zilongwang/ReadingBank huggingface dataset:
Questions Thursday 26th February Must be able to draw a pattern Should be able to draw some pattern and trace Could be able to draw some patterns and write Sometimes gives meaning to marks as they draw and paint. Ascribes meaning to marks that they see in different places. Hears and says the initial sound. Writes own name. Wavy Stripes Dots Zigzag Flowers Checked Whole Class: Re-cap the settings of the story and show a video my mum and dad make me laugh Neha, Phonics: 9.15 – 9.30 Sounds behind the screen. Ann: Phonics: 9.15 – 9.30 Fred talk (Assessment) – Parts of the body with Sarwin, Jewel, Fryderyk, Asmitha, Shamika, Michelle, Naomi, Jaiden, Jhashini, Cole, Blessing and Wasim Nazma – Peace at last- Devinth, Michelle, Shana, Adrian, Abishan, Keana, Jhashini, Sophie.K. Ann (Continue from yesterday)- Favourite patterns LA- to draw at least one pattern they like MA- to draw 3 patterns they like and trace over their words HA- to draw 3/5 patterns and to trace over the words and write independently. Lubna/ Neha Intervention Group: Number recognition and shapes: Shreesha, Afnan, Salahuddin, Oliver, Bhavithaa,Jabril, Farhad, Iten, Michelle, Shamika, Tanya, Jewel, Sakina and Devinth Guided reading 9.30 – 5 children Mixed Ability – Neha Children are able to draw a pattern and talk about it. Children are able to trace over the words and attempt to write independently. Maths: - Making pattern using the shapes. UW: using talking pens showing children how to use it – Lubna/ Neha EAD: Explore colours and how colours can change. PSED: To be able to share and take turns when playing at the grocery shop in the role-play area PD: using big Numicons and moving them to the correct place. – Number recognition Nazma Lubna To do observation of key children
Content, Rhetoric, Structure From: Fox, Broderick. Documentary Media : History, Theory, Practice, Routledge, 2017. Topic: • What is the subject matter and why have you chosen it? • What is the driving question you are seeking to answer? • What other media has been produced on the topic? (In your treatment, you will have to acknowledge such works and why your project is different or how it builds on or refutes such works.) World and Scope: • What is the world of your project (a household, a specific organization, a neighborhood, a country)? • What is the time span covered by your documentary (the duration of an event, a season, a life)? • How big of a window onto this topic do you plan on opening? Do you plan to profile a single perspective, compare multiple views, capture a cultural moment, tell an expansive history? Story and Theme: • Are you using narrative to convey your content? If so, what is your story? • What is your project’s underlying theme? How does your project’s focus reflect larger social, historical or humanistic questions?
Schedule: 6:25-6:32 – Pre-Class Table Time 6:32-6:38 – Announcements & Business Time Video – Lance Sisco 6:38-7:40 – Teaching Time – John & Pam together & Group Split 7:40-8:10 – Teaching Time #2 (men in chapel) 8:10-8:45 – Table Discussions 6:25-6:32 – Pre-class table time 6:32-6:36 – Announcements & Business Time Video – Lance Notebooks – page 99 – reminder tonight we are bringing sexyback Schedule for the evening – reminder that we will run late tonight – 8:45 Twogether in Texas – Emily emailed you last week You will receive Twogether in TX certificates next week McGee’s – John & Pam Director of Marriage Ministry & re|engage married 20 years (7/8/1995) – HAPPY ANNIVERSARY MCGEES! 4 kids – 16, 14, 12, 10 Text in Questions – 214-814-0481 Pray & Transition to Business Time video 6:36-7:40 - Teaching Time – John & Pam together 7:40-8:10 – Q&A with Lance, separate time with men and women 8:10-8:45 – Closing Announcements (Lance & Alyssa) & Table Discussions Homework Men - Spread out over 2nd floor for men, Women stay at your tables Run through 8:45 tonight – men will come get the women Men - Go to the back, and the women will come to you Alyssa to give a 2-minute warning Talk with your leader or find one of us on staff if you have something you need help with or want to talk through – i.e. acknowledge hurts, abuse, etc… Next week – LAST WEEK! Understanding Your Spouse Leaders Meeting Next week: Topic – UYS Think next steps for your couples Homework for next week – surveys
Can’t violate someone’s conscience (Romans 14) What’s in bounds and out of bounds, parameters Cannot involve others – Matthew 5.27 – looking at someone lustfully is (committing adultery with her in his heart) adultery; physically, pornography (visually), fantasizing Cannot involve animals… hopefully this won’t steal your fun Cannot hurt anyone – Phil 2.3-4 – physical or emotionally Can’t violate someone else’s conscience – Romans 14 Lots of room outside of these parameters to play with: Boundaries Slides – what’s in bounds biblically, for him, for her, for both? What’s permissible: Oral Sex – Song of Solomon – blowing in my garden, fruit is sweet, grabbing fruit is not referring to Israel or to gardening – Song - 2.3, 4.16; as long as both are OK with it – see guidelines above Anal Sex – associated with homosexual lifestyle, body not designed to do that – if you want to do it, probably learned it from porn Masturbation – will be discussed when we split up into men and women Toys – not addressed, but be cautious (difficult to match the sensation from sexual toys) Pornography – never in bounds During a woman’s period – some increased health risks like infection, old testament purity laws don’t apply Quickies: are OK on occasion Sometimes sex is a fast food meal, sometimes it’s a normal dinner, sometimes it’s gourmet – all 3 are OK Quickies are OK, just not a steady diet of it You can do stuff where you are both OK with what happens and what’s in bounds; don’t freak out about this stuff. FYI – a lot of what we want to do or ideas we have come from porn or from someone else we have been with – don’t be selfish, force something out of bounds because you have this fantasy i.e. caution with 50 shades of gray
It’s going to painful, shameful Don’t hide or lie Don’t go into granular detail or too specifics God’s grace – you are not damaged goods Many stories of couples doing really well Opportunity to build trust Sexual abuse – ¼ women, 1/6 guys – this will have an impact on sex in marriage, and can hurt intimacy in marriage, whether a long time ago or recently Sexual abuse is not like a fracture that eventually heals and goes away, but rather has implications for the long term Much bigger deal than anticipated Sexual pain – abortion, infertility, porn, past relationships Barrier of busyness, technology, lack of margin in lives and schedule Sharing Your past: Should know if getting married – your bodies belong to each other How do you view your past? How do your view your S.O.’s past? Don’t lie/hide Big deal – 1 Corinthians 6.18 Philippians 3.12-16 Paul looks back, doesn’t forget, but also is not defined by or influenced by his past We don’t forget, like we have a bad memory, but we don’t let it cripple us Growing in Intimacy: Frequency conversations – be careful about comparison – couples are happy anywhere for 2-20 times/month! Guys – you will say no, and your drive will not stay the same, changes with kids, etc… FYI – 20-25% of guys will have lower sex drives than wife – not strange or something wrong with you if this is the case
Session 3 2:00-4:00 (4) 2:00-2:30 2:30-3:00 3:00-3:30 3:30-4:00 3.A. Chair: Brenda Llewellyn Ihssen Marica Cassis, “Gender and the Household in Byzantine Anatolia” Laura Pfuntner, “Between Science and Superstition: Photius, Diodorus Siculus, and “Hermaphrodites” Marlena Whiting, “Female Pilgrims in the Early Christian Holy Land: Virtuous Ladies or Viragos?” 3.B. Ivories, Inscriptions, and Columns (2nd-7th centuries): Views from Up Close, Views from Afar Chair: Amanda Luyster Andrea L. Middleton, “A Rexamination of an Isis Cult Scene Plaque (Dumbarton Oaks BZ 1942.1) Anna M. Sitz, “Viewing the Past: Christian Responses to Pagan Temple Inscriptions in Late Antiquity” Antony Cutler, “Raising Lazarus in Seventh-Century Alexandria: Ivories and Liturgies” Pelin Yoncaci Arslan, “Shaping the Early Byzantine Skyline of the New Rome: The New Columnscape of Constantinople between fourth and sixth centuries” Coffee ~ 4:00-4:30 4. Panel on Publishing, sponsored by the Mary Jaharis Center ~ 4:30-6:00 Chair: Benjamin William Anderson Clark Hall, 7th Floor The day's paper sessions will be followed by a Reception, funded by the Departments of Classics and Near Eastern Studies, Cornell University. Saturday, October 8 Session 5 9-10:15 9:00-9:25 5.A. Chair: Kim Haines-Eitzen Thomas E Schweigert, “The Vita of Saint Tryphon in the Bucchia Manuscript 5.B. Chair: Christian Raffensperger AnnaLinden Weller, “Nikephoros Xiphias and the ‘ideal administrator’: narratives of insurrection and
2:30-3:00 3:00-3:30 3:30-4:00 Diliana Angelova, “Images in Christian Worship before the Iconoclasm” Lynn Jones, “Evidence for an Imperial Cult: The Case of Nikephoros II Phokas” Barbara Crostini, “The Commentary to the Odes by Hesychius of Jerusalem in Psalter Vaticanus graecus 752” Glenn Peers, “The Three Youths Cycle in Psalter Vaticanus Graecus 752: Formation in Praise and Deliverance” Coffee ~ 4:00-4:30 Session 8 4:30-6:00 4:30-5:00 5:00-5:30 5:30-6:00 8.A. Chair: Leonora Neville Lee Mordechai, “From Fanboys to Frenemies: Foreign Elites in Eleventh Century Byzantium” George E Demacopoulos, “Marriage and the Christian Other in the Age of the Crusades” Danilo Valentino, “Magic and Religion as Therapy during the Late and Post-Byzantine Era: The Medieval Recipes of the Iatrosophia” 8.B. Panel: Christian and Jewish Hymnography in Byzantium Chair: Derek Krueger Uffe Holmsgaard Eriksen, “The Hagiographical Kontakia of (Ps?)-Romanos Melodos” Laura S. Lieber, “Daru in the Winehouse: Slavery and Dancing in the Jewish East” Thomas Arentzen, “Open the Gate! Congregational Participation in Christian and Jewish Liturgical Poetry from Byzantium” Reception and Middle Eastern Music Ensemble Sunday, October 9 Session 9 9-10:30 9:00-9:25 9.A. Chair: Darlene L. Brooks Hedstrom Alberto Bardi, “The Controversial History Of The Instructions For Persian Handy Tables” 9.B. Chair: Matt Savage Annie Montgomery Labatt, “Fratricide as the Story of Cain and Abel”
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Lunch Menu 2017 Week 1………Please see Allergens poster for key Monday Tuesday Wednesday Thursday Friday Week 1 Main Tuna sweet corn pasta bake (2,4,5,6) Dessert Rice Pudding Cottage pie with vegetables (9) Dessert Jelly Mushroom Curry With brown rice (7,9,10) Dessert Yoghurt Roast Turkey with roast potatoes, veg & gravy (2,4,6) Dessert Angel delight Fish pie with baked beans (5,13) Dessert Banana Custard Vegetarian Tuna sweet corn pasta bake (2,4,5,6) Dessert Rice pudding Cheese and potato pie with vegetables (9) Dessert Jelly Mushroom Curry With brown rice (7,9,10) Dessert Yoghurt Yorkshire pudding, mixed veg & Veg gravy (2,4,6) Dessert Angel delight Fish pie with baked beans (5,13) Dessert Banana Custard None dairy Tuna & sweetcorn mixed with pasta and Olive oil (2,4,5,6 ) Dessert Fruit Cocktail Cottage pie with vegetables (9) Dessert Jelly Mushroom Curry With brown rice (7,9,10) Dessert soya yoghurt Roast Turkey with roast potatoes veg & gravy (2,4,6) Dessert Fruit Cocktail Fish pie with baked beans (5,13) Dessert Soya Greek yoghurt & Banana
Broughton Jewish Lunch Menu WEEK 1 Monday Tuesday Weds Thursday Friday Main Meat Option CHICKEN SAUSAGES MEAT BOLOGNAISE ROAST CHICKEN MEATBALLS FISH FINGERS FISH GOUJONS Main Vegetarian Option VEGGIE STYLE HERB SAUSAGES VEGGIE SCHNITZEL VEGGIE NUGGETS VEGGIE BURGER VEGGIE SAUSAGE Side SWEETCORN ONION RINGS PASTA SWEET CARROTS SPAGHETTI GREEN BEANS COUS-COUS MIXED VEG RICE PEAS CHIPS Dessert FRUIT BAR FRUIT BAR FRUIT BAR FRUIT BAR BISCUIT
Hours Worked this Week: 6.5 Hours Worked Total: 15.5 Week Three Journal On Tuesday, I went to Westwood Hills Elementary School to watch one of my co-workers give a sex-ed class to boys in the fourth and fifth grades. The first class she taught was at eight and was with the fourth graders. Since they are still in elementary school, Nancy said they have to separate the boys and girls. They are not taught together until middle school. The first worksheet attached about puberty was the worksheet she gave to these boys. These fourth grade boys were very well-behaved which surprised me. I thought that they would’ve been weirded out about the topic, but they were very interested and engaged in the discussion. The fourth graders only learned about puberty. Nancy told me they don’t learn about their bodies until the fifth grade. After a short break, Nancy and I went to the fifth grade wing, and I got to watch her teach these boys about their reproductive system and male anatomy. I wanted to see the difference between the grades which is why I stuck with Nancy and the boys while another social worker and her intern taught the girls. Once again, I was really surprised with how well-behaved these boys were. They, too, were very interested and engaged in the discussion. Nancy also gave them a worksheet which I have also attached (sorry if it offends you). Nancy made this class fun instead of just a lecture which is why I think the boys paid attention. During this class, I talked to the teacher. She told me that parents can choose to opt their children out of the class by filling out a form, but only about three students a year end up being opted out. I asked if there was a gender bias, and she told me no. I really enjoyed the fifth grade class because they were so adorable. One of them said that he thinks that girls have “a lot of moods.” Another told us
11:00 – 11:40 Labor day Circle time: Melanie supports Snayder and Mathias. *Hello friends *Days of the week with 7 fingers. *What day is today? *Sticker to good listeners *Letter of the week S Story, action, song. Circle time: *Hello friends *Days of the week 7 fingers. *What day is today? *Flashcard with A, S. *Hand out names and let them count A in their names. Sticker in their names if they spot it/ Melanie half the group. Circle time: *Hello friends *Days of the week. *What day is today? * Sticker to good listeners *Pick up your crayon. Hand white boards, make top to bottom lines. “vertical lines” *Does letter S have vertical lines? Circle time: *Hello friends *Days of the week. *What day is today? * Sticker to good listeners. *Flash cards A, S. song. *”I am slowly going crazy”. 11:40 – 12:15 Lunch Lunch Lunch Lunch 12:15 – 12:45 L A B Playground Bathroom Beds Playground Bathroom Beds Playground Bathroom Beds Playground Bathroom Beds 12:45 – 1:00 O Rocking by time Rocking by time Rocking by time Rocking by time 1:30 – 2:00 R Melanie’s break. Sara fills up reports. Melanie’s break. Sara fills up reports. Melanie’s break. Sara fills up reports. Melanie’s break. Sara fills up reports. 2:00 – 2:30 D A Y S’s break Melanie: Copy objectives on a word document. S’s break Melanie: Keep making templates. S’s break. Melanie: Date and name art. S’s break Melanie: ready for next week. 2:30 – 3:00 Clean up beds, start waking up, by 2:50 all ready Clean up beds, start waking up, by 2:50 all ready Clean up beds, start waking up, by 2:50 all ready Clean up beds, start waking up, by 2:50 all ready
Teach lyrics to students Tell students we will play a game next week Play xylophone for accompaniment Closure & exit (5 min) Review student objectives and pick rock star Assessments: Teachers will observe students as they demonstrate objectives during activities for keeping steady beat and singing so-mi CES Music Lesson Plan Grade: 4th & 5th Grade Lesson: Getting to Know You Date: 8/8-8/14/17 National Core Arts Standards: (MU:Cr1.1.5b) - Generate musical ideas (such as rhythms, melodies, and accompaniment patterns) within specific related tonalities, meters, and simple chord changes. (MU:PR4.2.5a) - Demonstrate understanding of the structure and the elements of music (such as rhythm, pitch, form, and harmony) in music selected for performance. Materials Needed: Stack of disposable cups Djembe xylophone Student Objectives: I can keep a steady beat I can show direction of singing voice I can show respect Lesson Component Procedure Entry/Anticipatory Set (10 min) Play Al City’s Unbelievable when students are entering. Instruct students to look on the board to find their assigned seat. Teacher introduction Identify students as “Central Elementary Sailors” Activity 1 (10 min) Up the Ladder, Down the Ladder (What’s your Name?) Demonstrate how this chant will work. While playing a rhythm pattern on djembe chant, “Up the ladder, down the ladder one by one….the ladder (repeat 3X). My name is ________. Class echos – “Your name is _________.” Go around until each student has had a chance to introduce
College Pick ‘em 2016 – Week 14 Game 1 Game 2 Game 3 Game 4 Game 5 Game 6 Game 7 Game 8 Game 9 Game 10 LINES: by 19 by 7.5 by 7 by 4 by 3 by 11.5 by 24 by 6.5 by 10 by 2 TIEBREAKER Total Pts. SEC Championship Amanda G. 62 Ben G. 51 Bill J. 52 Brian G. 56 Charmaine B. 44 Chris J. -- --- --- --- --- --- --- --- --- --- --- Connor M. 45 Dan Mi. 42 David C. 37 David D. 55 David O. 52 James Y. 40 Jared K. 48 Jeff F. 42 Jerome V. 63 Jerry M. 45 Jonathon M. 38 Josh B. 49 Joshua M. 60
Math: have students bring in packets of seeds. Make a graph of the different types of seeds. Discuss the size of different seeds. How many seeds do you think is in each pack? Use <, =, and > to compare seeds in packets. Use the document camera to check predictions. ( 2.NBT.4) Writing: Write a thank you letter to Miss Rumphius thanking her for making a change in the world for the better. Tell her what your plans are for being a good citizen. Use the proficient paragraph method. Music: Listen to song, “ See Me Beautiful” (AH-P-PCA-S-Mu1 Students will begin to develop an awareness of the purposes for which music is created. Artistic Expression – music created with the intent to express or communicate one’s experience (e.g. music created and performed in a concert setting for an audience.) Note cultural differences in the video. Social Studies: SS-EP-2.1.1 Students will describe cultural elements (e.g. beliefs, traditions, languages, skills, literature, and the arts). Review with students Miss Rumphius’ travels to faraway places. Discuss where students would like to go if they could go to a faraway place. Since we have already mentioned Bombay (Chicken Soup with Rice)and The Nile (Egypt) (Forces of Water/ Chicken Soup with Rice), Use Fact Monster to locate the almanac and find the country, capital, monetary unit, religions of that country, languages and one interesting fact. Create a class postcard. Find a clip art picture that relates to the country and enter information on the postcard. (Great time to collaborate with the librarian!) Music: Listen to Places in the world. (RL 2.4 Describe how words and phrases (e.g. Regular beats, alliteration, rhymes and repeated lines) supply rhythm and meaning in a story, song or poem.)
WEEK DAY CONCEPT OBJECTIVES INSTRUCTIONAL STRATEGIES STANDARDS (GSE, AP) Week 16 Monday, 11/14 Pre Modern Political Expansion Colonial Society Colonial Social Structures Casta System Colonial Economic Impact Tuesday, 11/15 Test Ch. 12, Portion of 13 Unit IV Part I Test 25 MC DBQ Wednesday, 11/16 Pre Modern Cultural Movements Reformation, Counter Reformation, Scientific Revolution Renaissance Beginnings Artistic Achievements Thursday, 11/17 Pre Modern Cultural Movements Reformation, Counter Reformation, Scientific Revolution Reformation Causes and Impacts Document Analysis Friday, 11/18 Pre Modern Cultural Movements Reformation, Counter Reformation, Scientific Revolution Key ideas/impacts-chart Key Scientific ‘Revolutionaries’ THANKSGIVING BREAK! 11/21 11/25 Tuesday Nov. 15th Unit IV Part I Test 20 MC, 5 Matching, DBQ Analysis
FLUID DYNAMICS AND TURBOMACHINES MODULE 1 : TUTORIAL - 01 Illustrates the representation of flow field Identify the flow field expressed as ῡ = ( (x + z) / t) î + (z - y) ĵ, where x, y and z are the coordinates and t is the time, as steady or unsteady and its dimension. Steady and 2 D Unsteady and 2 D Steady and 3 D Unsteady and 3 D Illustrates the calculation of shear stress from a velocity profile Q2. Figure 2 shows a liquid flowing down an inclined plane. This may represent a number of physical situations, one being the flow of gasoline down the walls of an engine manifold. Assuming the liquid is Newtonian fluid, find the shear stress at the fluid-solid interface (y=0), at y = Y/2 and at the “free surface” (y = Y). The velocity profile is given as , where U is a constant and Y is the thickness of the liquid layer. The shear stress at the fluid-solid interface (y=0), at y = Y/2 and at the “free surface” (y = Y) are respectively HINT For a Newtonian fluid , where μ is the liquid dynamic viscosity. Illustrates a common assumption for the velocity profile in small clearances and the development of a “working formula” Q3. A concentric cylinder viscometer is a device used to measure the absolute viscosity of fluids. Figure 3 illustrates the construction of device. The fluid is contained between a fixed outer cylinder and an inner cylinder that is free to rotate. The application of torque T causes
the inner cylinder to rotate at a constant speed ω. The viscometer has height H, and the width of the gap h is quite small compared to either the radius R1 or R2. Because of small gap, the fluid velocity V in the tangential direction may be assumed to vary linearly across the gap. If the fluid is a Newtonian fluid with constant viscosity μ, develop a formula for the viscosity μ in terms of the torque T, speed ω, and the geometric parameters of the viscometer. Neglecting the effect of bottom surface, the expression for viscosity is given by HINT From Newton’s law of viscosity, , so Now express τ and in terms of torque T and speed ω and other known quantities. Take the velocity of fluid to vary linearly in the gap h. Illustrates the units Q4. i) Bernoulli’s equation for an ideal fluid flowing through a nozzle is . In the International System of Units (SI), the description and units of each term are p = Pressure, N/m2 (lb/ft2) ρ = Density, kg/m3 (lbm/ft3) V = Velocity, m/s (ft/sec) g = Local acceleration of gravity, m/s2 (ft/sec2) z = Elevation above some datum, m (ft) What are the units of the constant? b) The air drag (D) on a baseball thrown by a pitcher at a speed V in still air is given by D = CD ρ S V2 /2, where,
mock(ing) to mimic But again, he heard nothing but the sound of his own sobs in the microphone, his own screams mocking him, coming back into his ears. (p.18) The mean girls mocked the boy who cried when he fell and scraped his knee..”Boo hoo! Boo hoo!” they cried. foreshadow(ing) to show or indicate beforehand The description of where the survival kit was on the plane was foreshadowing events that would take place later in the book. personification – giving human qualities to animals and or things/objects “The rain danced on my windshield,” is an example of personification. Rain does not dance. People do.
a speaker based on elements of diction, syntax and imagery. a speaker based on elements of diction, syntax and imagery. narrative about my name focusing on voice, imagery and syntax. comments and questions in my double entry journal. Accommodations (SPED/ELL) Kagan, think-pair-share Kagan, graphic organizer Kagan, graphic organizer Kagan, Round Robin Round Robin, Assisted notetaking
GNU/Linux provides several other utilities that are useful for "paging" through text files (i.e., for viewing files one page at a time). Several of these commands are outlined in the following table. Command Description more move through a file screen by screen (hit space for the next page, return for one more line) less a new and improved version that allows backward paging as well with the down-arrow, Page Up, and Page Dn. head show the first few lines of a file tail show the last few lines of a file The Manual Linux includes an on-line help system, called the manual. There is a "man page" describing each Linux command and each C library function. Don't worry if you don't understand everything you see in a man page. They are often long and cryptic, but you can learn a lot without having to understand everything. For example, try typing "man cat" to read about cat. You should see the command name and a quick synopsis of how to use the command. For example, the synopsis"cat [OPTION] [FILE] ..." tells you that cat (optionally) takes a file as it's input, and it also can take (optional) options as parameters. A list of the options follows the synopsis. Another handy use for the man pages is finding commands or C functions when you don't remember, or never knew, their names. Suppose you wanted to find a function for computing the square root: you could guess that such a function might exist, but you might not know its name. To print a list of man pages that include the word "square" in the name or description fields, you could use "man -k square". Of course, keyword searches are more useful for some commands than others: "man -k print" may reap you more results than you want to deal with! Directory and File Permissions From a user's perspective within Unix or Linux, the world of files and directories is divided into three categories: the user the user's group (e.g., CS faculty or student) everyone else For each of these categories, users in these categories can have three types of capabilities: an individual might have permission to read a file
DSU Resources and Procedures Announcements Assignments due today Learning the Ropes Locations Campus Resources Procedures Lecture Outline Put the Agenda up on the document camera as students come in. 1. Announcements 50% Refund Period starts today 2. Assignments due today Collect Campus Resources Quiz - any difficulties? (HOA 2 - Basic Study Skills is not due until next time!) 3. Learning the Ropes This week is about “learning the ropes.” Does anyone know what this means? (knowing all about how to do a task or get along in a place) Put Sailing Ship picture on document camera. Knowing the ropes is a nautical term - on a sailing ship there are many different ropes, and a new sailor would have to learn what they all did and how to use them to maneuver the sails. An experienced sailor would have to “show him the ropes.” DSU (like any university) has lots of policies, procedures, rules, deadlines, etc. They aren’t created to make your life difficult - they are all there to *prevent* problems. This information can save you serious time, frustration, and money.
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The 2018 Spokesman-Review Inland Northwest Trapshoot WEEK 4 Division I Team totals Club Wk 1 Wk 2 Wk3 Wk4 Wk5 Wk6 Wk7 Wk8 Total MARLIN-ODESSA GUN CLUB 100 100 100 100 400 COLTON GUN CLUB 100 100 99 100 399 YAKIMA VALLEY SPORTSMEN 99 99 100 99 397 GARFIELD-ST. JOHN 100 97 100 99 396 SPOKANE GUN CLUB 98 96 98 98 390 GUN CLUB 90 95 92 94 371 ENDICOTT GUN CLUB 93 93 94 280 Division 1 Individual scores TEAM Score Individuals COLTON 100 Brien DeAtley 25, A.J. Fortin 25, Brandon Gardner 25, Greg Mayer 25, Jason Reisenauer 25, Bill Whitman 25, Ken Windsor 25. MARLIN-ODESSA GUN CLUB 100 Brian Wraspir 25, Ryan Lewis 25, Dan Asker 25, Mark Iksic 25, Bill James 25, Jim Schell 25, Ken Eckhart 25. YAKIMA VALLEY SPORTSMEN 99 Gina Crosswhite 23, Renee Blankenship 22, Deanna Turnbull 21, Karen Coushenou 16. GARFIELD-ST. JOHN 99 John Blumenshein 25,Rod Hubner 25, George Johnstone 25, Terry Blair 24, Larry Blair 24, Jeff Kelnhofer 24, Brandon Miller 24, George Miller 24, Eric Slocum 24, Dave Ulrick 24, Tim Willson 24. SPOKANE GUN CLUB 98 Jacob Genche 25 Andrew Luck 25 Abbi Denmark 24 Eric Eickstadt 24. OROVILLE-TONASKET GUN CLUB 94 Rick Lind 24, Jeff McMillan 24, Doug McMillan 23, Lloyd Caton Jr. 23, Jerry Asmussen 23. ENDICOTT GUN CLUB Division II Team totals TEAM Wk1 Wk2 Wk3 Wk4 Wk5 Wk6 Wk7 Wk8 Total FT. COLVILLE 98 98 98 98 392 KETTLE FALLS GUN CLUB 99 95 100 97 391 RITZVILLE 99 96 98 94 387 POMEROY GUN CLUB 95 96 98 98 387 LIND 94 90 97 94 375
Leigh Rose 21. REPUBLIC GUN CLUB 86 Jeff Ellenberger 23, Gary Dougherty 21, John Porter 21, Joe Portelance 21. LACROSSE GUN CLUB 80 Loren Fleming 20, Seth Weekes 20, Dean Wigen 20, Jacob Wigen 20. NOXON ROD AND GUN CLUB 78 Joe Weltz 23, Ron Rider 20, Robert Flansaas 18, Rylan Weltz 17. WALLACE KELLOGG GUN CLUB ALMIRA/COULEE CITY GUN CLUB AMERICAN LEGION RIDERS Women’s Team totals TEAM Wk1 W2 W3 W4 W5 W6 W7 W8 Total HAUSER LAKE GUN CLUB 88 94 89 91 362 COLTON 89 87 90 92 358 GARFIELD-ST. JOHN 86 88 87 91 352 KETTLE FALLS GUN CLUB 85 85 82 91 343 MALDEN-PINE CITY 92 86 77 81 336 MARLIN-ODESSA GUN CLUB 87 83 80 81 331 POMEROY GUN CLUB 79 79 76 81 315 REPUBLIC GUN CLUB 75 76 79 85 315 OTHELLO GUN CLUB 79 72 70 80 301 YAKIMA VALLEY SPORTSMEN 71 71 66 82 290 SPANGLE GUN CLUB 66 76 79 73 284 RITZVILLE 75 68 69 67 279 SPOKANE GUN CLUB 55 67 82 71 277 FT. COLVILLE 72 51 52 70 245 WALLACE KELLOGG GUN CLUB 82 77 74 233 METALINE FALLS GUN CLUB 55 59 53 65 232 SANDPOINT GUN CLUB 60 57 58 59 224 SPRAGUE GUN CLUB 65 68 60 193 DUSTY GUN CLUB 36 38 38 64 176 SPOKANE RIFLE CLUB 39 36 41 45 161 ENDICOTT GUN CLUB 29 54 61 144 ALMIRA/COULEE CITY 35 49 51 135
MCIWEST-MCB CAMP PENDLETON Critical Days of Summer Newsletter May 2014 Seatbelt laws and Regulations Seat belts are the most effective means of saving lives and reducing serious injuries in traffic mishaps. Wearing them properly is also the law. Every year, Marines, Sailors, family members, and friends are killed, or maimed simply because they did not “buckle up”. Failure to use seat belts contributes to more fatalities than any other single traffic safety-related behavior. Seat belts and child safety seats save lives when use correctly and significantly reduce the rate of injury in a mishap. Despite all the hazards we face every time we get behind the wheel of a vehicle, wearing a seat belt is still the single most effective thing you can do to save lives and reduce injuries on our nation’s highways and roads. Adults age 18-34 are less likely to wear seat belts than adults 35 or older (CDC, unpublished data). Men are 10% less likely to wear seat belts than women (CDC, unpublished data). Research has found that lap/shoulder seat belts, when used, reduce the risk of fatal injury to front-seat passenger car occupants by 45 percent and the risk of moderate-to-critical injury by 50 percent. In 2011 alone, seat belts saved an estimated 11,949 lives (Traffic Safety Facts: 2011 Data, NHTSA, DOT HS 811 729). For more information on the campaign by NHTSA and the States to increase seat belt use, visit www. nhtsa.gov/CIOT. For Marine Corps specific please review MCO 5100.19F “Traffic Safety Program”. Marine Corps Base Camp Pendleton Traffic regulations are contained in MCIWEST-MCB Camp Pendleton Order 5000.2. Collectively we can raise awareness, reduce risk and maintain a high level of readiness! For more information contact the Installation Traffic Safety Manager at (760)763-5070. Click It or Ticket: National Seat Belt Enforcement Mobilization 19 May – 1 June 2014
PC Paramedics Electronics 1 ABC’s of Engineering Monday System Info Lab/ Worksheet Electric Vehicle Research Lab/ Rhube Goldberg design Tuesday Command Prompts Lab/ Worksheet Electric Vehicle Research Lab/ Rhube Goldberg design Wednesday Windows Performance Tool Computer Management Utility Lab/ Worksheet Electric Vehicle Research Lab/ Rhube Goldberg design Thursday Viewing RAM and Virtual Memory Lab/ Worksheet Electric Vehicle Presentations Lab/ Rhube Goldberg design Friday No School No School No School
AL MA’ARIFA INTERNATIONAL PRIVATE SCHOOL (MIS) GRADE 4 WEEKLY PLAN Date: February 7Th, to February 11Th, 2016 Week: 5 Term: 2 Dear Parents, This is the work that we will be covering this week. Work not completed will be continued later. The pages to be covered and the order of the pages are determined by the School Curriculum. ENGLISH BOOKS REQUIRED CLASSWORK HOMEWORK 1 Journeys “The Earth Dragon Awakes” Vocabulary, pp.300-301 Revise the Vocabulary Words, pp. 300-301 2 Journeys “The Earth Dragon Awakes” Vocabulary, pp.300-301 Activity sheet Group/pair work Choose five vocabulary words and write sentences in the copybook OR make vocabulary cards. ON
3 Journeys, Practice Book Sequence of Events Practice Book, p. 193 Pair work Students can browse through the link and find information about earthquakes. 4 Journeys “The Earth Dragon Awakes” , pp.304-314 Reading and discussing the story Read the story, pp. 304-314 5 Journeys “The Earth Dragon Awakes”, pp.304-314 Reading and discussing the story Read the story, pp. 304-314 6 Journeys “The Earth Dragon Awakes”, pp.304-314 Activity sheet --- 7 Writing Journal Retelling an event from the first person point of view --- 8 Library Please bring the Library File containing TWO books. -- The Spelling Assessment will take place on Sunday 7, 2016. Please revise the spelling words on p. 88 in the “Practice Book”. The students will be given the Speaking Topics sheet on Sunday 7, 2016. The Speaking Assessment will be conducted during week 7. SOCIAL STUDIES PERIOD CLASSWORK HOMEWORK 1 19و 20و21
Al Ma’arifa International (Pvt.) School Sharjah, United Arab Emirates Grade 4A, Special Arabic Term 2 Week 5 Special Arabic Date Lesson Concepts Homework Sunday 7 February -UNIT(2)lesson7 Listen and understand page 44 – 45 Monday 8 February Studying the exercise number 9 page 46 Copy the sentences page 45 Tuesday 9 February Studying the exercise number 10 Page 46 Wednesday 10 February Making the words page 47 Study for the dictation Thursday 11 February Dictation – – –
Informal Practice Log (Soften, Soothe, Allow) – Week 5 What was the situation? What was happening inside? (body, mind, emotions) What was the strongest emotion you were feeling? (e.g. anger, sadness, grief, impatience, confusion, fear, shame, longing, despair?) Where in your body were you feeling this the most? (e.g. tightness in chest, queasiness in stomach, ache in heart, headache) How did you “do” Soften-Soothe-Allow? What did you notice while you were doing this? What did you notice AFTER you did the process? (body-mind-emotion-action) EXAMPLE My boss harshly reprimanded me in an email. I went through all the things I could say in my defense. My shoulders were tense, my jaw clenched , stomach tight. At first, I was shocked, then felt like I had been kicked in the stomach, I felt vulnerable and angry, but mostly I felt hurt about how unfair he had been. There was a sinking feeling in my stomach, and a tightness because I really thought I had done a good job in the document he wrote to me about. I softened around my stomach, noticed I could relax my shoulders, To this part of me that felt hurt, I offered a silent “of course you feel that way – you wanted praise and you got corrections instead”. It was strange – even though it was me comforting me, I felt understood and less vulnerable. I was able to compose myself and think constructively about how to respond to my boss.
S.no. Word Meaning Synonym Antonym 1. Recruitment Enlisting people for the army (or for a job or a cause etc.) Enrolment, hiring, engaging, signing, retaining Unemployment, avocation, inactivity, idleness 2. Transaction A particular instance of buying or selling Negotiation, selling, performance, purchase Disagreement, inactivity, indolence 3. Template A model, standard or outline to follow or adapt Guide, instruction, stencil, plan Disorder, disorganization, plainness 4. Provincial an official in charge of an ecclesiastical province acting under the superior general of a religious order/ Of or associated with a province Country, pastoral, rustic, sectarian, bucolic Liberal, metropolitan, urban, modern 5. Mortgage A conditional conveyance of property as security for the repayment of a loan Debt, deed, pledge, contract 6. Facilitator Someone who makes progress easier Coordinator, designer, developer, promoter, arranger Effective Words to Use in a Workplace Performance Appraisal As you appraise an employee’s performance, you can pack a powerful punch if you use certain key words. Here are the most effective words you can use in a variety of job performance appraisal categories: Quality and quantity of work: accuracy, thoroughness, productivity, and goal attainment Communication and interpersonal skills: teamwork, cooperation, listening, persuasion, and empathy Planning, administration, and organization: goal setting, prioritizing, and profit orientation Leadership: accessibility, responsiveness, decisiveness, collaboration, and delegating
Informal Practice Log – Week 7 What was the situation? What process did you use? (Simple Awareness, Mindful Eating, STOP, “Turning Toward”) What was going on with you when you thought to do the process? (body, mind, emotion) What did you notice WHILE you were doing the process? (body, mind, emotion) What did you notice AFTER you did the process? (body, mind, emotion, action) What did you learn? EXAMPLE I was cleaning the garage and getting frustrated with how long it was taking and decided to use Simple Awareness. I felt frustrated at how long it was taking, hurrying just to get through, thinking “I HATE doing this – I have so many other things to do!” I started to pay attention to the one part I was working on: the pile of tools in the corner, colors, shapes, how it felt to be holding the saw handle. I actually continued with the process for a while. I was much calmer, only focused on what I was doing at THAT moment. It wasn’t the job itself which was frustrating, but my thinking about all the other things I had to get done.
Name: Josh Onasch Date: 10-01/10-05 Subject: World Geography Grade Level: 7th Assessment and Date: Vocab test Monday Oct. 1st Monday Tuesday Wednesday Thursday Friday Bell Assignment Dog 35: Vocab test. Turn in vocab to projector. Dog 36: p. 81 Study illustration and answer Analyzing Visuals. Dog 37: Get out list and prepare to share. Dog 38: Be ready to start vocab test. Dog 39: p. 93 study illustration. Pick a parent, what type of industry do they work in? Objective Examine the cultural of various regions HS.6.7.1 Analyze reasons for and effects of cultural diffusion, cultural convergence, and cultural divergence in and across various regions HS.6.7.1, HS.6.7.2 Explain levels of cooperation among people in various places and regions who solve human and environmental issues HS.8.7.2 Evaluate the effectiveness of a simulation with a peer. D.6.7.1 Explain primary, secondary, tertiary, and quaternary economic activities HS.7.7.1 Examine the variations of populations in different places and regions using demographics HS.5.7.1 Use spatial data to answer questions and resolve problems about patterns reflecting physical and human phenomena WST.2.7.3
Learning Activities/ Hook Students will work on a Guided Reading Activity (GRA 4-1). Assessment Vocab test. Mr. Onasch will lead discussion on what is culture and why there are so many. Mr. Onasch will lead discussion on ancient Sparta and Athens further explain differences in culture. After, We will begin peer review and read aloud of Wed. essay. Mr. Onasch will lead discussion on population trends and density. Homework/ Classwork Assignment Handout if not completed in class List of 10 items showing cultural diversity Write a paragraph explaining which civilization you would want to live in. None p. 90 # 1 a,c/ 2 all parts Vocab Culture, Ethnic Group, Cultural diversity, Cultural diffusion, Birth rate, Migration, Democracy, Communism, Developed Countries, Developing countries, United Nations The last five minutes of every class will be a reflection and understanding check. Writing assignments will be included as bell assignments on the day of departmental meetings.
Collisionless Rimless Wheel (Wired) P13211 Week 9 Detailed Design Review Meeting Purpose 1. Review project details and engineering “numbers” 2. Review of energy calculations 3. Review of all part analyses 3. Review of Bill of Materials Review Topics 1. Project description 2. System structure 3. Energy Calculations 4. Chosen Design 5. Chosen Materials 6. Bill of Materials Meeting Date: November 2nd, 2012 Meeting Time: 12 noon - 2:00pm Meeting Location: 09-2130 Proposed Agenda: Start Time Topic Required Attendees 12:00 Project description, goals, and deliverables Dr. Gomes, Dr. Slack, Dr. Hanzlik 12:10 System Structure Dr. Gomes, Dr. Slack, Dr. Hanzlik 12:20 Energy Calculations Dr. Gomes, Dr. Slack, Dr. Hanzlik 12:40 Chosen Design Dr. Gomes, Dr. Slack, Dr. Hanzlik 1:05 Chosen Materials Dr. Gomes, Dr. Slack, Dr. Hanzlik 1:25 Bill of Materials Dr. Gomes, Dr. Slack, Dr. Hanzlik 1:45 Questions/Clarifications Dr. Gomes, Dr. Slack, Dr. Hanzlik
Engineering Specification Function Specifications (metric) Unit of Measure Marginal Value Ideal Value Customer Needs Satisfied Owner S1 System Largest dimensions m ≤ 1.5 ≤ unpowered prototype CN10 Owen S2 System Weight Lbs ≤ 20 ≤ 5 CN9, CN10 All S3 System System cost $ < 900 < 800 CN9 All S4 System Number of steps Integer ≥ 20 >=25 CN6, CN7 Maddie S5 System Resolution of angular velocity data deg/sec 1 ≥ 0.1 CN1, CN3, CN8 Becky S6 System Resolution of angular position data deg/sec 0.5 ≥ 0.1 CN1, CN4, CN8 Becky S7 System Total cost of transport of device Unitless 0.1 0.01 CN9, CN10, CN11, CN12 All S8 System Data sampling rate Hz ≥ 100 ≥ 500 CN1, CN2, CN3, CN4, CN5, CN8 Maddie S9 System Operational time between charges for system Hours 0.5 1.5 CN9 Becky System Amount of data for onboard storage Hours 0.1 0.5 CN1, CN2, CN3, CN4, CN5 Maddie System Safe for user and observers Binary Yes Yes CN12 All System Number of 25 step trials achieved Integer ≥ 40 ≥ 50 CN6, CN7 All System Training time (1st time) Hrs 0 <0.5 CN1 All
Name: Photographer 2 Last Week Project Title: WORKED ON: CURRENT STATUS: CHALLENGES: This Week Project Title: (write same if continuing from previous week) TO DO: TIME FOR COMPLETE: NEEDS TO COMPLETE Name: Custom Graphics Designer Last Week Project Title: WORKED ON: CURRENT STATUS: CHALLENGES: This Week Project Title: (write same if continuing from previous week) TO DO: TIME FOR COMPLETE: NEEDS TO COMPLETE
August 20-September 30 2018 Servers’ Schedule 19 20 21 22 23 24 25 Liz Gaytan Mae Peters Sophia Hutfless Anna Elizalde Malorie Lakin Paul Brannen Carson Kozeal Kaden Mumm Yarisel CamposGonzalez Kathy Andrade Alena Kehm Jon Hardin Reagan Brekel Adeline Samson Tyler Cook 26 27 28 29 30 31 SEPTEMBER 1 Kaylee Campos Isabelle Smolsky Clara Coreas-Marquez Ingrid Swanson Elijah Weber Isaiah Correa Maurice Jones Michael Jones J-Tyreese Jones Julia Leuck Isaac Campos Willow Foulk Abigail Cady Liam Clements Finn Clements 2 3 4 5 6 7 8 Gabi Hern Charlie Hillebrandt Sophia Hutfless Holland Robison Carson Kozeal Owen Johnson Adeline Samson Emma Nary Alena Kehm Isabelle Smolsky Kaden Mumm Madaline Keith Kaylee Campos Liam Clements Finn Clements 9 10 11 12 13 14 15 Gabi Hern Reagan Brekel Morgan Lux Carson Kozeal Isaac Campos Emma Nary Tyler Cook Patrick Leuck Julia Leuck Katherine Andrade Charlie Hillebrandt Liam Norton Abigail Cady Carson Kozeal Kylie Ojeski 16 17 18 19 20 21 22 Lucas Post Jackson Post Tanner Post Max Domeyer Will Domeyer Gabe Prucha Anna Elizalde Holland Robison Gabe Prucha Carson Kozeal Kaden Mumm Ingrid Swanson Kathy Andrade Paul Brannen Dylan Thomas 23 24 25 26 27 28 29 Malorie Lakin Adeline Samson Aroa Vellisca Sanchez Kaylee Campos Isabelle Smolsky Clara Coreas-Marquez Isaiah Correa Elijah Weber Noah Wessling Maurice Jones Michael Jones Mia Jones Sofia Hutfless Isaac Campos Nick Wiley
2 Jane Austens Room 3 Katherine’s Room 4 Archie’s Room 5 School Room 6 Balcony Room 7 Mary’s Room 8 Sir John’s Room 9 The Orient 10 Uncle Tom’s Cabin 11 Kinnordy 12 Balintore 13 Nellies Room 14 Lady Rosetta’s Room 15 Cleopatra’s Room 16 Charlottes Room 17 King Edward’s Room 18 Camelot 19 Excalibur 20 Merlins Room 21 Balmoral Flat Matisse Warhol Hockney Banksy