zilongwang/ReadingBank huggingface dataset:
Bunraku Puppetry Final Performance Rubric Beginning 1 Developing 2 Accomplished 3 Exemplary 4 & Notes Dramatic Structure Three Building Crisis Dramatic Question Begin- Middle- End Inciting Incident Climax A couple of Dramatic structure elements are included. One Crisis is present. Dramatic Question is somewhat there but is not answered in the end. Some of the Dramatic Structure elements are present. Dramatic question is clear but is not answered. Almost all Dramatic Structure elements are present. 3 Crisis are present but don't build to the climax. Dramatic question is clear and mostly answered. Dramatic Structure elements are all included and strongly present. The 3 Crisis to the climax. The dramatic question is clear and answered by the end of the show. Breath Puppet shows unification through breath Illusion of Breath Illusion of puppet breath rarely present. Puppet teams occasionally unify their breath. Puppet team is constantly disconnecting from each other. Illusion of breath is occasionally present. Puppet teams usually use breath to unify themselves. Team sometimes disconnects. Illusion of puppet breath is present almost the whole performance. Puppet team uses breath to unify but occasionally disconnect. Illusion of puppet breath is consistent throughout performance. Puppet team uses breath to unify their movement. The team breathes as one. Anatomy Puppet anatomically correct body movement Highlighted movement Puppet occasionally moves in anatomically correct ways. Highlighted movement is present but messy. Puppet mostly moves in anatomically correct ways. Highlighted movement is clear but needs work. Puppet almost always moves in anatomically correct ways. Highlighted movement is clear and mostly accurate. Puppet consistently moves in anatomically correct ways. Highlighted movement is accurately executed and clearly identifiable. Focus Individual eye line focus on Puppet Puppet illusion of sight Individual occasionally puts some focus on puppets. Puppet has the illusion of sight in a couple of moments. Individuals usually put focus on puppets. Puppet has the illusion of sight sometimes. Individuals almost always have on puppets. Illusion of puppet sight is almost always there. Individual has eyes, body, and energy focused on the puppet maintains a strong illusion of throughout the entire performance. Energy Vocalizations and movement are used to create clear emotional energies. Only one emotion is clear during the performance. Only one team member at a time is creating the emotion. Two emotions are clear during the performance. Some team members are helping to create the emotion. Three emotions are clear during the performance. All team members are usually helping to create emotion. Four separate emotions are consistently through vocalizations and movement. Teams work together to create the emotions. Copyright Council for Economic Education
NOISE Can anyone the plant, or in the vicinity of the plant, suffer injury due to exposure to noise? Y N VIBRATION Can anyone be injured or suffer ill-health from exposure to vibration? Y N FRICTION Can anyone be burnt due to contact with moving parts, materials or surfaces of the plant? Y N SUFFOCATION Can anyone be suffocated due to lack of oxygen, or atmospheric contamination? Y N CONDITION Is a hazard likely due to the age and condition of the plant? (Consider how hard the machine has been worked, and whether it is used constantly or rarely). Y N Can anyone be injured as a result of the plant not serviced appropriately and/or maintained in line with manufacturer’s recommendations? Y N Hazards Inspected Risk Assessment Description of Risk Control Measures Cons Like Risk Level SLIPS/TRIPS/FALLS Can anyone using the plant, or in the vicinity of the plant, slip, trip or fall due to: Uneven, slippery or steep work surfaces? Y N
spills could result in a slip hazard. Inappropriate placement of objects (e.g. spare material, electrical cords, bags etc.) in the immediate vicinity of the equipment may result in a trip hazard. Poor housekeeping, e.g. spillage in the vicinity? Y N Minor Possible Medium Obstacles placed in the vicinity of the plant? Y N Minor Possible Medium Inappropriate or poorly maintained floor or walking surfaces (i.e. lack of a surface, unprotected holes, penetrations or gaps?) Y N If operating or maintaining at height can anyone slip, trip or fall due to: Use of work platforms, stairs or ladders? Y N Lack of guardrails or other suitable edge protection? Y N Other Y N Hazards Inspected Risk Assessment Description of Risk Control Measures Cons Like Risk Level
Bunurong Marine National Park / Marine Park / Coastal Reserve Coal Point WONTHAGGI HEA THLAND NA TURE CONSER V A TION RESER VE Hamers Haven To Wonthaggi 4 km Flat Rocks To Bass Hwy INVERLOCH Main Beach 35 HAMERS HAVEN 34 Flats Rocks 21 22 The The Wreck Beach 23 Petril Rock Beach Eagles Nest The Caves 33 BUNURONG MARINE P ARK F Break Undertow Bay The Oaks BUNURONG AL RESER VE Bay 38°40’00”S 145°40’26”E BUNURONG MARINE P ARK 24 The Bay Undertow Bay The Oaks Twin Reefs Shack Bay 31 Eagles Nest 32 Second Surf Beach 25 27 First Surf Beach 26 28 38°40’25”S 29 145°37’58”E Twin Reefs Cape Paterson Wonthaggi Royal Lifesaving Club 30 Cape Paterson Surf Lifesaving Club (First Surf Beach) BUNURONG MARINE NA TIONAL P ARK B A S S S T R A I T B A S S S T R A I T 38°43’29”S 145°37’54”E 38°43’31”S 145°40’23”E Parking Guided walk Surfing beach Disabled access Emergency Walking track 26 beach no. Waterbody Latitude and Longitude values are based on WGS84. GPS users must note that coordinates for boundaries are given in the format degrees : minutes : seconds. Alternate formats are available on Parkweb, by calling 13 1963, or from Parks Victoria offices. 0 200 N 400 Metres 800 Toilets Picnic table Lookout Playground Diving location park swimming
I will not allow any other individual to use my buprenorphine. It is dangerous for an individual not on buprenorphine to ingest the medication. Doing so may result in serious injury or even death for that individual. For Female Patients of Age: To the best of my knowledge, □ I am pregnant at this time. □ I am not pregnant at this time. If I do become pregnant, I will inform my medical provider or one of his/her assistants immediately. For All Patients: Alternative methods of treatment, the potential benefits of treatment, possible risks involved, and the possibility of complications have been explained to me. I certify that no guarantee or assurance has been made as to the results that may be obtained from addiction treatment. Part 5: Sign the form Sign your name and the date. Sign your name: Date: Print your name (First and Last): Address: Doctor Name: Doctor signature: Date: Appendix G: Home induction protocol See PDF Appendix H: Clinical Opiate Withdrawal Scale (COWS) Flowsheet for measuring symptoms over a period of time during buprenorphine initiation. For each item, write in the number that best describes the patient’s signs or symptom. Rate on just the apparent relationship to opioid withdrawal. For example, if heart rate is increased because the patient was jogging just prior to assessment, the increase pulse rate would not add to the score. Patient’s Name: Buprenorphine initiation: Date: Enter scores at time zero, 30min after first dose, 2 h after first dose, etc. Times:
Select the year that you wish to switch back to. Click on Switch. You will be that you are in the old year because there is a yellow frame to the screens. VERY IMPORTANT You must not post anything in period 13 unless directed to do so. If you have been told to post something in period 13, please contact the helpline for further advice before attempting the posting. Please do not close period 13 until directed to do so. FS will a bulletin to advise how to do this. Reporting functionality will be available before and after period 13 has been closed. You may print the reports following the guidance above. To revert back to the current year
1’. ↓↓ opioid craving 2’. No withdrawal symptoms 3’. ↓ or absent opioid misuse 4. No further dose adjustments needed 4.. Maintenance phase (Months 3-12) (Slide 37) a. Optimal dose reached b. Work on relapse prevention to support abstinence H. Evidence buprenorphine maintenance works (Slide 38) 1. Buprenorphine maintenance (at ≥16mg/day) better than placebo and naltrexone re: a. Treatment retention b. ↓Opioid positive urines 2. Buprenorphine versus methadone (Slide 39) a. Both improve outcomes, but methadone with greater patient retention b. Buprenorphine carries benefit of office-based Rx and safer during induction VII. Conclusions (Slide 40) A. Opioid Use Disorder (OUD) is common and dangerous. B. Buprenorphine is a partial agonist at the μ-opioid receptor with a favorable safety profile. C. Buprenorphine is an effective treatment for the treatment of OUD. D. Buprenorphine in combination with naloxone reduces misuse and diversion. References:
Executive Director: Florence Tate Accrediting Council for Continuing Education (ACCET) 1722 N St NW Washington DC, 20036 Phone: (202) 955-1113 Fax: (202) 955-1118 Executive Director: Dr. William L. Larkin Accrediting Commission of Career Schools and Colleges (ACCSC) 2101 Wilson Boulevard, Suite 302Arlington, Virginia 22201 Phone: (703) 247-4212 Fax: (703) 247-4533 www.accsc.org Executive Director: Dr. Michale McComis Accrediting Council for Independent Colleges and Schools (ACICS) 750 First Street NE Suite 980 Washington, DC 20002-4223 Phone: (202) 336-6780 Fax: (202) 842-2593 Executive Director: Dr. Albert C. Gray Council on Occupational Education (COE) 7840 Roswell Road Building 300, Suite 325 Atlanta, GA 30350 Phone: (800) 917-2081 Fax: (770) 396-3790 Executive Director: Gary Puckett Distance Education Accrediting Commission (DEAC) 1601 18th Street NW, Suite 2 Washington, DC 20009 Phone: (202) 234-5100 Fax: ( 202) 332-1386 Executive Director: Dr. Leah K. Matthews National Accrediting Commission of Career Arts and Sciences (NACCAS) 4401 Ford Avenue, Suite 1300 Alexandria, VA 22302-1432 Phone: (703)-600-7600 Fax: (703)-379-2200 Executive Director: Dr. Anthony Mirando 10 Commercial Boulevard, Suite 204 Novato, CA 94949 (415) 506-0234
Thomas, F. (2010, February 14). Bibliomania – bibliophilia – bookworm. BiblioHistoria. Retrieved April 12, 2011 from http://bibliobiography.blogspot.com/2010/02/bibliomania bibliophiliabookworm.html. Weiner, N. D. (1966). On bibliomania. The Psychoanalytic Quarterly, 35(2), 217-232. Weiss, P. (1994, January). The book thief: a tale of true bibliomania. Harper’s Magazine. Retrieved April 6, 2011 from http://harpers.org/archive/1994/01/0001528/. References
In the financial year of 2017 Reports>CFR>CFR Reports>Preliminary>Tab 5 Balances The balances should appear in the B/fwd Column If the 2016 financial year has not been finalised, change the financial year from 2017 to 2016. Click on to change the financial year Highlight 2016 and select Reports>CFR>CFR Reports>Preliminary>Tab 5 Balances Your balances will be in B03 and/or B05 Log onto Solero Please go to Hertfordshire Grid for Learning and click on the SOLERO link. Select your school name from the drop down box. your school number Enter your password You will then see the main Systems Menu screen. Select the Capital Return link All three parts are to be completed;
Bureau of Labor Education Accession # 2015-0908 Box 1 Murphy, William C. – Misc. Correspondence – 2010 Murphy, William C. – Misc. Correspondence – 2009 Murphy, William C. – Misc. Correspondence – 2008 Murphy, William C. – Misc. Correspondence – 2005 Murphy, William C. – Misc. Correspondence – 2004 Murphy, William C. – Misc. Correspondence – 2003 Murphy, William C. – Misc. Correspondence – 2002 Murphy, William C. – Misc. Correspondence – 2006 Murphy, William C. – Misc. Correspondence – 1994 Murphy, William C. – Misc. Correspondence – 1993 Murphy, William C. – Misc. Correspondence – 1992 Murphy, William C. – Misc. Correspondence – 1991 Murphy, William C. – Misc. Correspondence – 1990 Murphy, William C. – Misc. Correspondence – 1989 Murphy, William C. – Misc. Correspondence – 2007 McGrane, Gary – Misc. Correspondence – 2006 Scontras, Charles – Misc. Correspondence Murphy, William C. – Misc. Correspondence – 2011 Box 2 – “John’s Old Files” Advocacy Planning Group – 1997 Agricultural Bargaining Board – 1999 Agricultural Bargaining Board – 2002 America’s Choice Apprenticeship Training Nancy McCrossin Bangor City Nursing Facility Advisory Committee Bangor City Nursing Facility Advisory Committee – 1998 Bangor Recycling – 1998-1999 Bangor Recycling – 2000 Bangor Recycling – 2001 Bangor Recycling – 2002 Bangor Recycling – 2003 Coastal Enterprises, Inc. Dirigo Alliance – 1997
2015 4 4 5 6 (HBS) 7 7 ACCRUALS 7 Analysis of Accruals 7 Creditors 9 Debtors 9 Prepayments 9 Receipts in Advance 9 10 10 LMSFR4 11 – 12 CFR – – 13 CFR 13 CFR 17 CFR 17 – 18 RM 19 & CFR 20 22 MUST CAPITAL ONLY
AP GOV Name _______________________ The Bureaucracy of Pizza Taking a Closer Look at How the Federal Bureaucracy Governs Your Pizza! 1789 the Department had 9 employees, the War Department had 2, and the Treasury Department had 39. Today, the State Department employs about 32,000 civilians, the Defense Department about 760,000, and the Treasury Department about 108,000. The federal bureaucracy today boasts 15 Cabinet departments and dozens of agencies, regulatory commissions, and government corporations, with a civilian workforce of more than 2.8 million. The bureaucratic behemoth exercises power and influence over virtually every facet of the nation’s social and economic life. In the view of many observers, the power, reach, and independence of the federal bureaucracy demand that it be viewed as a fourth branch of government. Directions: Your task is to take each component of a home-delivered pizza and, using the links below, research the federal agencies and departments that would regulate it in some way. Use the chart on the reverse side to explain how each component of the pizza delivery is regulated by the agency and/or department. (Source:.) Internet Resources: The links below will assist you in determining how each federal agency and/or department regulates each pizza component: Cardboard Box: Cheese: Tomato Sauce: Mushrooms: Anchovies: Pepperoni: Onion: Delivery Vehicle:
On top of this we found that a booking email had gone adrift and now there were eight boats. Roger was beginning to tear his hair out and wishing he had never started but he managed a plan C with “final” arrangements. However, at about this time we were all watching the weather and the everincreasing winds promised for around the weekend. By Wednesday morning it looked possible; by Wednesday evening it was beginning to look as if a couple of boats might decide not to sail but to drive round, hopefully still with their food contributions. There was also the first mention of holding the supper in Port Solent but the thought of driving round the marina with various packs of food was not appealing. On Thursday 9th July there was definite talk of staying in Port Solent and a mistake was found in plan C, hence plan D. Quite independently three Club members approached Premier with a view to move boats closer together and this was finally agreed with berths on pontoons C and D for those boats on the “other” side of the Marina. Unfortunately this left Bright Future as the only boat a far walk away and Highland Fling still on the dry stack in Gosport but willing to drive. After all this the rest seems so easy. At 1800 everyone arrived for drinks on Shiraz where we had set the cockpit extension in case of poor weather. There was a spontaneous call for a toast to Roger for all the organisation that had made this possible. I had thought that some might proceed below to the saloon but everyone stayed in the cockpit so it became cosy. At 1900 we duly dispersed for the courses to start as per the plan. From here on the plan took its usual flexible route with no one listening to VHF Ch 8 and timings going way astray until by some miracle we all
REPUBLIC OF NAMIBIA HIGH COURT OF NAMIBIA MAIN DIVISION, WINDHOEK JUDGMENT Case no: I 1771/2013 In the matter between: CHRISTIAAN ELIA BURGER PLAINTIFF and WOLF HUBERTUS GUNTER BÖWIG DEFENDANT Neutral citation: Burger v (I 1771/2013) [2014] NAHCMD 268 (16 September 2014) Coram: PARKER AJ Heard: 28, 29, 31 July 2014 Delivered: 16 September 2014 Flynote: Contract – Rectification – Essential allegations that should be set out and proved in claim for rectification – Terms of lease agreement lifted from a lease agreement obtained from a legal practitioner and parties drafted their agreement by a process of cutting and pasting – Parties agreed that their agreement was misrecorded in three clauses – But defendant resisted rectification of two other clauses – Court held that on the facts and in the circumstances it was more probable than not that those two clauses also did not reflect the common intention of the parties and so the probabilities favoured the version of the plaintiff that the parties did not agree upon those clauses – Consequently, court granted plaintiff rectification. Summary: Contract – Rectification – Essential allegations that should be set out and proved in claim for rectification – Terms of lease agreement lifted holus bolus from a pre-prepared lease agreement obtained from a legal practitioner and parties drafted their agreement by a process of cutting and pasting – Parties agreed that their agreement was misrecorded in three clauses – But defendant resisted
moral concerns while retaining the predictability and order that the current system enjoys. Under the current regime, the Model Rules provide a number of general scenarios in which attorneys must, may, or must not act in a prescribed manner. But under a Dworkian regime, these ethical rules would presumptively apply unless their applicability to a novel and unforeseen circumstance were rebutted on ethical grounds. Dworkin’s model and this Essay’s additions to it reconceptualize the Model Rules as rebuttable presumptions, presumptions that attorneys must consider and can rebut if they find sufficient reason to act otherwise. Part II of this Essay overviews the Model Rules and examines their impact on Spaulding v. Zimmerman, which serves as an excellent litmus test of the kinds of ethical dilemmas facing most attorneys today. In Part III, this Essay analyzes the shortcomings of the solutions that attorneys and academics have relied on in their attempts to resolve the dilemma. Part IV delves into this Essay’s case for why Dworkin’s model holds out great promise in the effort to finally resolve today’s Antigone Dilemma scenario. Part V then outlines the advantages of reconceptualizing the Model Rules into rebuttable model presumptions.
HOW’S Customer Requirements Importance to Customers Price Size Calories Fat Sodium Staff Equipment Competitive evaluation X= Us A= McDonald’s B= (On scale of 5 = the best) 1 2 3 4 5 WHAT’S Taste 9 A B X Nutrition 9 A X B Visual appeal 6 A B X Good 10 B X A Fast Delivery 8 B X A Hospitality 8 B XA Flexibility 9 A XB Quality 9 A XB = Strong Relationship = Medium Relationship
Table 3: GEMS Text File Examples Diagnosis Forward Mappings 9cm to 10cm gem.txt Diagnosis Backward Mappings 10cm to 9cm gem.txt ICD9CM ICD10CM ICD10CM ICD9CM Flags 0019 A009 00000 0020 A0100 10000 0021 A011 00000 A009 0019 00000 A0100 0020 10000 A0101 0020 10000 As seen in the examples in 2 and Table 3, these GEMs files provide flags, or information necessary to extract and use the code pairs for each end user’s specific need. The flags indicate the type of match found for each code pair. The first three flags are described below and also represented within Table 4. Approximate flag: indicates if the source and target entries are considered equivalent (a 1 indicates equivalence and a 0 indicates approximate). No map flag: a 1 indicates the code in the source system is not linked to any code in the target system. Combination flag: indicates whether or not multiple target system codes are required to satisfy the full meaning of the mapped code from the source system [9]. When the combination code is turned on (set to 1), the two last fields after the flags are used. These fields represent the scenario and choice list fields and allow the user to collate entries with a combination code. Table 4: GEMs Flags and Descriptions Meaning Approximate [Flag] No Map [Flag] Combination [Flag] No one code in the target system expresses the same essential meaning as the code in the source system 1 0 0 The source and target codes are considered equivalent 0 0 0 More than one code in the target system is required to satisfy the full equivalent meaning of a code in the source system 1 0 1 A code in the source system is not linked to any code in the target system 0 1 0 Two additional flags provide context to the combination flag: Scenario flag: “A scenario designates one variation of the meaning of the source system diagnosis as specified in a combination code” (GEMS documentation and User’s Guide) Choice List: “A scenario is subdivided into two or more choice lists of codes…these are the codes that must be linked together as a unit in an applied mapping to satisfy the equivalent meaning of the combination code in the source system. A choice list contains one or more codes in the target
the ONC CHPL contains 78 Ambulatory products and 26 Inpatient products. 63 Ambulatory products and 20 Inpatient products met the 170.302(m) certification criteria. It should be noted that some of the products that did not meet the criteria as of November 12, 2010 might meet the criteria as of the most recent ONC CHPL update. 1: ONC CHPL Analysis Results Total Number Percentage of EHR products Percentage of ONC CHPL products that met 170.302(m) criteria Total ONC CHPL EHR Products 104 100% - ONC CHPL products that met 170.302(m) certification criteria as of 11/12/2010 83 79.8% 100% Products that provide information patient-specific education resource vendors 29 27.9% 34.9% Total patient-specific education resources found on partner page 20 19.2% 24.1% Patient-specific education resources found on certified product page 9 8.7% 10.8% Complete EHRs 70 67.3% 84.3% Complete EHRs that met 170.302(m) 69 66.3% 83.1% Modular EHRs 34 32.7% 41% Modular EHRs that met 170.302(m) 14 13.5% 16.9% Ambulatory EHRs 78 75% 94% Ambulatory EHRs that met 170.302(m) 63 60.6% 75.9% Inpatient EHRs 26 25% 31.3% Inpatient EHRs that met 170.302(m) 20 19.2% 24.1% A total of 13 patient-specific education information sources resulted from the environmental scan. Appendix D: Patient-Specific Education Resources provides the patient education resource names and websites, vendors/products that mention the information source as a product partner or patient education vendor on their website, and a brief description. Six sources were used by two or more EHR systems: A.D.A.M.
Clean Dirty Damages Tinted windows Bumper sticker Acura Buick Cadillac Chrysler Chevy Dodge Ford GMC Honda Lexus KIA Mazda Mitsubishi Mercedes Nissan Saturn Suzuki Volkswagen If you hear or suspect a burglar is in your home while you are there, avoid a confrontation. If a is nearby, call the police immediately. TERMINOLOGY WHEN REPORTING CRIMES • Burglary-breaking and entering a house or other structure • Robbery-(armed) the taking of some item(s) while a person is being threatened with a weapon (gun, knife, club, etc.) • Larceny-theft of property without forced entry • Assault-an intentional, unlawful threat by word 'or act to do violence to a person, coupled with an apparent ability to do so • Assault and Battery-physical' assault of a person without the use of a weapon If someone to the door asking to use the phone for an emergency, offer to make the call for them-but don't let them in your house. PROCEDURE FOR REPORTING TO POLICE When reporting a crime, give police this information: 1. Identify yourself-name, address, and phone number 2. Type of crime (burglary, assault, suspicious person or vehicle. etc.) 3. Crime "in progress" or "victim only" 4. Where? Be as specific as possible. 5. Description of suspect, whether how many 6. Description of vehicle, tag number. 7. Direction of travel 8. If in progress stay on the phone The more Information you can give the police the better. If you come home to find you have been burglarized, do not enter your house or apartment. Immediately find a phone and call the police. Wait at a neighbor's home until they arrive.
2 2 3 3 4 4 5 5 6 6 7 7 8 8 9 9 10 10 11 11 12 12 13 13 14 14 15 15 The Power of Exponential Growth Learning Target: I can solve problems involving exponential formulas. Use the tables from the opening exercise to answer the following questions. company has a greater 15 day late charge? Describe how the amount of the late charge changes from any given day to the next successive day in both companies and .
Name ______________________ Factoring GCF and Difference of Squares Show all your work! Opening Exercise The total area of this rectangle is represented by . Find expressions for the dimensions of the total rectangle. Factoring GCF and Difference of Squares Learning Target: I can factor polynomial expressions by a greatest common factor or difference of squares. Factor each by factoring out the Greatest Common Factor:
2A. List the factor pairs of –32. 2B. Which factor pair of –32 adds up to –14? 2C. Factor x2 – 14x – 32. Factoring Trinomials Learning Target: I can factor trinomial expressions and understand that factoring reverses multiplication. Exercises 1. Use a table to aid in finding the product of 2. Factor:
Graph the following function, and identify the key features of the graph: = − + 2). Name ______________________ Interpreting Quadratic Functions from Graphs and Tables Show all your work! Opening Exercises 1. What are the roots of the equation ? 2. One of the roots of the equation is 3. What is the other root? 3. Which equation has roots of –3 and 5? 1) 2) 3) 4) 4. Write a quadratic equation whose roots are –5 and 7.
f. Graph the equation. 3. A student throws a bag of chips to her friend. Unfortunately, her friend does not catch the chips and the bag hits the ground. The distance from ground (height) for the bag of chips is modeled by the function where is the height (distance from the ground) of the chips and is the number of seconds the chips are in the air. Graph . From what height are the being thrown? Tell how you know. What is the maximum height the bag of reaches while airborne? Tell how you know. How many seconds the bag was thrown did it hit the ground? What is the average rate of change of height for the interval from 0 to ½ second? What does that number represent in terms of the context? Based on your answer to part (e), what is the average rate of change for the interval from 1.5 to 2 sec? Name ______________________ Graphing Quadratic Functions from the Standard Form Show all your work! Problem Set 1. a. What is the y-intercept of the graph of?
b What is the value of t at which h has its greatest value? 8. The equation represents the power (W), in watts, of a 120-volt circuit having a resistance of 12 ohms when a current () is flowing through the circuit. What is the maximum power, in watts, that can be delivered in this circuit? Name __________________________ Key Features of Quadratic Graphs Show all your work! 1. Which type of graph is shown in the diagram below? 1) absolute value 2) exponential 3) linear 4) quadratic 2. Consider the graph of the equation , when . If a is multiplied by 3, what is true of the graph of the resulting parabola? 1) The vertex is 3 units above the vertex of the original parabola. 2) The new parabola is 3 units to the right of the original parabola. 3) The new parabola is wider than the original parabola. 4) The new parabola is narrower than the original parabola. 3. The diagram shows the graph of . Which diagram shows the graph of ?
A Resource Aligned with New York State Algebra 1 Module 5 Table of Contents Analyzing a …………………………..………………………………………………………………………………………………… 3 Analyzing a Data Set ……………………………..………………………………………………………………………………………… 11
Jeanette Dixon 2001 – Present Signature – Academy of Science and Media – 1998 National Blue Ribbon School of Excellence – 2000 New American High School – 2001 Gilder-Lehrman American High School – 2002 Rebecca F. Academy of Finance - 2003 NJROTC - 2003 35th Anniversary - 2004 10th Anniversary – Academy of Science and Media (1998 – 2008) 40th Anniversary - 2009 Opening of New Paint Branch High School Building , August 27, 2012 ADMINISTRATIVE AND COUNSELOR ASSIGNMENTS, 2012 - 2013 Administrative Assignments: Students are assigned to administrators according to grade. Grade 9 Class of 2016 Ms. Dollye McClain Grade 10 Class of 2015 Mr. Damon Monteleone Grade 11 Class of 2014 Ms. Tracy Pettis-Jones Grade 12 of 2013 Ms. Cheryl Holdefer Counselor Assignments: Students are assigned to counselors according to student last name. A – BRON Adriane Whipple BROO - E Christian Ruffner F – JON Johahn Oliphant JOO – MIC Katherine Brown MID – NG Darlene Jackson NH – PENK TBA PENL - STEO Felicia Kimmel STEP - Z Becky Long ESOL Xiomara Medina: (Monday Only) BRANCH HIGH SCHOOL 14121 Old Columbia Pike Burtonsville, MD 20866 DIRECTORY OF IMPORTANT TELEPHONE NUMBERS Athletic Director 301-388-9916 Attendance 301-388-9910 Cafeteria 301-388-5619 Career Center 301-388-9912 Counseling Office 301-388-9920 Extracurricular Fees (MCPS) 301-517-5000
REFERENCES Boyle, J. and Bosart, L.F., 1983: A Cyclone/Anticyclone Couplet over North America: An Example of Anticyclone Evolution. Mon. Wea. Rev., 111, 1025-1045. Kalnay, E. and Coauthors, 1996: The NCEP/NCAR Reanalysis 40-year Project. Bull. Amer. Meteor. Soc., 77, 437-471. Menne, M.J., I. Durre, R.S. Vose, B.E. Gleason, and T.G. Houston, 2012: An overview of the Global Historical Climatology Network-Daily Database. Journal of Atmospheric and Oceanic Technology, 29, 897-910, doi:10.1175/JTECH-D-11-00103.1. Petro, M. T., 2011: Late-Summer Heat Waves and Their Impact on Hyperthermia-Related Deaths in Football Players. M.S. thesis, Dept. of Geography, The University of Georgia, 122 pp
Name of parents or spouse (next of kin) Date of burial Minister 23 Family name, then given name of deceased Age Date and of death Name of parents or spouse (next of kin) Date of burial Minister 24 Family name, then given name of deceased Age Date and place of death Name of parents or spouse (next of kin) Date of burial Minister
27 TULLY Elisabeth, widow, aged 79 29 ATTREE Mary, aged 24 25 May POLLARD Mary I 1766 (Contd) 28 Jun MARCHANT John, aged 6 mths 20 Jul COMBER Elizabeth, aged 50 6 Oct ATTREE Mary Wheeler, aged 6 mths 16 Nov BALCOMBE Rebecca, widow, aged 71 19 MITCHELL William Gibb, infant 1767 31 Jan WHEATLEY Jane, aged 71 8 Feb ALLFREE John, infant 21 SIMMONS Elizabeth, wife of Hugh 11 Mar WOOD Thomas, aged 75 24 BROWNE Thomas, aged 74 5 Jun CHEAL Thomas, of Tunbridge, aged 63 6 Sep GIBBS Thomas, infant 22 WAL(L)ER Elizabeth, infant 23 Oct PAIN Sarah wife of Thomas, aged 47 8 Nov PRINCE William, a Traveller aged 70 He lodged at Denmans 1768 29 Jan PATTENDEN Mrs Sarah, aged 50 29 HUNT Mrs Catherine, aged 56 9 Feb HOOKER Ann wife of James, aged 67 1 Apr DENCH Mary,Antient Maid from E.Grinstead,78 17 CREASY Ninyon, workhouse, aged 50 15 May BURT Francis, workhouse, aged 82 29 Jun BACKSHALL Daniel, workhouse, aged 78 1769 9 Apr WEBB William, infant 9 PROBEND Thomas s.o. Elizabeth, infant 26 GIBB Ann aged 20 15 May BROWNE Mary wife of Sam, aged 60 12 Jun GIBB Elisabeth sister to Annabelle, aged 14 7 Jul MANTLE Sarah, from London, aged 0 7 DAY Sarah, infant 11 Sep FAIRHALL Ann wife of Richard,East Grinstead,aged 51 9 Dec RIST Ann, widow, aged 55 14 STINSON Ann, widow, aged 58 1770
39 Plot not available 27 Plot not available 13 SALVAGE Leslie William Feb 2002 Age 87 (retired) 38 26 SAUNDERS Valerie Dec 2009 Age 61 (retired housewife) 12 BAILEY May Aug 2001 Age? BAILEY Sydney Henry Aug 2001 Age? 37 25 Linda Joyce 2009 Age 50 (Housewife) M 11 HURLEY Bernard John June 2001 Age? HURLEY Shelia Gladys Sept 2004 Age 73 M 36 24 Williams Le-re-ve Aleathea Age 77 10 Hilda Dec 1999 Age 75 M 35 23 BACON 9 HEYWOOD Pauline Janet Aug 1999 Age 51 M 34 22 Phyllis May Feb 2009 Age 94 8 BROGDEN William Lindsay July 1998 Age 77 M 33 21 WILLIAMS Pauline May Nov 2007 Age 83 7 THOMAS David Heath June 1998 Age 50 M EVANS Albert John (scattered ashes) March 1988 Age 54 (factory worker) 32 20 Nina Mary Branche April 2009 Age 75 (retired) YOUNG Raymond Charles April 2010 Age 78 (M) 6 MORGAN Kathleen Maudesia July 1997 Age 77 MORGAN Watkin Aug 1999 Age 82 M 31 19 LEONARD Douglas Joseph Oct 2004 Age 77 M 5 STONE Charles Victor Oct 1996 Age 73 M 30 18 CATTLE Elsie Evelyn Sept 2004 Age? 4 LEE Albert William Feb 1996 Age 93 M
29 MAHONEY Dennis Bryan August 2013 Age 75 17 CHILCOTT Francis James Jan 2004 Age 81 CHILCOTT Phyllis Joyce July 2004 Age 82 M 3 CURRY William John Jan 1995 Age 82 CURRY Priscilla Dec 1995 Age 81 M PATH PATH PATH 16 KEENAN Ena June 2003 Age 74 KEENAN Alex March 2010 Age 81 2 LEACH Beatrice Emma July 1994 Age 81 LEACH Leonard July 1995 Age 91 PATH PATH PATH 15 LIDDLE Gordon April 2003 Age 75 LIDDLE Mary McLuckie Frew Dec 2008 Age 79 M 1 SMITH Reginald B.
All Non-Baytewar Burials: Child Non-Baytewar (age<12 years) Adult Non-Baytewar (age>12 years) Sex: Female Male Sub-total with sex record Missing sex record 134 555 15 949 118 606 58 616 59 976 118 592 14 84.20 11.85 88.15 49.43 50.57 99.99 0.01 Figure X. Trend in annual all causes of death using verbal autopsy physician diagnosis, 2001-2009, Ababa, Ethiopia
Situation Middle East / UAE. Dubai / Burj Khalifa. XXxXxXXXXXskyscraper. 160 stories / leisure / business / residential. (Atkinson 2009) Construction technology. (Atkinson 2009) XXxXxXXXXX- failure on cost & time. (Dobson, 2011) Problems Money – XXxXxXXXXX 2008 economic crisis. (Dobson, 2011) Wind resistance (Atkinson 2009) Concrete XXxXxXXXXX (Atkinson 2009) Project Failure – (cost / time) Cost: ($876m = $1.5bn – raw materials / 2008 crisis / XXxXxXXXXXchange / Armani Chain. (Dobson, 2011) Time: (9 months over 2005 – 2008 = 2005 – 2009. XXxXxXXXXX= 4 months no work. (Dobson, 2011) Solutions Sheik Khalifa XXxXxXXXXXpackage. (Atkinson 2009) Y-shaped base / spiralling. (Atkinson 2009) Worked at night. (Atkinson 2009) Better plan (a plan that predicts changes in world economies) changing XXxXxXXXXXand adding luxury was a mistake in 2008. (Barkley, 2012) Same as 4. Evaluation Failure in project design properties but not necessarily XXxXxXXXXX. (Barkley, 2012) Sheik XXxXxXXXXX= finish build (Atkinson 2009) Could you predict financial crisis? (Barkley, 2012) Y-shape base structure & spiralling help wind resistance. (Atkinson 2009) Well-managed project team. (Dobson, 2011) Tallest building: XXxXxXXXXX & influenced construction. (Barkley, 2012) Increase in business & tourism (Barkley, 2012) Economic benefits / XXxXxXXXXX. (Barkley, 2012) Conclusion Time XXxXxXXXXX. (Barkley, 2012) Sydney house example. (Barkley, 2012) Burj Khalifa Answer Dubai, in the UAE, has recently built the tallest skyscraper in the world called the ‘Burj Khalifa’. It aspires to a height of 828m, has 160 stories and its innovative construction has changed construction technology, paving the way for a future of impressively high
Elevating stair tread design with S P E C I F I C ATION S 5 D IS TINCT VIS U ALS Stair t read C 85° B A A= 12.125” B= 1.875” C= .125” Carton Qty: 6 Nosing C 80° B A A= 3.62” B= 1.875” C= .125” Carton Qty: 12 Features Never before seen visuals in Wood & Stone 30 Mil wear layer for durable wear performance Textured leading edge enhances Slip Resistance Available in 4’, 5’ and 6’ Lengths with VI Tape Option Landing Tile and Plank Available B A= 7” A B= .375” C= .125” Carton Qty: 12 Riser
Bank. (2014a). A Political Economy Analysis of Transport Reforms: The Abidjan-Ouagadougou Corridor. Washington DC: The World Bank. World Bank. (2014b). Trade and Transport Corridor Management Toolkit. Washington DC: The World Bank. Bank. (2014c). Doing Business Report. Washington DC: The World Bank. World Bank. (2013a). Quantitative Analysis of Road Transport Agreements (QuARTA). Washington DC: The World Bank. Bank. (2012). Developing a Trade Information Portal. Washington DC: The World Bank. World Bank. (2011b). La Facilitation des Transports et du Transit en Vue de Stimuler la Reprise Economique en Côte d’Ivoire. Unpublished Background Paper.
CMW -- 2012 September 2013 Second report due in September 2018 CRPD -- -- -- Initial report overdue since 2011 CED -- 2014 March 2016 Second report due in 2022 Responses to specific follow-up requests from concluding observations Treaty body Due in Subject matter Submitted CERD 2014 Refugees and asylum seekers; national human rights institution; conflicts between herders and farmers. -- HR Committee 2017 Equality between men and women and practices that are harmful to women; mob justice and vigilante groups; human trafficking and child labour. 2017 CEDAW 2012 Violence against women; and family relations. 2016. Further information requested -- 2019 Stereotypes and violence against women; harmful practices; and rural women. -- CAT 2014 Legal safeguards for detainees; prompt instigation of impartial and effective investigations; initiation of proceedings against suspects and sentencing of perpetrators of acts of torture or Reminder sent CED 2017 National human rights institution; incorporation of the definition and criminalization of enforced disappearance in the Criminal Code; specific remedies concerning the lawfulness of a detention 2017. Further information requested
Quick and Language Arts Activities Accordion Book Choose title slide Enter title for book Create additional slides for each page Add pictures, change font add color Go to File Save Choose handouts (4 slides) Print Cut out pages and tape slides together to form an accordion Strip Choose blank slide Design tab - Change orientation to landscape Create your title slide Create a new slide – add graphic Add speech bubbles Add text to speech bubble Hint if you use the same graphic for comic strip after making the first one the just duplicate slide File – print Choose print handout 6 slides Print Famous Author Bookmarks Choose slide View tab – select the ruler show to show Insert tab – Shapes - Use line tool to draw vertical lines to divide into 4 equal parts In the first column use a text box to add author’s name or topic title Use another text box to add a picture Use another text box to list interesting things Click and select all of the text boxes Copy – Paste – move carefully into the next column Repeat till al columns are filled in and cut out A Picture worth…. Choose a vocabulary word Go to a site - find an - copy the image Open Word Insert tab - Click on WordArt tool – choose style - type vocabulary word and drag the WordArt to fit the slide to select the WordArt Shape click on the drop down arrow next to the paint bucket and choose pictures – select image Click on the text Box – add text – for example, definition, sentence using word, etc..
Resources Supporting Implementation The staff and financial resources allocated to support this initiative. Resources FY 17, FY 18, FY 19 & FY 20 operating budget to support professional development and teacher participation. Financial support to purchase identified curriculum and assessment materials. Title 1, Title 2A, and IDEA Grants Use of district professional development time Action Plan 2 2016 - 2020 Strategic Objective |2 Relationships-Strengthen relationships between and amongst students, staff, families, & the community to ensure high quality, engaged learning for every student. Strategic Initiative | 1 Cultural Competence - Develop capacity of school community to work effectively & sensitively across cultural contexts. Monitoring Progress - Process Benchmarks What will be done, when, and by whom Students Person Responsible 2016 2018 2018 2019 2019 2020 Status Review school handbooks to address cultural sensitivity Principals X X X Ongoing Organize groups of students to share personal experiences School Staff X X X Ongoing Staff Person Responsible 2016 2018 2018 2019 2019 2020 Status Appoint two general education staff members to the District Capacity Team (DCT) for the purpose of developing a shared district vision of cultural competence and related staff development and programming. Principals Asst Supt Jan 2017 Completed Highlight cultural and religious holidays on the district school calendar. Central Office School Secretary X X X Ongoing Schedule the EDCO group to present information about cultural competency at each elementary school. Principals Central Office X X One school per year Review, identify and use curriculum materials to increase cultural sensitivity and tolerance in the school community Librarian Literacy Specialist Dist Literacy Coach X X X Ongoing Purchase culturally sensitive materials in building libraries and classrooms across all elementary grade levels for read alouds, etc. Librarian Literacy Specialist District Literacy Coach X X X Ongoing Display artifacts that reflect a diverse in each school building School Staff 2017 X X Ongoing Develop partnerships with diverse groups of people in and out of Burlington School Staff 1 1 1 In progress Build understanding and empathy for diversity through literature, art, music and games. School PE, Art, Music X X X Ongoing Community/Parents Person Responsible 2016 2018 2018 2019 2019 2020 Status Seek diverse parent participation to serve on PTO boards and School Improvement Council. Principals ELL teachers 2016 X X Ongoing Acknowledge and be aware of different holidays and traditions by scheduling school events, homework and field trips on days that ensures everyone in the school community can attend. Principals Teachers School Secretary 2016 X X Ongoing Measuring Impact Changes in practice, attitude, or behavior when the initiative is having its desired impact.
BURLINGTON PUBLIC TRANSIT WEEKDAYS (ONLY) Spring Schedule – Effective 3/21/2015 Route 10 : Birchcrest - Peach Orchard - Beacon St Center School Birchcrest Peach Orchard Beacon Center School 7:30A 7:32 7:35 7:40 7:42 8:30A 8:32 8:35 8:40 8:42 10:00A 10:02 10:05 10:10 10:12 11:30A 11:32 11:35 11:40 11:42 1:30P 1:32 1:35 1:40 1:42 Route 10A : Wegman’s - Mall - Lahey Clinic - Market Basket - Crossroads Center School A Street Wegman’s Burlington Mall Lahey Clinic Market Basket Cross- Roads Birchcrest Center School 7:42A 7:45A 7:50A 7:55 8:00 8:08 8:12 8:15 8:25 8:42A 8:45 8:50 8:55 9:00 9:08 9:12 9:15 9:25 10:12A 10:17 10:20 10:25A 10:30 10:38 10:42 10:45 10:55 11:42A 11:45 11:50 11:55 12:00 12:08 12:12 12:15 12:25 1:42P 1:45 1:50 1:55 2:00 2:08 2:12 2:15 2:25 10A Reversed : Crossroads - Market Basket - Mall – Wegman’s Center School Cross- Roads Blanchard Wheeler Market Basket Burlington Mall Wegman’s A Street Center Street 4:00P 4:05 4:10 4:11 4:22 4:25 4:30 4:35 5:00P 5:05 5:10 5:11 5:22 5:25 5:30 5:35
4- YEAR KIDS MONTHLY ENGLISH PROGRAM You will see what the children have learned since they began the school on the 2nd of October below: Greetings and telling their names Core Family Members Learning Colors Learning the Body Parts Learning the Numbers Imperatives Songs -Hello -Good Morning -What is your name? -How are you? -Good bye -Father -Mother -Sister -Brother -Baby -Yellow -Red -Blue -Pink -Purple -Green -Brown -Hair -Head -Eye/s -Ear/s -Nose -Mouth -Finger -Hand/s -Arm/s -Leg/s -Knee -Foot/Feet -Body -One to Ten -Sit down -Stand up -Open -Close -Run -Walk -Jump -Hello -Finger Family -Head and Shoulder Exercises experienced by kids : -Coloring the pictures that are copied for them -Playing with the cards that include everything they have learned - -Trying to check how many of the items they have remembered by enjoying themselves in the playing room . EVALUATION: At the end of October we reviewed what we have learned for the month and checked how the children have progressed.
Development Cooperation Report 2010 August 2011 Contents This report summarises the progress made in 2010 towards the objectives of Australia’s aid program in Burma. The program provides development assistance that complements bilateral programs and supports regional objectives. Australia’s aid to Burma is undergoing a major transition from a primarily humanitarian approach to a significantly increased program that incorporates a focus on long-term development outcomes. This is the Australian Agency for International Development’s (AusAID) first annual Development Cooperation Report for the Burma aid program. It assesses performance against the objectives identified in the Ministerial Statement on Burma (February 2010) .
Results Copy the project objectives and the intermediate objectives from the approved LFA log Copy the indicators from the approved LFA log Copy the baseline from the approved LFA log frame. Results of the project How was the results measured? (base this on the planned means of verification from the project application) Project Objective Indicators Baseline Results of the project Means of verification Intermediate Objective 1 Indicators Baseline Results of the project Means of verification Intermediate Objective 2 Indicators Baseline Results of the project Means of verification Intermediate Objective 3 Indicators Baseline Results of the project Means of verification
5- YEAR KIDS MONTHLY ENGLISH PROGRAM You will see what the children have learned since they began the school on the 2nd of October below: Telling Their Names and Greetings Core Family Member Learning the Colors Learning the Body Parts The Imperatives Songs -Hello -Good Morning -What is your name? -How are you? -Good bye -Father -Mother -Sister -Brother -Baby -Black -White -Yellow -Red -Blue -Pink -Purple -Green -Brown -Hair -Head -Eye -Ear -Nose -Mouth -Finger -Hand -Arm -Leg -Knee -Feet -Body -One to Ten -Good bye -Stand up -Sit down -Close/Open -Walk -Jump -Run -Hello -Finger Family -Head and Shoulder Exercises experienced by kids : -Coloring to identify the body parts -Playing at the School park identifying the colors around them EVALUATION: At the end of October we reviewed what we have learned for the whole month and checked how the children have progressed.
You will see what the children have learned in NOVEMBER Learning Daily Routines Continue learning the Family member in details Learning their Feeling More Greetings Basic kitchen Utensils Learning New vocabulary Songs -Breakfast time -Lunch time -Dinner time -Bath time -Bed time father -Grand mother -Happy -Sad -Cry -Sick -sleepy -Good Afternoon -Good evening -Good Night -Day time -Night time -Plate -Fork -Spoon -Knife -Sun -Moon -Star -Rain -The wheels on the Bus -If your happy -Five little monkey _Rain rain go away Exercises experienced by kids : -Speaking and Pronunciation of what we have learned in October. -Watching the video provided for the children. -Ecouraging and teaching the children to apply their Daily routines they have learned, especially at home -Asking the children to draw the basic utensils and identify them