zilongwang/ReadingBank huggingface dataset:
“DistanceLearningCentre.com STUDENT ASSESSMENT ANSWER SHEET COURSE: Access to Higher Education Diploma SUBJECT: Biology / Human Physiology UNIT TITLE: Research – Planning a Practical Investigation (Biology / Human Physiology) LEVEL: 3 (Graded) CREDITS: 3 PART 1: Student declaration Please complete all relevant information below: I understand that copying / taking ideas from other sources (e.g. reference books, journals, internet, and tutor hand-outs) without acknowledging them is plagiarism. I confirm that: This assignment is all my own work. All contributions taken from other reading and research have been referenced accurately. Any direct quotations taken from other reading and research have been acknowledged and attributed accurately. I have attached a bibliography listing all sources used in producing this assignment. I have added the word count below. (Note: your work must be within the word count range: for a 3 credit unit this is 1000-1500 words, and for a 6 credit unit it is 2000-2500 words.) I have read and understood the , and understand the consequences of non-compliance with this document. Your full name: Your signature *: Date on which assessment was set: Date due: Date submitted: Extension - date due (if applicable): Actual word count per TAQ: Remember that your assessment’s overall word count should sit between 1000-1500 (3 credit unit) and 2000-2500 (6 credit unit) * Please type your name into the signature box above and upload this document to your Learner Account. This will be accepted as your electronic signature. PART 2: Learning outcomes and assessment criteria for this unit
TAQ 3: “Biology: Practical Investigation Research Proposal” “PROPOSED TITLE, TOPIC AND AIMS:” “ACs: ” “1.2” “What is your title?” “1.1” “What is the topic area you are investigating?” “1.3” “What is your aim?” “DESIGN:” “2.1; 2.2; 2.3” “Will you use an experimental or research method? Which method will you use? (E.g. experiment / observation / survey etc.) Why? (Justify your answer)” “What will be your research design, and why? (E.g. independent groups, repeated measure, matched pairs)” “What is the IV?” “What is the DV?” “What is your alternate / experimental hypothesis?” “What is your null hypothesis?” “Is your hypothesis directional / (Justify your answer)” “Are there any EVs to take into consideration?”
“Confounding variables and limitations: do you think that there may be any limitations within your research investigation that you cannot control?” “What ethical issues will you need to consider, and why?” “PARTICIPANTS:” “How will you select your sample? (Opportunity, random, etc.)” “How many participants will be required to gain a sufficient amount of data? (E.g. in order to conduct a statistical test?)” “What will the age / gender be?” “Male participants age range:” “Female participants age range:” “How will participants be allocated to each condition?” “APPARATUS / MATERIALS:” “Consider what you need to help you to collect the data. E.g. a questionnaire record sheet, etc. Are they reliable and valid tools? How can you establish this?” “PROCEDURE:” “How will you approach potential participants?” “Where will the practical research take place?”
V School Report Card: Self Assessment of 2015-2016 Essential Condition Little Evidence Developing Providing Sustaining Effective School Leadership Aligned Curriculum Effective Instruction Student Assessment Principal’s Staffing Authority Professional Development and Structures for Collaboration Tiered Instruction and Adequate Learning Time Students’ Social, Emotional, and Health Needs Family School Engagement Strategic Use of Resources and Adequate Budget Authority Provide commentary on any condition(s) strongly improved from SY 2014 – 2015 to SY 2015 -2016.
Improved ability to accurately place students in academic support classes Outcomes PARCC scores meet CPI Growth Targets for Math, Literacy, and Science for all grade levels. 0% Increase in students scoring advanced in Math and ELA 10% Decrease in students scoring warning/failure in Math and ELA VIII High Priority SIP Initiatives Identify 2-3 high leverage strategic initiatives that you are prioritizing for the upcoming year. Fill out the below detailed timeline. Fill out a timeline for each high leverage strategic initiative you will be prioritizing. Strategic Initiative 1 Provide multiple professional development opportunities that focus on curriculum map creation. Quarter Activities to Achieve the Outcomes for the Initiative Lead Start and Ending Timeframes Evidence of Effectiveness Resources Needed Leadership group to design a yearlong schedule of agendas for PLCs, department, faculty, and P.D. meetings. Summer curriculum work opportunities School Leadership Team Summer 2016 through June 2017 Creation of curriculum maps Strategic Initiative 2 Objective 4: Implement a comprehensive assessment tool that will provide data needed to inform decision Quarter Activities to Achieve the Outcomes for the Initiative Lead Start and Ending Timeframes Evidence of Effectiveness Resources Needed
Professional Development on district provided assessment management tool School Leadership Team Fall 2016 through June 2017 Use of the data analysis features in School City to inform curriculum, instruction and assessment practices. District provided assessment management tool (SchoolCity) and Professional Development for staff in the use and management of said tool. Strategic Initiative 3 Create a positive and supportive school climate that promotes individual, interpersonal, and academic wellness. Quarter Activities to Achieve the Outcomes for the Initiative Lead Start and Ending Timeframes Evidence of Effectiveness Resources Needed Re-design the behavioral intervention process. Continue to enhance the PBIS system in place at BIS. Student Support Team Summer 2016 through June 2017 Decrease in negative behaviors Support from Dr. Hurley in the analysis and implementation of SEL program.
We advise that you check the for the ‘indicative content’ of the unit, as this may help you to understand how you could meet specific assessment criteria. DLC Library: Log in to your Learner Account and click on ‘Library’ to view various resources to help you with your learning. For any table, you can add more rows if necessary. If you are unsure about how to do this, please see the following: PART 3: Your comments on this assignment” “
TAQ 1: TAQ 2: “Source of hormone” “Hormone” “Function(s)” TAQ 3: “Method of contraception” “Evaluation of advantages” “Evaluation of disadvantages” “Final evaluation” “Male condom” “The Pill” “Intrauterine device” “Rhythm method” TAQ 4: TAQ 5:
through the IMI system, the number of authorities registered on IMI is set to increase significantly over the next 2 years. Notifications Directive 98/34 - goods and electronic services Background Directive 98/34 helps to prevent new technical barriers being created by requiring Member States to notify both the Commission and other EU countries of any proposed new technical regulations. The Directive puts in place a mechanism that enables Member States to review and comment on a proposal before it becomes law. Action taken 2013, the UK submitted 42 new notifications under the Directive and received 4 Comments and one Detailed Opinion from other Member States. All of the Comments and Detailed Opinions we received were replied to, with a satisfactory conclusion. submitted the most with 8 notifications, followed by the Highways Agency with 6, and the with 4 and and with 3 notifications. Other UK notifiers were the , , , and the . notifications included proposals on:
Questions 18 (Page 21) Are there other options potentially available to Government regarding procurement, which would achieve the same aims overall, that have not been set out here? If so, what are the associated likely practical constraints and benefits? Comments: International benefits from the new approach (Section 8) Questions 19 (Page 22) Would the approach proposed in this paper help developing countries combat corruption in the manner described above? Yes No Not sure Comments: Questions 20 (Page 22) What would be required from foreign governments in terms of access to local company and personal records in order for the England and Wales register to operate in support of developing countries? Comments:
Q19. What process barriers, or external barriers are currently in place which would prevent you from implementing switching within 7 days? Q20. If a switch breaches the 7 day requirement, do you agree that this should be handled via existing redress mechanism in that sector? If not, what would be the most appropriate form of redress? Yes No Not sure Q21. If you already offer 7 day switching or faster, what has been the impact on your organisation?
Comments Q9) Other Options Are there any other options the Government should consider for Third Party Verification? Comments Q10) Advantages and Disadvantages What do you see as the advantages and disadvantages of preparing or receiving the statement electronically via a company’s website? Comments Q11) Additional Protections Considering your response to Q7, are there any additional protections that the government should consider? Comments Q12) Number of Companies Providing an Electronic Report We are interested in the number of companies that currently send their annual report electronically. Considering your shareholders, how many, as a percentage, opt to receive their annual report as a printed copy? Comments Q13) Definition of Senior Manager BIS would welcome suggestions as to how this definition may be improved to reflect better the intention of this requirement. Comments Q14) Other Comments on this requirement BIS would also welcome other comments on this regulation including views on the approach suggested Comments Q15) Reporting Regulations
Second Infraction – Letter or phone call home to parents by administration or Family Resource Center Coordinator. Third Infraction – Detention and/or other consequences as school authorities see fit. PARENTS RESPONSIBLE FOR CHILDREN’S VIOLATIONS KRS 159.180 (4434-17) Every parent, guardian, or custodian of a child residing in any school district in this state is legally responsible for any violation of KRS 159.010To KRS 159.170 or KRS 339.040 by the child. Baker Intermediate School School Wide Discipline Plan The Baker Intermediate School faculty and staff believe in a positive and proactive approach to behavior management. We have developed several venues to recognize positive student interactions and behaviors. Bulldog Pride Cards The Bulldog Pride Cards are to be used as positive reinforcement for good behavior school wide. Teachers are asked to enhance their interactions with students by finding three positive behaviors for each negative behavior exhibited by the student.
Mascot 3 Mission Statement 3 Parent Portal 12 PTO 7 SBDM 7 School Colors 3 Staff Directory – Fifth Grade 4 Staff Directory – Sixth Grade 5 Staff Directory – Staff & Office 6 Student Motto 3 Supply List 8 Transportation Changes 21 Transportation 23 Vision Statement 3 Volunteers 7
Vehicle & Technical Operations Committee April 14, 2017 2:00 PM ET Chair Matt Herr Executive Coach Office: 717-464-2768 x4 Vice Chair Jeffrey Gilchrist Prevost Office: 581-628-0406 To Access the Call: Dial: (877) 320-2871 Passcode: 5396685521 Discussion Topics Review and Discussion of California’s SB 247 Directives Upcoming NHTSA Rulemakings ELD Vendor Workshop Event FMCSA Motorcoach Fire Report 2017 Summer Meeting Preview Topics for future meetings?
Can anyone be injured by explosion of gases, vapours, liquids, dusts, or other substances? Y N TEMPERATURE/MOISTURE Can anyone come into contact with objects at high or low temperatures? Y N Can anyone suffer ill health due to exposure to high or low temperatures? Y N Can anyone be injured or suffer ill health due to exposure to moisture? Y N Can anyone be injured or suffer ill health from exposure to: Dust generated from the work process may be hazardous to health. Ensure good housekeeping practices are maintained. Chemicals? Y N Toxic gases or vapours? Y N Fumes / Dusts? Y N Minor Unlikely Low Other? (please specify) Y N 4. Risk Assessment Signoff Authorised By: Signature: Date:
Under no circumstances shall ACO/ACT personnel (other than duly appointed Contracting Officers and other individuals specifically authorised by them) enter into formal negotiations, place orders or execute contracts or modifications for the provision of supplies or services to ACO/ACT HQs, or in any way obligate NATO. P&C Branch should take positive action to preclude, to the maximum extent possible, the need for ratification actions. Although procedures are provided herein for use in those cases where the ratification of an unauthorised commitment is necessary, these procedures may not be used in a manner that encourages such commitments being made by unauthorised personnel. NATO accepts no responsibility for unauthorised contractual obligations entered into by individuals other than Contracting Officers or their authorised agents. Individuals entering into such arrangements do so at their own personal financial liability, and are further subject to disciplinary action. Subject to deviation authority provided to them, FCs as ratifying officials, and in that capacity may authorise the ratification of an unauthorised commitment. Prior to ratifying an unauthorised act, the HQs FC will appoint an individual (e.g., Contracting Officer, Internal Review Officer) to review the matter. The first action will be to formally notify both the individual and his/her Division Chief of the breach of procedure and resolving inquiry. In the course of the investigation certain arguments might be considered: Supplies or services have been provided to and accepted by NATO, or NATO otherwise has obtained or will obtain a benefit resulting from performance of the unauthorised commitment. The resulting contract would otherwise have been proper if made by an appropriate Contracting Officer and the price is to be fair and reasonable. The individual reviewing the unauthorised commitment recommends payment and legal counsel concurs in the recommendation, unless local procedures expressly do not require such concurrence. Funds are available and were available at the time the unauthorised commitment was made. In cases where ratification is not recommended, the responsible individual who committed the unauthorised commitment will be fully responsible. In other words, ACO/ACT will consider itself a non-involved party. Whether an unauthorised commitment can be ratified or not, corrective action should be immediately taken under the FC guidance to prevent further occurrences. Associated efforts should include proper counselling of involved individual(s), and (if necessary) appropriate disciplinary measures.
The cash fund should be reconciled on a weekly basis. The reconciliation consists of counting all cash, records, invoices/receipts in the fund to ensure it totals to the established petty cash amount. The cash may not be used at any time to cash checks for faculty members or students and never to make loans. The Petty Cash file will be audited by Veronica Jenkins monthly and all documentation must be sent in with monthly reports. At year-end, the remaining cash must be re-deposited into bank and the final deposit plus receipts should equal original startup Petty Cash file. The secretary and/or principal may not receive reimbursements via Petty Cash. Reimbursement will be made via Approval of Checks Written to Principal or Secretary From which is approved and signed by the Finance Committee member. Petty Cash Procedures If cash is disbursed to individuals, a record should be prepared indicating to whom the cash was issued, the purpose, be signed by the person receiving the cash and be placed in the cash box to replace the cash paid out. the individual makes the purchase, the record prepared above is replaced by cash and/or invoices/receipts. The invoice/receipt should appropriately document the purpose of the purchase. If cash is disbursed for purchases, it should be replaced by an invoice or receipt which appropriately documents the purpose. When cash in the fund is low, a new request must be resubmitted to Director of Business. Section XI: Purchasing General Policy Guidelines Expenditures for $25,000 or greater require Board approval. Cumulative expenditures during the fiscal year $50,000 or greater must go through District bid procedures. Expenditures for $10,000 to $25,000 require quotes from three vendors by telephone or in writing.
Work Experience Employer name and location Employer name and location Position/title held Position/title held Dates employed Dates employed Supervisor’s name and phone Supervisor’s name and phone Reason for leaving Reason for leaving References Please list references the district can contact regarding your work history. Full name of reference School district/ firm name Mailing address Position/title Area code/ phone number Education/Training List the highest level of education attained: Licenses and certificates granted Name and location of schools attended Course of study and major/minor Diploma, degree, certificate, or license granted Year graduated (College only)
Breckenridge Independent School District is required by Texas Education Code Chapter 22, Subchapter C to review the criminal history of applicants, employees, independent contractors, student teachers, and certain volunteers. The information requested below is necessary to obtain criminal history record information. Please print. Name (Last, Middle Initial) _____________________________________________________ Social Security Number Date of birth _____________________ Driver’s License (State and Number) ________________________________________________ Mailing Address (Street, City, State, Zip) _____________________________________________ _________________________________________________________________________ I understand that the information I am providing about age, sex, and ethnicity will not be used to determine eligibility for employment but will be used solely for the purpose of obtaining criminal history record information.* Signature Date ______________________________
Work Experience Employer name and location Employer name and location Position/title held Position/title held Dates employed Dates employed Supervisor’s name and phone Supervisor’s name and phone Reason for leaving Reason for leaving References Please list references the district can contact regarding your work history. Full name of reference School district/ firm name Mailing address Position/title Area code/ phone number Education/Training List the highest level of education attained: Licenses and certificates granted Name and location of schools attended Course of study and major/minor Diploma, degree, certificate, or license granted Year graduated (College only)
IX. Glossary Glossary of Terms The following definitions are referenced in the book, Deciding What to Teach and Test: Developing, Aligning, and Auditing the Curriculum, written by Fenwick W. English. Benchmark -- a district administered assessment given on a predetermined schedule (i.e. grading periods, twice a year) which meets the requirements for content, context and cognitive alignment. Curriculum Management – rests on the central assumption of control meaning that the district will continue to exist; direct, maintain, or change its operations to ensure success; and charge people with specific roles and responsibilities based upon allocated resources that are designated for specific functions, tracked, and documented. Another important assumption is that the system is rational. This means that it is organized to accomplish specific goals and objectives. Thus, management entails doing what is necessary to improve itself over time and to take the necessary actions to alter what people do so as to bring about conformance to its overall goals and objectives. Curriculum management includes controlling random variation around the teaching and learning process so that student performance consistently improves over time. Curriculum – is the work plan or developed by or for teachers to use in classrooms by which the content, scope, and sequence of that content, and to what extent the methodology of their teaching, is defined and configured. Instruction – is influenced by or “guided by” a work plan (or curriculum), it becomes instruction. It is curriculum plus teaching. It is also focused and connected teaching that adheres to the curriculum and all formal testing scenarios (and tests). Coordination of curriculum – refers to the lateral or horizontal focus and connectivity of curriculum in a school environment. Curriculum evaluation –assessing whether or not children have learned that which the curriculum indicated should be taught. Curriculum design or development – refers to the act of creating curriculum via specification or a template (i.e. criteria or requirements a curriculum must fulfill or include) which include state law, state testing, national goals, and local priorities. Curriculum delivery – refers to the act of implementing the curriculum which will include teaching, monitoring, supervision, and reconnecting of test data back to the curriculum so it reflects changes brought about by identified shortcomings from the test. Curriculum Alignment – the match, fit, or congruency between the written, taught, and tested curriculum; vertical alignment refers to agreement throughout the PK-12 system; horizontal alignment refers to agreement within a grade level or course.
Independent Variables Intervening Variables Dependent Variable Figure 2.2: Conceptual Framework Elements 2.1: Factors Influencing Port Congestion S/No Factors Country Methodology Findings Author of delivery USA Analysed moves of cranes per hour Wrong allocation of equipment Low of delivery Space utilization Thomas Ward (2005) Equipment availability Nigeria Queuing model Long ship turnaround time and dwell time Oyatoye E.O et al (2011) Documentation Procedures Regression analysis Poor port infrastructure lack of integrated IT system (2014) Container stacking space Singapore Hierarchical fuzzy process Lack of stacking space Yeo and Song (2006)
Province: EASTERN CAPE. Town: BISHO Date Venue Description of Activities Target Audience Timeslot Contact Person Bookings Required? 30 July 2012 Bisho High School Math games/ Puzzles 180 learners 4 groups x 45 Grades 8 , 9 13 00 – 16 50 Mr Galawe 0791601410 N/A 30 July 2012 Bisho High School Science experiments Air pressure , lung capacity, calories in snacks 180 learners 4 groups x 45 13 00 – 16 50 Mr Kirabira O828827335 N/A 30 July 2012 Bisho High School Geography – Climate change 180 learners 4 groups x 45 13 00 – 16 50 Mr Sixolo 0827333961 N/A 30 July 2012 High School Environmental Analysis 180 learners 4 groups x 45 13 00 – 16 50 Mr s Hinana 0406392662 N/A 30 July 2012 Bishop High school Career Guidance 180 learners 4 groups x 45 13 00 – 16 50 Mr 0722807747 N/A Province: EASTERN CAPE Town: BISHO
1 July 2012 Bisho High School Math games/ Puzzles 180 learners (4 x 45 learners/group) Grades 5, 6 , 7 13 00 – 16 50 Mr Galawe 0791601410 N/A 1 July 2012 Bisho High School Science experiments Air pressure , lung capacity, calories in snacks 180 (4 group x 45 learners/group) Grades 5, 6 , 7 13 00 – 16 50 Mr Kirabira O828827335 N/A 1 July 2012 Bisho High School Geography – Climate change 180 learners 4 groups x 45 Grades 5, 6 , 7 13 00 – 16 50 Mr Sixolo 0827333961 N/A 1 July 2012 Bisho High School Career Guidance 180 learners 4 groups x 45 Grades 5, 6 , 7 13 00 – 16 50 Mr 0722807747 N/A 1 July 2012 High School Excursion to Wilsonia 30 learners 11 13 00 – 16 50 Mr Kirabira 0828827335 N/A Province: EASTERN CAPE Town: BISHO Date Venue Description of Activities Target Audience Timeslot Contact Person Bookings Required? 2 August Skenjana Hall Debate 360 All 13 00 - 13 50 Mr Sbene 0722807747 N/A 2 August Skenjana Hall Poetry/ drama 360 All 14 00 – 14 50 Mr Kirabira O828827335 N/A 2 August Skenjana Hall Maths / Science Quiz 360 15 00 – 15 50 Mr Galawe
All N/A 2 August Skenjana Hall Adjucation of Projects 360 All 16 00 - 17 00 Ms Ncyanywa N/A 3 August Skenjana Hall Closing ceremony Speeches Prize giving Closure 360 All 13 00 – 16 00 Mr Kirabira 0828827335 N/A Province: ………….. Town: …………………… Date Description of Activities Target Audience Timeslot Contact Person Bookings Required?
Bio Ch15&16 Adaptations, Natural Selection, & Speciation Things to Know Vocabulary to know (must define for full bonus points) Acquired Characteristics Adaptation Analogous Structures Artificial Selection/Selective Breeding Convergent Evolution Directional selection Disruptive selection Divergent Evolution Evolution Gene pool Genetic Drift Genetic Equilibrium Genotype Geographic Isolation Fitness Homologous Structures Inherited Characteristics Mutation Natural Selection Phenotype Population Reproductive Isolation Speciation Stabilizing Selection Temporal Isolation Vestigial Structure Concepts to Understand Part I Natural Selection Darwin Background and Influences What did James Hutton and Charles Lyell add to Darwin’s understanding? Jean-Baptiste Lamarck had some right ideas and some wrong. List two of each. What is the difference between acquired and inherited characteristics? Who was Thomas Malthus and how did his theories relate to Darwin’s? Where did Darwin go and when? What was the name of his ship? What was the title of Darwin’s book and when was it published? What did Alfred Russell Wallace have to do with Darwin publishing his book? B. Darwin’s Finches Describe how Natural Selection helps species adapt to their environment. Compare Darwin’s finches to those on mainland South America. What structural adaptation did see among finches in the different islands? What did Darwin mean by “Survival of the Fittest”?
RSK GENERAL NOTES Project No.: 660469-01 (00) Title: Proposed Development at Bishopgarth, Wakefield – Air Quality Assessment Client: West Yorkshire Police Date: 21 November 2014 Office: Hempstead Status: Draft for client comments Author Dr Christina Higgins Technical reviewer Dr Srinivas Srimath Signature Signature Date: 21 November 2014 Date: 21 November 2014
Bishop’s Calendar – December 2017 December 1-3 Knights of Columbus District Deputies Convention - Toronto December 5 9:30 am – ACBO Executive Committee, Toronto (by teleconference) 7:00 pm – Confirmations, Paroisse St-Dominique, Sudbury December 6 5:00 pm – Dinner with Knights of Columbus, Copper Cliff 7:00 pm – Confirmations, St. Stanislaus Parish, Copper Cliff December 7 5:30 pm – Meeting and supper with Jesuits at Villa Loyola, Sudbury December 9 11:30 am – Clergy luncheon, Caruso Club, Sudbury (CTK prayer group) December 10 9:30 am – 70th anniversary Mass, St. James Parish, Blind River 12:00 pm – Mass, St. Ambrose Parish, Thessalon 5:30 pm – Christmas dinner, Bishop Scollard Assembly, Sudbury December 11 12:00 pm – Christmas lunch with francophone priests, Villa Loyola December 12 12:00 pm – Pro-Life Mass, Pro-Cathedral, North Bay 8:00 pm – Christmas dinner, Prayer Paroisse St-Dominique December 14-15 AFOCSC meeting, Toronto December 17 2:00 pm – Confessions, Paroisse Ste-Marguerite-d’Youville, Val Thérèse December 19 9:45 am – Mass, École Secondaire Catholique Algonquin, North Bay 1:30 pm – Mass for Scollard-Hall School, Pro-Cathedral, North Bay December 20 11:30 am – Mass and Christmas lunch for staff, Diocesan Centre, Sudbury December 23 5:00 pm – “Souper des Pauvres”, Paroisse St-Jean-de-Brébeuf, Sudbury December 24 5:00 pm – Mass at Pro-Cathedral, North Bay 8:00 pm – Mass at Pro-Cathedral, North Bay Midnight – Mass at Pro-Cathedral, North Bay December 25-27 Montreal (Family visit) Dec. 28 to Jan. 2 Ottawa – Rise Up Conference (CCO)
7.1 Since BC is perp to AB, grad BC × grad AB = –1, and so which gives q – 9 = 7 – p, i.e. p + q = 16. (3) 7.2 AC is diameter of the circle, with length 2, and so (q – 4)2 + (p – 2)2 = 4×17. Substituting 16 – p for q, we have (12 – p)2 + (p – 2)2 = 68, and hence 2p2 – 28p + 80 = 0 = 2(p – 4)(p – 10). Since diagram shows p > 7, we must have p = 10 and then q = 6. (5) 7.3 (3) 8.1.1 sin 143º= sin 37º = (3) 8.1.2 cos106º = - cos 74º = sin237° - cos234° (3) = 8.2 = – tan 86º (7) 9.1 6 – 6cos2θ + cos θ – 4 = 0 so 6cos2θ – cos θ – 2 = 0 = (3cosθ – 2)(2cos θ + 1). Therefore cos θ = 2/3 or cos θ = – ½, So θ = n.360º ± 48,19º or θ = n.360º ± 120º, n ε Z (6) 9.2 LHS = (3) 10.1 RHS = sin A cos B + sin B cos A – sin B cos A + sin A cos B = 2sin A cos B. (2) 10.2 Putting B = 3x, A = x, this gives sin 4x – sin 2x = 2sin x.cos 3x, which is zero when sin x = 0 or cos 3x = 0, i.e. x = 0º or 180º or 3x = 90º or 270º or 450º. So solutions are x = 0º or 30º or 90º or 150º or 180º. (4) 10.3 (4) 10.4 0º ≤ x ≤ 30º or 90º ≤ x ≤ 150º or x = 180° (2) 11. tan x = and tan y = so that
Southwest California Synod Evangelical Lutheran Church in America God’s work. Our hands. Bishop The Rev. R. Guy Erwin, Ph.D. bishop@socalsynod.org Assistants to the Bishop The Rev. Marjorie Funk-Pihl Assistant to the Bishop for Congregational Mission & Director for Evangelical Mission mfunkpihl@socalsynod.org The Rev. Reginald Schultz-Akerson Assistant to the Bishop for Rostered Leadership rakerson@socalsynod.org Directors Andreas Hirsch Director for Administration & Finance ahirsch@socalsynod.org Maria Paiva Director for Latino Ministries mpaiva@socalsynod.org Support Staff Claudia Cuevas Administrative Assistant ccuevas@socalsynod.org Desta Goehner Executive Assistant to the Bishop Faith Formation Coordinator desta@socalsynod.org Sherri Miller Administrative Assistant smiller@socalsynod.org Fall 2015 To the Congregations of the Southwest California Synod of the Evangelical Lutheran Church in America: Grace and peace in Jesus Christ! The heart of the Christian life is love of neighbor, which we express through generosity of spirit toward others for the sake of God. In the church, we offer ourselves, our time, and our possessions to God, for we know that we hold these all in trust from God. But our offerings are not empty sacrifices, but active participation in something larger than ourselves: our church’s efforts to alleviate human suffering, build caring and peaceful communities, and to spread the Good News of God’s love for humankind. Many people in our synod have assisted with the preparation of these Generous Life stewardship materials, and now we offer them to you, our congregations and leaders, so that you might use them as you wish to steer your own efforts to promote a sense of generosity of spirit and resources in your own communities. These videos and Bible studies take real stories of generosity in the congregations of our church and turn them into inspiring lessons we can apply to our own situations. I am personally very grateful to all those who helped—their work is another manifestation of generosity—and to all those who will use these materials in the months ahead. The of our love of God is our generosity toward others. May blessings abound for you and your community as you work together to grow in grace and generosity! In Christ,
BISHOPSTONE FAMILY HISTORY BLOG ENTRIES As at August 2015 General Village Blog Dr peter Scott 19/9/2012 Hello Bishopstone I am interested in information about my ancestors (mother's family) who lived in Bishopstone. Their names were LANHAM. William Lanham (1806-86) left Bishopstone for Australia on the ship WOODBRIDGE in 1838. His ancestors (father George, grandfather John, greatgrandfather, greatgreatgrandfather john and his father thomas) go back to another John Lanham who was born in 1624 all lived in Bishopstone. Any information would be useful Cheers Peter New Bishopstone Village Blog 24/8/2011 A late relative,Mrs.Louisa Rowden,used to live at the old dairy,behind what was Tom Robinsons farm...I often spent my summer hols there,around 1948-52..often helped with the harvest,on a farm,owned I believe by the Wort family?.tho may have mispelt the name,.many happy meemorys of your lovely village,good luck,and take care. Scott 4/4/2012 Hello. I am trying to find information about my distant relatives who came from Bishopstone. My great grandfather Thomas Lanham was born in Yass, NSW, AUstralia in 1871 but his father, William (born 1807) came from Bishopstone (his wife was Ann Case) as did his father George Lanham (married Mary Hibbard). As all of the Lanhams in Yass were the blacksmiths, I think that might have been their work in Bishopstone. Any details please Reply Robyn Lanham 20/8/2013 I have information about the Lanham family from Bishoptstone. My husband's grandfather was Thomas Lanham, gg grandparents William Lanham & Anne Case. Contact me if you want information Chris Lanham 16/3/2014
Systems Level Fidelity (70% of students responding to a given intervention) Intervention Students Receiving Students Responding % Responding Intervention Students Receiving Students Responding % Responding CICO (including attendance) Individualized CICO (including attendance) SAIG (including attendance) BAIP FBA/ BIP Wraparound RENEW X X X X Math Grade Literacy Grade Math Grade Literacy Math Grade Literacy Grade Math Grade Literacy Grade Math Grade Literacy Math Literacy Grade Math Grade Literacy Grade Math Grade Literacy Grade Math Grade Literacy Grade Math Grade Literacy Grade
The prodigal's moment of truth occurs when he becomes aware of the 'bats' uncertain staggering flight' (line 25), giving him some 'shuddering insights' (line 26). He recognises at last his terrible isolation. The bats terrify him because their blind flight resembles his own stumbles through life and his uncertain future. But the decision 'to go home' is not an easy or inevitable one: it takes him a 'long time' to make it. The implication is that the idea of 'home' is not without problems for the prodigal. Home may be seen as a last resort rather than the first place of refuge, recalling Bishop’s own experience. As she says at the end of 'Questions of Travel': 'should Ihave stayed at home / wherever that may be?' Her own troubled experiences of home and our awareness of Bishop's struggles with alcoholism, make The Prodigal' one of Bishop's most revealing poems. The brown enormous odour he lived by was too with its breathing and thick hair, for him to judge. the sty was plastered halfway up with glass-smooth dung (he hid the pints behind a two-by-four), But evenings the first star came to warn. safe and companionable as in the Ark. he felt the bats' uncertain staggering flight, his shuddering insights, beyond his control, touching him. But it took him a long time finally to make his mind up to go home. ‘The Prodigal' is structured as two sonnets of a rather loose nature. They each have the requisite fourteen lines, and the first one maintains the conventional octave– sestet division, but the rhyming schemes are eccentric, if not absent altogether. The rhythm is a mixture of iambic pentameter and four-stress lines. It has been pointed out that the last word, 'home', does not have a true rhyme and this has the effect of isolating the word (and the idea) within the poem.
Pick a strategy, that the most sense based on analysis. How will competitors react; how will we defend. Take it from the point of view of one of the players (not just look at bitcoin and evaluate industry, but from strategic point of view, what would you do if you were a player in the industry) Either focus on consumer – provide with bitcoin wallet Focus on marchlands and settle marchlands to settle Build link between the 2 Other choice, play domestic or international. Challenge – convince consumer that this is the right product – try to be the first one before it takes off Risk – how to overcome barrier to acceptance. How to convince customers and marchlands to adopt If ppl buy bitcoin then convert to cash – how to get people to hold on to bitcoin (reduce volatility) Suggest – take position of one of the player: is the strategy currently used –wallet supplier, or merchant smootherer playing role of credit card. Lots of non believers there is no recommended font size or style; just make your project inviting to read. I. ANALYSIS & EVALUATION 1) In 2014, the economy is still in recovery after the 2008/9 recession. In the US, GDP Growth is stable between 2-3%, an inflation remains well within the Fed target; below 2%
Obtain two transparency sheets. Label both with your name in the upper right hand corner. In the upper left hand corner, label one as upper and the other as lower. Examine the crime scene bite mark on the Styrofoam plate. Fill in the top two rows of data table 2 for the crime scene bite mark. Next place the transparency sheet labeled upper over the upper impressions. With a permanent marker, outline the pattern made by each of the upper teeth. Be careful to trace each tooth individually. Repeat the process for the lower teeth. Open the bag with the bite impressions from the four suspects. Fill in data table 2 for each suspect. Next lay your transparencies over the impression and determine what suspect committed the crime. Compare your results with your forensic team (group). Data Table 2: Jaw Width (cm) Depth (cm) Unique Characteristics Crime Scene Maxillae Mandible Suspect 1 Maxillae Mandible Suspect 2 Maxillae Mandible Suspect 3 Maxillae Mandible Suspect 4 Maxillae Mandible Questions:
Enter does not work in BI, must click “APPLY” button Result from BI defaults to “SUMMARY OF MAJOR OBJECTS” CAUTION: Personal Service (PSR) is included in the default settings. It is highly recommended users utilize the Customization feature to remove PSR. PSR is managed centrally at Fredonia, so divisions/departments when calculating balances should NEVER include PSR. Result from Customized (excludes PSR) Account Summary Dashboard: Drop down menu for “Select View” as three options Summary by Major Object (default) – may be your easiest option to use Summary by Object Summary by Detailed Object (most closely reflects look of SMRT) NOTE: Option 3 calculates Campus Recharges as a separate object in BI. When calculating Available Balance the user will have to add in Recharge Totals.
Petrakos, G., Rodriguez-Pose, A. (2003) “Regional Inequality in the EU,” Topos, 20/21, 51-76, (in Greek Porter, P. A. (1947) “Tentative Report of the American Mission to Greece,” 868.50/4-347, N.A. Siriopoulos, C., Asteriou, D. (1998) “Testing for convergence across the Greek regions,” Regional Studies, 32, 537-546.
Examples: Homework: MLP (MyLabsPlus) and the following problems from the text. 1, 2 all parts Write down the problem and give the answer. 111 Answer the question and justify your answer. 112 Write down the problem and answer the question. 117 Copy the expression and solve in a top down manner. 127 Copy the expression, substitute in the value, solve in a top down manner. 133 Calculate the volume. Explain how you got your answer. MLP problems, MLP quiz and Text problems due _____________ 8 AM
If subsets / groups: Comment on the effect the difference subsets might have on the model. Comment on the number of points now being investigated. Extend the investigation by developing models with data that has been separated into relevant subsets. One factor that may influence the relationship between Haematocrit levels and Red Blood count is the gender of the athlete. For these reasons the data will be split into these two groups and reanalysed. As can be seen in the graph above… Re-predict Prediction made using alternative models Consider accuracy of these alternative models Compare with original prediction Compare and contrast original prediction with updated (unusual value OR subset /group). I understand… I need to work on… Conclusion Exemplar statements Summary Give concise summary linked to original purpose of the investigation Purpose of report Brief description of model, including trend, strength and numeric. This report investigated whether a relationship exists between the Haematocrit levels and red blood cells for 120 athletes from the AIS. Analysis of the data showed a moderate-to-strong linear relationship between Haematocrit levels and red blood cells. This relationship showed that Red Cell Counts increase by 0.1 for each increase by 1 in Haematocrit value. Prediction What the model predicted Link to context Accuracy of prediction This model was then used to predict the Red Blood Cell Count for an athlete with a Haematocrit level of 50. The Red Blood Count was predicted to be… This means… This prediction is likely to be accurate because… Extension Summary of investigation into other relevant variable Summary of what this means in context / research / future investigations Usefulness / Limitations / Improvements / Possible uses / Future Investigations A further variable that was investigated was… Possible limitations of this model include… These findings may be useful because… I understand… I need to work on…
Enter employee ID number and Run report. Select Display report The next page will show the employees leave balances as of the end of payroll date. to see if there are any differences between leave shown in the HRB730 report and e-leave system. To research in e-leave system: Log in to eleave.osu.edu Click on search tab. Enter employee ID. Look for the date in question. Check to see if the leave request was submitted after the timesheet deadline or if there were any changes to the leave request (i.e request was edited.) The second report should be with title “HRB750 Exceptions Report PM Dept. Name” Timesheet & Leave Acknowledgements Purpose: Collect Acknowledgements from all employees that had timesheets or leave requests submitted on their behalf to ensure all information is accurate and complete. Check for Pending Timesheet Acknowledgements Run Report – HRB 760 Biweekly eTimesheet Report –Wednesday afternoon for pending timesheet Acknowledgements. Choose VP/College CFAES, highlight all D Nodes that apply to the unit (all units will be saved separately for audit purposes, but report can be run for all departments and then data can be separated once in Excel) Select report type – Summary Analysis Select the From and Through pay period ranges to include the previous and current pay periods Select Approved Status only Click Select Report Open in save file in corresponding unit payroll folder under with the title “BW PP# Timesheet Acknowledgements”. Sort data by Employee Name, rearrange/delete columns as desired, and filter out “Acknowledged” timesheets. Send an to employees to Acknowledge the timesheet. Indicate action in next available column (e.g. “Emailed”, “On LOA”, “Terminated”, etc.). Check for Pending Leave Acknowledgements Run Report – HRB 755 Biweekly and Monthly eLeave Report – Morning or early afternoon Check for pending leave request Acknowledgements. Choose VP/College CFAES, highlight all D Nodes that apply to the unit (all units will be saved separately for audit purposes, but report can be run for all departments and then data can be separated once in Excel) Select report type – Summary Analysis Select Pay Frequency Biweekly Select the From and Through pay period ranges to include the previous and current pay periods Select Approved Status only Click Select Report
Biweekly payroll schedule Week 1 Day 1 (Sunday after payday) Day of Rest Week 1 Day 2 Monday Emails go out for unapproved time after 5 pm Week 1 Day 3 Tuesday * Finalize absence requests Final time admin process Load time and labor into payroll On Payroll processing starts Week 1 Day 4 Wednesday On cycle payroll processing continues Payroll confirmed late afternoon Time reviewed for off cycle A processing Budget processing may begin Week 1 Day 5 Thursday Budget funds payroll am On cycle files created for Topeka 4 pm deadline Off cycle A checks created all day Time reviewed for off cycle A processing Week 1 Day 6 Friday Complete off cycle A by 10 am Budget funds off cycle A mid day Off cycle A files created for Topeka 4 pm deadline Time reviewed for off cycle B processing Off cycle B started at noon Week 1 Day 7 Saturday Off cycle B processing Time reviewed for off cycle C processing Week 2 Day 1 Sunday Off cycle B processing Time reviewed for off B processing Week 2 Day 2 Monday Off cycle B processing complete by end of day Week 2 Day 3 Tuesday Off cycle B funding process AM Off cycle B files created for Topeka 4 pm deadline Time reviewed for off cycle C processing Off cycle C started Week 2 Day 4 Wednesday Off cycle C processing Time reviewed for off cycle C processing Week 2 Day 5 Thursday
Some examples of unacceptable absences: work, doctor, dentist, other appointments, personal choice absences or other sports. Consequences for unacceptable absences will be dealt with by the coaching staff, Consequences may range from a meeting with the staff, missed playing time or dismissal from the team. Please use effective communication with the coaching staff. B. School Policy An athlete must be in school the entire day of the contest unless she has prior permission from the Activities Director to be absent. V. LETTERING STANDARDS A letter is something that each athlete must earn. There are three different ways to earn a letter: If an athlete plays in at least 50% of varsity game periods and successfully completes the entire season. If the varsity team qualifies for the state tournament all the players on the roster will earn a varsity letter. The coaching staff reserves the right to letter any athletes that do not meet the above two standards. VI. PLAYERS EXPECTATIONS AND GUIDELINES A. GAMES Home games- All JV players are required to stay until the end of the first period of home varsity games. Conversely, all varsity players must be present for the last period of the JV game. Both teams are required to watch and show support for teammates in order to develop a sense of team among themselves. Away games- All players are required to ride the bus to and from each away game. The main pick up and drop off will be the Buffalo Civic Center. Exceptions will be dealt with on a case by case basis. Parents must sign-out their player with a coach in the event of an exception. Bus transportation will not be provided for alternate site home games at the Delano arena. All girls will dress in Bison Hockey attire to all away games. Non hockey apparel (e.g. dress coats, ski or snowmobile coats, etc.) are not allowed. Players must be on time for buses and home games. Both Varsity and JV players will need to be at the arena 60 minutes prior to game time, for home games. Thirty minutes before game time the players must be in the locker room. Fifteen minutes before game time the players must be fully dressed and ready to play. Some players will be expected to participate in both JV and Varsity games.
Okotoks Bisons Sponsorship Program 2017 –2018 Contact: Jay McFarlane 403-938-4898 or Jason@mcfarlaneagencies.com Major Team Sponsors o Name on Home Jerseys $4000 per Season or $7500.00 for 3 years o Name on Away Jerseys $3000 per Season or $6500.00 for 3 years o Helmets w/Company Logo $3500.00 o Gloves w/Company Logo $3000.00 o Team Jackets with Company logo $3000.00 o Team Hockey bags w/Company Logo $3000.00 o Team Suits w/Company Logo $3000.00 o Team Game Pants Shells w/Company Logo $2000.00 per Season or $5000 for 3 Benefits to Sponsor:  on our website  Free advertising &corporate branding with Bisons at all events and website  Four (4) season tickets to Bisons games  Two (2) tickets to the Bisons Banquet  Company recognition by Announcer and in program insert during all regular and playoff home games and web casts Platinum Sponsorship Package o $2500 Benefits to Sponsor:  regular season and playoff home game sponsorship (Program, PA Announcements)  2 season tickets for all regular and playoff home games  A link on our website Gold Sponsorship Package o $1500 Benefits to Sponsor:  Regular season home game sponsorship (PA Announcements)  2 packages of 10 tickets for regular home games  A link on our website