zilongwang/ReadingBank huggingface dataset:
17.1 Grade Appeal Statement: “Students shall have protection through orderly procedures against prejudices or capricious academic evaluation. A student who believes that he or she has not been held to realistic academic standards, just evaluation procedures, or appropriate grading, may appeal the final grade given in the course by using the student grade appeal process described in the Academic Catalog. Appeals may not be made for advanced placement examinations or course bypass examinations. Appeals are limited to the final course grade, which may be upheld, raised, or lowered at any stage of the appeal process. Any recommendation to lower a course grade must be submitted through the Vice President of Academic Affairs/Faculty Assembly Grade Appeals Committee for review and approval. The Faculty Assembly Grade Appeals Committee may instruct that the course grade be upheld, raised, or lowered to a more proper evaluation.” 18. TENTATIVE SCHEDULE Readings & Assignments Week 1 5/28-6/2 Read Chapter 1 Discussion board, 2 posts in depth, APA Format (Graded) Also post your biography in the DB Area (Not graded) Week 2 6/3-6/9 Read Chapter 2 Discussion board, 2 posts in depth, APA Format Week 3 6/10-6/16 Read Chapter 3 Discussion board, 2 posts in depth, APA Format Week 4 6/17-6/23 Read Chapter 4 Discussion board, 2 posts in depth, APA Format Week 5 6/24-6/30 Read Chapter 5 Discussion 2 posts in depth, APA Format Week 6 7/1-7/7 MIDTERM EXAM DUE Read Chapter 6 Discussion 2 posts in depth, APA Format MID TERM EXAM DUE 7/7 Week 7 7/8-7/14 Read Chapter 7 Discussion board, 2 posts in depth, APA Format Week 8 7/15-7/21 TERM PAPER DUE Read Chapter 8 Discussion board, 2 posts in depth, APA Format TERM PAPER DUE 7/21 Week 9 7/22-7/28 Read Chapter 9 Discussion board, 2 posts in depth, APA Format
Week 10 7/29-8/4 Read Chapter 10 Discussion board, 2 posts in depth, APA Format Week 11 8/5-8/11 FINAL EXAM DUE Read Chapter 11 And Chapt 12 (2 discussions-4 total posts- 2 per discussion forum) Discussion board, 2 posts in depth, APA Format EXAM DUE 8/11
NEWBOLD COLLEGE OF HIGHER EDUCTION SCHOOL OF BUSINESS STUDIES WASHINGTON ADVENTIST UNIVERSITY DEPARTMENT OF BUSINESS Programme Newbold College, Washington Adventist University Credit Module code BUAD460 Module title Operations Management Credit rating Level 400 Volume 3 credits Module Convenor(s) Robert C Schwab Phone: Office: Home: Mobile: Email: RSCHWAB@NEWBOLD.AC.UK Skype: Facebook: Office: Murdoch Hall 13 Term Spring Semester 2016 Aims The objective of this module is to develop understanding of the role and techniques of operations management. Students will learn to apply management principles and mathematical tools to operations problems and decisions faced in both manufacturing and service organizations. After the student has been introduced to basic operations topics, s/he will be expected to develop skills in identifying, analysing, and solving operations problems through an intermediate level of difficulty. . Intended learning outcomes Students should be able to: (1) Knowledge and understanding After having completed this module the student should be able to: understand what Operations Management is and the role it plays in business, know the concepts in design, planning and controlling resources and services, and use the correct tools to aid in resolving operations problems and decisions. (2) Skills and other attributes (i) Process design skills Supply-chain skills Location and layout skills Forecasting skills Scheduling and sequencing skills (ii) Planning skills Organising and scheduling skills Quantitative skills Teaching and learning methods In each class period, the instructor will discuss and illustrate techniques which are useful in making service and operations decisions within the firm. Practice problems and assignments should be completed before the next class period. Quizzes and two exams will be used to assess student knowledge and application skills (in-class, open book). Assessment Summative Quizzes (Open book, taken in-class) Mid-term Exam (Open book, taken in class) Exam (Open book, in class on Finals Week) (30% of marks) (35% of marks) (35% of marks) Formative Lectures, practice problems, assignments, suggested readings, question and answer sessions lectures, and individual tutorials as requested by the student. Required text Gaither, N. and Frazier, G. Operations Management 9th Edition, Cengage South-Western 2002.
Calendar for BUAD 5304 Fall Term 2018 Week 1 Aug 20th Introduction, Course Policy & Requirements, Syllabus Chapter 1: Ethics Expectations Week 2 Aug 27th Chapter 2: Ethics and Governance Scandals (Your journal article will be assigned this week) Week 3 Sept 3rd Chapter 3: Ethical Behavior—Philosophers Contributions Week 4 Sept 10th Chapter 4: Practical Ethical Decision Making (A case will be assigned this week) Week 5 Sept 17th Chapter 5: Corporate Ethical Governance and Accountability Week 6 Sept 24th Midterm Exam Week 7 Oct 1st This Week I will Give you a Choice of Assignments to Deal with. The List and subjects will be given to you in week Four. Week 8 Oct 8th Chapter 6: Professional Accounting in the Public Interest Week 9 Oct 15th Chapter 7: Managing Ethics Risks and Opportinities Week 10 Oct 22nd Chapter 8: Subprime Lending Fiasco – Ethics Issues (2nd Journal Article or Internet Assignment) Week 11 Oct 29th Final Exam – Chapters 9 – 13 (The Final Exam will be given out early to allow time for you to complete it) 19. Holiday
Calendar for BUAD 5304 Fall Term 2018 Week 1 Nov 12th Introduction, Course Policy & Requirements, Syllabus Chapter 1: Ethics Expectations Week 2 Nov 26th Chapter 2: Ethics and Governance Scandals (Your first journal article will be assigned this week) Week 3 Dec 3rd Chapter 3: Ethical Behavior—Philosophers Contributions Week 4 Dec 10th Chapter 4: Practical Ethical Decision Making (A case study will be assigned this week) Week 5 Dec 17th Chapter 5: Corporate Ethical Governance and Accountability Week 6 Jan 7th Midterm Exam Week 7 Jan 14th This Week I will Give you a Choice of Assignments to Deal with. The List and subjects will be given to you in week Four. Week 8 Jan 22nd Chapter 6: Professional Accounting in the Public Interest Week 9 Jan 28th Chapter 7: Managing Ethics Risks and Opportunities Week 10 Feb 4th Chapter 8: Subprime Lending Fiasco – Ethics Issues (2nd Journal Article or Internet Assignment) Week 11 Feb 11th Final Exam – Chapters 9 – 13 (The Final Exam will be given out early to allow time for you to complete it) 19. Holidays Holidays
BUAD 304: Leading Organizations Syllabus Spring 2013 (A Schedule) Course Instructors Lecture Sections 14720, 14726, Lecture Sections 14738, 14744 Professor Cheryl Wakslak Professor Nathanael Fast Department of MOR Department of MOR Office: Bridge Hall 307B Office: Hoffman Hall 404 Phone: 213-740-0779 Phone: 213-740-1047 E-mail: E-mail: nathanael.fast@marshall.usc.edu Office Hours: By appointment Office Hours: By appointment Lecture Sections 14732 Professor Christine El Haddad Department of MOR Office: ACC203 Phone: 213-740-9419 E-mail: Office Hours: Thursdays 4:00-5:00 pm and by appointment Discussion Instructors Professor Christopher Bresnahan Professor Jody Office: BRI 303G Office: BRI 303H Phone: 213-740-0175 Phone: 213-740-4681 Email: Email: Office Hours: Mondays 4 pm and Office Hours: Thursdays 10-11:30 am and by appointment by appointment Course Description Leading organizations, and leading within organizations, requires effective management of people and a clear understanding of various aspects of human behavior and processes. Managers need to know why people behave as they do in relation to their job, their work groups, and their organizations. This knowledge of individuals’ perceptions, attitudes, motivations, attitudes and behavior will enable managers to not only better understand themselves, but also to adopt appropriate managerial policies and leadership styles to increase their effectiveness and positive workplace outcomes. During the course, we will move progressively through the individual, group, and organizational levels of behavior within the context of Organizational Behavior (OB) and
What is the solution of the inequality and show your solution on the number line. 5 + 3x -3x – 10 17 25 – 4x 9 Which of the following inequalities has the graphed solution below? 4 + x -4 4 + x -4 – 4 + x -8 4+ x -4 Use the model to find the value of x.
Bubble Research Final Rubric Team Names _________________________________________________ Period________ Title Page with names and period _______/2 Step 1 Question added before your research paper _______/2 Research Paper WITH revisions _______/10 Bibliography WITH revisions _______/4 Hypothesis Must be specific to your experiment _______/5 Materials List Must include: measuring tools, containers Specific sizes, types of soap, etc _______/5 Procedure Step by step list ______/1 Directions on how to measure the responding variable ______/2 Specified how many times to repeat ______/2 Clear directions that anyone can follow ______/5 Data Collection Table with all results ______/5 Bar Graph of results ______/5 Conclusion Did you prove or disprove your hypothesis? ______/2 Explain results of your experiment using data ______/2 Did anything go wrong? Items to note ______/2 What would you change from your original Procedure/suggestions for future tests ______/2 Overall Spelling and Grammar ______/2 Formatting ______/2 TOTAL POINTS ______/60 **YOU MUST STAPLE YOUR ORIGINAL RESEARCH PAPER AND GRADING RUBRIC TO YOUR FINAL PROJECT!!!!**
There are 3 catagories that make up a Healthy Active Lifestyle: SOCIAL MENTAL PHYSICAL Develops friendships and social mixing Co-operation Competition Physical Challenge Aesthetic appreciation Helps relieves stress/tension Helps relieve stress related illness Helps individual to feel and look good Enhances body Contributes to good health and enjoyment of life WHY??? REASONS for taking part in Healthy Active Lifestyle
1.2 Case tracking: meetings Case tracking meetings Attendees Focus / Cases for discussion Recording format Business Support CLA & permanence tracking CLA Team Managers Safeguarding & Assessment Team Managers (where appropriate to case) Leaving Care Team Leader for care leavers & CLA 15+ Permanence Team Manager for permanence plans Area OM (CLA OM as agreed by area) social worker where requested by Team Manager BCLA Pathway Plans Review permanence plans at Review care plans – long-term foster carer Reunification plans Adoption and Permanence Review Placement Orders CSE Case tracking form for individual records Tracking spread sheet for summary of all records short-term upload form to LCS record; long-term form in LCS and SSRS replaces tracking spread sheet Short-term: Room bookings as requested Uploading forms to LCS Updating spread sheet from forms Long-term: Room bookings as requested CIN & legal tracking Safeguarding TM Assessment TM – as appropriate to case Area OM Child’s social worker where requested by Team Manager Private Fostering All CIN cases at 4 months All CLA Initial care plans Final court care plans CSE As CLA & permanence tracking As CLA & permanence tracking CP & PLO legal tracking Safeguarding TM Assessment TM – as appropriate to case OM Child’s social worker where requested by Team Manager All CP cases prior to 4 month review All Initial PLOs (no case should have more than 3 PLOs in – a final decision on initiation should be reached by 3rd PLO. CSE AS CLA & permanence tracking As CLA & permanence tracking Placement Chairperson – Resources Strategic Manager [SM] (or Deputy Director of Children’s Services – Children and Families, SM, OM Fieldwork or OM Resources Review placement requests Agree placement provision & changes Placement Panel form in LCS (SSRS report generated from Placement Panel form – in development) Dedicated admin support providing: Room bookings Agendas Collation of reports
Disability Resource Panel CwD OM (chair) CwD TMs CwD Residential Managers CwD Short Breaks Manager Fostering Short Breaks social worker Others as required, e.g. Barnardos Short Breaks service Short break care provision including: New requests Current waiting list / complex requirements Current packages Minutes Child specific details are recorded on child’s LCS record. Minutes (on a rota by CwD business support in area offices) CSE Panel Chairperson/ Operations manager (CSC) Education Welfare Avon and Somerset Police Targeted Youth Support / Youth Offending Team Barnardos Against Sexual Exploitation (BASE) Adult Social Care representative Response Team Manager Named Safeguarding Nurse Allocated SW Collation of multi-agency intelligence about perpetrators, victims and locations with a view to co-ordinated prevention, disruption and prosecution activity Minutes LCS forms: “CSE MASH discussion record” First Response business support completes minutes
For GCSE Chemistry you need to be able to give the FULL electron configurations for the elements up to and including Calcium (Atomic Number 20). The Periodic Table below shows the first four Periods (rows). The Atomic Number is given for each element. Remember that this tells you the number of electrons in the atom. Fill in the electron configurations for every element up to Calcium (Ca). The first three have been done for you. Group I Group II Group III Group IV Group V Group VI Group VII Group 0 Period 1 H 1 1 He 2 2 Period 2 Li 3 2,1 Be 4 B 5 C 6 N 7 O 8 F 9 Ne 10 Period 3 Na 11 Mg 12 TRANSITION METALS Al 13 Si 14 P 15 S 16 Cl 17 Ar 18 Period 4 K 19 Ca 20 Sc Ti V Cr Mn Fe Co Ni Cu Zn Ga Ge As Se Br Kr
3) Based on this data, we would expect ___________ to have the greatest changes in temperatures during a 24-hour period. A) cities B) deserts C) the oceans D) mountainous areas 4) Based on this data, we would expect ___________ to have the LEAST changes in temperatures during a 24-hour period. A) cities B) deserts C) the oceans D) mountainous areas 5) If left in the sun, would increase in temperature FIRST? A) a red object B) a black object C) a brown object D) a white object 6) What is primarily responsible for the creation of seasons on the earth? A) the tilt of the sun
A) Conjunction B) Convection C) Nondisjunction D) Subduction 10) The temperature on land around the equator stays about the same throughout the year. This is because this area A) has a greater tilt than other parts of the Earth. B) receives less direct sunlight throughout the year. C) receives similar amounts of sunlight throughout the year. D) receives more direct sunlight than other parts of the Earth. 11) Polaris, the North Star, is almost always visible in the same location because A) it is the brightest star in the sky. B) it is gravitationally attracted to our sun. C) it is the closest star to the earth, besides our sun. D) the axis of the earth passes directly through the North Star. 12) The temperature in a desert can fluctuate from being over 100° F during the day to below 40° F at night. Why can the desert experience such a daily temperature change? A) The high amount of vegetation helps to shade the area.
Ce = _____________________ Disc Capacitor Diagram Conclusion Why are the measured values of the resistors different from the nominal values? Identify each of the circled components for the printed circuit shown below. ________________________ ________________________
10. . Lawful conduct 10.1 The Grantee acknowledges that the Authority is subject to the Freedom of Information Act 2000, the Data Protection Act 1998 and the Equality Act 2010. 10.2 The Grantee must ensure that it complies with any applicable law or organisational directives and regulations which is binding on it. 10.3 The Grantee shall also cooperate with the Authority (to the fullest extent permissible and consistent with its obligations under any applicable law or rules) to enable the Authority’s compliance with its obligations under the legislation referred to in clause 9.1 or other applicable legislation which applies to the provision of grant funding under this Grant Contract. 10.4 The Grantee acknowledges that, where the Authority is required to disclose information in line with its obligations under the UK Freedom of Information Act 2000, it shall be responsible for determining whether any information relating to this Grant Contract is exempt from disclosure. If the Grantee provides information to the Authority which is designated as commercially sensitive or confidential these markings shall not determine conclusively whether or not disclosure by the Authority is necessary in order to comply with its legal obligations. 11. Transparency 11.1 The Grantee acknowledges that the Authority shall disclose payments made under this Grant Contract with a value of twenty five thousand pounds (£25, 000) or more in accordance with the UK Government’s transparency agenda. 12. Publicity – Acknowledgement of Funding 12.1 The Grantee may acknowledge the funding provided by the Authority for the Project in materials produced during the grant funding period and at related public events unless the Authority directs otherwise. Where the Authority directs that its funding must not be acknowledged the Grantee shall comply with this instruction. 12.2 The Grantee must consult the Authority regarding the content of any promotion or publicity regarding the Project particularly if it proposes to use any of the Authority’s branding or logos. 13. Conflict of Interest and Grantee commentary 13.1 The Grantee shall ensure that it has adequate procedures in place to enable early identification and effective management of any conflicts of interest which it or its Staff may have in relation to this Grant Contract. Where the Grantee identifies a
Familiarize yourself with the project. What are the names of the two sprites? How many scripts do the stage and each sprite have? Run the program by clicking the green flag. Discuss with your partner why the script causes the behavior you observe. Record pseudocode here. Explain why a programmer would want to use a variable like MOVE_INCREMENT instead of just putting 5 in the relevant code: Explain what the variable direction does. What does the value of 1 mean? What does the value of -1 mean? Observe the following features of the Scratch GUI. When "seeing inside" a project, clicking on sprites while moving the mouse will be interpreted as a drag, which will move the sprite instead. Sprites will move when the mouse is dragged on the small stage but not when the mouse is dragged on the full screen stage. Double clicking on a monitor changes its appearance. When a monitor appears as a slide, you can change the value of the variable even while the program is running. On the stage click the direction slider. What happens if the direction is 0? The variable direction is playing the role of “most recent”. This means that the most recent value is somewhat unpredictable, especially if it is affected by user input. All variables store the value most recently assigned to them, but sometimes the phrase “most recent” is the best explanation for why we are using a variable. Explain why this variable’s role is best described as the “most recent” role. Change the program so that the cat faster. Strategize together with your partner and then code and test in small iterations. Save your finished version as 1.1.5 yourNames_step10 or as directed by your teacher.
the information presented about Serial Dilutions. information from the Resource Sheet to complete practice problems A-C found at the bottom of the Resource Sheet. your answers with a partner. Correct any mistakes. Conclusion question 3. Part III: Running an ELISA Use the ELISA test to determine which patients test positive for the presence of the disease antigen and to determine the relative concentration of the bacteria in the fluid of those who are affected. Early findings assure adequate treatment to those who are affected and provide information necessary to prevent the disease from spreading all over the college. In this lab activity, you will be testing the simulated CSF of two of the patients presented in Activity 1.1.2 and Activity 1.1.3. These samples have randomly been assigned by your teacher. on your safety goggles. two 12-well strips at your lab station. one strip off to the side. You will use one strip to prepare your concentration standards and one strip to complete your ELISA test. a marker to label the outside wall of each well on one 12-well strip with the numbers 1-12. This strip will serve as your concentration standards. a micropipettor to add to 50µl of Phosphate Buffered Saline (PBS) from the tube labeled PBS to the labeled #2-#12. from the tube labeled 1,000 ng/ml antigen (AG) to the well labeled #1. prepare the various concentration standards, complete the serial dilutions as described below. Pipet 50µl out of well #1 and add it to well #2. Pipet up and down gently three times to mix the sample in well #2. Using the same pipet tip, transfer 50µl from well #2 to well #3 and mix the sample in well #3 Continue this process with each of the remaining Stop when you reach well #11. Remove 50µl of fluid from well #11 and discard this fluid into a waste container. Do not add additional liquid to well #12. a diagram of the 12-well plate in your laboratory journal. the diagram, calculate the dilution in each well. Think about what you have added to each well and about the practice serial dilution questions you completed in Part II. that the concentration of antigen in well #1 is 1000 ng/ml. Calculate the concentration of antigen in wells 2-12. Show your work in your laboratory journal.
ENERGY AT THE END OF EXTENDED PERIODS OF EXERCISE PROVIDES ENERGY FOR LOW INTENSITY EXERCISE SLOWER BUT LONGER LASTING RELEASE OF ENERGY STORED IN THE LIVER AS GLYCOGEN BANANA’S AND WHOLEMEAL BREAD UNSATURATED PLANT AND VEGETABLE REPAIRS DAMAGED TISSUES WARMTH SIMPLE SUGARS ( GLUCOSE) MEAT AND POULTRY QUICK ENERGY RELEASE HELPS BUILD MUSCLE MEAT, CHEESE AND BUTTER BISCUTS OR CHOCOLATE PROTECTION SATURATED MAIN ENERGY PROVIDER CAN INHIBIT SPORTING PERFORMANCES AMINO ACIDS Carbohydrates Using all the words in the box above write a paragraph explaining in your own words CARBOHYDRATES? Proteins Using all the words in the box above write a paragraph explaining in your own words PROTEINS?
Problem 1.1.7 Scratch Game or Story 4 3 2 1 Solves Problem Artifact fully addresses personal, practical, or societal intent posed by problem statement Artifact addresses the personal, practical, or societal intent posed by problem statement Artifact mostly addresses the personal, practical, or societal intent posed by problem statement Artifact does not adequately address the personal, practical, or societal intent posed by problem statement Documentation Uses appropriate documentation of work. The three formats for documenting work: Scratch comments Project Design Notebook Named versions of project Uses appropriate techniques in 2 forms for documenting work Often uses appropriate techniques for documenting work Does not usually use appropriate techniques for documenting work Collaboration Provides helpful original input to others Promotes positive, productive, and respectful team dynamic Encourages and incorporates input from others Promotes equitable workload Provides adequate original input to others Maintains positive, productive, and respectful team dynamic Positively incorporates input from others Maintains equitable workload Significant but limited input Usually maintains positive, productive, and respectful team dynamic Receives input from others Shares workload somewhat equitably Limited input Is not promoting positive, respectful, or productive team dynamic Discourages or is unresponsive to input from others Does not promote equitable workload Other
Presentation Effective presentation techniques: Posture Gestures Voice Eye Contact Mostly effective presentation techniques: Posture Gestures Voice Eye Contact Mostly adequate presentation techniques: Posture Gestures Voice Eye Contact Inadequate presentation techniques: Posture Gestures Voice Eye Contact Appropriate Algorithm Code demonstrates use of appropriate algorithms Code mostly uses appropriate algorithms Code often uses appropriate algorithms Code does not use appropriate algorithms Explanation of Algorithm Documentation (comments) clearly and thoroughly explains the algorithm(s) Documentation explains the algorithm(s) Documentation insufficiently explains algorithm No documentation Explanation of Problem Solution Prose clearly and thoroughly explain how the solution meets the need Prose clearly explains the solution’s strengths and weaknesses and strategizes for improvement Prose explains how the solution meets the need Prose mentions a strength or weakness and ideas for improvement Prose explains how the solution meets the need Prose mentions a strength or weakness Prose does not address how the solution is connected to the need Planning Product backlog shows intent Sprint task list subdivides to simpler subproblems Product backlog shows intent Sprint task list shows subdivision to simpler subproblems, but some tasks are too big Product backlog and sprint task list show inadequate attempt to indicate long-term intent and an attempt to break down problem into simpler tasks Product backlog or sprint task list are missing.
2 Resistor 10M Ω (Brown, Black, Blue) R1, R2 1 Resistor 100K Ω (Brown, Black, Yellow) R3 1 Capacitor 0.1µF (104) C2 8 LED Red Watch polarity Anode = (+) = long lead Cathode = ( - ) = lead L1 – L8 1 IC Socket (16 pin) U1 Watch for orientation of cutout – match to illustration on PCB. 1 IC (16 pin) Assemble to socket AFTER socket has been soldered – be careful because the prongs bend easily. Match the “dimple” with the cutout on the socket. 1 IC Socket (8 pin) U2 Watch for orientation of cutout – match to illustration on PCB. 1 IC NE-555 (8 pin) Assemble to socket after socket has been soldered – be careful because the prongs bend easily. Match the “dimple” with the cutout on the socket. 1 9V Battery Connector 9V Solder the red wire to the (+) hole and the black wire to the (-) hole. Thread wire from the foil side through 4094
1.1-1.2 Assignment (Proportional Reasoning and Unit Price) Please show your work for every question. 1. Some computer monitors have an aspect ratio of 4:3. This that for every 4 inches of width, the monitor is 3 inches high. Calculate the width of a monitor that is 24 inches high. 2. Fabric A costs $8.78 for 1 m of fabric and Fabric B costs $42.25 for 5 m of fabric. fabric has the lower cost per metre? 3. Stephanie is a contractor renovating a house. She bought 15 hinges costing $288.60 to install new doors. How much did each hinge cost?
Dells Waterpark Classic– January 16- 18, 2015 Peewee B/House Division Tournament Format Two Divisions (Red & White) and you play 3 preliminary round games. After the preliminary round, 1st and 2nd place in the Red Division will play for the White Championship and 1st and 2nd place in the Red Division will play for the White Championship. Standings Team Points Gm1 Points Gm2 Points Gm3 Total Points Tiebreakers Red Div.- White Bear Lake, MN. 0 1 0 1 Red Div.- Evanston Wildkits (dunlap) IL 2 2 1 5 Red Div.- Niles Rangers 4, IL. 2 2 1 5 White Div- Renegades 1 Hockey, IL 2 1 2 5 White Div- Peoria Rivermen (gruden), IL. 0 0 2 2 White Div- Cyclones Hockey (frano) , IL. 0 0 0 0 Game Results Fri 5:50 Pm Dells Poppy Rink Cyclones 0 vs. Renegades 4 Fri 9:10 Pm Reedsburg Arena White Bear 1 vs. Rangers 4 Sat 9:00 Am Reedsburg Arena White Bear 1 vs. Renegades 1 Sat 10:10 Am Reedsburg Rangers 6 vs. Cyclones 0 Sat 12:45 Pm Reedsburg Arena Wildkits 3 vs. Peoria 0 Sat 5:30 Pm Reedsburg Arena Renegades 3 vs. Peoria 1 Sat 5:45 Pm Dells Poppy Rink Wildkits 3 vs. White Bear 0 Sun 8:00 Am Dells Poppy Rink Rangers 3 vs. Wildkits 3 Sun 9:10 Am Poppy Rink Peoria 5 vs. Cyclones 0 *** HOME *** *** AWAY *** Sun 2:20 Pm Reedsburg Arena 1st Place- Red Div Rangers 2nd Red Div Evanston Sun 3:40 Pm Reedsburg Arena 1st Place- White Div. Renegades 2nd place- White Div Peoria
User Requirements (outcrop photogrammetrist, sedimentologist. Petrel modeller) Import limitations into Petrel™. Development of software as necessary to achieve the Project purpose Milestones The generation of static models is an iterative process between geophysical modelling and dynamic modelling. Models will be modified as new information is acquired. Models at different resolution scale will also be constructed as required. Milestone 1: Review of current software options Milestone 2: User Specifications for “Outsys” Milestone 3: Coding Milestone 4: Final report
IOWA COUNCIL FOR EARLY ACCESS January 19, 2018 10 a.m. – 2:15 p.m. Grimes State Office Building, B100 400 E. 14th Street, Des Moines, IA 50319 Time Presenter Description Patrick Judkins Call to order Approval of Minutes Attendance /Introductions Emma Bouza Family Story State Work Team Annual Performance Report (APR) data Lunch and Committee Meetings Working Lunch Committee Chairs Signatory Agencies ICEA Committee Reports Parent Public Policy Governor’s Report Membership/Nominations Bylaws State Work Team Annual Performance Report (APR) data 1:15-2:00 State Work Team EA Vision, Mission, Principles Agenda Item Ideas 2:00-2:15 Patrick Judkins Reflection and Closing
(For example, sing praising songs, pray saying why they love God, read about God in the Bible, love people, forgive people, care for people, go to church, pray and talk to God, pray and ask God to help, be generous) Lesson 3 Give at least two examples of a way in which Christians show their belief in God as loving and forgiving; for example, by saying sorry; by seeing God as welcoming them back; by forgiving others. Explore: What happens in school if they do something Share any fresh start/new day practices you might have, and emphasise the importance of forgiving in school. What happens at home? How do parents forgive? (Care may need to be taken with this question!!- if not appropriate don’t move through this step) Talk together: Is it good to forgive people? Why/why not? How does it feel if you don’t forgive? Why is it sometimes hard to forgive? What reasons might make it hard to forgive? -Record ideas to refer back to later- keep on display/in scrapbook Refer back to the core question: What do Christians believe God is like? The story shows the idea that God is loving and forgiving- discuss this with the children When Christians pray, what do they pray for?- ask the children to say what people might pray for. Explain that Christian prayers have four main types. Some prayers show all four, some just one or two. These are praise, saying sorry, saying thank you and asking for something. I Introduce the pupils to four jelly-baby characters: Peter Praise , Suzy Sorry, Andrew Ask and Thea Thanks — each character should be a different colour (see Resource Sheet 3). The story of the Lost Son might lead Christians to think it is very important to say ‘Peter Praise’ prayers and Understanding Applying Analysing Can the children: Explain what Christians believe God is like? Explain what it to forgive: What does it feel like?/Is it easy?/What makes it difficult?/Is it important? Analyse which parts of the parable relate to the different types of prayer and forgiveness? Use different elements of prayer to write their own examples of prayer to show their understanding relating to forgiveness? 4 jelly babies- real or, if allergies, pictures Resource Sheet 6
How Can the Advisory Committee HELP THE PROGRAM? Resource 1.1 Instructions: Use this form to gather data your program. Share the data with your advisory committee List three things you wish your program had: 1. 2. 3. List three activities that you would do with your students/learners if the funds were available: 1. 2. 3. Name three concepts you wish the COMMUNITY and LOCAL BUSINESSES knew about your program. 1. 2. 3. Name three concepts you wish the COUNSELORS and ADMINISTRATORS in your school knew about your program. 1. 2. 3. Name three concepts you wish LEGISLATORS knew about your program. 1. 2. 3. List the skills needed in the workplace, including essential skills:
Since the environment can’t support unlimited population growth, not all individuals get to reproduce to their full potential. Beetles get eaten by birds and since green beetles are easier to see than brown beetles, more green beetles get eaten There is __________________________ The surviving beetles have baby beetles. Brown beetles will have brown beetle babies and green beetles will have green beetle babies End result Since the green beetles are eaten more than the brown beetles there will be more brown beetle survivors. The brown beetle becomes more common than the green beetle. With more generations of beetles being eaten and reproducing there will eventually be no more green beetles.
Favored __________________________________________________________ ruled by members of ____________________________________________ Wrote ________________________________ – “And the rule of the law… is preferable to that of any individual.” Question: What arose in ancient Greece that contributed to the development of democratic values in the modern world? [Socrates]: Beginning with the State, I replied, would u say that a city which is governed by a tyrant is free or enslaved? [Glaucon]: No city, he said, can be more completely enslaved. S: And yet, as you see, there are freemen as well as masters in such a State? G: Yes, he said, I see that there are – a few; but the people, speaking generally, and the best of them, are miserably degraded and enslaved. From Plato’s Republic of the following statements best reflects the dialogue between Socrates and Glaucon? Tyrants can count on citizens to be loyal. Tyranny is a poor way to govern Enslaved people some freedoms Democracy is a costlier form of government. most famous student Aristotle, developed his own ideas about government. HE analyzed all forms of government, from monarchy to democracy, and found good and bad examples of each. Aristotle preferred government by the many, not by the few. Like Plato, however, he was suspicious of democracy, which he thought could lead to mob rule. Instead, he favored a constitutional government ruled by members of the middle class. He called this form of government a “polity.” The goal of the polity was to establish just and stable rule. Plato and Aristotle agreed that: the middle should rule by a constitutional monarchy monarchy was the best form of government for city-states democracy could be an unstable form of government the polity would establish a just and stable rule.
Age Group Movie Attendance 18 to 24 years 83% 25 to 34 years 73% 35 to 44 years 68% 45 to 54 60% 55 to 64 years 47% 65 to 74 years 32% 75 years and over 20% Display these data in a bar graph. Describe what you see Would it be correct to make a pie chart of these data? Why or why not? A movie studio wants to know what percent of the total audience for movies is 18 to 24 years old. Explain why these data do not answer this question. 5. Popular colors- here and there. Favorite vehicle colors may differ among countries. The comparative bar graph shows data on the most popular colors of cars in 2008 for the United States and Europe. Write a few sentences comparing the two distributions. Smoking by students and parents. Here are data from a survey conducted at eight high schools on smoking among students and their parents. Neither Parent Smokes One Parent Smokes Both Parents Smoke Student does not smoke 1168 1823 1380 Student smokes 188 416 400 How many students are described in the table? What percent of these students smoke? Give the marginal distribution of parents’ smoking behavior (give your answer in a percentage) Calculate three conditional probabilities (as percentages) of students’ smoking behavior: one for each of the three parental smoking categories. Describe the relationship between the smoking behaviors of students and their parents in a few sentences. (Hint: “what is the probability Student does not smoke given Neither parent Smokes”…. Ect…)
Worksheet (2) this be applied universally? Moral principles are applied universally, while moral rules are not. Can you tell which of the following questions are moral rules and which are moral principles? moral rules may touch upon the moral principle “respect others”, however, we can set aside this problem in this Questions Do not lie Moral principle Moral rules Both Do not interrupt others’ speech Moral principle Moral rules Both Help the needy Moral principle Moral rules Both Obey God(s) Moral principle Moral rules Both Be a vegetarian principle Moral rules Both Do not hurt others Moral principle rules Both Obey the traffic rules Moral principle Moral rules Both Be fair Moral principle Moral rules Both
Questions Moral No lying Moral principle Moral rules Both Do not interrupt others’ speech Moral principle Moral rules Both Help the needy principle Moral rules Both Obey God(s) Moral principle rules Both Be a vegetarian Moral principle Moral rules Both Do not hurt others Moral principle Moral rules Both Obey the traffic rules principle Moral rules Both Be fair Moral principle Moral rules Both Case Study (2) Ring of Gyges Once, Glaucon was debating with Socrates on why human being act morally. Glaucon told the following story: “Gyges was a poor but honest shepherd. One day when he was grazing, a violent storm and earthquake slammed into his way. The earth cracked. Gyges went into the crack and found a corpse with a golden ring. He grabbed the ring and left. Later, he found out that whoever put on this golden ring would gain the power of invisibility. With the help of the ring, Gyges seduced the queen, killed the king, and finally he took over the throne. Suppose now that there were two such magic rings, and the just put on one of them and the unjust the other. No man can be imagined to be of such an iron nature that he would stand fast in
Math 3 1.1 Radical Operations Unit 1 EQ: How can we use the index to help simplify a radical expression? When simplifying radicals, factor the insides of the radical. Then circle the pairs, triples or quadruples (depending on the index) and pull them outside. Multiply outside factors on the outside and inside factors on the inside. Example 1: Simplify Example 2: Simplify Example 3: Simplify Example 4: Simplify When multiplying radicals, start by simplifying the radicals, if necessary. Then, multiply outsides by outsides and insides by insides. Then simplify again. Example 5: Example 6: Example 7: Example 8: Adding Radicals **Only add like terms (like radicands and indices!)…so simplify first, then add if possible. Example 1: Subtracting Radicals **Only subtract like terms (like radicands and indices!)…so simplify first, then subtract if possible Example 3:
Academic Vocabulary: Qualitative Quantitative (Language of Instruction): Observation Inference Senses Conclusions Past Experience Instruction: Instructional Resources: Formulating Inferences from Observations Observation Notes Inference Practice Inference PowerPoint Definition page: Observation, Inference, Conclusion Observation Reference Guide Lab Activities: Observation Scavenger Hunt Observation Lab What’s in the Box? Boy in the Water Mystery Object Penny Observations vs. Inferences Bright Light Story Best Practices: Word Wall Instructional Strategies: Observation Flashcard Tool or Toy (?) List tools needed for the lab each day Yes/No Game The Honey Bee Observation Practice Assessment: Student self-assessment & reflection Exit Ticket Graffiti Write Acceptable evidence/artifacts Inference Quiz (observing a space creature)
Message 1 Acknowledgements 2 Why Mandatory Treaty Education? 3 Saskatchewan Nations’ Languages and Dialects 4 Overview 5 Treaty Education Goals 5 Treaty Essential Learnings 6 Inquiry Learning 7 Frequently Asked Questions - Treaty Facts and Misconceptions 8 Kindergarten to Grade Four - Treaty Education Key Questions 11 Grade Five to Nine - Treaty Education Key Questions 12
KINDERGARTEN TO FOUR TREATY EDUCATION - KEY QUESTIONS Grade Level Kindergarten Grade One Two Three Grade Four Treaty Education Focus Getting to Know My Community Learning That We Are All Treaty People Creating a Strong Foundation Through Treaties Exploring Challenges and Opportunities in Treaty Making Understanding How Treaty Promises Have Not Been Kept Treaty Relationships How is the diversity of First Nations in Saskatchewan reflected in your classroom/ community? How does sharing contribute to treaty relationships? How are treaties the basis of harmonious relationships in which land and resources are shared? How have the lifestyles of First Nations people changed prior to and after the signing of treaties? How are relationships affected when treaty promises are kept or broken? Spirit and Intent How do the Circle of Life teachings connect us to nature and one another? How do thoughts influence actions? How important is honesty when examining one’s intentions? How were the historical worldviews of the British Crown and the First Nations different regarding land ownership? Why did First Nations’ leaders believe there was a benefit to both European education and traditional ways of learning? Historical Context How do stories, traditions, and ceremonies connect people to the land? How do nature and the land meet the of people? How were traditional of leadership practiced in First Nations’ communities prior to European contact? How do Nations and Saskatchewan people benefit from Treaties 2, 4, 5, 6, 8, and 10? How did First Nations people envision treaty as a means to ensure their livelihood and maintain their languages, cultures, and way of life? Treaty Promises and Provisions Why is it important to understand the meaning and significance of keeping promises? What is meant by We Are All Treaty People? Why are the symbols used by the Nêhiyawak, Nahkawé, Nakota and Denesûliné First Nations and the British Crown important in Treaties 2, 4, 5, 6, 8, and 10? How did the use of different languages in treaty making present challenges and how does that continue to impact people today? What objectives did the Nations and the British Crown representatives have when negotiating treaty?
Date of completion. a) b) c) NB – Tavistock Town Council may elect to contact any of the above authorities/organisations for a reference. Your permission to do so will be assumed unless you state any objections. Please choose one of these contracts and explain below, in no more than 300 words, why you believe that your organisation was able to make a difference to the service being received and how that will assist you in delivering the Guildhall Gateway Centre Project. TENDER RETURN I (print name ………………………………………………………………………………..) on behalf of (insert organisation name …………………………………………) hereby submit the following tender, for the consultancy service sought by Tavistock Town Council. QUANTITY SURVEYOR In the sum of £ I attach the following in support of this tender:- A supporting statement (Appendix 1). This will include evidence to indicate the relevant skills and experience that will be available and exercised by the consultant in the execution of the commission and address the requirements of the Scope of Work. In particular evidence of the successful delivery in a comparable setting of equivalent project outputs, preferably for delivery of HLF-funded projects involving the conservation and repair of listed buildings. A methodology for the work proposed to be undertaken, including a summary breakdown of your fee bid proposal (Appendix 2).
Mobility Agreement Staff Mobility For Teaching Planned period of the teaching activity: from [day/month/year] till [day/month/year] Duration (days) – excluding travel days: …………………. The teaching staff member Last name (s) First name (s) Seniority Nationality Sex [M/F] Academic year 20../20.. E-mail The Sending Institution/Enterprise Name Osmaniye Korkut Ata University Erasmus code (if applicable) TR OSMANIY01 Faculty/Department Address Karacaoğlan Yerleşkesi, 80000 OSMANİYE Country/ Country code TURKEY/ TR Contact person name and position Assoc. Prof. Dr. Susran Erkan Eroğlu Institutional Erasmus Coordinator Tel : + 90 328 827 10 00-3299 Contact person e-mail / Funda Özbakir Süleyman Kaplan Erasmus Office, Administrative Contact suleymakaplan@osmaniye.edu.tr erasmus@osmaniye.edu.tr Tel: + 90 328 827 10 00- 20 01,2002 Size of enterprise (if applicable) <250 employees >250 employees The Receiving Institution Name Faculty/Department Erasmus code (if applicable) Address Country/ Country code Contact person name and position Contact person e-mail / phone For guidelines, please look at the end notes on page 3.
1-2 Practice Order of Operations Evaluate each expression. 1. 2. 3. 4. (15 – 5) •2 5. 9 • (3 + 4) 6. 5 + 7 • 4 7. 4(3 + 5) – 5 • 4 8. 22 ÷ 11 • 9 – 9. + 3 • 7 – 9 10. 3[10 – (27 ÷ 9)] 11. 2[ + (36 ÷ 6)] 12. 162 ÷ [6 ] 13 14. 15. Evaluate each expression if a = 12, b = 9, and c = 4. 16. + b – 17. + 2a – 18. 2c(a + b) 19. 4a + 2b – 20. ( ÷ 4b) + c 21. • (2b – a) 22. 23. 24. 2 – 5c 25. 26. CAR RENTAL Ann Carlyle is planning a business trip for which she needs to rent a car. The car rental company charges $36 per day plus $0.50 per mile over 100 miles. Suppose Ms. Carlyle rents the car for 5 days and drives 180 miles. a. Write an expression for how much it will cost Ms. Carlyle to rent the car. b. Evaluate the expression to determine how much Ms. Carlyle must pay the car rental company. 27. GEOMETRY The length of a rectangle is 3n + 2 and its width is n – 1. The perimeter of the rectangle is twice the sum of its length and its width. a. Write an expression that represents the perimeter of the rectangle. b. Find the perimeter of the rectangle when n = 4 inches.
Part III: The Voices from the Parish Communities and Participating Organizations List some of the successful ways in which dioceses in the Region are already responding to the obstacles, challenges, and needs they have identified, as well as affirming the presence and contributions of Hispanics/Latinos in the peripheries: See the answers from Q5 of the Diocesan Working Documents. Organize the successful practices into categories utilizing the Ministerial Areas listed at the beginning of this template. It is not necessary to utilize all 28 areas—just include those that are most pertinent to the data in the Diocesan Working Documents for your Region. Limit your answer to no more than 2 pages in length.
Version control Updates to this document will occur automatically on the department’s website and this revision table will list the amendments as they are approved. Date Version Amendments Approved by 9 May 2011 1.0 Revised document. Co-regulation and Support Program 30 Jun 2013 1.1 Updated to reflect DAFF branding. Industry Arrangements Reform Program 8 Feb 2016 2.0 New template including nonconformity ratings. Approved Arrangements section 2 May 2016 2.1 Changes to criteria: Fumigation Wash bay Approved Arrangements section 16 Jun 2016 3.0 Updated references to the department and the Biosecurity Act 2015. Approved Arrangements section 9 Jan 2017 4.0 Added requirement to attach a site map to new applications and submit one for new construction projects. Updated wash bay to optional Amalgamated Biosecurity area and inspection area Removed duplication with general requirements Approved Arrangements section 22 May 2017 4.1 Updated section 8 Updated general requirement (section 14) points 13 & 22 Added general requirement (section 14) point 27 Approved Arrangements section
of Contents Page Table of Contents i-ii Record of Changes ii Plan Approval ii Basic Plan Page I – Background for Plan 1 II – Purpose and Format of Plan 1 III – Legal Basis and Reference 2 IV – Organizations 3 V – Direction and Control 3 VI – Emergency Responsibility Assignments 5 VII – Local Operations Guidelines 7 VIII – and Federal Support 8 IX – Plan Maintenance, Review, Training and Exercises 9 Command Section Page I – Purpose 11 II – Incident Command Systems 11 III – Liaison Officer 12 IV - Public Information 12 V – Emergency Operations Center 13 VI – Multi-Agency Coordinating Systems 16 Operations Section: Page I – Purpose 17 II – Responsibilities for Initial Response 17 III – Hazardous Materials Planning, Notification and Response 22 IV – Radiological Emergencies 25 V – Terrorism Response 25 Planning Section: Page I – Purpose 26 II – Notification and Public Alert and Warning Systems 26 III – Planning Section Organizational Structure 27 IV – Planning Process 28 Logistics Section: Page I – Purpose 29 II Resource Tracking Procedures 29 III – Responsibilities 29 IV –Volunteer Management 31 V – Donations Management 31 Finance Section: I – Purpose 32 II – Responsibilities and Procedures 32