zilongwang/ReadingBank huggingface dataset:
Lattice energies are highest for substances with small, highly charged ions. The Relationship between Lattice Energies and Physical Properties The magnitude of the forces that hold an ionic substance together has a dramatic effect on many of its properties. The melting pointThe temperature at which the individual ions in a lattice or the individual molecules in a covalent compound have enough kinetic energy to overcome the attractive forces that hold them together in the solid., for example, is the temperature at which the individual ions have enough kinetic energy to overcome the attractive forces that hold them in place. At the melting point, the ions can move freely, and the substance becomes a liquid. Thus melting points vary with lattice energies for ionic substances that have similar structures. The melting points of the sodium halides (Figure below), for example, decrease smoothly from NaF to NaI, following the same trend as seen for their lattice energies (Figure above). Similarly, the melting point of MgO is 2825°C, compared with 996°C for NaF, reflecting the higher lattice energies associated with higher charges on the ions. In fact, because of its high melting point, MgO is used as an electrical insulator in heating elements for electric stoves. Figure: A Plot of Melting Point versus the Identity of the Halide for the Sodium Halides: The melting points follow the same trend as the magnitude of the lattice energies in the second to last Figure above. The hardnessThe resistance of ionic materials to scratching or abrasion. of ionic materials—that is, their resistance to scratching or abrasion—is also related to their lattice energies. Hardness is directly related to how tightly the ions are held together electrostatically, which, as we saw, is also reflected in the lattice energy. As an example, MgO is harder than NaF, which is consistent with its higher lattice energy. In addition to determining melting point and hardness, lattice energies affect the solubilities of ionic substances in water. In general, the higher the lattice energy, the less soluble a compound is in water.
17. The solubility of a substance can be expressed qualitatively and quantitatively. Use examples to explain this statement for sugar dissolved in water. 18. In the to the right, sketch the shape of a graph that shows how the solubility of sugar in water changes as the temperature of the water increases. Label the axes correctly, and title the graph.
Simple velocity profile approximations: u(0) = 0 no slip u(δ) = U matching with outer flow uy(δ)=0 Use velocity profile to get Cf() and () and then integrate momentum integral equation to get (Rex) δ* = δ/3 θ = 2δ/15 H= δ*/θ= 5/2 Approximate solution Turbulent Boundary-Layer Ret = 5×105 3×106 for a flat plate boundary layer Recrit 100,000
Name: ________________________________ Chapter 9: Citizens Effecting Change Pages 286-321 By the end of this unit, you should be able to explain/describe the following: The structure and roles of the Government The political spectrum, similarities and differences among key political ideologies, and how Canada’s political parties differ The stages of passing a bill Steps of the electoral process in Canada Vocabulary Democracy Lobbyist Ideology Socialism Liberalism Conservatism Totalitarian Authoritarian Communism Fascism Political spectrum Party platform Patronage Senate Cabinet House of commons Cabinet solidarity Order-in-council Royal assent Party discipline Free vote Private members bill Majority government Minority government Coalition Prorogue Parliament Dissolve Parliament Electoral district, ridiing, constituency Nomination Enumeration Balloting Tabulating
Learning Targets for Chapter 9: I can… Standard Description/Skills Set Level of Knowledge 1 – got it 2 – getting it 3 – no clue Level of Knowledge 1 – got it 2 – getting it 3 – no clue I can… Beginning of Chapter End of Chapter 2.1.7 Inserting special characters (©, ™, ₤) Validate content by spelling and grammar checking options Configure AutoCorrect settings Insert and modify comments in a document View comments Track changes in a Document Vocabulary: All Markup antonym AutoCorrect balloons inline lock tracking
Managing Development and Population Growth Today, less developed countries face the likelihood that continued population growth will ___________________ them from imitating the development of the world’s economic leaders. These campaigns include ___________________________________________________________________________________________. Many countries favor stabilizing population growth through investments in _______________________________, especially through improvements in women’s status. Growth Is Slowing Fertility rates have ________________________________ in both more-developed and less-developed regions. If current trends continue, most countries will have __________________________________ fertility rates by 2050. If so, world population growth would eventually stop. Projections to 2050 Looking at the graph below, most demographers predict the medium growth rate, and a world population of_____________________________________________ in 2050.
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Does drying barley seeds in a kiln increase the yield of barley? A famous experiment by William S. Gosset (who discovered the t distributions) investigated this question. Eleven pairs of adjacent plots were marked out in a large field. For each pair, regular barley seeds were planted in one plot and kiln-dried seeds were planted in the other. The following table displays the data on yield (lb/acre). (a) How can the Random condition be satisfied in this study? (b) Perform an appropriate test to help answer the research question. Assume that the Random condition is met. What conclusion would you draw? Correct Answer (a) By randomly allocating which plot got the regular barley seeds and which one got the kiln-dried seeds. (b) State: We want to perform a test of H0: μd = 0 versus Ha: μd < 0, where μd is the actual mean difference (regular − kiln) in yield between regular barley seeds and kiln-dried barley seeds. We will perform the test at the α = 0.05 significance level. Plan: If conditions are met, we should do a paired t test for the population mean μ. Random: We are told that this was a randomized experiment. Normal: The sample size was 11, so we check a graph. The histogram below shows no strong skewness or outliers in the data. Independent: There were 11 pairs of plots used in the sample. This is clearly less than 10% of all possible plots. All conditions have been met. Do: The sample mean and standard deviation are and sx = 66.2. The corresponding test statistic is t = −1.688. The from technology using df = 10 is 0.0612. Conclude: Since our P-value is greater than 0.05, we fail to reject the null hypothesis. We do not have enough evidence to conclude that kiln-dried barley seeds produce a larger yield.
CPLSO Handbook Risk Assessment The Education Act 2002 outlines that Local Authorities and School Governing Bodies have a responsibility to “ensure that their functions relating to the conduct of school are exercised with a view to safeguarding and promoting the welfare of children who are its pupils”. Education settings are an important part of the inter-agency framework not only in terms of evaluating and referring concerns to Children’s Services and the Police, but also in the assessment of risk that the child or young person may pose to themselves and others in the education setting. As part of the overall management of risk, schools must ensure that all the children and young people in their care are kept safe from harm (Keeping Children Safe in Education 2016.) Education staff have valuable information and skills which are useful to support the specific work that may be undertaken by other agencies and collaboratively providing a consistent approach to the management of the child/young person’s inappropriate sexualised behaviour. The service supports education settings when concerns are raised about risk of a child or adult’s behaviour (who may have contact with children at the school). Risk is defined as ‘uncertain prediction about future behaviour with a chance that the future outcome of the behaviour will be harmful or negative’ (Kemshall, 1996). The behaviour could present an ongoing risk of harm to children / pupils in your school and therefore measures will need to be put in place to ensure support and safety in your environment. Circumstances where a safeguarding risk assessment may be needed: Pupils Child on child sexual abuse (children who harm others) Violent behaviour in school Bullying including cyber-activities Adults A parent arrested / convicted for offensives against children Member of staff in a relationship with a person as above Allegation by a child or parent of abuse from a member of staff
Chapter 9 Homework 9.1 pg 546 – 549 1, 3, 5, 7, 9, 11, 13, 15, 19, 21, 23, 25, 27 - 30 9.2 pg 562 – 565 41, 43, 45, 47, 49, 51, 53, 55, 57 – 60 9.3 pg 587 – 593 71, 73, 75, 77, 89, 94 – 97, 99 - 104
Gilded Age Politics (1877 – 1920) Industrial Era 20A Party Politics p. 541 - 550 Due Date: Identifications: □ spoils system □ Stalwarts, Half Breeds and Mugwumps □ Pendleton Civil Service Act □ Munn v. Illinois (1877) □ Interstate Commerce Commission (ICC) □ McKinley Tariff of 1890 □ monetary policy and the gold standard □ Forgettable President □ Pres. Rutherford □ Pres. James Garfield □ Pres. Chester Arthur □ Pres. Grover Cleveland □ Pres. Benjamin Harrison □ Billion Dollar Congress LO 20.1 Discuss the major political and economic issues of the Gilded Age, and examine governmental action on these issues. LO 20.2 Explain the characteristics of American presidents during the Gilded Age, and discuss how each carried out the duties of his office. 20B Discrimination p. 550 - 553 Due Date: Identifications: □ lynching □ Ida B. Wells □ disfranchisement □ poll taxes □ grandfather clause □ Plessy v. Ferguson □ Jim Crow Laws □ segregation □ National Woman Suffrage Association (NWSA) □ Susan B. Anthony LO 20.3 Explain the social, economic and political oppression of southern blacks during the late 19th LO 20.4 Examine the progress of the women’s suffrage movement during the Gilded Age. 20C Farmer’s Unrest and the Economy p. 554 - 565 Due Date: Identifications: □ tenant farming and the system □ the Grange □ Farmer’s Alliance □ the Populist or People’s Party □ Eugene V. Debs □ Silver Crusade and the Election of 1896 □ William Jennings Bryan and Cross of Gold speech LO 20.5 Discuss the various forces affecting the lives of farmers during the late 19th century and explain the social, economic and political impact of these forces.
Purucker, M., T. Sabaka, and R. Langel 1996 Conjugate Gradient Analysis: A New Tool For Studying Satellite Magnetic Data Sets, Geophy Res Let, 23, 507-510 Purucker, M. 1990 The Computation of Vector Magnetic Anomalies: A Comparison of Techniques and Errors, Physics of the Earth and Planetary Interiors, 62, 231-245 Purucker M, Mandea M 2005 New research directions based on the World Digital Magnetic Anomaly Map, and Swarm, Int. Assoc Geomag. Aeronomy Int. Meeting, Toulouse, France, 18-29 July 2005. Purucker M, Whaler K 2004 Recognizing and interpreting the longest wavelength lithospheric magnetic fields obscured by overlap with the core field. Eos Trans. AGU, 85(47), Fall Meeting Suppl. Abstract GP31A-0821 Rasmussen, R Pedersen, L.B., 1979, End corrections in potential field modeling: Geophysical Prospecting, 27, 749-760. D 1996 Analysis of the Euler method and its applicability in environmental magnetic applications. Journal of Environmental Engineering and Geophysics 1 229-238 Ravat, D., Whaler, K., Pilkington, M., Sabaka, T. Purucker, M. 2002 Compatibility of high-altitude aeromagnetic and satellite altitude magnetic anomalies over Canada, Geophysics, 67, 546-554 Ravat, D., Hildenbrand, T.G. Roest, W., 2003, New way of processing near-surface magnetic data: The utility of the Comprehensive Model of the magnetic field: The Leading Edge, 22, 784-785. Ray R D 1985 Correction of systematic error in magnetic surveys: An application of ridge regression and sparse matrix theory. Geophysics 50, 1721-1731 Reeves C V, Erren H 1994 AAIME: Aeromagnetics of Arabia, India, and the Middle East, International Institute for Aerospace Survey and Earth Science, unpublished. Reeves C V, Macnab R, Maschenkov S 1998 Compiling all the world’ magnetic anomalies, Eos Trans. AGU 79 (28) 338-339
Peter the Great – Later Years Peter realized he was faced with a lot of opposition, so he brings the nobility and the Russian Orthodox Church closer to the tsar Table of Ranks – made a person’s social position and privileges more important than lineage Abolishes the patriarch and puts in its place the Holy Synod, which consisted of several bishops headed by a layman called the procurator general 1725 – Peter dies and leaves no successor as Russia becomes ________
Active Membership shall be available to any active, retired or disabled firefighter, or other public safety provider, owning or having access to a motorcycle and possessing a valid motorcycle license. Applicant Name Address Address 2 City Zip Code Home Phone Cell Phone Work Email Address Facebook Name Fire Department Name: Rank: Chief’s Name Phone Number Motor Vehicle License # Class Name of Sponsor Emergency Contact Phone Number Relationship Second Number I swear the information given is true and correct to the best of my ability: Applicant Signature Contact us at: or Call 518-365-8390 Official Use Only Application Submitted Application VOTED on Elected Rejected Tabled Reason tabled Application Fee $30.00 received by Date
vehicle is traveling, or when the pedestrian is approaching so closely from the opposite half of the roadway as to be in danger. 2. No pedestrian may suddenly a curb or other place of safety and walk or run into the path of a vehicle which is so close as to constitute an immediate hazard. 3. Subsection 1 of this section does not apply under the conditions stated in subsection 2 of Section 9.1003. 4. Whenever any vehicle is stopped at a marked crosswalk or at any unmarked crosswalk at an intersection to permit a pedestrian to the highway, the driver of any other vehicle approaching from the rear may not overtake and pass such stopped vehicle. 9.1003 Crossing at than Crosswalks The provisions of North Dakota Century Code section 39-10-29 and all subsequent amendments are hereby incorporated by reference in this ordinance. Every pedestrian crossing a roadway at any point other than within a marked crosswalk or within an unmarked crosswalk at an intersection shall yield the right-of-way to all vehicles upon the roadway. Any pedestrian crossing a roadway at a point where a pedestrian tunnel or overhead pedestrian crossing has been provided shall yield the right-of-way to all vehicles upon the roadway. Between adjacent intersections at which traffic-control devices are in operation pedestrians may not cross at any place except in a marked crosswalk. No pedestrian may cross a roadway intersection diagonally unless authorized by official devices; and, when authorized to cross diagonally, pedestrians shall cross only in accordance with the official traffic-control devices pertaining to such crossing movements. 9.1004 Drivers to Exercise Due Care The provisions of Dakota Century Code section 39-10-30 and all subsequent amendments are hereby incorporated by reference in this ordinance. Notwithstanding other provisions of this chapter, every driver of a vehicle shall exercise due care to avoid colliding with any pedestrian and shall give warning by sounding the horn when necessary and shall exercise proper precaution upon observing any child or any confused, incapacitated, or intoxicated person. 9.1005 Pedestrians to Use Right Half of Crosswalks The provisions of North Dakota Century Code section 39-10-32 and all subsequent amendments are hereby incorporated by reference in this ordinance. Pedestrians shall move, whenever practicable, upon the right half of crosswalks. 9.1006 Pedestrians on Roadways The provisions of North Dakota Century Code section 39-10-33 and all subsequent amendments are hereby incorporated by reference in this ordinance. control
Key Concepts & Main Ideas Notes Analysis Economic motives drove exploration, and “discovery” altered the European, African, and America economically, politically, and culturally. New Routes… Slave Trading… African Resistance… Developing Nation-States… List three main effects of Europe’s expanding trade in the 15th century. a. b. c. Which effect was most significant? Explain your answer. Early Explorations, pp 7-10 Key Concepts & Main Ideas Notes Analysis European overseas expansion resulted in the Columbian Exchange, a series of interactions and adaptations among societies across the Atlantic. The arrival of Europeans in the Western Hemisphere in the 15th and 16th centuries triggered extensive demographic and social changes on both sides of the Atlantic. European expansion into the Western Hemisphere caused intense social/religious, political, and economic competition in Europe and the promotion of empire building. Christopher Columbus… Columbus’s Legacy… Exchanges… Dividing the Americas… Spanish Exploration and Conquest… English Claims… French Claims… Dutch Claims… How did European expansion impact European society? How did European expansion impact Native American society? of these consequences were the most significant? Explain your answer. Spanish Settlements in North America, pp 10-11
Key Concepts & Main Ideas Notes Analysis European expansion into the Western Hemisphere caused intense social/religious, political, and economic competition in Europe and the promotion of empire building. Florida… New Mexico… Texas… California… What were three chief features of the Spanish empire in America? a. b. c. Identify one cause and one effect of Spanish settlement in North America. Effect: European Treatment of Native Americans, pp 11-12 Key Concepts & Main Ideas Notes Analysis Contacts among American Indians, Africans, and Europeans challenged the worldviews of each group. European overseas expansion and sustained contacts with Africans and American Indians dramatically altered European views of social, political, and economic relationships among and between white and nonwhite peoples Spanish Policy… English Policy… French Policy… Native American Reaction… Identify three major consequences of European contact with American Indians? a. b. c. Which of these were the most significant? Explain your answer. In what ways was English policy toward Native Americans different from those of France and Spain? Different from France in that… Different from Spain in that… How effective were Native Americans in overcoming the negative aspects of European policies? Historical Perspectives: Was Columbus a Hero? p.13 Key Concepts & Main Notes Analysis
If our chapter site is damaged or otherwise made unusable, the chapter has made arrangements with the following location to allow the chapter to function on a temporary basis: (ENTER SITE) Contact numbers and information are located: (ENTER LOCATION) 4) RECORDS AND OFFICE FILES Loss of records can be especially damaging and may compromise the chapter. One of the most important safeguards for the chapter is protection of these records. The vast majority of records are electronic which helps with storage and backups. Multiple backups should be used including with at least one copy off site (for example or online storage). Also, it is important to have multiple individuals at the chapter able to access these files. The chapter records are stored: (ENTER SITE) Backups are performed at daily. Backups are located at: (ENTER LOCATIONS) Recovery of these documents will be the responsibility of: (ENTER NAME) In the event that he/she is unavailable, then responsibility will go to: (ENTER NAME) 5) FINANCIAL CONSIDERATIONS During a disaster the chapter may be challenged to meet its financial obligations. There may be a temporary cash shortage. Bills and staff salaries/benefits will still need to be paid. Arrangements need to be established to meet these needs. Having electronic bill paying with automatic withdrawals should be considered. Some chapters may consider lines of credit, but since most chapters have small budgets, this might not be an option. How any shortage will be handled needs to be decided. Finally, a frank discussion with any staff concerning salaries should occur before the disaster situation arises. The chapter has the following procedure in place to make sure our financial obligations are met in the event a disaster has altered the usual chapter operations. (ENTER PROCEDURE) Primary responsibility for overseeing the implementation of above is: (ENTER NAME) In the event that she/he is unable to perform the above duties, the responsibility will go to:
Grades: 1b) Spring Semester Grade Point Average Members New members All Men’s Average (1 point for members’ being above All Men’s Average for current semester) (1 for spring semester’s members’ grades higher than previous fall semester) List GPA Members New members All Men’s Average (1 point for members’ being above All Men’s Average) (1 for new members’ being above All Men’s Average) 1c) Fall Semester Point Average Members New members All Men’s Average (1 point for members’ being above All Men’s Average) (1 point for new members’ being above All Men’s Average) (1 point for fall semester’s members’ grades higher than previous spring semester): List member fall GPA _______ (1 point for fall semester’s new members’ grades higher than previous spring semester): List new member fall GPA _______ (Overall GPA rank among fraternities spring semester) (1 point for being among Top 6 fraternities) (Overall GPA rank among fraternities fall semester) point for being among Top 6 fraternities) 1d) Does your organization have a minimum GPA for holding office? _______ YES _______ NO If so, what is it? _____ 1e) Does your organization recognize members/new members who attain high scholastic achievement? If so, in the below, describe the nature of the recognition.
Describe Nature of Project: (1 point for project) _________ Date: Describe Nature of Project: (1 point for project) _________ 6b) Did your organization receive any written public recognition or written thank you letters or notes for its service projects? If so, provide copies of all clippings and letters/notes immediately behind page 6.2; mark the copy with 6-B at the top of each sheet. Nature of written material: (1 point for written material): _________ 6c) Did your organization have at least 1 community service project with another student organization during the award year? Date: Describe Nature of Project and Identify With Which Organization: (1 point for project with another organization) _________ Date: Describe Nature of Project and With Which Organization: (1 point for project with another organization-bonus point) _________ 6d) How many philanthropy/community service hours did your members and new members contribute during the award year? Calculate by multiplying the number of individuals worked by the number of hours each individual worked. List total number of hours worked . (1 point for a minimum of 100 hours of philanthropy/community service) _________
35. What are 4 signs that food has been temperature abused? (110) 1. 3. 2. 4. 36. What is FIFO? (111) 37. In the refrigerator what is the order that food should be stored from the top shelf to the bottom? (112) (read the paragraph) 1. 4. 2. 5. 3. 38. What are 4 proper ways to thaw food? (113) 1. 3. 2. 4. 39. What is the correct temperature for cooking the following foods? (115) Poultry or ground) Ground meat (beef, pork, lamb), eggs that will be hot-held Seafood, Eggs for immediate service Roast or Steaks beef, pork, lamb) Processed or ready-to-eat-food that will be held Fruit, vegetables, grains, legumes that will be held 40. What is the safe temperature to hold hot food? (116) 41. What are the temperature guidelines for cooling food? (117) Within the first 2 hours In the next 4 hours 42. What are three things you can do to cool food quickly and safely? (118) 1. 3. 2. 43. To what temperature does food need to be reheated to and in how many does that need to be accomplished? (118) 44. What are the 5 guidelines for serving food? (120) 1. 4. 2. 5. 3.
47. Much of the current tropical forest biomes are experiencing a rapid rate of decreasing forest cover due to logging and conversion of forests to agricultural lands. Scientists estimate, if this trend continues, that the loss of forested land would a. increase the concentration of water vapor in the air due to increased transpiration b. cause a decrease in soil erosion in those areas being forested c. increase the amount of biodiversity in that area d. increase the amount of total CO2 in the atmosphere e. decrease the available nitrogen since decomposition rates would be at its greatest 48. Many legume plants have specialized fungi, known as mycorrhizae, living in their roots providing inorganic nutrients such as phosphates and nitrates. The fungus gains valuable nutrients from the roots of the plants. This relationship is an example of a. mutualism b. commensalism c. parasitism d. predation e. competition 49. Environmental degradation is a. a type of pollution which cannot be broken down in the environment b. harmful materials can be broken down in natural systems c. when we exceed or compromise a renewable resource’s natural replacement rate, the available supply shrinks d. a type of environmental ethic in which human needs and intelligence allow us to use resources as we wish e. a system of measurement used by environmental scientists to rate the health of a specific ecosystem 50. In any energy transformation, some energy is always degraded to low quality energy. This principle is stated in the a. second law of thermodynamics b. second law of enthalpy c. first law of entropy d. first law of thermodynamics e. third law of thermodynamics
28. Protection from detriment and dismissal Employees will be protected from suffering unfair treatment or dismissal for taking, or seeking to take, paternity Employees who believe they have been treated unfairly will be able to complain to an Employment Tribunal. APPENDIX 1 Maternity Entitlements Table Qualifying Service Entitlement to Maternity Leave Entitlement to Maternity Pay Women with less than 26 weeks' continuous service as at 15th week before the Expected Week of Childbirth (EWC). 26 weeks’ Ordinary Maternity Leave (OML) plus 26 weeks Additional Maternity Leave (AML) (SMP) (OMP) May be entitled to receive a Maternity Allowance (MA) for 26 weeks from the Benefits Agency. with at least 26 weeks’ continuous service with the Council at the 15th week before the EWC but less than one year's continuous service. 26 weeks’ OML plus 26 weeks Additional Maternity Leave (AML) SMP only: 6 weeks 9/10ths pay 33 weeks SMP at lower rate. Women with one year's continuous service at the 11th week before the EWC who do not wish to return to work. 26 weeks’ OML plus 26 weeks Additional Maternity Leave (AML) SMP & OMP: 6 weeks 9/10ths pay 33 weeks SMP at lower rate. Women with one year's continuous service at the 11th week before the EWC who do wish to return to 26 OML plus 26 weeks Additional Maternity Leave (AML) SMP & OMP: 6 weeks 9/10ths pay NO
Name Pre-Calc Chapter 6 Review Use the Law of Sines to solve the triangle. If two solutions exist, find both. 1) A = 32°, B = 50°, a = 16 2) A = 75°, a = 2.5, b = 16.5 3) A = 15°, a = 5, b = 10 4) Find the area of the triangle with C = 122°, b = 18, and a = 29. Use the Law of Cosines to solve each triangle. 5) 6) C = 65°, a = 25, b = 12 7) To approximate the length of a marsh, A surveyor walks 425 meters from point A to point B. The surveyor then turns 65° and walks 300 meters to point C. Approximate the length AC of the marsh.
Trisha Notices that Mrs. Peterson has friendly eyes. Enjoys Thom’s company Excited about tribe. Mrs. Peterson Defines “genius”. Kind eyes. Tells class that the definition of genius describes each of them. Encourages students’ interests. Compares them to the junkyard in a positive way Mrs. Peterson is a kind teacher that sees potential in all of her students, even though they may have problems and are different. Thom Jody Gibbie Ravanne
Expectations 1 2 3 4 States claim about the protagonist in the topic sentence Paragraph does not contain a topic sentence. Paragraph includes a topic sentence but does not adequately state a claim about the protagonist. Paragraph includes a topic sentence that states a claim about the protagonist. Paragraph includes a topic sentence that states a claim about the protagonist and “hooks” the reader. Provides support through the use of textual evidence Paragraph does not include textual evidence to support the claim. Paragraph includes little textual evidence to support the Paragraph includes adequate textual evidence to support the claim. Paragraph includes substantial textual evidence to support the claim. Provides conclusion Paragraph does not include a concluding sentence. Paragraph contains a concluding sentence, but it does not clearly reiterate the writer’s claim. Paragraph includes a concluding sentence that reiterates the claim. Paragraph includes a concluding sentence that reiterates the claim and leaves the reader with a thought-provoking lasting thought. Uses grade-appropriate conventions and grammar Paragraph has many errors in conventions and grammar, impeding the ability to understand the written work. Paragraph is written with several errors in conventions and grammar. Paragraph is written with few errors in conventions (capitalization, punctuation, and spelling) and grammar (complete sentences with varied sentence structures). Paragraph is written with no errors in conventions (capitalization, punctuation, and spelling) and grammar (complete sentences with varied sentence structures). Score: _________ Comments:
The and Bugbrooke Road Footpaths and bridleways Within the village confines there are a number of footpaths which criss-cross the street layout and provide short-cuts for pedestrians. As well as being attractive features they also serve to separate pedestrians from road traffic. Outside the village confines are a number of footpaths crossing local farmland. These include the Nene Way long-distance footpath (Badby to The Wash). Camp Lane, a surfaced road on the southern extremity of the built-up area, continues east out of the village towards Northampton as an unsurfaced bridleway. It now links in to the new developments at Upton. Employment Opportunities Originally an agricultural community, Kislingbury is now predominantly a dormitory, with most of the working population employed in Northampton or further afield. However some agricultural employment remains. Within the village the school, pubs and restaurant all provide some employment. There is a small industrial development on the edge of the village adjacent to the M1. Collins Fireplaces, located in the former Mill, attracts custom from across the Midlands.
Characters in Swallowing Stones: Michael’s World Name What We Know (age, hobby, or job) Connection to Michael Attributes (personality characteristics) Supporting Quote Page # Michael McKenzie Senior, track star, life guard self Considerate, cheats on his girlfriend, responsible, sense of guilt Michael fought off a sudden urge to pull the top sheet over him (Joe). 9 Joe Sadowski Amy Ruggerio Mr. Sadowski Josh McKenzie Mr. Tom McKenzie Goldfarb Karen McKenzie Doug Boyd
Importance (What if that joint did not exist? What if that joint were a different type of joint? For example, what would happen if a pivot joint were a ball and socket instead?) Rubric 4 3 2 1 Location of Joint All 6 joints are correctly located All but 1 joints are correctly located Two joints are incorrectly located Three or more joints are incorrectly located Type of Joint All joints types are correctly identified All but 1 joint are correctly identified Two joints are incorrectly identified Three or more joints are incorrectly labeled Function of Joint The function of each joint is clearly and correctly identified The function of each joint is identified, but not clearly The function of some joints are incorrectly identified The function of the joints are not identified or clearly stated Importance Each joint has a clear and detailed example of why it is important and what could go wrong without it Each joint has a brief example of why it is important and what could go wrong without it Two or three joints are missing examples of their importance or what could wrong without it Four or more joints do not have examples for why they are important or what could go wrong without it
John Locke (1632-1704) Also an English philosopher Unlike Hobbes, Locke believed humans are rational, intelligent, and reasonable. Locke opposed the authoritarianism of the Church and the state and believed that individuals had the right to use their reason and logic to make their own decisions. He also believed the source of power was the people themselves. He believed that any government action had to be justified by _____________ __________________ (democracy). However he believed in the ___________ _______________ where people must give up some of their rights to a government for social security. Jean-Jacques Rousseau (1712-1778) Philosopher Believed people are inherently good but have been corrupted by society and civilization Believed men are naturally free and equal Wanted humans to go back to these natural, good characteristics He believed the will of the people was the absolute authority but, unlike Locke, did not believe in representative democracy, but in a direct democracy He believed citizens should make the laws directly Charles de Secondat, baron de Montesquieu (1689-1755) French Enlightenment thinker whose
Population Distribution—Page 107 10. Fill in the cluster diagram with short descriptions or drawings of the different types of population distribution. 11. type of population distribution is found most often in nature? Age Structure and Sex Ratios—Page 108-109 12. Describe how to use an age-structure diagram to determine how many males and females are in a population. 13. What will happen to a population made up mostly of individuals that are past reproductive age? 14. What can you predict about a population with an age-structure diagram shaped like a pyramid? Name Class Date
Write a Character: putc () and fputc () The putc functions write a character to the file stream specified which can be a user-defined stream, stdout, or stderr. The functionality of putc/ fputc same. For the function takes two arguments. The first parameter is the character to be written and the second parameter is the file, The second parameter is the file pointer declared as FILE. If the character is successfully written, the function returns it. If any occurs, it returns EOF. Syntax, putc (char, *fp); fputc (char, *fp); Example, char ch; ch = getc (stdin); /* input from keyboard */ putc (ch, stdout); /* output to the screen */ putc (ch, outfileptr); /*output to a file */ 6.6 LINE I/O FUNCTIONS Reading Strings: gets () and fgets () The gets and fgets function take a line (terminated by a new line) from the input stream and make a null-terminated string out of it. These are sometimes called line-to-string input function. gets ()
4. Guide groups of students to use the Pursuing an Objective Flow Chart to achieve an assigned objective. 5. Guide groups to practice and perform their scenes. Guide a reflection after each group using their Pursuing an Objective Flow Chart. Criteria-based teacher checklist: Makes physical and vocal choices simultaneously. 6. Guide reflection. Criteria-based reflection: Reflects on how a character’s objectives are connected to his or her feelings. Day Two 1. Lead students in a warm-up of “Statues,” first using general characters and feelings, then using characters and feelings from the selected story. 2. Lead students in filling out the Pursuing an Objective Flow Chart for the main character (Rob in The Tiger Rising). 3. Introduce the theater technique of “Tableau.” Divide the into groups and guide each group to create two tableaux based on the Pursuing an Objective Flow Chart. 4. Guide groups to present their tableaux and reflect. peer assessment and process assessment: Uses posture, gesture, and facial expression choices to communicate a specific person in a tableau. Day Three 1. Guide students to work in pairs on the Pursuing an Objective Flow Chart. Criteria-based teacher checklist: Records an objective, actions, obstacles, and a result on the Pursuing an Objective Flow Chart. 2. Guide students to create one tableau of the character overcoming one of his/her obstacles. 3. Guide students to present their tableaux and reflect. Criteria-based teacher checklist, peer assessment and reflection: Uses posture, gesture, and facial expression choices to communicate a specific
Character Profile Form Name: Nickname: Meaning of name: Origin of name: Age: Gender: Blood type: Nationality: Ethnicity: Race: Current status: Political Party: Police/Criminal/Legal record: Socioeconomic level as a child: Socioeconomic level as an adult: Birth date: Birth place: Current residence: Occupation: Title/Rank: Hobbies/Pastimes: Talents/Skills/Powers: Personality Type: MBTI Personality Type: Past History Hometown: First Memory: Most important childhood event that still affects him/her: Why/How? Other memories/events that still affects him/her and why/how: Past failures s/he would be embarrassed to have people know about and why:
Loves (non romantic): Crushes: Girlfriend/Boyfriend(s): Marital status: First crush: Did it last? Why or why not? Best Friends: Friends: Confident/Mentor: Hates: Dislikes: Rivals: Pets: What kind of person would s/he consider to be the perfect partner? Is the character judgmental of others and how so? How is s/he perceived by... Strangers? Friends? Coworker/Colleague? Lovers? What happens to change this perception if at all? Describe sense of trust What type of individuals does s/he like or associate with? What type of individuals doesn't s/he like or associate with? How do they treat members of the opposite sex? How do they treat members of the same sex? What do family/friends like most about character? What do family/friends like least about character? Do they know anyone who's died, and if so who and how were they affected? Family (they were raised with)
Pg 33 – I’m supposed to be engaged to the hero of it Gerald Family Pg 1 – Man about town Pg 2 – The govenor Pg 2 – I insist upon being one of the family now Pg 7 – Feels you might have done better for yourself socially Business man Pg 3 – I was awfully busy at the works all that time - Regret Pg 25 – (looks crushed) Pg 36 – It wasn’t disgusting Pg 38 – I’m rather more – upset – by this business than I probably appear to be
Book List This is a complete list of the books included in the Floreat Virtue Literacy Programme. The stories that have been written by Floreat are freely available to download as PowerPoints from our website. Reception Year 1 Year 2 Virtue Title Author Title Author Author Self Control & Dignity Alfie’s Very Busy Day Story written by Floreat- see powerpoint My Mouth is a Volcano Julia Cook Christopher Nibble Charlotte Middleton Bravery The Owl who was Afraid of the Dark Jill Tomlinson Oliver Button is a Sissy Tomie de Paula The Rabbit who Overcame Fear Jataka Tale Love & Kindness Norris the Bear who Shared Catherine Rayner On Sudden Hill Linda Sarah and Benji Davis Frog and Toad are Friends Arnold Lobel Leadership & Teamwork The Nowhere Box Sam Zuppardi The Giant Turnip Henriette Barkow The Northwind and the Sun Fable- see powerpoint Fairness The Little Red Hen Mary Finch Fantastic Mr Fox Roald Dahl or see powerpoint Four Feet, Two Sandals Karen Lynne Williams Service Mr Messy Hargreaves or animated version available freely on youtube The Journey Home Fran Preston The Monkey King and the Mango Tree Animation and transcription available online. Perseverance The Little Engine that Watty Piper The Shoe Lady Written for Floreat- see powerpoint The Hare and the Tortoise Aesop’s Fable- animation and transcription available online. Optimism & Joy It’s a Firefly Night Dianne Ochiltree Caterpillar Dreams Jeanne Willis Reach for the Stars Serge Bloch Curiosity Ordinary Objects Story written for Floreat- see powerpoint Kids Save the Elephants and Rhinos Written for Floreat- see powerpoint That’s not Lemonade! Written for Floreat- see powerpoint
Creativity Dog Loves Drawing Louise Yates I Will Never Not Ever Eat a Tomato Lauren Child The Beautiful Oops Barney Saltzberg Honesty The Honest Woodcutter Aesop’s Fable- see powerpoint George Washington and the Cherry Tree Myth Written for Floreat- see powerpoint The Boy Who Cried Wolf Aesop’s Fable- animation and transcription available online. Humour Completely Revolting Recipes Roald Dahl Is it because… Tony Ross Chrysanthemum Kevin Henkes Judgement & Prudence The House on the Rock Nick Butterworth and Mick Inkpen Angry Arthur Hiawyn Oram- animated version available freely on youtube The Lost Coin Written by Floreat- see powerpoint Forgiveness Squirrel Red and Squirrel Grey Story written for Floreat- see powerpoint Rising Above the Stormclouds Robert D. Enright The Prodigal Son The Usbourne Children’s Bible Appreciation & Awe Dora’s Eggs Jane Chapman Something Else Kathryn Cave Stone Girl, Bone Girl Laurence Arnholt Humility Once a Mouse Marcia Brown Kangaroo Loves Races Written by Floreat- see powerpoint The House at Pooh Corner A A Milne - A version adapted by Floreat is available- see powerpoint Empathy & Perspective This is Our House Michael Rosen and Bob Graham Two Monsters David McKee Did I Ever Tell You How Lucky You Are? Dr Seuss Gratitude The Thankful Book Tod Parr Badger’s Parting Gifts Susan Varley The Stonecutter Laura Barella
Ot Core beliefs hknjono hkkjjkl Total: /100 Final Unit Assessment Rubric: Character Picnic 18-20 points 15-17 points 11-14 points <10 points Total character Has both character representations and they both accurately and articulately reflect the student’s character choices. Has both character representations, but one or both do not completely and/or adequately reflect student’s character’s choices. Has one or the other, but not both character representations, and/or the costume/food brought does not accurately reflect the student’s character choices. Is missing both costume and food. Character Student is precise and consistent with the character’s body and physical choices. It is clear they have thought through and practiced how the character walks, moves and any physical quirks the character might possess. Student is relatively consistent with Character’s Physicalizations. Shows they have thought through their physicalization choices, but forget sometimes or has trouble transferring thorough thoughts to body movement. Student attempts, but struggles to portray character through physical choices. Is exactly like themselves, or is self-conscious to the point of interference with accurate portrayal of character. Student has not thought through physicalization choices and/or student does not try to attempt consistent physicalizations. Character Students interact appropriately with other characters. Students maintain their character and character motivations through all interactions with fellow student characters. Students interact appropriately with other characters. Students mostly maintain their character and motivations through most interactions but occasionally break. Students interact appropriately with other characters. Students attempt to interact but may struggle to maintain character and motivations through interactions with others. Students do not attempt to interact with other character, and or are inappropriate in their interactions with others. (This will also result in dismissal from activites.) Students participates and stays in character masterfully throughout the entire picnic and all associated activities. Student participates and stays in character well throughout the picnic and all activities, but may break a few times. Student attempts to keep character but is not consistent and/or distracts others from their consistency and/or refuses to participate in some activities. Student does not even try to stay in character, does not participate, and/or is very disruptive towards other students’ consistency in character. (This will also result in dismissal.)
Paper Student has delivered a fully developed paper, with thoughtful connections and good reflection on creating characters and through this process. Paper is mostly developed, and makes thoughtful connections, but may leave out thoughts on creating characters, self-discovery or another required aspect. Paper is adequately only reviews experience, does not make connections, does not address one of the required elements. Paper is not Is off-topic, does not make connections, does not review experience, and/or does not show mastery/comprehension of concepts covered. /100 /100
filled by the requisite level of skill. The value of this information is that it places Provincial Government in an ideal position to address this skills gap on an informed, quantified basis, and to formulate a plan with clear targets, deliverables, timeframes, costs and methodology to address this specific gap (DWA 2008). National Qualification Framework In 1995, the National Qualification Framework (NQF) was established in to align the South African education and training systems with those of international standards of best practice. In the same year the South African Qualification Authority (SAQA) was formed to oversee the development and implementation of the NQF in all areas of education and training. In order for SAQA to monitor such management systems, it accredited institutions / statutory bodies called Education and Training Quality Assurers (ETQAs). The auditing and monitoring of water and wastewater related fields is done by the Energy and Water Sector Education and Training Authority (ESETA). ESETA is responsible for accrediting organizations that provide training to the energy and water divisions. Once ESETA accredits an organization, that organization then becomes recognized as meeting the NQF requirements. Table 4.3.8 below lists the accredited training providers within the Western Cape. These organizations provide training for the water sector only. Notably, the training currently provided is through the Local Government SETA rather than the ESETA. Table 4.3.8 NQF accredited training providers within the Western Cape for the water sector. Name Contact Person / Telephone / Fax / Email Province / City SETA / Status Water & Sanitation City of Cape Town - Water R Francis 021-593 4642 021-593 4876 Western Cape Cape Town LGSETA Accredited & Sanitation BECO Institute for Sustainable Business Bas Kothuis 021-689 7117 021-689 7116 Western Cape Rondebosch LGSETA Accredited & Sanitation There are currently 8 NQF levels and these are divided into 3 groups namely, General Education and Training (GET), Further Education and Training (FET) and Higher Education and Training (HET). The 8 levels are shown in the Table 4.3.9 below. Table 4.3.9 NQF grading system. NQF Level Description NQF Category