued) (Luther’s Writings on the New Testament) (Erasmus, “On the Freedom of the Will”) DAY THREE The Radical Reformers Kagan, 363-373 (Calvin, “On Predestination”) DAY FOUR Calvinist Theology and the Kagan, 373-384 /Multiple Choice Quiz (Excerpts) (Acts of the Council of (Spiritual Exercises of Ignatius Loyola) DAY FIVE The Tudors and the English Reformation Kagan, 384-400 (Henry VIII, Defense of the Seven Sacraments) (Act of Supremacy) (Knox, First Blast of the Trumpet) (Martyrdom of Thomas Cranmer) (Elizabeth I, Act Against Jesuits and Seminarists) DAY SIX Religious Wars Kagan, 400-414 369-376 (Edict of Nantes) DAY 7 ASSESSMENT MULTIPLE CHOICE TEST/DBQ/FRQ ALL ASSIGNED WORK IS DUE-Tentative October 9th Terms in Spiral Notebook All Readings with Headings and Questions Answered (binder) Religious Map (See Below) Core Structure Sheets (Choose 3) Study Guide Completed Organized Binder
Elements show gradual changes in certain physical properties as one moves across a period or down a group in the periodic table. These properties repeat after certain intervals. In other words they are ____________________________. Periodic properties include: 1. 2. 3. 4. 5. Elements are arranged by increasing __________________________________________________. Groups Periods Group Number Name Characteristics Metals Metalloids Non-Metals
Station 1 Name the constant. Name the variable. Graph this pattern on the Cartesian plane. Station 2 Create a table of values. Write an expression for the nth term. Name the constant. Name the variable. 2.4.2: Exploring Patterns (continued)
Use the outline or chart provided in the organization and planning page to plan the paragraph before writing it. Question: To what extent did the Treaty of Versailles satisfy each of the Big Three leaders? Objectives Satisfied Not Satisfied Wilson League of Nations established self-determination in Eastern Europe (Poland, Czechoslovakia, Yugoslavia) disarmament (military restrictions) most of the Fourteen Points were ignored or rejected only the defeated powers were disarmed Britain refused to accept freedom of seas Britain, France, Belgium refused to allow self-determination to their colonies Anschluss was denied Senate refused to accept the treaty or join the League of Nations Fourteen Points repay war loans resume the free flow of trade and maintain robust economy did not want to cripple Germany Clemenceau Article 231 disarmament (military restrictions) Alsace-Lorraine returned received German colonies received Saar coalfields for only 15 years Rhineland only demilitarized not an independent country reparations not high enough national security remove military threat reparations financial compensation for damages revenge and punishment Lloyd George reduction of the German navy received German colonies did not support League of Nations opposed reparations too high ensure security of sea lanes to its empire reduce German navy did not want to cripple Germany Question: Explain the reasons for the failure of the League of Nations. Reason Explanation
Learning outcomes Assessment criteria Evidence type Portfolio reference Date 1.3 Describe specified methods of providing physical security for ICT systems: – access control devices (eg locks, biometric controls, CCTV) and their configuration – limiting visibility of data (eg by positioning of monitors, using encryption) – shielding (eg cable screening, Faraday cages) – types and appropriate uses of access records and authorisations – how to allocate access authority. 1.4 Describe relevant organisational security procedures 2 Apply security measures 2.1 Configure and apply specified security tools to identify and prevent breaches of security, such as: – internal system tools (eg passwords and permissions, malware scanning, firewall, VPN, authentication and encryption facilities) – external tools (eg access control devices). 3 Monitor security procedures 3.1 Assist in ensuring compliance with organisational security procedures, including: – participating in security audits – gathering and recording information on security – initiating suitable actions to deal with identified breaches of security. B026690 – Specification – Level 2, Level 3 and Level 4 Diplomas in Professional Competence for IT and Telecoms Professionals (QCF)– Issue 2 – May 2011 © Edexcel Limited 2011 219
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a Place single drops of iodine solution in rows on the tile. b Label a test tube with the pH to be tested. c Use the syringe to 2 cm3 of amylase into the test tube. d Add 1 cm3 of buffer solution to the test tube using a syringe. e Use another syringe to add 2 cm3 of starch to the amylase/ buffer solution. Start the stop clock and leave it on throughout the test. Mix using a plastic pipette. f 10 seconds, use the plastic pipette to place one drop of the mixture on the first drop of iodine. The iodine solution should turn blue-black. Squirt the rest of the solution in the pipette back into the test tube. g Wait another 10 seconds. Then remove a second drop of the mixture to add to the next drop of iodine. h Repeat step g the iodine solution and the amylase/ buffer/ starch mixture remain orange. i You could prepare a control drop for comparison with the test drops. What should this contain? j up how many iodine drops you have used, each one equals 10 seconds of reaction time. k Repeat the whole procedure with another of the pH buffers or pool your results with others in your class. l Collect repeat data if there is time. m Plot a graph of time taken for starch to break down against pH. OR Calculate the rate of the reaction by calculating 1 ÷ time. Plot rate of reaction against pH. Results
Example 2 Listed below are other useful properties we’ve discussed that will be used in proofs. Property / Postulate In Words Statement Addition Postulate Equals added to equals are equal. Subtraction Postulate Equals subtracted from equals are Multiplication Postulate Equals multiplied by equals are equal. Division Postulate Equals divided by equals are equal. Partition Postulate The whole is equal To the sum of its parts. Substitution A quantity may be substituted for an equal quantity. Reflexive Anything is equal to itself The two most important properties about parallel lines to remember: 1. 2. Homework
Prove the two triangles are . Step 3: Identify the corresponding sides and angles. Step 4: What is true about and ? Step 5: What types of angles were formed when the angle bisector intersected ? What does this mean about the angle bisector? Once we triangles are congruent, we know that their corresponding parts (angles and sides) are congruent. We can abbreviate this is in a proof by using the reasoning of: CPCTC (Corresponding Parts of Congruent Triangles are Congruent). To Prove Angles or Sides Congruent: Prove the triangles are congruent (using one of the above criteria) States that the angles/sides are congruent because of CPCTC. To Prove Midpoint/Bisect/Perpendicular/Parallel: the triangles are congruent (using one of the above criteria) State that the necessary angles/sides are congruent because of CPCTC.
1. Find the perimeter of . 2. Find and label all of the missing sides and angles. 3. WX is a mid-segment of , YZ is a mid-segment of and BX = AW. a. What can you conclude about and ? Explain why. b. What is the relationship in length between YZ and AB? Lesson 11: Points of Concurrency Opening Exercise The midpoints of each side of have been marked by points X, Y, and Z.
Opening Exercise Complete the below to summarize what we did in Lesson 11. Circumcenter has been filled in for you. Point of Concurrency Types of Segments What this type of line or segment does Located Inside or Outside of the Triangle? Circumcenter Perpendicular Bisectors Forms a right angle and cuts a side in half Both; depends on the type of triangle Incenter Centroid Orthocenter Which two points of concurrency are located on the outside of an obtuse triangle? What do these types have in common? Example 1 A centroid splits the medians of a triangle into two smaller segments. These segments are always in a 2:1 ratio.
Given: is the median of , Prove: Homework 1. In the figure pictured, DF = 3, BF = 14, and GF = 8. Find the lengths of: CF EF AF 2. In the figure at the right, GF = 2x - 1 and AF = 6x – 8. Find the length of GA.
Questions of consequence: What are the causes of the problem and what are the effects? Questions of policy: What should be and can be done this problem? This should give them a good map of each argument. We will also discuss claims and evidence, of course. Steps to Synthesis and Evaluation Use the Stases (facts, definitions, causes, solutions, etc.) to establish points of intersection between the texts (may need to infer connections, and do this through role playing or “author interviews”.) Use problem definitions, claims and evidence, and “framing” to establish points of intersection Form clusters of points Use an anchor text (Noah, Edsall) to establish points of connection Use your work establishing points of intersection connection to create an “argument grid” that displays authors’ positions and helps see the “big picture.” Establish “maps” of author positions that reveal relationships Create a synthesis tree – use this to locate splits between positions and within shared approaches. Locate major and minor splits. In groups role play authors or do pretend “author interviews,” with group representing author.) Sample Synthesis Tree What is the problem? Disproportionate failure of Some groups What causes this? Factors Outside/Inside the School Factors outside the schools Factors inside the school Economics Discourses Political Cultural Failure to ensure Correctness Fragmentation traditional pedagogic Economics inside school Conflict betw. (George Will) (Hirsch) practices - homework etc & outside the school primary & 2ry (Applebee) (Gee) Economics Economics Outside school inside school (Ogbu) (Kozol)
AP World History Study Guide and Graphic Organizers – Unit 4: Early Modern Era, 1450 CE – 1750 CE 1. and its colonies AP students are required to know the major events surrounding the rise of European countries (monarchies) and the establishment of European colonies in the , Africa, and Country events in Structure of its colonies Expulsion of Muslims and Jews living in Reconquista: pushed Muslim influence out of by reconquering from the Muslims Exploration: Christopher Columbus; Ferdinand Magellan Unification of under Ferdinand and Isabella; strengthening of centralization and authority of the monarchy Inquisition: persecution of non-Catholics in Established colonies in the and the Economy: rise in wealth with acquisition of colonies; inflation from gold and silver brought into by Spanish conquistadors; eventual decline in wealth as Spanish monarchs and nobles don’t invest money in , but rather spend it on luxury goods Caribbean: first land claims; : Cortez conquers Aztecs with help from: superior weapons; diseases carried by his soldiers; the conquered peoples paying tribute to the Aztecs; legend of Quetzalcoatl : Pizarro conquers with help from: superior weapons; civil disorder already in place; diseases carried by his soldiers Other land conquests:
Meece Middle School Mrs. Robin Crawford Unit 4: Percents Class: Acclerated Math Grade: 7 Days in Unit: Objective: percent problems involving percents of increase and decrease. Solve percent problems including discounts, markups, simple interest, taxes, and tips. Time Lesson and Topic Standard Learning Target Vocabulary Resources 1 day 4.1 The Percent Equation 7.EE.3 7.RP.3 I can: Use the percent equation to find and wholes. Solve real-life problems involving percents. percent Day 1: Journal: Define vocabulary and the percent equation defining each part. Examples and practice. Lesson 4.1 Practice A Time Lesson and Topic Standard Learning Target Vocabulary Resources
finished interactive media product. Evidence Your evidence must include: P5 Detailed test plan o Test each page/screen work o All functionality works o Readability o Usability o Accessibility Target audience feedback Client feedback Audience and client feedback evidence could take the form of: Questionnaires Interviews Evidence Checklist OCR Level 3 Cambridge Technicals in Digital Media Unit 4: Interactive media product LEARNER NAME:
Unit 4 - Rights, Roles and Responsibilities of Citizens Differing Ideologies... People have different points of view about rights, roles and responsibilities as citizens. This can be linked to many factors – ideological beliefs and values and personal experiences. Respect for Law and Order one responsibility of citizenship is to obey the laws of the community in which you live. These laws are part of a contract we agree to follow as citizens of a community. Laws can be adapted from citizen feedback. Justice system – police officers, judges, prosecutors, ensure the laws are followed. More than just the responsibility to follow the laws.... COP – Citizens on Patrol – keeping communities safe Guardian Angels – volunteers to enforce community laws. Political Participation – Why & How A desire on citizens to affect change may encourage citizens in a democratic country to participate in the political process. Write a letter to your mayor, MLA, newspaper Circulate a petition – school, community or online Organize a rally to protest an issue Take an issue to the Human Commission if your rights have been violated Run for public office Join or support a political party VOTE! Join an Interest (Amnesty International – protecting human rights. Example – Idle No More) Humanitarianism
Name _____________________________________________ Honors Math 3 Unit 4: Polynomial Functions Monday Tuesday Wednesday Thursday Friday March 5 Long Division HW: worksheet 4.1 6 Synthetic Division; Remainder and Factor Theorem HW: worksheet 4.2 March 7 and Multiplicity HW: worksheet 4.3 March 8 End Behavior & Function Analysis HW: worksheet 4.4 March 9 QUIZ! HW: worksheet 4.5 March 12 Solving Polynomials Completely HW: worksheet 4.6 March 13 Writing Polynomials from Roots HW: worksheet 4.7 March 14 Applications and Average Rates of Change HW: worksheet 4.8 March 15 Review March 16 Test!!! Homework 4.1
1 real root, 4 imaginary roots 1 real root 2 real roots (∞, -∞) (-∞,∞) (∞,∞) Homework 4.5 Transformations of Polynomial Functions Homework Write the equation for the graph of function g(x), obtained by shifting the graph of f (x) = x² three units left, stretching the graph vertically by a factor of two, reflecting that result over the x-axis, and then translating the graph up four units. Describe the transformations that would produce the graph of the second function from the graph of the first function. becomes becomes becomes becomes Write the equation for the graph of function g(x), obtained by shifting the graph of f (x) = x4 two units right and up four units. Homework 4.6 – Solving Polynomial Solve each polynomial. 1. 2. 3. 4.
Core Standards……………………………..…….. 3 Objectives…………………………….....…........….. 4 Waves and Wave Pulses ….…………..........…….…….. 5 Waves ……………..….……......................................….. 8 Describing Wave……………………….……...….. 12
air (100°C) 366 helium (0°C) 972 hydrogen (0°C) 1290 oxygen (0°C) 317 Liquids at 25°C methyl alcohol 1140 sea water 1530 water 1490 Solids aluminum 5100 copper 3560 iron 5130 lead 1320 vulcanized rubber 54
Wood is a solid. The tables are made of wood. Put one ear on the table and tap gently on the table. Does sound energy travel through solids like wood? الخشب مادة صلبة. الطاولات مصنوعة من الخشب. ضع إحدى إذنيك على الطاولة وانقر بلطف على الطاولة. الطاقة الصوتية تنتقل من خلال المواد الصلبة مثل الخشب؟ Water is a liquid. Think about the last time you had a bath or went swimming. Does sound energy travel through liquids like water? الماء مادة سائلة. فكّر بآخر مرة أخذت حماماً أو ذهبت للسباحة. تنتقل الطاقة الصوتية من خلال المواد السائلة مثل الماء؟ Air is a gas. Listen to what is on around you. Does sound energy travel through gases like air? الهواء مادة غازيّة. استمع إلى ماذا يدور حولك. تنتقل الطاقة الصوتية من خلال المواد الغازيّة مثل الهواء؟
Draw each triangle, and solve for the indicated sides/angles using Law of Sines or Law of Cosines. (Do NOT assume the triangles are right triangles.) 35. a = 16, m A = 23, m B = 87 36. C = 55o, a = 15, b = 33 (find b & c) (find c) 37. a=3, b=4, c=5; find m A Unit 5 Test Review Answers 8.06 53.1o 134.4o -84.0o 141.3o 21.5o -50.17 o 43.9 o -76.8 o 78.5 o -54. 1 o no solution 34.8 o 8.49 24 ft. Sin G = , Cos G = , Tan G = Sin F = , Cos F = , Tan F = ft. mid: y=3, per=90o mid: y=-1, per=180o mid: y=0, per=60o C=70o, b=40.89, c=38.48 = 36.87o . Unit 5 Test Review Answers 8.06 53.1o 134.4o -84.0o 141.3o 21.5o -50.17 o 43.9 o -76.8 o 78.5 o -54. 1 o no solution 34.8 o 8.49 24 ft. Sin G = , Cos G = , Tan G = Sin F = , Cos F = , Tan F = ft. mid: y=3, per=90o mid: y=-1, per=180o mid: y=0, per=60o C=70o, b=40.89, c=38.48 = 36.87o .
void display() { System.out.println("\nStack elements from top to bottom\n"); for(int i=top;i>=0;i--) System.out.println(st[i]); } boolean isFull() { return(top==5-1); } boolean isEmpty() { return(top==-1); } } class Stack { public static void main(String a[]) { Scanner sc=new Scanner(System.in); Stack1 s=new Stack1(); int el=0,ch=1; { System.out.println("\n1.PUSH\n2.POP\n3.DISPLAY\n4.EXIT"); System.out.println("ENTER YOUR CHOICE"); ch=sc.nextInt();
the basis of a theory of language, a theory of language learning and a theory of pedagogy. Sequencing Involves marking out of content along a path of development. Deciding the order in which the items should be taught. Task 6: is a list of basic steps to follow when planning a FL course. Think about whether these steps are always necessary and therefore taken. Table 3: Steps to planning a FL course Step Description Carrying out needs analysis. Collect objective data to find out who the target group learners are and why they want to take the course. That is, information about the learners who will be taking the course, as well as information about learners’ perceptions, goals, priorities, about reasons why they are in the course and about the type of classroom activities they prefer. Carrying out analysis. Consider carefully which the constraints in the particular teaching/learning situation are (e.g., what type of infrastructure there is in the school, what types of instructional materials will have to be used, what types of learning aids might be available). Formulating the objectives of your syllabus. Write down what the basic objectives of the course are (see Section 5 below) and, if there is a specified curriculum, see how these fit in with it. Designing the syllabus. See Section 6 below. Selecting the instructional materials. Create a checklist that you can use for the evaluation of instructional materials (an to be discussed later on in the course). Planning for additional materials to be written or designed. Decide what additional materials you might need for your own reference, learner instruction (particularly materials from authentic sources), for support to groups of ‘weaker’ students, and for testing. Using appropriate techniques. Make a checklist of the techniques which seem to be appropriate for the specific group of learners. Assessing learner performance. Decide and plan how you will be assessing learner performance and what types of assessment tools you will be using, as these will provide you with feedback on your course plan. Assessing teacher performance. Plan for ways of assessing your own performance as an instructor and facilitator.
Google images for Georgia State Legislative District Map What district is Pierce County in? Who represents you at the state level? 2. Who is the state representative for Pierce County? 3.What type of legislation, or committees, or interests has your representative taken part in on your behalf? 4. Who is the state senator for Pierce County? 5. What type of legislation, or committees, or interests has your senator taken part in on your behalf? Georgia’s Judicial Branch Municipal Courts - Courts with Limited Jurisdiction Magistrate 159 courts 159 magistrates 354 magistrates Limited jurisdiction: -search and arrest warrants -felony and misdemeanor preliminaries -civil claims of $15,000 or less Probate 159 courts 159 judges Exclusive jurisdiction: of wills -administration of estates - appt. of guardians, hospitalization -marriage licenses Juvenile 159 courts 120 judges Limited jurisdiction: -deprived, unruly, delinquent juveniles -juvenile traffic NO JURY TRIALS State 72 courts 118 judges Limited jurisdiction: -civil law actions except cases with exclusive jurisdiction in superior court -misdemeanors, traffic, felony preliminaries Municipal 370 courts, 350 active judges Limited Jurisdiction: -ordinance violations - criminal preliminary hearings -traffic violations
Unit 6 Test (Horizontal Projectiles) Name: For all questions on this test assume air resistance and friction to be negligible forces unless otherwise specified. 1. If a freely falling, dropped object were somehow equipped with a speedometer, its speed would increase each second by about a. 2 m/s. b. 5 m/s. c. 10. m/s. d. a variable amount. e. It depends on its initial speed. 2. If a freely falling, dropped object were somehow equipped with an odometer to measure the distance it travels, then the distance it travels each additional second would be a. less than the previous second. 3. Starting from rest, a object will fall in 10 seconds, a distance of about a. 10. m. b. 100. m. c. 500. m. d. 1000. m. e. more than 1000.m. 4. In which direction / directions does a projectile accelerate? a. horizontal direction b. vertical direction c. both the horizontal and vertical directions d. the velocities in the horizontal and vertical directions are both constant
Speaking Voice & Preparation Speakers are clear, can be heard, and demonstrate a high level of preparedness. Speakers are unclear at can be heard mostly, and demonstrate a level of preparedness. Speakers are unclear, often times can’t be heard, and demonstrate a low level of preparedness.
Merit: - Pass criteria plus following: M1 explain the structure and ownership of the sector with reference to detailed illustrative examples M2 explain ethical and legal constraints within the media sector with reference to detailed illustrative examples M3 explain the regulatory issues affecting the media sector with reference to detailed illustrative examples M4 explain employment opportunities and job roles in the media sector with reference to detailed illustrative examples M5 prepare carefully produced personal career development material using generally correct formal language. Distinction: - Merit criteria plus following: D1 comprehensively explain the structure and ownership of the media sector with reference to elucidated examples D2 comprehensively explain ethical and legal constraints within the media sector with reference to elucidated examples D3 comprehensively explain the regulatory issues affecting the media sector with reference to elucidated examples D4 comprehensively explain employment opportunities and job roles in the media sector with reference to elucidated examples D5 prepare personal career development material to a quality that reflects near professional standards, consistently using correct Formal language.
Homework 7.7: The Sine & Cosine Graph Write an equation for each graph in the form y=asinbθ by finding the number of cycles (b). 8. amplitude = 2 period = 9. amplitude = 2.5 period = 2 Find the amplitude and period of each sine Then write an equation for each sine function. 12. 13. Determine the number of cycles each sine function has in the interval from 0 to 2π. Find the amplitude and period of each function. 14. y = sin 2 15. y = 3 sin 2 16. y = 4 sin 5 Homework 7.8: Translating the Sine & Cosine Function 1. Reasoning The graph at the right shows the sine functions f(), g(), and h(). For each function, a > 0. a. Order the functions by increasing value of a. b. Order the functions by increasing value of b.
\ Appendix 3 (From: Natural English, O.U.P. 2002) Appendix 4 What teacher-trainees hope for in a EFL classroom Students 1 We hope to find the students involved in what they are doing, contributing to it and getting satisfaction from it on both a personal level and a social level. That is to say, I hope not to find them on concentrating merely on coming up with the correct answers or on grinding out correct sentences and free conversations for the sake of the lesson. 2 We hope to find students comfortable and relaxed, even when they are in the of intense study activity and rigorous interaction This does not mean that they are loafing in the classroom, since students who feel comfortable are less likely to loaf. Also, it does not mean that they are afraid of being punished in some way or other if they do not meet the teacher’s expectations. 3 We hope to find students listening to one another, and not just to the teacher, helping and correcting each other. This means that students do not expect all knowledge and support from the teacher but that they recognize their own contribution to their learning process and that of their fellow students. 4 Teachers
5 We hope that the teacher is in control of what is going on in her/his class. This does not mean that everything the students do as a direct response to a specific cue from the teacher. 6 We hope that the teacher allows/ encourages / requires students to respond on the basis of their own experiences, whether they are producing an utterance or performing a communicative activity. Also, we hope that the teacher makes appropriate choices among a range of techniques. This does not mean that they are not guidance with regard to what to say and especially how to say it. 7 We hope that the teacher seems relaxed and but firm in voice and manner, giving information about the appropriateness or correctness of what the students do rather than criticizing or praising them. That is, I hope the teacher does not directly or indirectly say to students things like: “Now remember…” “You should always…” “You are a failure / very successful in what you do…” “ Do this so that I may judge you on it…” 8 The classroom and school facilities 9 10 The teaching-learning materials and aids 11 12 Notes Note on History of Published Versions: The present work is the edition 1.0. Reference Note: Copyright National and Kapodistrian University of Athens, Evdokia Karavas. Evdokia Karavas. “Applied Linguistics to Foreign Language Teaching and Learning. Focus on Learning and the Language Learner”. Edition: 1.0. Athens 2014. Available at the .
Journal 1: How do you use a square to construct a golden rectangle? Look for use of the Pythagorean Theorem to explain where comes from. Journal Entry 2: Use the words ‘length’ and ‘width’ to show the proportion from which the golden ratio is derived. Look for a proportion like . Vocabulary Archimedean spiral continued fraction divine proportion equiangular spiral explicit formula golden gnomon golden mean golden rectangle Golden Ratio golden section golden triangle phi, φ recursive formula Resources and Materials Activity 8.6.1 Constructing a Golden Rectangle Activity 8.6.2 Golden Triangles Activity 8.6.3 Fibonacci Sequences and the Golden Ratio Activity 8.6.4 A Spiral from the Golden Ratio Activity 8.6.5 Extensions for the Golden Ratio Dalton, LeRoy C. Algebra in the Real World: 38 Enrichment Lessons for Algebra 2. Palo Alto, CA: Dale Seymour Publications, 1983. Hargittai, Istvan & Magdolna Hargittai. (1994). Symmetry: A Unifying Concept. Bolinas, CA: Shelter Publications, Inc. Hilton, Peter & Jean Pedersen. (1988). Build Your Own Polyhedra. Menlo Park, CA: Addison-Wesley Pub’g Co. [How to fold a regular pentagon from long strip, pp. Huntley, H. E. (1970). The Divine Proportion. New York: Dover Publications, Inc. Jacobs, Harold R. (1982). Mathematics: A Endeavor. Second Edition. San Francisco: W. H. Freeman and Co. Kappraff, Jay. (1991). Connections: The Geometric Bridge Between Art and Science. New York: McGraw Hill. (pp. 422 – 425) Kinsey, L. Christine and Theresa E. Moore. (2002). Symmetry, Shape, and Space: An Introduction to Mathematics through Geometry. Emeryville, CA: Key College Publishing. Newman, Rochelle & Martha Boles (1987). Universal Patterns. Bradford, MA: Pythagorean Press.
CR Analysis Task Close Read: McCarthyism & the Red Scare Directions: information from the documents above, please respond to the following task. Task: Read the prompt below. Using the sources provided, the documents above, and your knowledge of US history - respond to the prompt below: Imagine you are an American citizen in the 1950’s. How could these four primary source documents have added to an atmosphere of paranoia or hysteria amongst you and your fellow citizens? Write a letter to an editor of the New York Times regarding your feelings of anxiety & demand that the government takes further action to protect American citizens during the Cold War. Cite evidence from at least two of these primary sources to provide evidence for your claims. Explain why you feel paranoid or anxious about your safety Explain how it impacts your daily life Describe what the government could do, in your opinion, to keep Americans safe In developing your answer, be sure to keep this general definitions in mind: explain means “to make plain or understandable; to give reasons for or causes of; to show the logical development or relationships of” describe means “to illustrate something in words or tell about it”
Lesson 3: Redox Reactions Oxidizing Agent Reducing Agent Single displacement reactions: Metal Reactivity Series: Refer to the activity series in Section 25 to predict whether the following reactions will occur: (a) ZnCl2(aq) + 2Ag(s) → 2AgCl(s) + Zn(s) (b) 2FeCl3(aq) + 3Mg(s) → 3MgCl2(aq) + 2Fe(s) Oxidizing Agents
Name of Competitor Location Product Lines Pricing Market Share Ask your instructor where to save your documents. This could be on the school’s network or a flash drive of your own. Name your Word document FirstnameLastname_UnitActivity3-1.docx (i.e., JohnSmith_UnitActivity3-1.docx).
Marketing Dynamics Unit 9 Activity 9-3 Appendices Directions It is time to complete the marketing plan by creating the Appendices. Activity Review the documents you are including in the Appendices. Make sure they are each referenced in the body of the plan. List all of the individual documents on the Appendices page of the marketing in the order they appear. Assemble them in that order and insert or attach them to the very end of the plan. <<Place Answer Here>> Ask your instructor where to save your documents. This could be on the school’s network or a flash drive of your own. Name your Word document FirstnameLastname_UnitActivity10-2.docx (i.e., JohnSmith_UnitActivity09-03.docx).
4. Please articulate the risks that could inhibit success of the proposed project and the strategies your organization will use to mitigate the risks. (Please describe up to five key risks) Type of risk Risk description Mitigation strategy Strategic risks (What key assumptions could change and put at stake the relevance of the proposed project to Unitaid?) e.g. Changing market assumption affecting relevance of identified market problem or solution e.g. Duplication of intervention with other stakeholder Implementation risks (What key assumptions related to the project delivery and/or external environment change and put at stake the successful implementation of the project?) e.g. Delays or shortage of supply for procurement e.g. Delays due to technical failure e.g. Political instability Sustainability (What key assumptions related to the sustainability of the proposed approach change and put at stake the transition & scale-up?) e.g. Non-identification of transition partner e.g. Lack of funding for scale up e.g. weak evidence (e.g., clinical, operational, cost effectiveness) to justify the roll-out and use of a health product or approach.
4. A sugar, a phosphate group, and a nitrogen base form the building blocks of which organic compound? A. carbohydrates B. lipids C. proteins D. nucleic acids 5. Water is essential for life. Its special properties make water the single most important molecule in plant life. Which of the following properties of water enables it to move from the roots to the leaves of plants? A. Water expands as it freezes. B. Water is an excellent solvent. C. Water exhibits cohesive behavior. D. Water is able to moderate temperature. 6. is often called the "universal solvent" because many substances can be dissolved in water. What property of water allows it to be such a versatile solvent? A. purity B. polarity and cohesion C. high heat capacity D. expansion upon freezing
SPK: Title: Credit Value: Unit Coordinator: Result type: FOE: Pre-reqs: CURRENT ULO’s (Delete this if N/A) NEW ULO’s All ULOs need to be mapped to Course Learning Outcomes and Levels of Thinking. For guidance, please see the Rationale if Required: CURRENT ASSESSMENTS (Delete if N/A) NEW ASSESSMENTS All Assessment Tasks need to be mapped to the Unit Learning Outcomes. Assessment Tasks choose from: Test Presentation Reflection Investigation Exercise Work Placement Laboratory Exam Essay Report Case Study Dissertation
Compulsion Soft compulsion Incentivisation (e.g. through tax) Conditional – need to purchase (e.g. for mortgage approval) Voluntary purchase EXAMPLES Motor (3rd Party) Defined contribution pension must be converted to a secure income in retirement Employers’ liability Personal Accounts introduced in 2012* (*auto-enrolment into workplace pensions) Savings for private pensions Property insurance Public liability & professional indemnity Life cover Home contents Pet Income protection Critical illness Private medical insurance Investments RATIONALE Public safety Effective use of tax incentives Ensure basic level of pension savings* Drive lower benefit payments (*basic state pension based on existing National Insurance contributions being unlikely to provide Higher savings ratio and reduce dependency on the State Avoid homelessness Provide coverage for 3rd parties Benefit perceived to be largely to the individual and therefore no support from the State
UNITED RENTALS, INC. CONDENSED CONSOLIDATED STATEMENTS OF INCOME (UNAUDITED) (In millions, except per share amounts) Three Months Ended Six Months Ended June 30, June 30, 2017 2016 2017 2016 Revenues: Equipment rentals $ 1,367 $ 1,204 $ 2,533 $ 2,321 Sales of rental equipment 133 134 239 249 of new equipment 47 36 86 66 Contractor supplies sales 21 22 39 41 Service and other revenues 29 25 56 54 Total revenues 1,597 1,421 2,953 2,731 Cost of revenues: Cost of equipment rentals, excluding depreciation 525 456 999 905 Depreciation of rental equipment 266 242 514 485 Cost of rental equipment sales 81 79 141 147 Cost of new equipment sales 40 29 74 54 Cost of contractor supplies sales 15 15 28 28 Cost of service and other revenues 15 10 28 22 Total cost of revenues 942 831 1,784 1,641 profit 655 590 1,169 1,090 Selling, general and administrative expenses 218 177 411 354 Merger related costs 14 — 16 — Restructuring charge 19 2 19 4 Non-rental depreciation and amortization 64 64 126 131 Operating income 340 347 597 601 Interest expense, net 113 132 207 239 Other income, net — Income before provision for income taxes 229 217 390 364 Provision for income taxes 88 83 140 138 Net income $ 141 $ 134 $ 250 $ 226 Diluted earnings per share $ 1.65 $ 1.52 $ 2.92 $ 2.52 (2) (2)
United States History Hall of Fame Lutheran High School West 3850 Linden Road Rocky River, Ohio 44116 12/25/1962 To the committee of the USHHF, On this crisp Christmas morning I am writing a strongly worded letter concerning my belief that Horatio Alger Jr. should be in the United States History Hall of Fame. He was known for his incredible ability to write sensational stories. He was able to end up turning the middle class children into a type of hero. Horatio Jr. was born on January 13, 1832 to a minister by the name of Horatio Alger Sr. Horatio was a precocious child who was terribly near sited. His father decided he was not making enough salary to keep the running so he moved them to a little farm town about 25 minutes outside of Boston. His father started making money to meet the family’s needs so Horatio Jr was able to start attending Gates Academy, a local prep school. While attending Gates Academy Horatio finished his studies at age 15. He was already publishing minor works in local news papers. In July 1848 Alger passed the Harvard entrance examinations and was a member of the class of 1852. The only thing holding Alger back from being given ample opportunities was his heritage. In 1849 he became a professional writer when he sold two essays and a poem to the Pictorial National Library a Boston magazine. He came in 8th out of his class of 88 while graduating with honors. While a child he was unfortunately charged with “sexual familiarity with boys” within the church so basically he may or may not have been gay. This is the only blunder that he had in his young life. As an established writer Alger became particularly interested with the welfare of vagrant children that flooded New York City after the civil war. In January 1867 the first of twelve installments of Ragged Dick appeared in Student and Schoolmate (publishers). The story about a poor bootblack's rise to middle class was a huge success. It was expanded, and published as a
Please label the following features on the attached map: STATES: Great Lakes: 1. Alabama 1. Lake Superior 2. Alaska 2. Lake Michigan 3. Arizona 3. Lake Huron 4. Arkansas 4. Lake Erie 5. California 5. Lake Ontario 6. Colorado 7. Connecticut 8. Delaware 9. Florida 10. Georgia 11. Hawaii 12. Idaho Oceans/Body of Water 13. Illinois 1. Atlantic Ocean 14. Indiana 2. Pacific Ocean 15. Iowa 3. Gulf of Mexico 16. Kansas 17. Kentucky 18. Louisiana 19. Maine 20. Maryland 21. Massachusetts Mountain Ranges 22. Michigan 1. Appalachians 23. Minnesota 2. Rocky 24. Mississippi 3. Sierra Nevada 25. Missouri 26. Montana 27. Nebraska 28. Nevada 29. New Hampshire Rivers: 30. New Jersey 1. Mississippi River 31. New Mexico 2. Missouri River 32. New York 3. Ohio River 33. Carolina 4. Rio Grande River 34. North Dakota 5. Colorado River 35. Ohio 6. Columbia River 36. Oklahoma 7. St. Lawrence River 37. Oregon 8. Hudson River 38. Pennsylvania 39. Rhode Island 40. South Carolina
Wayne Farms Union Springs P 912 444 Baskin Street South; Union Springs City; State: Al; Zip: 36089 Poultry Frozen chicken meat and parts Wayne Farms, LLC 7342 808 Ross Circle Street, Dothan City, Al State Chicken chiken leg quarters, chicken drumsticks, chicken breast, chicken wings, chicken tenderloins Whitewater Processing Co. P-1209 10964 Campell Road; City: Harrison; State: Ohio; Zip: 45030 Poultry Frozen turkey meat and parts Wolverine Packing Company 2574A 2535 Rivard Street, Detroit, Mi 48207 Bovine Beef steaks Wolverine Packing Company 1337 Winder Street, Detroit, Mi 48207 Bovine Ground beef patties, ground beef Wolverine Packing Company 2574C 2820 Rivard Street, Detroit, Mi Bovine Ground beef patties, ground beef Zacky Farms LLC P312/312A 2020 S. East Ave; Fresno, Ca Poultry Turkey products Zero mountain Inc, Russell ville arkansas 18802 Sr 324 South – Russellville – Ar Poultry Poultry Zero mountain, Inc. P-18161 6403 South Ball Street – Johnson Bovine Beef Poultry Poultry Zero moutain, Inc 3504 8425 Highway 45 South, Fort Smith City, Ar 72916 Poultry Frozen chicken Zollinger Cold Storage Corp. 3507 699 West, 1700 Logan, Utah 84321 Bovine Beef Zwanenberg Food Group (USA), Inc. Est.5 and P-6817 3640 Muddy Creek Road, Cincinnati, Ohio 45238 Usa Poultry Chicken Swine Pork
ARAW 17 CD Burning. ARAW 18 Pagpasa ng tapos na produkto at presentasyon. Kasunod nito ang paghahatol gamit ang rubrics. ARAW 19 Sa katapusan ay gagawa sila ng . ARAW 20 Pagpasa ng portfolio. Accommodations for Differentiated Instruction Special Needs Students Pagiging malikhain. Pakikipagkawpa at tiwala sa sarili. Ang kakayahang ipahayag ang kaisipan sa pasalitang paraan gaya ng oral recitation. Kakayahang umunawa sa mga grapiko at kakayahan sa paggamit ng computer software gaya na ng microsoft word at microsoft powerpoint. Nonnative Speakers Ang paggamit g graphic organizers ay para matulungan ang mga mag-aaral na biswal. Ang pangkatang gawain ay para sa mga mag-aaral na kenesthetic. Sa madaling sabi, ang ib’t ibang gawain sa loob ng klase ay para matugunan ang iba’t ibang intelligences ng mga magaaral. Gifted/Talented Students Maraming paraan kung matutunan ng mga mag-aaral ang araling ito. Maaring sa pamamagitan ng peer tutoring o maging self study. Makakatulong ang unit plan na ito para magkaroon sila ng kaligirang kaalaman tungkol sa aralin at sa kurikulum. Materials and Resources Required For Unit Technology – Hardware boxes of all equipment needed) Camera Computer(s) Digital Camera DVD Player Internet Connection Laser Disk Printer Projection System Scanner Television VCR Camera Conferencing Equip. Other Technology – Software (Click boxes of all software needed.) Database/Spreadsheet Desktop Publishing E-mail Software Encyclopedia on CD-ROM Image Processing Internet Web Browser Multimedia Web Page Development Word Processing
Wabash County United Fund Application For Employment are an Equal Opportunity Employer and is committed to excellence through diversity. Please or type. The application must be fully completed to be considered. Please complete each section, even if you attach a resume. Personal Information Name Address City State Zip Phone Number Mobile Number Address Are You A U.S. Citizen? Have You Ever Been Convicted Of A Felony? Yes No Yes No If Selected For Employment Are You Willing To Submit to a Pre-Employment Drug Screening Test? Yes No Position Position You Are Applying For Available Start Date Education School Name Location Years Attended Degree Received Major [ Computer Skills MS Word MS Excel MS Publisher or other desktop publishing MS Outlook WordPress Facebook Instagram Twitter References Name Company Phone
*Consecration to the United Hearts *Consecration to Divine Love” January 29, 2001 “THE REVELATION OF OUR UNITED HEARTS” “I am your born Incarnate.” “I have come to describe to you the fourth Chamber of Our United Hearts. This is the Chamber of sanctification. The soul that seeks conformity with the Will of God enters this fourth Chamber after he has successfully surrendered his will to a virtuous life of Holy Love in the present moment.” “In this, the fourth Chamber of Our United Hearts, are still two distinct wills – man’s will and the Divine Will. Man’s will can be likened to gelatin in a mold. An effort is being made in this fourth Chamber to overcome every semblance of sin – even small sinful habits – in order to transform the human will into the likeness of the Divine Will. The soul is able to accept all things as from the hand of God.” January 31, 2001 “THE REVELATION OF OUR UNITED HEARTS” “Behold! I am your born Incarnate.” “I have come to describe to you the fifth and most intimate Chamber of My Divine Heart. In this Chamber the soul is consumed with the desire to love Me – to please Me. In this love the soul is taking a giant step beyond conformity to the Divine Will. In conforming to the Will of God there are still two wills – God’s Will and the human will. The soul is making the effort to accept all things as from the Hand of God.” “But in this most and intimate fifth Chamber of My Heart, the soul not only accepts, but loves God’s Will for him. It is in this love that has been perfected in the greatest degree possible that the soul comes to union with the Divine Will. Few reach this fifth Chamber of My Heart.” “See then that it is love that invites you into the first Chamber – the Immaculate Heart of My Mother. It is love that invites you into the second Chamber seeking greater purification and holiness. It is love that desires perfection in the virtues – the third Chamber. It is love that takes the soul into the fourth Chamber conforming the human will to the Divine. It is love which brings the soul into union with God in the fifth Chamber. It is the depth of the soul’s surrender to love that determines his eternity.” February 1, 2001 “THE REVELATION OF OUR UNITED HEARTS” “I am your Jesus, born Incarnate.”
United Methodist Women Sunday 2018 The Power of Bold United Methodist Women Sunday may be celebrated anytime of the year. Local churches are encouraged to have this special service at a time mutually agreeable with the pastor and/or worship committee of the church. For many congregations, the best time for United Methodist Women Sunday is between January 1 and May 31. However, please do what works. Following are some guidelines for this year’s theme, “The Power of Bold.” This theme coordinates with the United Methodist Women Assembly 2018. These are only meant to be helps. Please feel free to use whatever works for your setting. Each church has its own traditions. In some churches, the Sunday is turned over completely to United Methodist Women. In others, women serve as ushers and may have a chance for special recognition during the service. Some groups expand the celebration to a reception before or a lunch after the church service. Again, I encourage you to do what works for you and your congregation. Involve as many women as practical. Think beyond your leadership team and ask a combination of young and seasoned members to share their gifts. Special music is typically well received. After your special Sunday, please complete the United Methodist Women Sunday report and return it to me. For your unit to be recognized at Annual Celebration in September, this form must be received by June 30, 2018. However, if your unit celebrates later in the year, please submit the form after your Sunday, and you will be included in the 2019 Annual Celebration book. Please let me know if I can help you in any way. Pam Zwickey, President Northwest Texas Conference United Methodist Women 19651 SW 34th Ave Amarillo, TX 79119 806 355 4234
Table of cases Short title Full case title and citation US — COOL Appellate Body Reports, US — Certain Country of Origin Labelling (COOL) Requirements, WT/DS384/AB/R, WT/DS386/AB/R, adopted 23 July 2012. US — Tuna II (Article 21.5 — Mexico) Appellate Body Report, United States — Measures Concerning the Importation, Marketing and Sale of Tuna and Tuna Products, adopted 3 December 2015. US — Tuna II (Mexico) Panel Report, United States — Measures Concerning the Importation, Marketing and Sale of Tuna and Tuna Products, WT/DS381/R US — Clove Cigarettes Appellate Body Report, United States — Measures Affecting the Production and Sale of Clove Cigarettes, WT/DS406/AB/R, adopted 24 April 2012.