zilongwang/ReadingBank huggingface dataset:
STAT 113 Week 8 (Feb 25) Work Sheet 5: Chapter 17, 18 & 20 Probability model and expected value The probability distribution for a game of tossing a fair coin 4 times and recording the number of heads is: outcome No heads 1 head 2 heads 3 heads 4 heads probability 1/16 4/16 6/16 4/16 ? What must be the probability of 4 heads? 1-1/16-4/16-6/16-4/16=1/16=0.0625 (b) What's the probability of getting at 2 heads in this game? sum up the probabilities: 6/16+4/16+1/16=11/16=0.6875 or subtract from total: 1-1/16-4/16=11/16=0.6875 (c) Write out 3 reasons why this is a legitimate probability model: 1. Every possible outcome is listed. 2. Each individual probability is between 0 and 1. 3. All the probabilities added together total to 1. (d) What‘s the expected number of heads when we toss a fair coins 4 times? 0(1/16)+1(4/16)+2(6/16)+3(4/16)+4(1/16) = 2 A deck of cards contains 52 cards, of which 4 are aces. Also there are four different suits in a deck of 52 cards, 13 cards for each (spade, club, heart, and diamond). Randomly draw one card from 52. (a) What's the probability of drawing an ace? 4/52=0.0769 (b) What's the probability of drawing a spade? 13/52=0.25 (c) What's the probability of drawing a diamond or a club? 26/52=0.5 (d) What's the probability of not drawing a 1-13/52=0.75 (e) You win $100 if the card drawn is a 10, and you lose $10 if the card drawn is not a 10. What are your expected winnings?
SECTION B: PROFILE OF OLDER WORKERS AGED 50 AND ABOVE (Pls provide at least 5 profiles) S/N Name (As in NRIC) NRIC No Gender Date of Birth Age* SC/ SPR Highest Qualification Attained Below PSLE PSLE "O" Level "A" Level Diploma Degree Post Grad Doctorate monthly salary – please choose one of the following: $0 - $1500 $1501 - $1900 $1901 - $3000 $3001 - $4500 $4500 and above 1. 2. 3. 4. 5. * Based on birth year at the point of application
Assessment Product/Process Criteria Standards EXAMPLE: Clinical Observation Reports Content-(What, So what, Now what?) 4-detailed observation; engaging narrative; thoughtful/insightful discussion 3-careful observation; coherent narrative; well developed, coherent discussion 2-complete observation; clear narrative; some discussion 1-sketchy, perfunctory Organization-of report 4-organic 3-well organized 2-logical, possibly formulaic 1-disorganized Style-of writing 4-sophisticated 3-strong 2-sound 1-needs revision Correctness-of grammar/mechanics 4-virtually error-free; contributes to ethos 3-virtually error-free; does not undermine ethos 2-some errors 1-distracting errors Presentation-of report 4-creative 3-careful attention to detail 2-neat 1-unappealing
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SATURDAY SUNDAY MAY 1 2 3 4 5 6 Summarise: History Summarise: History Afrikaans English Maths Summarise: History 7 8 9 10 11 12 13 Summarise: Tech Summarise: Tech Summarise: Tech Summarise: LO Summarise: History Geography Summarise: History Geography 14 15 16 17 18 19 20 Summarise: LO Summarise: Natural Science (NS) Summarise: Natural Science Summarise: Natural Science Summarise: Natural Science Summarise: Natural Science (Practice Eng/Afrik) Summarise: Natural Science (Practice Eng/Afrik) 21 22 23 24 25 26 27 Summarise: EMS Summarise: EMS Summarise: EMS Study/practice: English Afrikaans Summarise: Arts Study/practice: Maths LO Study/practice: Tech History 28 29 30 31 JUNE 1 2 3 Study/practice: History Tech Study/practice: Tech TECH EXAM Study/practice: LO LO EXAM Study/practice: English ENG EXAM (lang.) Study/practice: NS Study/practice: Afrikaans Natural Science Study/practice: Afrikaans Natural Science 4 5 6 7 8 9 10 AFRIK EXAM (taal) Study/practice: Natural Science NS EXAM Study/practice: Arts History ARTS EXAM Study/practice: Afrikaans History AFRIK EXAM (letterkunde) Study/practice: History HISTORY EXAM Study/practice: Maths Study/practice: Maths Geography Maths EMS 11 12 13 14 15 16 17 MATHS EXAM P1 Study/practice: English EMS ENG EXAM (lit.) Study/practice: EMS Geography EMS EXAM Study/practice: Geography GEOGRAPHY EXAM Study/practice: Maths Study/practice: Maths Study/practice: Maths 18 19 20 21 22 23 24 MATHS EXAM P2 Term ends
Work-Related Driving Checklist The checklist should be completed by the employee in consultation with the Workplace Manager and/or Management OHS Nominee with reference to the Work-Related Driving Procedure. Date Workplace Employee Name Section 1 - Safe driver Checked Copy of valid driver’s licence Yes No Completed ‘Application to Authorisation Form’ for Fleet vehicle Yes No Approval from Executive Director, Regional Director or Principal for private vehicle use on ‘Application to use a Private Vehicle on Official Duties Form’ and relevant requested documents e.g. vehicle insurance details Yes No Victorian Government Motor Vehicle Policy been sighted and understood (this includes ensuring the Government vehicle has been maintained as outlined in this policy) Yes No Factors that may impair driver safety such as medication have been considered by the driver? Further advice has been sought from a medical practitioner, if required? Yes No Has the driver completed defensive driver training and provided the certificate? Yes No N/A Section 2 – Safe journey Checked The driver has a charged mobile phone? Yes No Has the use of public transport or teleconferencing been considered as an alternative to driving? Yes No Has the driver read the Work-Related Driving Procedure and been made aware of the factors to manage fatigue whilst driving? Yes No Has the time of day, adverse weather and road conditions and other risk factors e.g. public events, bushfires or flood warnings been identified and addressed? Yes No Vehicle manual is available to aid in familiarising driver with vehicle use Yes No Trip/Log Book, emergency telephone numbers and directional tools (maps directory or electronic directory) are available in vehicle Yes No Are arrangements in place to notify the manager when destination has been reached (e.g. call in times)? Yes No N/A Description of Travel: Origin:
Extension cord Attendance sheet if necessary Flipchart and markers (if desired) Pens Jar (for participants to commitment cards into) Refreshments Tissues Copies of handouts Commitment cards (RBR011) Agenda (RBR007) Evaluation forms (Appendix RBR011) Optional depending on audience need: Copies of “Every Resident – bill of rights for people who live in Ontario long-term care homes” booklets** Residents’ Bill of Rights pocketbook (template available ) Brochure about your LTC home ** Consider ordering copies of this booklet in advance at
Angle and Segment Lengths 12-4 Form G Find the value of x. 1. 2. 3. 4. 5. 6. 7. There is a circular cabinet in the dining room. Looking in from another room at point A, you estimate that you can see an arc of the cabinet of about 100°. What is the measure of A formed by the tangents to the cabinet? Algebra Find the value of each variable using the given chord, secant, and tangent lengths. If the answer is not a whole number, round to the nearest tenth. 8. 9. 10. 11. 12. 13. Algebra and are tangents to O. Write an expression for each arc or angle in terms of the given variable. 14. using x 15. using y 16. mC using x
Jan 22 Purchased on credit from Peter & Co. for €1,500 Debit – Purchases Account €1,500 Credit – Peter & Co. Account €1,500 Jan 23 Paid rent by cheque €600 Debit – Rent Account €600 Credit – Bank Account €600 Jan 24 Returned goods to Peter & Co. to the value of €50 Debit – Peter & Co. €50 Credit – Purchases Returns €50 Jan 25 Sold goods on credit to K Shields €200 Debit – K. Shields Account €200 Credit – Sales Account €200 Jan 26 The owner of the business withdrew €500 for the bank account for own personal use Debit – Drawings Account €500 Credit – Bank Account €500 Jan 27 K. Shields returned goods to the value of €35 Debit – Sales Returns Account €35 Credit – K. Shields €35 Jan 28 Purchased goods on credit from Denver Ltd €1,000 Debit – Purchases Account €1,000 Credit – Denver Ltd €1,000 Jan 29 Paid Denver Ltd €950 and received €50 discount which cleared the account Debit – Denver Ltd Account €950 + €50 Credit – Bank Account €950 Credit – Discount received Account €50 Jan 30 Sold goods on credit K. Shields for €80 Debit – K. Shields Account €80 Credit – Sales Account €80 Jan 31 K. Shields cleared her account and was allowed 5% discount Debit – Bank Account €233 Debit – Discount Allowed Account €12 Credit – K. Shields Account €233 + €12
Appendix E. Graduation Outcomes Tracker (from section 4) Use table E1 to document the relationship between the selected binary predictors and graduation outcomes. Replicate the table for each indicator you will explore for a relationship to graduation or dropout. See step 4.1 for additional guidance. Note: An editable version of this table is available in District Guide for Selecting Early Warning Indicators to Identify Students At Risk of Not Achieving Desired Graduation Outcomes: Editable Planning Forms. Table E1. Graduation Outcomes Tracker Indicator: Attendance Binary Predictor Graduated On Time Number Graduated On Time Percentage Did Not Graduate Number Did Not Graduate Percentage Total % % % % Total % % Indicator: Behavior Binary Predictor Graduated On Time Number Graduated On Time Percentage Did Not Graduate Number Did Not Graduate Percentage Total % % % % Total % % Indicator: Course Performance Binary Predictor Graduated On Time Number Graduated On Time Percentage Did Not Graduate Number Did Not Graduate Percentage Total % % % % % % Indicator: Binary Predictor Graduated On Time Number Graduated On Time Percentage Did Not Graduate Number Did Not Graduate Percentage Total % % % % Total % %
Table G1. Template for Calculating Performance Measures of Indicators and Indicator Ranking True Positive False Negative True Negative False Positive Sensitivity Rank of indicators (sensitivity) Specificity Rank of indicators (specificity) Youden Index Rank of indicators (Youden Name of indicators TP FN TN FP TP/(TP + FP) Rank TN/(TN + FN) Rank Sensitivity + Rank Indicator 1 (for example attendance less than 90%) Indicator 2 (for example, failed a core course) Indicator 3 (for example, GPA below 2.0) Indicator 4 (for example, being suspended) Indicator 5 (for example, failed math) ….
3 Designing Your Needs Assessment (NA) (Part 2) Which elements of an NA do you anticipate including? Check all that apply. Contextual variables ___ demographics ___ student ___ community ___ personnel ___ ___ LEA policies and supports ___ operations ___ learning infrastructure ___ support for school improvement Student variables ___ student outcomes/ performance ___ assessments ___ graduation rates ___ postsecondary success ___ accountability metrics ___ other: ___ student engagement ___ attendance ___ behavior ___ other: ___ student opportunities ___ enrollment/ participation in various programs ___ curricular areas ___ equity of access to quality instruction ___ other: Personnel policy and procedures (may be LEA) (e.g., recruitment, hiring, placement, development, evaluation, differentiation, advancement, termination) Professional practice (e.g., leadership and decisionmaking; leadership development; planning, curriculum and instruction; family/community engagement; student support services) Climate and culture (e.g., student and adult [including parent] perceptions; stakeholder engagement) Vendor/partner practices and outcomes (e.g., do contracts include performance management provisions?)
Internal constituency Characteristics Resources Relationships Archive and Museum Professionals Institutional Interns & Volunteers Kentucky Horse Park Staff Conservators These are the professionals which work directly with the collections. They also include students and lifelong learners with an interest in Museum, Library, & Archive work. These groups have the ability to preserve and aid in collections access. They are also the groups held responsible for collections care and oversight. These groups represent the professionals which work with the collections daily. We would like to encourage more use of our facilities by Park staff. It would be beneficial for us to strengthen our relationships with conservators who specialize in Archival materials.
Worksheet 1 Fill in the gaps with SOME, ANY, A, AN or NO. How to make …………. pancakes If you have …….. experience, don’t worry, it’s really easy. First, you need ……… flour, milk, and ….. egg. Put them all in ……….. big bowl and mix them well to make a batter. Then, you need ….. really hot pan. Ask …….. adult to help you. Put ……. of the batter in the pan and cook it. Place the pancake on …… plate, and add …… topping to your liking. It can be ……… chocolate, …………..jam, or even …………. banana. Best to enjoy it with ……….friend! Worksheet 2 the types of food on the right with the place where you can buy them: soup a restaurant cucumbers rolls the grocery sugar soda a fast food restaurant bread mashed potatoes the market place eggs a burger the baker’s fresh fruit
Word Equations Write the skeleton and balanced equations for each of the following reactions. 1. hydrogen + oxygen → water 2. iron(III) oxide + hydrogen → water + iron 3. sodium + water → sodium hydroxide + hydrogen 4. calcium carbide + oxygen → calcium + carbon dioxide 5. potassium iodide + chlorine → potassium chloride + iodine 6. chromium + tin(IV) chloride → chromium(III) chloride + tin 7. magnesium + copper(II) sulphate → magnesium sulphate + copper 8. zinc sulphate + strontium chloride → zinc chloride + strontium sulphate 9. ammonium chloride + lead(III) nitrate → ammonium nitrate + lead(III) chloride 10. iron(III) nitrate + magnesium sulphide → iron(III) sulphide + magnesium nitrate 11. aluminum chloride + sodium carbonate → aluminum carbonate + sodium chloride 12. sodium phosphate + calcium hydroxide → sodium hydroxide + calcium phosphate
Word equations Write the skeleton equation for each of the following reactions. 1. hydrogen + oxygen → water 2. iron(III) oxide + hydrogen → water + iron 3. sodium + water → sodium hydroxide + hydrogen 4. calcium carbide + oxygen → calcium + carbon dioxide 5. potassium iodide + chlorine → potassium chloride + iodine 6. chromium + tin(IV) chloride → chromium(III) chloride + tin 7. magnesium + copper(II) sulphate → magnesium sulphate + copper 8. zinc sulphate + strontium chloride → zinc chloride + strontium sulphate 9. ammonium chloride + lead(III) nitrate → ammonium nitrate + lead(III) chloride 10. iron(III) nitrate + magnesium sulphide → iron(III) sulphide + magnesium nitrate 11. aluminum chloride + sodium carbonate → aluminum carbonate + sodium chloride 12. sodium phosphate + calcium hydroxide → sodium hydroxide + calcium phosphate
Table 18 Road fatalities: number by crash type and data source, 2009–10 and 2010–11 combined Crash type Australian road fatalities Work-related traffic fatalities % of road toll fatalities that are work-related Male 1954 321 16% Female 730 75 10% Total 2688 396 15% 5.4 State/ territory of death Table 19 shows that Tasmania recorded the highest proportion of road fatalities that were work-related (37%). This finding results from a combination of the lowest number of road fatalities in Tasmania for many years combined with the highest number of work-related road fatalities in the time series. Queensland and New Wales recorded the next highest proportions of road fatalities that were work-related with 19% and 18% respectively. These high proportions are likely to be linked to the fact that commuting is covered under workers’ compensation legislation in these states and workers’ compensation data is one of the main sources of commuter fatality information. The data show that 62% and 57% respectively of work-related road fatalities in these states were commuters. It could therefore be concluded that the overall proportion of road deaths that are may be closer to 18% than the 15% derived in this report if reliable data on commuting was available in all states and territories. Table 19 Road fatalities: number by state/territory and data source, 2009–10 and combined State/territory Australian road fatalities Work-related traffic fatalities % of road toll fatalities that are Number Proportion Number Proportion Tasmania 62 2% 23 6% 37% Queensland 513 19% 96 24% 19% New South Wales 804 30% 141 36% 18% Victoria 588 22% 69 17% 12% Western Australia 378 14% 41 10% 11% Australia 231 9% 21 5% 9% Australian Capital Territory 29 1% 2 1% 7% Northern Territory 83 3% 3 1% 4% Total 2688 100% 396 100% 15% Explanatory Notes 1 Inclusions This report covers fatalities due to work-related injuries and explicitly excludes deaths attributable to disease and other natural causes. Among conditions specifically included as injuries are those arising from poisonous plants and animals,
Launching a Campaign – Worksheets Define The Issue and Set Campaign Goals Building off of your “Pre-Training Brainstorming Worksheet,” begin to define the one issue you are going to focus on. What is the one issue or problem you will focus on? What is the preliminary solution for the problem you’ve identified? Looking at this “fix” you’ve proposed, what are the short, medium, and long term goals you can pursue in the fulfillment of the final goal? You may want to refer to the “Goals and Timelines for Bike/Ped Committees” document in your packet. Long Term Goals Medium-Term Short Term Goals E.g. Make specific improvements to specific roadways E.g. Develop a bike/ped plan, develop a section of the town comprehensive plan, propose a specific project. E.g. Meet regularly as a group, sit down with Town Planner to discuss bike/ped needs in town, conduct an audit, hold a bike rodeo. Assess Resources
Honors Chemistry 2017-2018 WS 3.6 Energy Conversions 1) Perform each of the following conversions: a. 654 cal to joules b. 12.9 J to Calories c. 167 kJ to Calories d. 99.3 Cal to joules e. 5.7 X 103 J to kilojoules f. 326 kJ to joules 2) In a chemical cold pack, two substances are kept separate by a divider. When the divider is broke, the substances mix and absorb heat from the surroundings. The chemical cold pack feels cold. Is the reaction endothermic or exothermic? Draw an energy diagram showing the relative energies of the reactants and products in the reaction. 3) Determine whether each of the following is exothermic or endothermic. a. Dry ice subliming (changing from a directly to a gas) b. The wax in a candle melting c. A match burning 111
Honors Chemistry 2016-2017 WS H.1 Hess’ Law 1. Calculate the change in enthalpy for each of the following reactions: A. 2 NO2(g) → N2O4(g) N2(g) + 2 O2(g) → 2 NO2(g) H = 67.8 kJ N2(g) + 2 O2(g) → N2O4(g) H = 9.67 kJ B. C(s) + 2 H2(g) → CH4(g) C(s) + O2(g) → CO2(g) H = -393.5 kJ 2 H2(g) + O2(g) → 2 H2O(l) H = -571.66 kJ CO2(g) + 2 H2O(l) → CH4(g) + 2 O2(g) H = 890.37 kJ C. Sn (s) + 2 Cl2 (g) → SnCl4 (l) Sn (s) + Cl2(g) → SnCl2(s) H = -325 kJ SnCl2 (s) + Cl2 (g) → SnCl4 (l) H = -186 kJ D. Mn (s) + 02 (g) → MnO2 (s) MnO2 (s) + Mn (s) → 2 MnO (s) H = -240 kJ 2 MnO2 (s) → 2 MnO (s) + 02 (g) H = +264 kJ E. SnO2 (s) + 2H2 (g) → Sn (s) + 2 H20 (l) Sn (s) + 02 (g) → SnO2 (s) H = -580.7 kJ H2 (g) + 1/2 02 (g) → H20 (l) H = -285.8 kJ 15
Honors Chemistry 2017-2018 WS 8.8 Hess’ Law 1. Calculate the change in enthalpy for each of the following reactions: A. 2 NO2(g) → N2O4(g) N2(g) + 2 O2(g) → 2 NO2(g) H = 67.8 kJ N2(g) + 2 O2(g) → N2O4(g) H = 9.67 kJ B. C(s) + 2 H2(g) → CH4(g) C(s) + O2(g) → CO2(g) H = -393.5 kJ 2 H2(g) + O2(g) → 2 H2O(l) H = -571.66 kJ CO2(g) + 2 H2O(l) → CH4(g) + 2 O2(g) H = 890.37 kJ C. Sn (s) + 2 Cl2 (g) → SnCl4 (l) Sn (s) + Cl2(g) → SnCl2(s) H = -325 kJ SnCl2 (s) + Cl2 (g) → SnCl4 (l) H = -186 kJ D. Mn (s) + 02 (g) → MnO2 (s) MnO2 (s) + Mn (s) → 2 MnO (s) H = -240 kJ 2 MnO2 (s) → 2 MnO (s) + 02 (g) H = +264 kJ E. SnO2 (s) + 2H2 (g) → Sn (s) + 2 H20 (l) Sn (s) + 02 (g) → SnO2 (s) H = -580.7 kJ H2 (g) + 1/2 02 (g) → H20 (l) H = -285.8 kJ 105
Radical Worksheet #13: Pythagorean Theorem Find the missing length of the triangle if a and b are the lengths of the legs and c is the length of the hypotenuse. Be sure to write answers in simplest radical form. 1.) a = 3, b = 4 2.) a = 5, c = 10 3.) b = 3, c = 7 4.) a = 10, b = 24 5.) b = 9, c = 16 6.) a = 14, c = 21 Find the missing length for each triangle. 7.) 8.) 9.) 10.) Name_______________________________ Radical Worksheet #14: Pythagorean Theorem Find the missing length of the right triangle if a and b are the lengths of the legs and c is the length of the hypotenuse. Be sure to write answers in simplest radical form. 1.) a = 6, b = 8 2.) a = 4, c = 9 3.) b = 2, c = 8
5) A student raises their 15 kg backpack from the floor at a constant velocity of 5.0 m/s. How much force must the student apply? 6) A physics teacher attaches a 4.0 kg brick to a light string (boy do you need a new hobby!) and pulls straight up on it. The brick accelerates upwards at 3.2 m/s2. How much force did the teacher apply to the brick? 7) A 75kg skydiver falls at terminal velocity (220 km/h) before pulling the chute. If she slows to 25 km/h in 3.8 s, determine the average force of air friction that acts on her during her deceleration. 8) A 45 kg chimpanzee on a skateboard accelerates from rest to 13.0 m/s over a distance of 8.0 m. A force of friction of 65 N acts on the board. What force must the chimp apply? 9) A 1350 kg crash test car strikes a cement wall at 24.0 m/s and bounces back at 8.0 m/s. a. If it is in contact with the wall for 0.90 s, what force did the wall exert on the car? b. If the same car had no crumple zones then it would only be in contact with the wall for 0.080 s. What force would the wall exert in this case?
PAY __Nineteen hundred and no/100_________________________DOLLARS __2091 Mission Street ____________ __Woodland Hills, XY_12345 ______ THE FIRST NATIONAL BANK- Princeton, NJ, 08540-2222 ____________________________________________ "▪ 000000"▪ ι :123456789 ι: "8765432" PAY _________________________________________________DOLLARS _______________________________ _______________________________ THE FIRST NATIONAL BANK- Princeton, NJ, 08540-2222 ____________________________________________ "▪ 000000"▪ ι :123456789 ι: "8765432"
PAY _________________________________________________DOLLARS _______________________________ _______________________________ THE NATIONAL BANK- Princeton, NJ, 08540-2222 ____________________________________________ "▪ 000000"▪ ι :123456789 ι: "8765432" PAY _________________________________________________DOLLARS _______________________________ _______________________________ THE FIRST NATIONAL BANK- Princeton, NJ, 08540-2222 ____________________________________________ "▪ 000000"▪ ι :123456789 ι: "8765432"
Municipality currently owns the property and wants to transfer to a third party Briefly describe the circumstances under which the municipality became the owner of the property (e.g., tax foreclosure, eminent domain, purchase, inheritance, donation or other mechanism). Briefly describe the transfer considerations for the property (e.g., hold the property ready for reuse, transfer the property immediately). Briefly describe any due diligence that was conducted prior to assuming ownership of the property and potential liability concerns associated with the property. Briefly identify significant issues (e.g., “deal breaker”) and information needs. If Action eliminated, provide a brief description of the reason for elimination. Acquisition and long-term ownership Briefly describe the property recovery action (purchase, foreclosure, eminent domain, or other action). Briefly summarize the basis for keeping this action under consideration. Briefly identify significant issues (e.g., “deal breaker”) and information needs. If Action eliminated, provide a brief description of the reason for elimination.
Prepare financial plan and ROA Financial advisor File creation Print two copies of plan (client and file) Prepare client implementation contract Complete application for recommendations as far as possible Prepare review service agreement Assistant Plan presentation Present plan Get all application forms completed and signed Have client sign review agreement Financial advisor Plan implementation Check that all paperwork is completed correctly Submit applications Arrange medicals (if required) Issue letter of completion to client Assistant Para planner Financial advisor
Mexico -an America -n Australia -n Indonesia -n Memory game (Higher ability) China ________ people love dragons. Britain Harry Potter is a _____ movie. Sweden _______ people eat meatballs. India _______ curry is spicy. Thailand _______ people celebrate the Water Festival. Brazil _______ people love football.
- Answers are supported by observations from data and student knowledge. (8 points) - Answers are justified with supporting arguments in a logical order. - Answers use acceptable style and grammar (no errors). (2 points) Adequate - Most answers are accurate and complete. - Most answers are supported by observations from data and student knowledge. - Minor misconceptions or misunderstandings. (6-7 points) - Some answers incomplete or tangentially related to question. - Some explanations missing or unclear. - Minor issues (1-2) with grammar/style. (1 point) Needs improvement - Answers are inaccurate or incomplete. - Answers are not supported by observations from data and student knowledge. (5-0 points) - Answers do not address the question asked. - Justification absent or unclear. - Answers do not use acceptable and grammar. (0 points) Annotated map/cross section rubric (specialty group task 2) Level of achievement Content/Comprehension Communication/ Presentation Exemplary - Atmospheric circulation patterns are accurately sketched in map and section views. - Annotations clearly relate wind patterns to radiation excess/deficit and heat transport. (8 points) - Map and cross section are neatly drawn and clearly labeled. (2 points) Adequate - Major atmospheric circulation patterns are sketched in map and cross section views, but features may be imprecisely located (within ~10%) and/or missing minor details. - Annotations relate wind patterns to radiation excess/deficit and heat transport, but some features may be missing or incorrectly attributed. (6-7 points) - Map and cross section lack some detail or is not clearly labeled. (1 point) Needs improvement - Major atmospheric circulation patterns are imprecisely or inaccurately plotted. - Annotations relating wind patterns to radiation excess/deficit and heat transport are incorrectly identified/labeled. (5-0 points) - Map and cross section lack detail or are uninterpretable. (0 points)
May God the joining of your lives and may you live in love always. Pronouncement Now, because you have chosen one another And pledged to love each For all the days of your lives Before God and this gathering of family and friends By the power vested in me as a minister of the gospel And the state of Louisiana I now pronounce you united in marriage! Marriage KISS: Share your first kiss as a married couple! PRESENTATION: It is my great honor and privilege to present for the first time as a married couple: Signing of Documents (remember to them along with the original envelope)
Family: When a man and a woman join in marriage, their families are joined into a larger circle of caring. Families you have provided many years of love and protection, opportunity and encouragement. You have brought them this far and now you entrust your precious ones to the loving care of someone else. They honor you for all you’ve done and pledge to keep you involved in their lives and look to you for ongoing support. Do you promise to offer your ongoing support as they build a strong marriage? If so, answer, we promise. Parents reply: “We promise.” Friends: The same is true of friends. A marriage is enriched by a larger circle of true friends. This couple need you as much as always and will depend on your friendship. They promise to keep you included and make time for you. Do you promise be there for them as always? Friends “We promise.” Readings Reading: Read by: Song or Special Music: Select which marriage address or write your own: Marriage Address 1 -New Orleans theme You’ve chosen New Orleans for your wedding so I’d like the city to give you a gift in return. The gift is a mosaic of symbolism to remind you in the ahead of some
Committee (Leader/ Member) Duration Outcome(s) Reflective Statement: Section 4: Mentoring and Advising Name of mentee/ advisee Period of mentoring/ advising Mentee/ Advisee position at time Topic Mentee/ Advisee Current Position Mentee/ Advisee Achievements Reflective Statement:
WORKSHEET FOR 2017 FORUM – We have five break-out sessions using 4 rooms and the main room. THEMES A B C D Topic/Theme Saturday, October 28th Plenary and Luncheon Sessions Leadership Development Club and Membership Improvement Creative and Support Improving Our Public Branding 11:45 am – 1:15pm Registration and Lunch Plenary # 1 Keynote Speech LCI Forward - PCC Dennis Grotrian; & Future Leadership of Lions - Past International President, Wayne Madden 1:30 - 2:30 p.m. Breakout seminars 1 Leadership and Change Dr. Kimo Alameda Keeping Your Members Satisfied – “WINNER” PDG Cecelia Izuo and others Fundraisers that they would want to attend PDGs Keith Fukuda, Roy Nishida, Bernard Ho, Hawaii Kai Rescue Tubes – Lions David Iwana & Eric Kvick PR 101 / Branding and Use of Media Lions Irwin Santos and Chris Lum Lee Break 2:45 - 3:45 p.m. Breakout seminars 2 How to Market Your Lions Club PCC Dennis Grotrian, GLT Coordinator - Your Club: Response to your community PDGs and Presidents PDG Dick Crislip Panel discussion - Is a 501-c-3 non-profit foundation right for your club PDGs and Presidents Getting to know your D50 and LCI website the LCI web site I. T. Team Moderator:
A B C D Sunday, October 29th Plenary and Luncheon Sessions Leadership Development Club and Membership Improvement Creative and Support Improving Our Public Image Branding 11:00 a.m. – noon Breakout seminars 4 Effective Intergenerational Leadership Michael Lee and others Your D50 and LCI reports – The Basics for club secretaries and other Lions Lions Glen Shigehara, Ron Ushijima, VDG Bob Lee Creative Ways to Raise Funds for Club Administration PDGs and others LCI Global Action Team PIP Madden Noon -1:30 p.m. Lunch Plenary #2 Ready to Lead! Dr. Kimo Alameda 1:30 – 2:30 p.m. Breakout seminars 5 You’re Invited! PDG Cecelia Izuo and others Making your meetings more attractive and appealing PDG Bernard Ho, Club Presidents and others “What got you here…Won’t get you there” PCC Dennis Grotrian Introduction to social media – Facebook, Instagram, twitter, My Lions Lion Chris Lum Lee 2:45 – 3:45 p.m. Closing Plenary Team Building Team Building Michael Lee (TEAMWORK INTERACTIVE) 4:00 – 4:30 p.m. Wrap up Acknowledgements Evaluation DG Blayne and all
Physical factors affect the drainage basin cycle Relief Has a role in influencing the type and amount of precipitation overall and the amount of evaporation, i.e. the major inputs and outputs. It also has an impact of the vegetation type. Climate Determines the amount of infiltration and throughflow and, indirectly, the type of vegetation Vegetation Can impact on the subsurface processes such as percolation and groundwater flow (and, therefore, on aquifers). Indirectly, it can alter soil formation Geology Can impact on the amount of precipitation. Slopes can affect the amount of runoff Soils The presence or absence of this can have a major impact on the amount of interception, infiltration and occurrence of overland flow, as well as transpiration rates.
Geometric Analysis of Muscle Function How much force does your triceps lever system generate? Variable Measured Value Sample Value C Circumference of upper arm 12.25” L Length of upper arm from elbow to shoulder 14” W Width of tip of elbow 1” Li In-lever length (center to tip of elbow) 1” Lo Out-lever length (center of elbow to wrist) 11” Variable Calculated Value Sample Value Rt Triceps radius 0.975 in L ÷ 2 Length of arm from elbow to shoulder divided by two 7 in W ÷ 2 of tip of elbow divided by two 0.5 in H Height of full cone 14.37 in V Volume of one truncated cone 12.37 in3 Vt Volume of triceps 24.74 in3 FLt length of triceps 1.38 in
1. 1. b); 2. f); 3. a); 4. g); 5. c); 6. d); 7. e) 2. a) vacuum robot b) dishwasher c) microwave d) laptop e) printer f) telephone g) washing machine h) cooking robot At Home At Work Both a); b); c); d); e); f); g); h) d); e); f) c); d); e); f)
Works Cited “An Start on College.” StarTribune 14 Jan. 2012. Print. Brandon, “With College, Only the Motivated Need Apply.” U. S. News and World Report. U.S. News and World Report, 17 Nov. 2011. Web. 21 Nov. 2014. CA Career Briefs. “Five Ways Ed Pays.” Online video clip. collegeboard.org. CollegeBoard, 27 March 2014. Web. 1 Dec. 2014. Crawford, Matthew B. “The Case for Working with Your Hands.” New York Times Magazine. New York Times, 24 May 2009. Web. 21 Nov. 2014. Konwerski, Peter. “With College Degree, One Size Does Not Fit All.” U.S. News and World Report. U.S. News and World Report, 17 Nov. 2011. Web. 21 Nov. 2014. “New School Year, Old Education Pays.” Occupational Outlook Quarterly. (2012): 36. Print. Obama, Barack. “Remarks by the President in a National Address to America’s School Children.” Wakefield High School, Arlington, Virginia. 8 Sept. 2009. National Address. Roth, Michael. “What’s a Liberal Arts Education Good For?” The HuffingtonPost.com. Huffington Post, 1 Dec. 2008. Web. 21 Nov. 2014. Rotherham, Andrew J. “Actually, College is Very Much Worth It.” Time 19 May 2011: Print. Vedder, Richard. “Why College Isn’t for Everyone.” Bloomberg Businessweek 9 Apr. 2012: Print.
Cosmic Times Post-test Circle the correct answer. What immediately followed the Big Bang? Microwave Radiation Dark Energy Dark Matter Inflation What phenomenon is used to measure the expansion of the Universe? Gravity Redshift Inflation Blueshift The theory of relativity explains: Space & Time Gravity Energy & Mass All of the above Which of the following defines “cosmic microwave background”? radiation left over by the Big Bang rapid expansion of the Universe a form of matter none of the above Who first mapped the cosmic microwave background? Penzias & Wilson Albert Einstein John Mather Alan Guth Who originated the inflationary Universe theory? Vera Rubens Alan Guth Penzias & Wilson John Mather Who was Albert Einstein? Chemist Anthropologist Astronomer Theoretical Physicist What is the difference between dark energy and dark matter? One is a hypothesized form of energy, the other is matter detected by its effect on other matter. One is a theory of gravity, the other a theory of energy One is a light source, the other radiation. There is no difference What do we call stars that get very bright suddenly, then fade away? Red Dwarfs Blue Giants Neutron Stars Supernovae what year of the 6 Cosmic Times Posters was the Big Bang first mentioned? 1919 1929 1955 1965 1993 2006
Parameter total (/20):_______ Assistive Devices Assistive Devices L R Upper extremity balance/weightbearing devices None Cane(s) Quad cane(s), crutch(es) (forearm/axillary) Walker Parallel bars 4 3 2 2 0 4 3 2 2 0 Lower extremity assistive devices None Ankle-foot orthosis Knee-ankle-foot orthosis Reciprocating gait orthosis 3 2 1 0 3 2 1 0 Sum for left foot: _______ Sum for right foot: _______ Assistive devices (/14):_______ Temporal/Distance Measures Walking walking practice as opposed to W/C use) Walks Regularly in community (rarely/never use W/C) Regularly in home/occasionally in community Occasionally in home/rarely in community Rarely in home/never in For exercise Does not walk Walking mobility score = ………………………………... 5 4 3 2 1 0 ___ Two-minute walk walked in 2 minutes) Distance walked in 2 minutes = ………………………. (metres / minute) ___ Walking mobility total (/5):_______
I give you this ring Groom, I give you this ring As a symbol of my love for you As a symbol of my love for you And as a pledge of my commitment to you And as a pledge of my commitment to you With this ring, I thee wed With this ring, I thee wed (Push ring onto her finger) (Push ring onto his finger) ☐ Alternative words for the rings: Click here to enter text. Ceremony (see my website for samples) ☐ Unity Candle ☐ Sand Ceremony ☐ Traditional Cultural Ceremony Click here to enter text. ☐ Other Click here to enter text. ☐Final Blessing
To Beloved 1: “Having professed your love and declared your vows, do you take ____ to be your wedded partner?” Answers: “I do.” To Beloved 2: “Having professed your love and declared your vows, do you take _____ to be your wedded partner? Answers: “I do.” This love is a spiritual fountain nourishing your lives from a sacred and mysterious place. Give yourselves fully to understanding and expressing your precious love and allow it to be a deep source of joy and a place of peace, assurance, and contentment. May your be surprise and awed by this gift of each other. May you always be thankful for the glorious heights and mysterious depths of committed love. Ring Exchange: It is traditional to seal the vows with the exchange of rings. Before we exchange rings, let’s think about what it means to “give your hand” in marriage and the significance of these hands we place rings on to symbolize your love. ☐ Option 1 (before the exchange of rings)
___________________________________________________________________________ ___________________________________________________________________________ Human Body Worksheet (Teacher’s version) Activity 1 Video watching and blank-filling How much do you know about the human body? Watch a video clip and fill in the blanks. Video link: During growth, some of these bones fuse together and by adulthood, the total number decreases to 206. The Your heart begins beating just 4 weeks after conception and doesn’t stop until you die. Your heart beats an impressive 100,000 times a day. Eyes Unlike ears and noses, the eyes stay the same in your entire life. Oddly enough, they perceive reality upside down before the brain flips it upright. Nose Our noses behave like an air conditioner: warming up cold air, cooling down hot air Skin Humans shed about 600,000 particles of skin every hour. Nails Men’s nails grow faster than women’s nails. Fingernails grow almost 4 times faster than toenails,
Activity 3 Card Matching Game Materials: Sets of 32 cards made up of matched pairs of subjects and their corresponding verb phrases Procedure: Play in pairs. Shuffle the Put ten cards on a table, face up. Distribute five cards to each player. Put the pile of the remaining cards in the centre. The first player tries to match a card in his/her hands with a card on the table according to the subject-verb agreement rule and the meaning of the sentence. If the cards do not match, the player has to give up one card in hand and put it on the table, face up. Then the player draws a card in the central pile and tries to find a match with a card on the table. If there is no match, the card drawn has to be put on the table, face up. The play moves to the next player. The play continues all the cards have been correctly matched. The winner is the one who has the most pairs at the end. Activity 3 Card Matching Game (for weaker learners) The uses over a quarter of the oxygen used by the human body. Your heart around 100,000 times a day, 36,500,000 times a year. Red blood cells carry oxygen around the body.
CLD PROGRAMS & WORKSHOPS FY12 to Date 360 Assessment and Coaching A Non-Technical Approach to Project Management ABCs of Effective Relationships Accountable Executive Achieving Mission Results Adaptive Leadership Advanced Conflict Management Advanced Executive Communications Training Art and Science of Leadership Aspen Institute Global Seminar Aspen Institute Leading Change BOLD-Leading in Leadership Brainwise: NeuroScience and Leadership Business Acumen Program China Executive Program Citizenship and Immigration Civilian Leadership Course Coaching and Mentoring for Excellence Coaching for Improved Organizational Performance Coaching for Performance Coaching Skills for Federal Executives Collaboration and Communications Workshop Collaboration and Influence Collaborative Leadership Colorado Leadership Development Program Communicating Face to Face Conflict and Negotiations for Federal Executives Conflict Resolution Skills Constitution and Contemporary Public Sector Leadership Creating and Sustaining High-Performance Organizations Creating and Sustaining Organizational Excellence Crisis Leadership Custom Design Consulting Decision Making Developing Customer-Focused Organizations DiSC Management Program and Debrief Driving Results for Technical Leaders Dynamics of Public Policy EDS Blended Course EEO and HR for Supervisors: Everyday Accountability Effective Writing Effective Writing for Acquisition Workforce Personnel Effective Writing in the Federal Government Emerging Executives Emerging Leader Emerging Leaders: Leading through Others Emotional Competence: Working with Others for Results Emotional Intelligence Engaging and Encouraging Employees Entrepreneurial Risk Taking and Innovation Environmental Policy Issues Essential Skills for Team Leaders Ethics, Integrity, and Character Everyday Accountability Executive Assessment Executive Coaching Services Executive Communication Skills Executive Development Executive Development: Leading Change Executive Development: Leading Change - Blended Format Explore your DISC style and Develop Effective Relationships Extraordinary Leadership Facilitation Skills for Leaders Federal Budgetary Policies and Processes Federal Regulatory Policy Feedback/Open Coaching Sessions
Slide 8. Activity #1: Think-Pair-Share “What is a Core Idea?” 4. Identifying DCIs in the NGSS and examining how they progress over time. [Slide 9, 10, 11, 12] Show Slide 9 and state: In NGSS, core ideas are selected for the following disciplines: physical sciences, life sciences, earth and space sciences, and engineering, technology, and applications of science. Physical Sciences is abbreviated “PS” and has 4 DCIs. Life Sciences is abbreviated “LS” and has 4 DCIs. Earth and Space Sciences is abbreviated “ESS” and has 3 DCIs. So the DCIs for the sciences total 11. Engineering is abbreviated “ETS” for Engineering, Technology and Applications of Science. ETS has 1 DCI. The Framework has a chapter on each of the disciplines, which gives more detailed information on the DCIs and content. Slide 9. Identifying Disciplinary Core Ideas (DCI) Show Slide 10 and introduce Activity #2 to help participants develop a deeper understanding of the DCIs.
Show Slides 19 and state: You will see this page. Select the grade or grade band and also the DCI that you would like to view, and then click search. Slide 19. Search Standards by Grade and DCI Show Slide 20 and state: If you scroll down the page, you will see the table of the DCIs by grade level or grade band. Click on a DCI to view the associated performance expectations. For example, if you click on the 4-ESS2. Slide 20. Performance Expectations by DCI Show Slide 21 and state: You will see on this page that 4-ESS2 is found in Grade 4, discipline Earth and Space Science, Grade 4 DCI Earth’s Systems. 4-ESS2 is associated with two PEs: 4-ESS2-1 and 4-ESS2-2. Three DCI component or sub-ideas (ESS2.A Earth Materials and Systems, ESS2.B Plate Tectonics and Large-Scale System Interactions, and ESS2.E Biogeology) are listed in the foundation box (orange). 21. PEs Associated with DCI 4-ESS2 Viewing Individual Performance Expectations (Slide 22, 23) Show Slide 22 and state: Going back to the main list, you can also select “Search individual performance expectations.” Slide 22. View Individual Performace Expectations Show Slides 23 and state: You will see this page and then you can search by selecting from the desired criteria listed in each category. Slide 23. Search Performance Expectations
and engineering practices with the core ideas and crosscutting concepts. 7: 10-Step Process for Planning Instruction to Meet PEs Show Slide 8 and state: Step 6: Develop learning performances. Learning performances lesson development to promote student learning; they build to the level of understanding intended in the bundle of performance expectations. Step 7: Determine the acceptable evidence for assessing learning performances, both formative and summative. Step 8: Select related Common Core Mathematics Standards (CCSS-M) and Common Core Literacy Standards (CCSS-L). Step 9: Carefully construct a storyline to help learners build sophisticated ideas from prior ideas, using evidence that builds to the understanding described in the PEs. Describe how the ideas will unfold. What do students need to be introduced to first? How would the ideas and practices develop over time? Step 10: Ask: How do the task(s)/lesson(s) help students move towards an understanding of the PE(s)?” 8: 10-Step Process for Planning Instruction to Meet NGSS PEs Summary and Synthesizing Discussion (15 minutes) (Slide 9) Make sure that each participant has the handout: “Planning Instruction to Meet the Intent of the NGSS”. Explain that we will be using an electronic version of this handout in the next two workshops to record group work. Ask participants to read and think carefully about each step of the“10-step process for developing lessons” described in the handout.” Use the “question and answer pair” technique to develop an understanding of the process Read: Carefully read the 10-step process for planning instruction to meet the NGSS performance expectations and write down (at least two) questions you have about process. Pair: Ask each participant to pair with their shoulder
Getting to Know NGSS – Facilitator Materials Facilitator Materials for Workshop 8: Planning Instruction to Meet the Intent of the NGSS: Steps 7-10 Part 1. Overview A. Where This Workshop Fits within the Big Picture of the Program In the previous workshop, participants began to use a 10-step process for developing lessons to meet NGSS performance expectations and practiced Steps 1 through 6. In this workshop, participants will continue developing lessons to meet NGSS performance expectations following steps 7 through 10. By the end of this workshop, the last of the series, participants will complete their lesson development and reflect on their work. Finally, participants will discuss and share their ideas about using NGSS in their science teaching based on their lesson development experiences. B. Summary Description In this workshop, participants will continue to develop lessons to meet NGSS performance expectations following steps 7 through 10 in our 10-step process. The participants will develop and share their work aligning their learning performances with previously selected performance expectations. At the end of this workshop, participants will complete their lesson development and reflect on their work individually and in small and large groups. The workshop takes approximately 2.5 hours to complete. C. Learning Goals as Performances At the end of this session, teachers will be able to: Determine the acceptable evidence for assessing learning performances. Integrate related Common Core Mathematics Standards and Common Core Literacy Standards in lesson planning. Construct a storyline for instruction. Review and reflect on whether the instruction will help students to achieve the bundle of performance expectations. D. Preparation for the Trainer and Participants Complete Workshops 1 through 7; Read Part I: Overview of this workshop; Review the documents listed in the Materials List; Prepare the room/physical setting to accommodate the participants; Check the Internet connections and beam projector or smart-board for presenting PowerPoint slides.