zilongwang/ReadingBank huggingface dataset:
English Level 9 Achievement Standard Example of Indicative Progress toward Level 10 Achievement Standard English 10 Achievement Standard By the end of Level 9: Reading and Viewing Students understand how the selection of text structures is influenced by the selection of language mode and how this varies for different purposes and audiences. They explain how language features, images and vocabulary are used to represent different ideas and issues in texts. They interpret texts, questioning the reliability of sources of ideas and information. They select evidence from the text to show how events, situations and people can be represented from different viewpoints. In English, indicative progression towards the Level 10 achievement standard may be when students: By the end of Level 10: Reading and Viewing Students show how the selection of language features can achieve precision and stylistic effect. They explain different viewpoints, attitudes and perspectives through the development of cohesive and logical arguments. They develop their own style by experimenting with language features, stylistic devices, text structures and images. They create a wide range of texts to articulate complex ideas. They demonstrate understanding of grammar, vary vocabulary choices for impact, and accurately use spelling and punctuation when creating and editing texts.
CURRICULUM AREA – English Context: Content Descriptions: Example of Indicative Progress toward Foundation Level Achievement Standard English Foundation Level Achievement Standard In English, indicative progression towards the Foundation achievement standard may be when students: By the end of the Foundation level Writing When writing, students use familiar words and phrases and images to convey ideas. writing shows evidence of letter and sound knowledge, beginning writing behaviours and experimentation with capital letters and full stops. They correctly form all upper- and lower-case letters. CURRICULUM AREA – English Context: Content Descriptions:
Standard By the end of Level 1: Writing When writing, students provide details about ideas or events, and details about the participants in those events. They accurately spell words with regular spelling patterns and use their knowledge of blending and segmenting, and many simple and high-frequency words to write predictable words. They use capital letters and full stops appropriately. In English, indicative progression towards the 2 achievement standard may be when students: By the end of Level 2: Writing Students create texts that show how images support the meaning of the text. They accurately spell words with regular spelling patterns and can write words with less common long vowels, trigraphs and silent letters. They use some punctuation accurately, and can write words and sentences legibly using unjoined upper- and lower-case letters. CURRICULUM AREA – English Context: Content Descriptions: English Level 2 Achievement Standard Example of Indicative Progress toward Level 3 Achievement English Level 3 Achievement Standard
By the end of Level 6: Students evaluate the meaning of ethical concepts and analyse their value, identifying areas of contestability. They explain different ways to respond to ethical problems and identify issues related to these. Students identify different ethical issues associated with a particular problem. They identify the basis of a range of ethical principles and explain the role and significance of conscience and reasoning in ethical In Ethical Capability, indicative progression towards the Level 8 achievement standard may be when students: By the end of Level 8: Students explain different ways ethical concepts are represented and analyse their value to society, identifying areas of contestability. They articulate how criteria can be applied to determine the importance of ethical concerns. Students analyse the differences in principles between people and groups. They explain different views on the extent of ethical obligation and analyse their implications for the consequences of and duties involved in ethical decision-making and action. They analyse the role of context and experience in ethical decision-making and action.
CURRICULUM AREA – Mathematics Context: Content Descriptions: Mathematics Level 4 Achievement Standard Example of Indicative Progress toward Level 5 Achievement Standard Mathematics Level 5 Achievement Standard By the end of Level 4: Measurement and Geometry Students compare areas of regular and irregular shapes, using informal units. They solve problems involving time duration. Students use scaled instruments to measure length, angle, area, mass, capacity and temperature of shapes and objects. They convert between units of time. Students create symmetrical simple and composite shapes and patterns, with and without the use of digital technology. They classify angles in relation to a right angle. Students interpret information contained in maps. In Mathematics, indicative progression towards the Level 5 achievement standard may be when students: By the end of Level 5: Measurement and Geometry Students use appropriate units of measurement for length, area, volume, capacity and mass, and calculate perimeter and area of rectangles and volume, and capacity of rectangular prisms. They convert between 12 and 24-hour time. Students use a grid reference system to locate landmarks. They estimate angles, and use protractors and digital technology to construct and measure angles. Students connect three-dimensional objects with their two-dimensional representations. They describe transformations of two-dimensional shapes and identify line and rotational symmetry.
CURRICULUM AREA – Mathematics Context: Content Descriptions: Mathematics Level 5 Achievement Standard Example of Indicative Progress toward Level 6 Achievement Standard Mathematics Level 6 Achievement Standard By the end of Level 5: Measurement and Geometry Students use appropriate units of measurement for length, area, volume, capacity and mass, and calculate perimeter and area of rectangles and volume, and capacity of rectangular prisms. They convert between 12 and 24-hour time. Students use a grid reference system to locate landmarks. They estimate angles, and use protractors and digital technology to construct and measure angles. Students connect three-dimensional objects with their two-dimensional representations. They describe transformations of two-dimensional shapes and identify line and rotational symmetry. In Mathematics, indicative progression towards the Level 6 achievement standard may be when students: By the end of Level 6: Measurement and Geometry Students relate decimals to the metric system and choose appropriate units of measurement to perform a calculation. They solve problems involving time, length and area, and make connections between capacity and volume. Students interpret a variety of everyday timetables. They solve problems using the properties of angles and investigate simple combinations of transformations in the plane, with and without the use of digital technology. Students construct simple prisms and pyramids.
By the end of Level 7: Number and Algebra Students use efficient mental and written strategies to make estimates and out the four operations with integers, and apply the index laws to whole numbers. They identify and describe rational and irrational numbers in context. Students estimate answers and everyday problems involving profit and loss rates, ratios and percentages, with and without the use of digital technology. They simplify a variety of algebraic expressions and connect expansion and factorisation of linear expressions. Students linear equations and graph linear relationships on the Cartesian plane. In Mathematics, indicative progression towards the 8 achievement standard may be when students: By the end of 8: Number and Algebra Students use efficient mental and written strategies to make estimates and carry out the four operations with integers, and apply the index laws to whole numbers. They identify and describe rational and irrational numbers in context. Students estimate answers and solve everyday problems involving profit and loss rates, ratios and percentages, with and without the use of digital technology. They simplify a variety of algebraic expressions and connect expansion and factorisation of linear expressions. Students solve linear equations and graph linear relationships on the Cartesian plane.
By the end of Level 6: Students describe different ways to express emotions and the relationship between emotions and behaviour. They describe the influence that personal qualities and strengths have on achieving success. They undertake some extended tasks independently and describe task progress. They identify and describe personal attributes important in developing resilience. Students recognise and appreciate the uniqueness of all people. They are able to explain how individual, social and cultural differences may increase vulnerability to stereotypes. They identify characteristics of respectful relationships. They contribute to groups and teams suggesting improvements for methods used in group projects and investigations. They identify causes and effects of conflict and explain different strategies to diffuse or resolve conflict situations. In Personal and Social Capability, indicative progression towards the Level 6 achievement standard may be when students: By the end of Level 8: Students reflect on the influence of emotions on behaviour, learning and relationships. They use feedback to identify their achievements and prioritise areas for improvement. They initiate and undertake some tasks independently, within negotiated time frames and use criteria to review their work. They reflect on strategies to cope with difficult situations and are able justify their choice of strategy demonstrating knowledge of resilience and adaptability. Students explain the impact of valuing diversity and promoting human rights in the community. They explore the values and beliefs of different groups in society. They identify indicators of respectful relationships in a range of social and work-related situations. They explain the extent to which individual roles and responsibilities enhance group cohesion and the achievement of personal and group objectives. They assess the appropriateness of various strategies to avoid or resolve conflict in a range of situations. CURRICULUM AREA – Personal and Social Capability VCAA EXAMPLE Context: Content Descriptions: Personal and Social Capability Level 8 Achievement Standard Example of Indicative Progress toward Level 8 Achievement Standard Personal and Social Capability Level 10 Achievement Standard
Students recognise the nature and roles of the three Japanese scripts, understanding that hiragana represents the basic unit of Japanese sound, kanji represents meaning, and katakana is used for borrowed words. They use the hiragana and katakana chart as a tool when writing and reading, recognising their systematic nature. They know that hiragana and katakana are pronounced identically and that the pronunciation of borrowed words is determined by the Japanese sound system. Students understand and apply grammatical concepts such as the use of particles, for example, and conjugation of present, past, positive and negative forms of verbs. They understand and use and adjectives, and apply the rules of counter classifiers such as They explain how language and behaviour change according to participants, context and relationship, and that politeness and respect are expressed explicitly in Japanese through greetings, vocabulary, formulaic expressions and actions. They understand that languages and cultures change over time, and provide examples of how languages borrow words from one another. Students make connections and comparisons between elements of the Japanese language and culture and their own, identifying how languages reflect ways of thinking and behaving. They identify how Japanese values such as humility and harmony are reflected in language, such as by deflecting praise, for example, softening responses with expressions such or and using indirect forms of refusal or disagreement. identification of linguistic elements. They distinguish between and and recognise that kanji can be pronounced differently using (on) or (kun) readings. Students understand the function of verb stems, and form and plain form verbs, and conjugate a range of verb tenses and forms. They apply their understanding of conjugation to produce negative and past adjectives. Students identify and use a range of case particles such as (or), (purpose/by) and (location). They use metalanguage to describe and compare language features and rules of sentence construction. They choose between using plain form based on age, relationship, familiarity, context and text type, such as using plain form in a personal diary. They understand that languages change over time through contact with other languages and cultures, and identify the particular impact of technology and media on contemporary forms of communication, for example, the widespread adoption of English terms into Japanese, such as Students explain how Japanese cultural values such as the importance of community, respect, and consideration for others are embedded in language and behaviours such as
in simple Korean sentences. They identify differences between Korean and English in some aspects of language use such as naming conventions or ways of addressing people. They apply their understanding of the importance of politeness in using Korean and select the appropriate form of language to acknowledge age and social relationships when greeting (for example, versus versus They identify aspects of language use in both Korean and English that people from other cultures might or might not regard as appropriate, such as ways of greeting or (not) making eye contact during interactions. Hangeul was initially created and continues to change. They explain how languages borrow words with culture-specific meanings from each other and provide such examples from Korean words borrowed from English and other languages (for example, and Korean words used in Australia (for example, (bibimbap), (arirang)). Students provide relevant comments on how language is used to influence people’s perceptions (such as in advertisements or campaigns), and identify their own ways of thinking about Korean associations such as brand names or names of cultural items. They compare gestures or body languages involved in communication using Korean and other languages and identify similarities and differences across cultures. They provide examples where direct translation is not possible, such as terms or expressions that reflect cultural practices (for example, and determine whether their equivalents exist in their own language/s. CURRICULUM AREA – Languages/ KOREAN Language F-10 Sequence toward Level 8 Achievement standard Context: Context Description: Korean Level 6 Achievement Standard Example of Indicative Progress toward Level 8 Achievement Standard Korean Level 8 Achievement Standard
CURRICULUM AREA – Languages/ MODERN GREEK Language F-10 Sequence toward Level 4 Achievement standard Context: Context Description: Modern Greek Level 2 Achievement Standard Example of Indicative Progress toward Level 4 Achievement Standard Modern Greek Level 4 Achievement Standard By the end of Level 2: Students interact with teachers and peers through action-related talk and play. They introduce themselves, (for example, Καλημέρα, Mε λένε Γιώργο) and their family and exchange greetings, farewells, (for example, Γεια σου, Kαληνύχτα) and express thanks such as Eυχαριστώ πολύ. They use simple, repetitive language when participating in shared activities and simple exchanges, respond to simple instructions such as, Έλα εδώ, and imitate frequently used classroom language, for example, Όλοι μαζί, Mπράβο, Kλείσε την πόρτα. In Modern indicative progression towards the Level 4 achievement standard may be when students: By the end of Level 4: Students interact with the teacher and peers to share simple information about aspects of their lives, such as school (for example, Mαθαίνω ελληνικά), home (for example, Το σπίτι μου είναι μεγάλο) and everyday routines (for example, Παίζω μπάλα). They use formulaic expressions when participating in classroom routines, collaborative activities and simple transactional exchanges, such as praising and encouraging others (for example, Μπράβο σου), asking for help, seeking clarification (for example, Συγγνώμη, and requesting permission (for example, Μπορώ να πάω έξω;). They use features of Greek pronunciation when asking questions such as, Πού είναι; , and making statements and exclamations (for example, Ελάτε τώρα!), including
They provide examples of how language use varies according to the context and the purpose of the exchange. They recognise that languages change over time, and that languages influence each other, providing examples of words in the language being studied that are borrowed from other languages. They compare the language being studied and English, identifying similarities and differences, particularly in vocabulary, behaviours and expressions related to cultural practices such as special occasions. They describe ways that identity and the nature of communication are directly related to language and culture. CURRICULUM AREA – Languages/ Non-Roman Alphabet Languages F-10 Sequence toward Level 8 Achievement Context: Context Description: Alphabet Languages Level 6 Achievement Standard Example of Indicative Progress toward Level 8 Achievement Standard Alphabet Languages Level 8 Achievement Standard By the end of Level 6: Students use the spoken and written language being studied to exchange personal information, describe feelings and express preferences. When participating in collaborative activities, transactions and classroom routines, they ask and respond to questions, plan collaboratively, and make suggestions and statements. When interacting, students use key features of pronunciation and intonation, including accents where appropriate. They obtain and compare information from a range of texts related to aspects of daily life and events. They present information about their personal world in different formats. They express their feelings about the storyline and characters encountered in texts and create and perform simple imaginative texts using familiar language. They use tenses in combination with appropriate grammatical elements to construct and expand sentences and apply basic rules of spelling and In Alphabet Languages, indicative progression towards the Level 8 achievement standard may be when students: By the end of Level 8: Students use the written and spoken language being studied to initiate and sustain classroom interactions to carry out transactions and to exchange information, ideas, thoughts and feelings about people, objects, places and events. They ask and respond to questions and use rehearsed and spontaneous language to engage in discussions, negotiate, make decisions and arrangements, and offer opinions. They apply appropriate pronunciation and rhythm in the spoken language being studied to a range of sentence types, including, if applicable, use of the accent mark for both intonation and meaning. They locate and interpret information and ideas on topics of interest from a range of texts and communicate information, views and ideas using different modes of presentation. They their response to different imaginative texts by expressing feelings and opinions and describing ways in which ideas, characters, places and events are represented.
-2- 4. Educational Qualification (In chronological order from latest of Graduation level) S.No. Qualification University Year Subject (s) / Topic (s) % Achieved Distinctions etc. 5. Administrative Experience/Post (s) & responsibilities held S.No. Post Organization/ University Duration Experience (In Years and Months) From (Date) To (Date) 1. Head of the Department 2. Chairman, Board of Studies 3. Member, Board of Studies 4. Dean of Faculty 5. Member of Academic Council 6. Member of Executive Council 7. Member of Professional/ Academic Bodies 8. Other (Specify) 6.(a) Academic/Teaching Experience & responsibilities (In chronological order from latest to oldest. S.No. Post Organization/ University Duration Experience (In Years and Months) From (Date) To (Date) (b) Participation and contribution in relevant areas in higher education: Organisation Area of specialisation Visiting Professor Resource Person Others(Specify) -3-
Click on the ‘Tools’ menu in Internet Explorer. on ‘Internet Options’. Click the ‘Security’ tab. Then click ‘Trusted Sites’. Now click the ‘Sites’ button. You will see the following box. In the field labeled ‘Add this website to the zone:’, type: https://citrix.mariemontschools.org Now click the ‘Add’ button. You will now see in the ‘Websites’ list. Click the ‘Close’ button. Click the ‘OK’ button at the bottom of the Internet Options screen. Close Internet Explorer, then restart it and log back into the site.
FOCUS POINT Does Not To P&P Type P&P Name or Number P&P Page Number X? Date of Compliance Shipping / Outbound Process for ensuring the oldest approved stock or short-dated OTC Medical devices are distributed first Process for ensuring the identity of the OTC medical devices in each outgoing shipment and that the device has not been damaged or held under improper conditions while at the applicant’s facility (prior to shipping) Reviewer Comments: Applicant Comments: FOR NABP USE ONLY FOCUS POINT P&P Type P&P Name or Number P&P Page Number X? Date of Compliance Recalls Process for handling recalls and voluntary and written withdrawals of OTC Medical devices OTC Medical device is removed from active inventory and quarantined Handling returned OTC Medical devices including screening returns against a list of recent recalled devices Reviewer Comments: Applicant Comments: FOR NABP USE ONLY
Jan 21st 1/22/2018 Ph Exam on Chapters 2,3 Chapter 4: Carbon and the Molecular Diversity of Life 1/24/2018 Use of the Microscope Jan 28th 1/29/2018 Quiz on pH Chapter 5: The structure and Function of Large Biological Molecules 1/31/2018 The Cell Feb 4th 2/5/2018 Exam on Chapters 4, 5 Chapter 6: A Tour of the Cell Chapter 7: Membrane Structure and Function 2/7/201 Diffusion I Feb 11th 2/12/2018 Exam on Chapters 6, 7 Chapter 8: An Introduction to Metabolism 2/14/2018 Diffusion II Feb 18th 2/19/2018 Chapter 9: Cellular Respiration and Fermentation 2/21/2018 Lab Practical Examination 1 WEEK OF LECTURE TOPICS (Chapters) LABORATORY EXERCISES Feb 25th 2/26/2018 Chapter 10: Photosynthesis 3/28/2018 Enzymes Mar 5th 3/6/2018 Spring Break 3/8/2018 Spring Break Mar 11th Exam on Chapters 8,9 and 10 Chapter 12: The Cell 3/14/2018 Respiration Mar 18th 3/19/2018 Chapter 13: Meiosis and Sexual Life Cycles 3/21/2018 Photosynthesis Mar 25th 3/26/2018 Exam on Chapters 12 and 13 Chapter 14: Mendel and the Gene Idea Chapter 15: The Chromosomal 3/28/2018 Mitosis and Meiosis
2007 Gizelle Begler – Scholarship Recipient, Young Men’s Apparel Association 2007 Denise Green – Runner-up for Cornell Council for the Arts-Individual Artist Award 2007 Brittany Hass – Place, Men’s Wear, Fashion International, Student Design Competition 2007 Marissa Markowitz – Fiber Arts Exhibit, Surface Design Association International Student Exhibition 2007 Roxanne Weippert – Finalist in the Fashion Category, Air France Fashion Design, Arts of Fashion International Design Competition, 2008 Heber Sanchez – Scholarship Recipient and Geoffrey Beene Award Winner, Young Men’s Apparel Association 2008 Jessie Fair –Evolving Patterns, International Textile and Apparel Association - Schaumburg, Illinois 2008 Jennifer Tokuda – Scholarship Recipient, Young Men’s Apparel Association 2011 Maylian Luo – Scholarship Recipient, Men’s Apparel Association 2011 Jaclyn Foster – Scholarship Recipient, Young Men’s Apparel Association 2011 John Sohn – Scholarship Recipient and Geoffrey Beene Award Winner, Young Men’s Apparel Association 2011 Matthew Gottesman – Scholarship Recipient, Young Men’s Apparel Association 2011 Brittany Lutz – Scholarship Recipient, Young Men’s Apparel Association 2011 Mariana Barretto – Scholarship Recipient, Young Men’s Apparel Association 2011 Freeman – Scholarship Recipient, Young Men’s Apparel Association 2011 Lulu Mu – Scholarship Recipient, Young Men’s Apparel Association 2011 Amelia Brown – Scholarship Recipient, Young Men’s Apparel Association 2011 SuYoung Min – Scholarship Recipient, Young Men’s Apparel Association 2011 SuYoung Min – Scholarship Recipient, Young Men’s Apparel Association 2012 Matilda Ceesay - Scholarship Recipient, Young Men’s Apparel Association 2012 Caroline Delson - Scholarship Recipient, Young Men’s Apparel Association 2012 Katelyn Ridgeway - Scholarship Recipient, Young Men’s Apparel Association
SAMPLE School Counselor Performance Report Directions: Evaluators can use this form to provide the school counselor with an assessment of performance. This template is designed as a sample for use by school divisions and can be modified to meet needs. The school counselor should be given a copy of the form at the end of each evaluation cycle. Counselor Name _________________________________ School Year(s) _________________ Evaluator __________________________________ School ________________________ Contract Status: Provisional Continuing Contract Exemplary Professional Performance (4) *In addition to meeting the standard Professional Performance (3) *Expected level Performance Needs Improvement (2) Unsatisfactory Performance (1) The school counselor actively seeks and uses a variety of data and resources and consistently differentiates plans to meet the needs of all students. The school counselor plans using the Virginia Standards for School Counseling Programs, effective strategies, resources, and data to meet the needs of all students. The school counselor inconsistently uses the Virginia Standards for School Counseling Programs, effective strategies, resources, and data to meet the needs of all students. The school counselor does not plan or plans without adequately using Virginia Standards for School Counseling Programs, effective strategies, resources, and data. 1. Professional Knowledge
Teacher provides accommodations for students according to identified (Examples include but are not limited to: leveled reading materials, CLOZE notes, books on tape, aligned technology resources, video clips, etc.). Teacher provides guided instruction, lesson experiences, and/or informal assessments in multiple modalities to address student-learning styles (visual, auditory, kinesthetic). Teacher adjusts instructional delivery during the lesson in response to student misconceptions, errors in oral or written responses, and gaps in prior knowledge/experience. Teacher uses services provided by instructional assistants/paraprofessionals to support differentiated instruction. Student Look Fors Students are engaged and on task. Student products reflect variety based on performance. Students are different processes to achieve a desired objective. In groups, every student has a role. Indicator 3.4: Reinforces learning consistently throughout the lesson. Teacher Look Fors Teacher communicates the lesson objective (behavior, condition, criteria for success) to students verbally and in writing. Teacher refers to and restates the objective throughout the lesson to remind students of the learning goal and to tie the learning activities to the objective explicitly. Teacher assists students in setting their own learning goals/objectives. Teacher asks students to explain how their actions/work assignments are related to the lesson objective. Teacher reinforces learning through modeling, think-aloud, and feedback, clarifying expectations and sharing rubrics that will be used to measure students’ success on assigned work. Teacher uses transitions between instructional segments/activities in a way that enables students to self-assess their own learning. Teacher materials, activities, and posted learning targets reinforce the learning goals/objectives. Teacher makes real world connections to the learning goals. Teacher concludes the lesson by having students answer in writing or verbally the essential questions for the lesson that correlate with the learning goals. Student Look Fors Students use I CAN statements, restating the objective in their own words. Students can explain how the learning activity relates to lives and/or future learning. Students participate in warm up activities relevant to objectives. Students self assess throughout the lesson on their progress toward the goals. Indicator 3.5: Uses a variety of effective instructional strategies and resources. Teacher Look Fors
As part of our production medicine courses you may also have the opportunity to take photographs or video at different livestock operations. You must have the permission of the instructor prior to taking photographs/videos and all photos/videos taken during activities by students are the property of the VDPAM department and can ONLY to be used for teaching or diagnostic purposes and/or to promote our college, department, and/or the livestock industry. Please obtain permission from the owner/operator of the site prior to taking any photos/videotapes. Due to confidentiality issues, we ask that you do not identify the operation/producer when using such photos outside class unless specific permission has been granted by one of the instructors of this course. Confidentiality: You will be handling real client information and cases. It is absolutely critical that your respect client confidentiality and realize that even the rumor of health or other issues can adversely impact profitability, employee morale, and regulatory compliance for that producer. Additionally, discussing client cases outside of the rotation reflects poorly on your professionalism and Iowa State University College of Veterinary Medicine. PREREQUISITE REQUIREMENTS for VDPAM 4TH YEAR ROTATIONS COURSE COURSE NAME PREREQUISITE Semester offered 420 Preceptorship in Vet Med Practice 310 SS, Fall Spring 421A GPVEC Calving 310 Spring 421B GPVEC Bull Breeding Soundness 310 Spring 421C GPVEC Clinical Calving 310 Spring 421D GPVEC Feedlot Management 310 Spring 421E GPVEC Weaning Management 310 Fall 421F GPVEC Pregnancy Examination 310 Fall 421G GPVEC Bovine Reproduction 310 Fall 421J GPVEC Lambing 310 Spring 421K GPVEC Equine Dentistry 310 Spring 421M Preconditioning 310 Fall 421P Gomer Bull Surgery 310 Fall 422A SPSBCPM Cattle Marketing 310 Spring 422B SPSBCPM Cattle Working 310 Fall 422C SPSBCPM Feedlot Management 310 SS, Spring, Fall 422D SPSBCPM Cattle Client Consulting 310 SS, Spring, Fall 422E SPSBCPM Beef Cattle Calving 310 Spring 422F SPSBCPM Stocker Experience 310 Fall, Spring 424X Preceptorship in Vet Diagnostic Pathology 310 & 455 SS, Fall, Spring 451 Clinical Embryo Transfer 351 SS, Fall, Spring 455x488 Clinical Microbiology and D Lab 4th yr status Fall, Spring 463X Iowa Feedlot 310, concurrent enrollment in 421D Spring
Footpaths There is a network of footpaths that are maintained by Highways and the Parish Council. Various footpaths in and around the village. Footpaths Guidelines Footpaths should be preserved and the current routes maintained. Any proposed development should be a component of any planning application. It is important to encourage signage to a rural settlement. 23
Is the client presenting verbal patterns or behavioural cues which may indicate a risk of violent or aggressive behaviour – e.g. confused, boisterous, uttering threats, agitated, suspicious, intoxicated, and / or making socially inappropriate comments? Yes No *If yes, advise relevant staff and ensure VAT is completed at first contact with client. (Refer to as needed.) Is or was the violent or aggressive behaviour directed toward a specific person or group of persons? Yes No Will the person(s) whom the violent or aggressive behaviour is directed toward be present during the home visit? Yes No *If yes, advise relevant staff and ensure VAT is completed at first contact with client. (Refer to as needed.) Have threats recently been made against the client? If so, who has made these threats? Yes No Are firearms or other dangerous weapons kept in the home? Yes No Are there pets or animals in the home? Yes No
INSIDE/OUTSIDE OF DWELLING Risk Identification Y/N Suggested Controls Risk-Specific Tips Has the area been mapped out for potential perpetrator hiding spots (e.g. behind bushes or hedges)? Yes No Are there any physical hazards (barriers, broken steps, free-roaming dogs, weapons) and, if so, is there a plan for controlling these hazards during the visit? Yes No Request that the area light be on, if there is one Provide worker with a flashlight if needed If is a possibility of encountering hazards during the visit, have arrangements been made for a and post-visit call to the office, a nurse, the supervisor or, if possible, a “buddy”? Yes No Will people be in the residence during the visit? If so, do you know how many, what their relationship to the client is, whether there any potential for violence, and who will open the door? Yes No EMERGENCY EGRESS Risk Identification Y/N Suggested Controls Risk-Specific Tips
Does the worker know where the nearest telephone is? Are there emergency phones or pull stations in the building, housing or parking complex? Yes No Encourage worker to carry a cell phone pre-programmed with emergency contact numbers Are there uneven surfaces that might impede a quick exit by the worker? Yes No Has the worker determined the safest route for returning to their vehicle? Yes No Ensure worker is aware to: Be observant! Look and listen Avoid slinging purse or bag over shoulder or around neck Carry your keys in your hand Walk around vehicle, and check back seat before unlocking car Lock doors, keep windows up until underway Pre-visit and Pre-travel assessments should ideally be completed within 24 hours before the initial home visit, then followed by a behaviour assessment such as Violence Assessment Tool completed at the beginning of each home visit thereafter – refer to , as needed.
PRESS RELEASE From Sylke Becker Phone +49 69 756081-33 Fax +49 69 756081-11 Email s.becker@vdw.de The VDW offers a comprehensive service package themed around the EMO Hannover 2017 Nairobi, 01 March 2017. – The EMO Hannover 2017, the world’s premier trade fair for the metalworking sector, will be held from 18 to 23 September. It is being organised by the VDW (German Machine Tool Builders’ Association), Frankfurt am Main, Germany, on behalf of the European Association of the Machine Tool Industries (CECIMO) from Brussels, Belgium, and in conjunction with the trade fair hosting company Deutsche Messe AG, Hanover, Germany. The VDW speaks for the German machine tool industry, and is one of the few sectoral organisations that
Terms Last Revised: 6/06/2016 VE.s Visible Emissions Summary These Visible Emissions terms may be used for emissions units that: 1. emit particulates; 2. are subject to a visible particulate emission limitation established pursuant to OAC rule 3745-17-07, OAC rule 3745-17-12, OAC rule 3745-17-13, or 3. are not considered to be inherently clean*; and/or 4. do not use data from a continuous opacity monitoring system to ensure ongoing compliance with the applicable visible emissions limitation(s). * Inherently clean emissions unit means: an uncontrolled emissions unit that burns only natural gas and/or number two fuel oil, the particulate emissions from the emissions unit are due solely to the combustion of the fuel(s), and under normal operating conditions the emissions will not exceed the particulate or visible emissions limitations. Note: In State permits the frequency for performing visible emissions checks may be adjusted (i.e., daily, weekly, monthly, etc.) where it can be demonstrated that there has been no exceedance of the opacity limitation over a period of time (terms VE.9). Certain operations may require checks to be performed during a certain phase of an emissions unit’s operation. Note: It is important to specify the egress point(s) for fugitive emissions, especially where there may be more than one emissions unit releasing emissions inside a building. The locations where the fugitive emissions observations are to be performed must be clearly defined and this detail can be added to the VE testing terms where needed. Note: See the appropriate General Permit for the RACM requirements for paved and unpaved roadways and storage piles; only the visible emissions / opacity requirements are duplicated in this set of terms.
Letter to a Congressperson Directions: You will identify a major issue in your area, and write a letter to your Congressperson in order to address this issue. Your letter must attempt to convince your Congressperson to change this issue in your district. You will be participating in government. You must write a letter on an issue in your area. Potential Money for schools for libraries Money for parks Money for housing Gang violence Police brutality Your letter must be formatted like a letter. On 11/14 or 11/15 please bring a self-stamped envelope. You are turning in a copy of your letter. 4 3 2 1 Your letter forms a complete argument, and writes in complete paragraphs that are organized, have evidence, and reasoning. Your letter has no grammatical or spelling errors. The format of your letter has no mistakes. You have a perfectly completed envelope. Your letter forms a good argument, but argument is incomplete and paragraphs are missing something. Your letter has few grammatical or spelling errors. The format of your letter has 1 or 2 mistakes. You are missing one element from your envelope. Your letter forms an argument. Your paragraphs are missing 2 or more elements. Your letter has several grammatical and spelling errors. The format of your letter has many mistakes. You are missing two elements from your envelope. Your letter has no argument. Your paragraphs are missing. Your letter has many grammatical and spelling errors. The format of your letter is completely wrong. You are missing many elements from your envelope.
Anyone interested in making a submission is encouraged to visit the VEAC website to access the Terms of Reference, fact sheets and maps. Submissions can be made via the VEAC website or by sending a written submission by post or email to . There will be two further periods of public consultation following the release of a discussion paper and a draft proposals paper. For more information please contact VEAC Communications Manager Lisa Bowman on 0419 386 729. *Public land includes Crown land and land owned by Victorian government agencies but does not include land owned by local councils.
Glover, R. W., & Tagliarina, D. 2011. “Ditching the Script: Moving Beyond “Automatic Thinking” in Introductory Political Science Courses.” Journal of Political Science Education 7(4): 394-415. Krathwohl, David R. 2002. “A Revision of Bloom’s Taxonomy: An Overview.” Theory into Practice 41I4): 212-18. Leithner, Anika. 2011. “Do Student Learning Styles Translate to Different “Testing Styles”?” Journal of Political Science Education 7(4): 416-33. Mayer, Richard E. 2002. ”Rote versus Meaning Learning.” Theory into Practice, 41(4): 226-32. Mr. Smith Goes to Washington. Directed by Frank Capra.1939. California. Company Home Video. Date. DVD. Nicholas, Mark C. et al. 2013. “Developing and Implementing a Multidisciplinary Approach to Assess CT in General Education.” Assessment Update 25(4): 7-12. Tierney, Robert et al. 1989. “The Effects of Reading and Writing upon Thinking Critically.” Reaching Research Quarterly 24(2): 132-173. Tiruneh, Gizachew. 2007. “Does Attendance Enhance Political Science Grades?” Journal of Political Science Education 3(3): 265-76. Tsui, Lisa.2006. “Cultivating Critical Thinking: Insights from an Elite Liberal Arts College.” The Journal of General Education 55(2): 200-27.
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Example. Given vectors a = {3, -3, 5} and b = {1, 2, 4}, what are the coordinates and magnitude of the vector c resulting from the cross product = c ? Answer: c = = {((-3)*4) – (5*2), ((5*1) – (3*4)), ((3*2) – ((-3)*1))} c = {–22, –7, 9} 24.78 A vector can also be multiplied with a square 3x3 matrix to produce another vector; however, this is a for another time. Other Resources A vast storehouse of reliable information about mathematics is available on the web from Wolfram, the makers of Mathematica, via http://mathworld.wolfram.com. A sequence of videos to learn about vectors and matrices is included in “Two faces of vectors.” The sequence links to Khan Academy videos on strands of and . (Search for “Khan linear algebra” and “Khan physics.”
From website: Analytical method 100 g @ 00 100 g @ 900 FR= θR= FR= θR= θE= ________ 100 g @ 200 200 g @ 1500 300 g @ 2500 FR= θR= FR= θR= θE= ________ Addition Resultant Vector Table Check From website Analytical method 50 g @ 00 and 100 g @ 900 FR= θR= FR= θR= θE= ________ 50 g @ 200 and 250 g @ 1200 FR= θR= FR= θR= θE= ________ 50 g @ 200 250 g @ 1200 300 g @ 3000 FR= θR= FR= θR= θE= ________
9. (a) D plotted at (3, 7) 1 Within 1 mm by eye. (b) 2ft 1 mark for each component –1 if in working, no brackets (c) 1 c.a.o. SC1 Both (b) and (c) correct but written as coordinates. [4]
Answer (a) [2] (b) 6 Answer (b) [2] 4. The points A and B are marked on the diagram. (a) Write as a column vector. Answer (a) = [1] (b) = Write down the co-ordinates of C. Answer (b) (……… , …………) [1] 5. (a) = . The point K is marked on the diagram. (i) Draw on the diagram. [1] (ii) Write down the co-ordinates of the point L. Answer (a)(ii) (……… , ………) [1] (b) P is the (–3, –3). = and = 2 . Find the co-ordinates of S. Answer (b) (………… , ………) [2]
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