zilongwang/ReadingBank huggingface dataset:
Evaluate each expression (−2)² − 4 · (–5) b. c. |–6| – |12| d. |8 − 15| Find the mean of the set of integers {-21, 17, 15, -25, 19} Calculate –10 + 5 + (–12) b. c. 35 + (–57) d. e. −5(−2)(–1) f. 16 – ( −13) g. –72 ÷ (–6) h. 8 − |−19| i. 14 + (–41) j. (–6)(–9) k. 50(–4)(–1) l. 15(–3)² Jose scored -2 on each of six golf holes. What was his overall score for these six holes? Answer: Martin scored 3 points in the first round, -4 in the second, and -5 in the third. Model the situation on the number line. What is his total score? Answer: Which number should be added to -7 to get 3 as an answer? number should be subtracted from -7 to get 3 as an answer? On Mercury, the temperatures range from 805°F during day to −275°F at night. Find the drop in temperature from day to night. Prepare for the quiz
Rich and John can mow a lawn in 40 minutes if they work together. If Rich works twice as fast as John, how long does it take John to mow the lawn alone? Tommy took a trip from Philadelphia to Pittsburgh, a distance of 300 miles. She traveled part of the way by bus, which arrived just in time for Wendy to complete her journey by train. The bus averaged 40 m/h and the rain 60 m/h. The entire trip took 5.5 hours. How long did Tommy spend on the train? Grain is falling from a chute onto the ground forming a conical pile whose diameter is always three times its height. How high is the pike when it contains 1200 ft3 of grain? Two television monitors sitting beside each other on a shelf in an appliance store have the same screen height. One has a conventional screen which is 5 in. higher than it is wide. The other has a wider, high-definition screen, which is 1.8 times as wide as it is high. The diagonal measure of the wider screen is 14 in. more than the diagonal measure of the smaller. What is the height of the screens? A storage bin for corn consists of a cylindrical section made of wire mesh, surmounted by a conical tin roof. The height of the roof is one-third the height of the entire structure. If the total volume of the structure is 1400π, and its radius is 10 ft., what is its height?
Quality of Communication Gives an accurate and succinct handover of the department Ensures important message is heard correctly Gives clear referral to specialty doctor with reason for admission (e.g. SBAR) Uses unfamiliar abbreviations that require clarification Repeatedly interrupts doctor who is presenting a patient’s history Gives ambiguous instructions Authority & Assertiveness Uses appropriate degree of assertiveness when inpatient doctor refuses referral Willing to speak up to senior staff when concerned Remains calm under pressure Fails to persevere when inpatient doctor refuses appropriate referral Shouts instructions to staff members when under pressure Appears panicked and stressed Decision making Option Generation Seeks help when unsure Goes to see patient to get more information when junior is unclear about history Encourages team members’ input Does not look at previous ED notes/ old ECGs when necessary Fails to listen to team members input for patient management Fails to ensure all relevant information is available when advising referral Selecting & Communicating Options Verbalises consideration of risk when sending home patient Discusses the contribution of false positive and false negative test results Decisive when giving advice to junior doctors Uses CDU to avoid making treatment decisions Alters junior doctor’s treatment plan without explanation Forgets to notify nurse-in-charge of admission Outcome Review Reviews impact of treatment given to acutely sick patient Follows up with doctor to see if provisional plan needs revising Ensures priority treatment has been given to patient Fails to establish referral outcome of complicated patient Sticks rigidly to plan despite availability of new information Fails to check that delegated task has been done Situational Awareness Gathering Information Uses Patient Tracking System appropriately to monitor state of the department ‘Eyeballs’ patients during long wait times to identify anyone who looks unwell Notices doctor has not turned up for Fails to notice that patient is about to breach and no plan has been made Ignores patient alarm alerting deterioration of vital signs Fails to notice that CDU is full when arranging new transfers Anticipating Identifies busy triage area and anticipates increased demand Discusses contingencies with nurse-in-charge during periods of overcrowding Prepares trauma team for arrival of emergency patient Fails to anticipate and prepare for difficulties or complications during a practical procedure Fails to ensure that breaks are planned to maintain safe staffing levels to anticipate and plan for clinical deterioration during patient transfer
Activity 1.6b Engineering and Related STEM Careers Introduction Because of their technical training, critical thinking skills, and problem solving capabilities, engineers have a wide range of career choices. Many employers value the technical knowledge gained and the ability to understand and create technical information built in the course of completing an engineering degree program. And although many engineers choose to perform design work, others choose other, less traditional or less well known paths in which their technical abilities and critical thinking skills prove valuable. In this activity you will research an engineering or STEM career and create a Career Poster or information sheet to display in your classroom. Equipment Engineering notebook Pencil Computer with internet access Procedure Select (or receive an assignment) of a career related to engineering or STEM from the list below. UNIT Career 2 Drafter Mechanical Engineer Mechanical Engineering Technician 3 Statistician Logistician Industrial Production Manager 4 Mathematician Commercial and Industrial Designer 5 CAD Technician Chemist and Materials Scientist 6 Technical Writer Materials Engineer 7 Industrial Engineer Industrial Engineering Technician Machinist/Tool and Die Makers 8 Sales Engineer Physicist Electro-Mechanical Technician 9 Engineering Manager engineering (or related career) of interest
Handout 1.7A Know component(s) to be addressed. List how the school/district will address improving the delivery of this component or adding this component to their Academic and Career Planning services. Who will be responsible? When will it be completed? Done? Example: Writing Personal Reflections Example: Students will receive instruction in writing personal reflections in LA6. They will write reflections throughout the school year for inclusion in their portfolios. Expectations for personal reflection will be reviewed every year and increased as the students develop in their use of written communication skills and ability to reflect more deeply. LA teachers in grades 6-12. Skills will be supported in HR. Ongoing Instruction will begin in Fall 2017. No
Handout 1.7C Enter Plan component(s) to be addressed. List how the school/district will address improving the delivery of this component or adding this component to their Academic and Career Planning services. Who will be responsible? When will it be completed? Done? Plan component How? Who? When? Done?
Handout 1.7D Enter Go component(s) to be addressed. List how the school/district will address improving the delivery of this component or adding this component to their Academic and Career Planning services. Who will be responsible? When will it be completed? Done? Go component How? Who? When? Done?
Programme Director(s) Name(s): Gurcharan Singh (PhD) Date of Production: May 2016 Date approved by School Learning and Teaching Committee 6 April 2016 Date approved by School Board of Study 20 April 2016 Date approved by University Learning and Teaching Committee 26 May 2016 Date of Annual Review: September 2017
PROGRAMME STRUCTURE September Entry Term Modules 1 Autumn Empirical Techniques in Finance I & II (30) Derivatives and Financial Risk Management (15) EXAMINATION 2 Winter 3 Spring Financial Reporting & Analysis (30) Financial Analysis & Portfolio Modelling (30) Economic Analysis (15) Ethical & Professional Standards (15) EXAMINATION 4 Summer Dissertation (45) January Entry Term Modules 1 Winter 2 Spring Financial Reporting & Analysis (30) Financial Analysis & Portfolio Modelling (30) Economic Analysis (15) Ethical & Professional Standards (15) EXAMINATION 3 Autumn Empirical Techniques in Finance I & II (30) Derivatives and Financial Risk Management (15) EXAMINATION 4 Summer Dissertation (45)
PROGRAMME SPECIFICATION FOR TAUGHT PROGRAMMES AT ALL LEVELS Name of Programme: The National Award for SEN Coordination (NASENCO) Supporting SEN/D through inclusive practice (PG Cert) Final award (BSc, MA etc.): NASENCO (Masters level 7) Professional Graduate Certificate (level 6) Awarding institution/body: University of Buckingham Teaching institution: University of Buckingham School of Study: School of Education Parent Department: (the department responsible for the administration of the programme) School of Education Length of the programme: (please note any periods spent away from Buckingham, e.g. placements) 1 Academic Year – 10 months’ school-based course with 3 day training programme via lectures and seminars Method of study: Part-time Framework for Higher Education Qualifications (FHEQ) Level (see Guidance notes, section D – External Reference Points) 60 credits at level 7 and 60 credits at level 6 –possible exit award Relevant subject benchmark statement (SBS) (see Guidance notes, section D – External Reference Points) QAA 2008 Benchmark statements for level 6 (page 18); level 7 (page 20) QAA 2015 Subject Benchmark Statement for Education studies SEN- guidelines SENCO learning outcomes NCTL document Professional body accreditation (if applicable): NASEN Criteria for admission to the programme: Applicants are required to have QTS (qualified teacher status) or equivalent. A minimum of a second-class Bachelor's degree from a UK university or an overseas qualification of an equivalent standard. Applicants need to be a SENCO or aspiring SENCO and have a completed Head teacher approval form (signed by Head teacher or Line manager) indicating support to meet the learning outcomes of the National Award for SENCOs. Selection by participating school and teaching post in the school. Cohort(s) to which this programme specification is applicable: (e.g. from 2012 intake onwards) From 2018 intake onwards UCAS Code
PROGRAMME STRUCTURE NB – include unit value and level of modules Term Autumn Term 1 Professional Knowledge and Understanding - demonstrated through understanding the legislative context for SEND, linking evidence of application of theoretical concepts underpinning leadership and practice. 20 credits L6 20 credits L7 Written assignment December Spring & Summer Term 2 Leading and Coordinating Provision - reflecting on effectiveness of expertise and capabilities 20 credits L6 20 credits L7 Written assignment based on action research June Summer Term 3 Personal and Professional Qualities - evaluating personal positive impact on the ethos and culture of their school/setting 20 credits L6 20 credits L7 Assessment of June
sequence. The presentation is engaging and effective. a logical sequence, but some flaws exist. The presentation is adequate. The presentation is sometimes confusing. presentation is not adequate. Preparation Presentation indicates detailed preparation. Presentation indicates adequate preparation. Presentation indicates minimal preparation. Presentation indicates a lack of preparation. Presentation shows no evidence of preparation.
Activity 1.7 What Is It? Essay Rubric Elements Weight 5 Points 4 Points 3 Points 2 Points 1 – 0 Points Total Thesis Statement The thesis statement provides a succinct, accurate overview of the content of the report. The thesis statement provides an accurate overview of the content of the report. The thesis statement may not be succinct. The thesis statement does not provide a completely accurate overview of the content of the report. The thesis statement is and confusing. The thesis statement does not provide an overview of the content of the report. The thesis statement is not included in the report. Conclusion The conclusion paragraph clearly and concisely states all of the key points addressed in the report. The conclusion paragraph states the key points addressed in the report. The conclusion paragraph states most of the key points addressed in the report. The conclusion paragraph is wordy, confusing, or missing most of the key points of the report. The conclusion is not included in the report. Content The information included is accurate and completely addresses each component of the assigned topic or The information included adequately addresses each component of the assigned topic or The information included inadequately addresses the assigned topic or research question. The information The information included does not address the assigned topic or research. There is no evidence of accurate content information.
research question including About the Author. research question. included is sometimes inaccurate. Grammar Punctuation, grammar, and spelling are effectively used throughout the report. Minor errors in punctuation, grammar, usage, and spelling are evident, but they do not interfere with the readability of the report. Occasional errors in punctuation, grammar, usage, and spelling are evident and interfere with the readability of the report. errors in punctuation, grammar, usage, and/or spelling interfere with the readability of the report. The report contains significant errors in punctuation, grammar, usage, and spelling. Organization The report content has been organized using the appropriate method. The required information is easy to locate within the report. The report content has been mostly organized using a logical sequence, but some flaws exist. The required information is generally easy to locate within the report. The report content has been organized using a somewhat logical sequence. The presentation is sometimes confusing. The report content is disorganized. The required information is difficult to locate within the report. The report does not include evidence of organization.
Week 1.7 Monday September 19 Tuesday September 20 Wednesday September 21 Thursday September 22 Friday September 23 Bellringer Infinitives & Participial Phrase Practice & Discuss Vocab Triad with roots Pun Practice Irony Practice Answer Supplemental text questions Mini-Task Read BISP….Cornell Notetaking Review figurative language with 4 corners and examples on ereading worksheets (idiom, metaphor, simile, hyperbole) Introduce, discuss, & take notes on pun Infinitives & Participial Phrases Practice Analysis of Sample Informative Essay with focus on common mistakes to avoid on summative essay next week Novel Reading/Cornell Notes with skills review Discuss 3 types of irony Vocab Carousels Novel Work with skills review Analysis of Sample Informative Essay with focus on common mistakes to avoid on summative essay next week Novel Work with Skills Review Vocab Strategies Formative Skills Based Novel Summative
Word Root Discovery & write one novel related sentence with a participial and one sentence with an infinitive. Canvas HW: Supplemental Text Read with annotation I Can… I can identify and use participial and infinitive phrases to develop Recognize and interpret figurative language Use hook, transition, thesis, examples, statistics, facts, and reflection to develop effective informative essays. Summarize & annotate text for successful comprehension I can define unfamiliar words using context and word roots. This Week’s Focus Standards RL:8.4, 8.10 RI:8.1,8.2,8.4,8.10 SL:8.1 W: 8.2,8.4, 8.5,8.10 L: 8.1c Real Life WWII Writing to Communicate Speaking to communicate understanding Using strategies for comprehension Summing up situations & making reasonable inferences Unit End Literary: Create a video trailer which reflects story elements of BISP and present to peers. Writing: Create an informative essay explaining America’s choice of isolationism during WWII and the effects of that choice. Accommodations: Purposeful Seating, Peer Tutoring, Additional Time, One to One Remediation, Online Skills tutorials posted to my website,
D. Exit survey / food basket monitoring (Place details, by ration card number, on separate sheet if necessary.) Ration Card Number (verify number is on distribution list) Difference between ration size measurement and stated ration size. How did recipient learn about the time and date of this distribution? Is recipient aware of his/her rations entitlement? Is recipient aware of the donor of distributed commodities? If ration is different from last distribution, does recipient understand why? Did anyone ask recipient to pay/contribute (in cash or in kind) to receive ration? Can recipient correctly state eligibility criteria? How long did recipient wait in the queue to receive ration? Other (e.g., “Do you know how to prepare food?”) (commodity name) (commodity name) (commodity name) (commodity name)
Limits The concept of limit is the underpinning of calculus. In Section , we said that a function f is continuous at x = c if the values of f (x) approach f (c) as x approaches c. In this section, we define a limit, which makes precise what we mean by approaching. The Idea of a Limit We first introduce some notation: How should we find L, or even know whether such a number exists? We will look for trends in the values of f (x) as x gets closer to c, but x ≠ c. A graph from a calculator or computer often helps. .
When we say “f (x) is to L,” we measure closeness by the distance between f (x) and L, expressed using absolute values: When we say “as close to L as we want,” we use ε (the Greek letter epsilon) to specify how close. We write to indicate that we want the distance between f (x) and L to be less than ε. In Example we used ε = 0.01. Similarly, we interpret “x is sufficiently close to c” as specifying a distance between x and c:
If the left- and right-hand limits were equal, that is, if L1 = L2, then it can be proved that exists and . Since L1 ≠ L2 in Figure , we see that does not exist in this case. When Limits Do Not Exist Whenever there is no number L such that , we say does not exist. Here are three examples in which limits fail to exist.
Limits at Infinity Sometimes we want to know what happens to f (x) as x gets large, that is, the end behavior of f . The symbol ∞ does not represent a number. Writing x → ∞ means that we consider arbitrarily large values of x. If the limit of f (x) as x → ∞ or x → -∞ is L, we say that the graph of f has y = L as a horizontal asymptote. Problem asks for a formal definition of limx→∞ f (x).
Assuming the continuity of sin x and ex, Theorem us, for example, that sin (ex) and esin x are both continuous. Although we now have a formal definition of continuity, some properties of continuous functions, such as the Intermediate Value Theorem, can be difficult to prove. For a further treatment of limits and continuity, see . Exercises and Problems for Section
NB. If Schools wish to bring a whole year group please contact Fr Neil Peoples and we will see if we can arrange a full day’s activities, including a workshop on Mass. Available dates: (Maximum of two tours a day) January – 7th, 14th, 21st, 28th February – 4th, 11th, 18th, 25th March – 10th, 17th, 31st April – 7th, 14th, 21st, 28th May – 12th, 19th, 26th June – 2nd, 9th, 16th, 23rd, 30th July – 7th, 14th, 21st August – 4th, 11th, 18th, 25th September – 1st, 8th, 15th 22nd, 29th October – 6th, 13th, 20th, 27th November – 3rd, 10th Saturday tours are also available during the Year of Mercy by appointment only (Some Saturdays will not be available due to Weddings etc) The next page gives more background to the Heritage Centre and the Venerable Mary Potter. MARY POTTER WELCOME COME AND EXPERIENCE ……… …..a tour at the Heritage Centre which takes you on a journey and immerses you in the history, Charism, Spirituality and Mission of Venerable Mary Potter and the Little Company of Mary; from its humble beginnings in Hyson Green, Nottingham to its foundations throughout the world. You will be guided on your reflective journey with the aid of technology, e.g. interactives, audio-visuals, touchscreens and a display of artefacts. The Little Company of Mary Heritage Centre at 32 Regent Street, Nottingham, NG1 5BT was opened and blessed by Rt. Rev Malcolm McMahon OP on 10th February 2010. Who was Venerable Mary Potter? Mary Potter, a young English woman, came to Nottingham in 1877 and was called to dedicate her life to God and his people. With the blessing of Bishop Edward Bagshawe, she was invited to look for a small property in Hyson Green where he hoped to establish a mission.
Is liquor served (given away) at this event, not SOLD in anyway? Yes No Is liquor to be sold at this event? Yes No If yes, does the entity selling the alcohol have a state issued permit/license? Yes No If yes, is there a liquor liability policy in-force? Yes No If yes, is the applicant named as an additional insured? Yes No Is the applicant providing any overnight accommodation such as camping? Yes No If yes, please describe: Who is responsible for providing security? Has the event ever been held in the past by the applicant? Yes No If yes, for how many years? If yes, please describe any losses or claims in the last three years: Has your insurance ever been cancelled? Yes No Has your insurance ever refused to renew? Yes No Standard Limits of Liability $3,000,000 General Aggregate $1,000,000 Products Aggregate $1,000,000 Each Occurrence $1,000,000 Personal/Adv Injury $100,000 Fire Damage $ usually excluded Medical Payments If higher limits of liability or additional coverages are required, please indicate: Applicant Signature: Printed Applicant Name: Date: Broker Information (if applicable) Agency Name: Representative: Email: Phone Number: PLEASE FAX OR EMAIL THE COMPLETED FORM WITH A COPY OF YOUR POLICY TO: email: events@eventinsurancenow.com | fax: 503.977.5848
PRINCIPAL SELECTION STEP TOOLS AVAILABLE AND DESCRIPTION OF PURPOSE/USE Candidate Interviews Instructional Superintendent sits down with hiring committee to develop questions for the interview; IS provides samples from the framework-based question bank and together they decide what to include in the interview process IS, SPSAC appointed hiring committee Question Banks, Rubric Form and Description of Key Indicators For this step, Instructional Superintendents and SPSAC’s have available a question bank with detailed interview questions for each type of evidence described in the Framework for Effective School Leadership evidence guide as well as a rubric form to collect evidence related to the key indicators and a document with detailed descriptions of each indicator rating from the evidence guide itself. The key indicators from the Framework for inclusion in the principal selection process are: CEL-3 Equity Pedagogy I-3 High Quality Instruction IL-1 Drives instructional decisions w/student achievement data HRL 2: Applies teacher and staff performance management systems in a way that ensures a culture of continuous improvement, support and accountability SL-1 Leads school's vision, mission, and strategic goals to support college readiness for all students ML-3/EDL-1 Systematically communicates w/all stakeholders; Leads faculty and community involvement and outreach In addition to questions based on these indicators, there are a few additional ones based on important levers indicated by principal selection best practices research. on their priorities and the key indicators described in the accompanying documents, the hiring committee will select questions to be used during the selection process for principal candidates. Selection Recommendation Interviews are conducted; Instructional Superintendent, with committee recommendation, selects top 2-3 candidates IS, SPSAC appointed hiring committee, candidates Selection Conversation Guide This tool provides a framework to support Instructional Superintendent-led discussion with hiring committee to determine recommendations for the top 2-3 principal candidates during the school hiring committee debrief discussion. PRINCIPAL SELECTION STEP TOOLS AVAILABLE AND DESCRIPTION OF PURPOSE/USE
narrow the distance between moral ideals and real life through beliefs, practice, stories, rituals, festivals, etc. In the modern world featured with intense globalization, societies become more and more pluralist. Even members in the same society can have different religious beliefs and may hold different moral standards. To deal with the ethical issues across different religions, secular society (Note 1) cannot rely on a single religious authority or tradition as the morality basis but has to employ rational discussions as its guide as far as possible. Therefore, the relationship between morality and religion is no longer as straightforward as in the past. Although individual religions maintain their own moral requirements, secular society can handle common ethical issues through the discussions in a civil society. On different ethical issues, religious and secular societies sometimes stand on the same front but sometimes in opposition. At times, the religious community holds the universal ethical principles and points out the problem of moral issues in society. Sometimes the situation is just the opposite. Secular society promotes universal values such as fairness, equality and human rights. Religion, however, holds on to its tradition and opposes the rapid evolution of morality in society. We can sum up the relationship between morality and religion as not related, contradictory and mutually supplemented. The first two will be discussed in the following. Not related Religions develop and inherit many ethical rules based on their own world views. Some religious people think that religion itself has a higher moral standard than the secular society, and that conversion to religion becomes the basis for following these moral values. Therefore, religion should emphasize its own morality, ignore secular morality, and should even prevent itself from being influenced by secular morality. On the other hand, some people stand in a non-religious position, insisting that secular morality does not require religious blessing. People can think, judge and devote themselves to their own ideals. They can also give meanings to their own life, including leading a moral life. While religion can encourage people to be good, religious morality are not recognized by
Incapacity Benefit Universal Credit Benefits claim status – Other benefits Statutory Sick Pay PIP (DLA) Severe Disablement Allowance Working Tax Credit Tax Credit Housing Benefit Council Tax Support Carers Allowance Job Sectors Manufacturing Electricity, gas and water supply Construction Wholesale and retail Hotels and restaurants Transport and communication Financial services Other business services Public administration Education Health and social work Other community services Job Type Definitions Major employment group General nature of qualifications, training and experience for occupations in the major group Managers, directors and senior officials A significant amount of knowledge and experience of the production processes and service requirements associated with the efficient functioning of organisations and businesses. Professional occupations A degree or equivalent qualification, with some occupations requiring postgraduate qualifications and/or a formal period of training. Associate professional and technical occupations An associated high-level vocational qualification, often involving a substantial period of full-time training or further study. Some additional task-related training is usually provided through a formal period of induction. related
add(ta); } public void actionPerformed(ActionEvent e) { if(e.getSource()==open){ openFile(); } } void openFile(){ JFileChooser fc=new JFileChooser(); int i=fc.showOpenDialog(this); if(i==JFileChooser.APPROVE_OPTION){ File f=fc.getSelectedFile(); String filepath=f.getPath(); displayContent(filepath); } } void displayContent(String fpath){ try{ BufferedReader br=new BufferedReader(new String s1="",s2=""; while((s1=br.readLine())!=null){ s2+=s1+"\n"; } ta.setText(s2); br.close(); }catch (Exception e) {e.printStackTrace(); } } public static void main(String[] args) { OpenMenu om=new OpenMenu(); om.setSize(800,800); om.setLayout(null); om.setVisible(true); om.setDefaultCloseOperation(EXIT_ON_CLOSE);
b) Describe solicitation through the use of advertising. (Include for using posters, flyers, announcements, newspaper, radio, television or internet ads, face to face interactions, direct mail or phone contact, subject pools, etc.) c) Planned Subject Identification Methods: Direct advertising Chart/database review Living conditions (e.g., nursing home residents) Class participants From PI's own practice/clinic Circumstance (e.g., homelessness) Referrals Organization mailing (please specify): d) Planned Recruitment Materials/Methods: Flyers/posters Phone Scripts Letters to providers/schools/organizations Television ads Newspaper ads Letters to prospective subjects Radio ads Oral Scripts PowerPoint presentations Other (please specify): *(All advertising must be submitted for review in its final printed/recorded form) e) Will the PI use a centrally coordinated advertisement program? Yes No f) Will a central 800# facility be used for recruitment? Yes No If yes, identify the calling company: Note: Attach copies of ALL recruitment materials in the attachment Section Page 9 9. Risks (Input N/A if not applicable) a) PI's evaluation of the overall level of Risk. (Please check one: minimal or > minimal.)
The rules Morphology / diagnosis ICD-O-3 Morphology Notes F Adenoid squamous cell carcinoma in situ 8075/2 list: M8075/3 (not /2) G Poorly differentiated B-cell nodular lymphocytic lymphoma (incl. 6 digit morphology code) 9690/36 nodular lymphocytic lymphoma: 9690/3 (6th digit) poorly differentiated: grade 3 (6th digit) B-cell origin: code 6(<- use this 6th digit code) H (1) Nephroblastoma, NOS (Code primary site. But the primary site is not stated in the diagnosis) (Code primary site) C64.9 M8960/3 Nephroblastoma, NOS (C64.9) C64.9 Kideney, NOS H (2) Amelanotic melanoma of forearm (Code primary site) C44.6 Index lists 8730/3 Amelanotic melanoma (C44._) Refer to C44 in numeric list for subsite code for forearm C44.6 (Skin of forearm) H (3) Malignant pheochromocytoma (Code primary site) C74.1 Index lists 8700/3 Pheochromocytoma, malignant (C74.1) C74.1 (Medulla of adrenal gland) J Chondroosteosarcoma M9180/3 -> Osteo-chondro-sarcoma (M9180/3) K (1) Adenoid cystic spindle cell carcinoma M8200/3 No combination code spindle cell carcinoma 8032/3 Adenoid cystic carcinoma 8200/3 higher number 8200/3 K (2) Mixed mesothelioma and neuroendocrine carcinoma M9050/3 Mesothelioma 9050/3 Neuroendocrine carcinoma 8246/3 Higher number 9050/3 Coding Exercise II (Basic)
1-4 Practice The Distributive Property Use the Distributive Property to rewrite each expression. Then evaluate. 1. 9(7 + 8) 2. 7(6 – 4) 3. (4 + 6)11 4. 9 • 499 5. 7 • 110 6. 16 Use the Distributive property to rewrite each expression. Then simplify. 7. (9 – p)3 8. (5y – 3)7 9. 15 10. 16(3b – 0.25) 11. m(n + 4) 12. (c – 4)d Simplify each expression. If not possible, write simplified. 13. w + 14w – 6w 14. 3(5 + 6h) 15. 12 + 9 16. 25 – 17 17. 3 + 6a + 2 18. 4(6p + 2q – 2p) Write an algebraic expression for each verbal expression. Then simplify, indicating the properties used. 19. 4 times the difference of f squared and g, increased by the sum of f squared and 2g 20. 3 times the sum of x and y squared plus 5 times the difference of 2x and y 21. DINING OUT The Ross family recently dined at an Italian restaurant. Each of the four family members ordered a pasta dish that cost $11.50, a drink that cost $1.50, and dessert that cost $2.75. a. Write an expression that could be used to calculate the cost of the Ross’ dinner before adding tax and a tip. b. What was the cost of dining out for the Ross family?
(six items), energy (four items), and positive wellbeing (six items). DWBQ items are responded to on a four point Likert scale. Only the depression and anxiety subscales were used. These subscales were adapted from Zung’s self-rating depression () and anxiety () scales specifically for use among the diabetes population. The DWBQ depression and anxiety subscales demonstrate high concurrent validity with the Hospital Anxiety and Depression scale (). Higher DWBQ scores indicate higher depressive and anxious symptoms. Diabetes Illness Cognitions Illness cognitions were measured using the revised Illness Perception Questionnaire (IPQ-R) () and the Beliefs about Medicines Questionnaire-specific (BMQ-specific) (). The IPQ-R assesses the following illness cognition domains (subjective beliefs; 70 items): identity (symptoms attributed to diabetes), timeline acute/chronic (diabetes duration), timeline cyclical (predictability of diabetes), cause (cause of diabetes), consequences (impact of diabetes), personal control (availability of individual resources for managing diabetes), treatment control (efficacy of treatments for managing diabetes), illness coherence (degree of diabetes understanding), and emotional representations (negative emotions experienced because of diabetes). All IPQ-R items use a five point Likert scale excluding identity, which has a binary yes/no response based on whether symptoms are experienced and attributed to diabetes. All yes responses receive a score of one and are summed. High scores on each subscale indicate stronger endorsements of the construct measured. The BMQ-specific () has two subscales: medication concerns (perceived negative effects of taking medications; 5 items) and medication necessity (perceived need for taking medication to manage diabetes; 5 items). Both subscales contain five point Likert response items; higher scores indicate a stronger degree of belief in the construct.
Table 3: Follow-up scores on self-report measures of depression, anxiety, diabetes cognitions, and diabetes self-care Variables Mean Standard Deviation Cronbach’s alpha Well-being questionnaire Depression 4.7 3.6 0.84 Anxiety 5.4 4.2 0.83 Illness Perception Identity 3.8 3.2 0.77 Timeline acute/chronic 4.2 0.7 0.73 Timeline cyclical 2.9 1.0 0.82 Consequences 3.3 0.8 0.80 Personal control 4.0 0.7 0.77 Treatment control 3.6 0.6 0.53 Illness coherence 3.6 0.9 0.90 Emotional representations 2.7 1.0 0.88 Beliefs about Medicines Questionnaire Medication necessity 4.1 0.8 0.89 Medication concerns 2.8 1.0 0.80 Summary of diabetes self-care activity scale General diet 5.0 2.1 0.92 Specific diet (fruit & veg) 4.7 2.3 Single item NA Specific diet (saturated fat) 4.5 2.0 Single item NA Exercise 2.3 2.3 0.79 of blood glucose 4.6 2.7 0.90 Foot care 3.7 2.6 0.65 Medication adherence 6.8 0.9 Single item NA Global diabetes 3.9 1.3 0.62
Cochran, W.G. (1977), Sampling techniques. New York: Wiley. Ferrante, A. & J. Boyd (2012), “A Transparent and Transportable Methodology for Evaluating Data Linkage Software”, Journal of Biomedical Informatics, 45, pp. 165-172. Haldane, J.B.S. (1945), “On a Method of Estimating Frequencies”, Biometrika, 33, pp. 222-225. Haziza, D., G. Chauvet, and J.C. Deville (2010), “A Note on Sampling and Estimation in the Presence of Cut-off Sampling”, Australian and New Zealand Journal of Statistics, 52, pp. 303-319. Herzog, T. N., F. J..Scheuren, and W. E. Winkler (2007), Data quality and record linkage techniques. New York: Springer Science & Business Media. Hopper, N.A. (2011), “Predicting patterns of household non-response in the 2011 Census”, Survey Methodology Bulletin, 69, pp. 9-22. Kim, S., and J.A. Nachlas (1984), “Estimation in Bernoulli Trials Under a Generalized Sampling Plan”, Technometrics, 26, pp. 379-387. Randall, S.M., A.M. Ferrante, J.H. Boyd, and J.B. Semmens (2013), “The Effect of Data Cleaning on Record Linkage Quality”, BMC Medical Informatics and Decision Making, 13:64, pp. 1-10. Smith, P. (2013), “Sampling and Estimation for Business Surveys”, in G. Snijkers et al. Designing and conducting business surveys. Hoboken, New Jersey: Wiley, pp. 165-218. Vatsalan, D., P. Christen, C. O'Keefe, and V.S. Verykios (2014), “An Evaluation Framework for Privacy-Preserving Record Linkage”, Journal of Privacy and Confidentiality, 6, pp. 35-75. Winkler, W. E. (2004), “Approximate string comparator search strategies for very large administrative lists”, Proceedings of the Section on Survey Research Methods, 2004, pp. 4595-4602.
Action Lead Outcomes Measure of Success/ Timeline Report on L+TS consultation + Q+EP Evidence of student engagement January 2018. Discussion at UCLT Away Day, January 2018 Student views presented School Officers to discuss draft new L+T Strategy as a key topic in semester 2 HWUSU + Q+EP Report, containing wide range of Student Views March-May 2018 Student taken on board
MD Task 4b Domain Measurement and Data Cluster Represent and interpret data Standard(s) 1.MD.4 Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Materials BLM of animals cut into cards Task Cut out the animal cards and mix them up. Show the student the animal cards. Say: How could you organize the cards into groups? After the student responds, say: Put the cards into groups. Once the cards are sorted, ask the student: Compare your groups. What do you notice about each of your groups? Prompt if needed: Is there anything that is the same about your categories? Different? Then ask: How many more cats are there than dogs? How many more dogs would you need to have the same amount as birds? Continuum of Understanding Developing Understanding Identifies a way to organize the cards, but inconsistently sorts as indicated. Changes the category(ies) during the organization process. Sorts the cards but does not compare the groups, even after prompting. Solves one or more “how many more” questions incorrectly. and classifies cards into categories. Identifies “most” Identifies “least”. Correctly solves “how many more” questions. Complete Understanding Identifies a way to organizes the cards and sorts them correctly and as indicated. Compares the groups accurately, identifying such features as most, least, same. Solves all “how many more” questions correctly. Standards for Mathematical Practice 1. Makes sense and perseveres in solving problems. 2. Reasons abstractly and quantitatively. 3. Constructs viable arguments and critiques the reasoning of others. 4. Models with mathematics. 5. Uses appropriate tools strategically. 6. Attends to precision. 7. Looks for and makes use of structure. 8. Looks for and expresses regularity in repeated reasoning.
Medway Breastfeeding Network Drop-ins (2016) Most sessions will have their last sessions on week starting Monday 19th December Monday 19th December Tuesday 20th December Wednesday 21st December Thursday 22nd December Friday 23rd December Medway Breastfeeding Clinic 9am – 12 noon Wayfield Children’s Centre, Wayfield Rd, ME5 0HH. 07772 769939 No need to book, but please come before 11.15am to guarantee you will be seen. Temple Mill breastfeeding lounge 11.30 – 12.30pm Temple Mill Children’s Centre, Strood, ME23NL Children’s centre:01634 338205 Twydall breastfeeding support 9.30-11am drop-in/1:2:1 bookable appointments Hand in Hand Children’s centre ME86JS Children’s centre: 365985 Parkwood ‘Boobiful Babies’ Breastfeeding group 10-11.30AM Runs alongside healthy child clinic. Parkwood Green, Rainham ME89PN Parkwood Health Centre:01634 371535 Deanwood breastfeeding support 9-11.30am 1:2:1 bookable appointments Deanwood Children’s Centre Long Catlis Road, Parkwood, ME89TX Children’s centre : 01634 231901 Delce Breastfeeding 9.30 – 11.30am 1:2:1 appointments available at clinic Delce Children’s Centre Fleet Rd ME12QA Childrens centre: 01634 844127 Lordswood breastfeeding support 9.30-11.30am Lordswood Children Centre, Lordswood Lane, Lordswood. ME58NN Children Centre:0300 0658250 Woodlands Breastfeeding Support 8.30am-4.30pm every day Monday-Friday This is the las day, until 4th Jan 2017 Woodlands Children’s Centre, Woodlands Road, Gillingham ME72DU Children’s Centre : 0300 0658212 National Breastfeeding Helpline 0300 100 0212 La Leche League Helpline 0845 120 2918 NCT Helpline 0300 330 0771 St Margaret’s of Troy Town Breastfeeding support 10am-12noon 1:2:1 appointments available St Margret’s of Troy Town Children’s Center, Kings Street, Rochester. ME11YF 01634 843843
Classes of Hydrocarbons: Alkanes: A hydrocarbon where all carbon atoms are connected by single bonds General formula is CnH2n+2 where n=1,2,3… Structure can be shown in three ways full structure condensed structure CH3CH2CH2CH3 molecular structure C4H10 Naming Alkanes: the base name is determined by the number of carbons in the longest chain Number of carbons Structure Name Structure 1 CH4 Methane CH4 2 C2H6 Ethane CH3CH3 3 C3H8 Propane CH3CH2CH3\ 4 C4H10 Butane CH3CH2CH2CH3 5 C5H12 Pentane CH3CH2CH2CH2CH3 6 C6H14 Hexane CH3CH2CH2CH2CH2CH3 7 C7H16 Heptane CH3CH2CH2CH2CH2CH2CH3 8 Octane CH3CH2CH2 CH2CH2CH2CH2CH3 9 C9H20 Nonane CH3CH2CH2 CH2CH2CH2CH2CH2CH3 10 C10H22 Decane CH3CH2CH2 CH2CH2CH2CH2CH2CH2CH3 side chains, called alkyl groups can be added to the main alkane chain. An alkane with side chains is called a substituted hydrocarbon or a branched hydrocarbon alkyl groups are also named according to the number of carbons Number of carbons Structure Alkyl group 1 CH3 – Methyl 2 CH3 – CH2 – Ethyl 3 CH3 – CH2 – CH2 – Propyl 4 CH3 – CH2 – CH2 – CH2 – Butyl Step 1: Select the longest continuous chain of carbon atoms (parent chain). This is the basic alkane and will take the alkane name for this number of carbon atoms. This is the last name of this hydrocarbon. Eg.1 C-C-C-C-C-C Eg.2 C-C C- C Eg.3 C- C-C-C C-C-C l l l l l C-C-C C-C—C- C C-C-C-C—C- C l l l C-C C-C C-C Heptane hexane nonane
The clown had 70 balloons. He gave away 30 balloons. How many balloons does the clown have now? Show your thinking with pictures, words, or numbers. __________________ balloons
NBT Task 5b Domain Number and Operations in Base Ten Cluster Use place value understanding and properties of operations to add and subtract. Standard(s) 1.NBT.6 Subtract multiples of 10 (from 10-90) from multiples of 10 (from 10-90), using concrete models or drawings, and strategies based on place value, properties of operations, and/or relationship between addition and subtraction; explain the reasoning used. Materials SF, or counters, ten frames, pencil Task Provide materials to the student. Read the problem to the student: were 40 cherries in the jar. The teacher ate 20. How many cherries are now in the jar? Show your thinking with pictures, words, or numbers. Continuum of Understanding Developing Understanding Solves the problem incorrectly. Solves the problem correctly, but relies on counting all or counting on. Solves the problem correctly, but does not show strategies with pictures, numbers, or words. Strategy(ies) Used: Counting All Counting On Makes Tens Basic Facts Creates easier or known sums Doubles Doubles +/- 1, 2 Other: Complete Understanding Clearly explains the correct answer, showing use of strategies other than counting on or counting by ones. Standards for Mathematical Practice 1. Makes sense and perseveres in solving problems. 2. Reasons abstractly and quantitatively. 3. Constructs viable arguments and critiques the reasoning of others. 4. Models with mathematics. 5. Uses appropriate strategically. 6. Attends to precision. 7. for and makes use of structure. 8. Looks for and expresses regularity in repeated reasoning.
Advanced Certificate Supervision in Childcare – level 6 Protection – Children First- Tusla Paediatric Aid Garda Vetting- Yes Siobhán Ní Mhurchú – Early Years Practicioner Advanced Certificate Supervision in Childcare – level 6 Child Protection- Children First- Tusla Paediatric First Aid Garda Vetting- Yes Margaret Ní Chondún – Early Years Practicioner Currently Studying -Advanced Certificate Supervision in Childcare – level 6 Early Childhood Care and Education level 5 Protection-Children First - Tusla Occupational First Aid Garda Vetting- Yes Katie Uí Síthigh – Early Years Practicioner Currently Studying -Advanced Certificate Supervision in Childcare – 6 NCVA in Childcare – 5 Occupational First Aid Garda Vetting- Yes Charlene Uí Mhaoilbheanna – Early Years Practicioner Currently Studying -Advanced Certificate Supervision in Childcare – 6 Child Protection-Children First - Tusla Occupational First Aid Garda Vetting- Yes Sinéad Ní Dhufaigh Currently Studying -Advanced Certificate Supervision in Childcare – level 6 Garda Vetting- Yes Niall Teather – Fit Kids PE instructor Garda Vetting- Yes Caoilbhfiona Ní Mhuirí – Relief Staff Advanced Certificate Supervision in Childcare – level 6 Early Childhood Care and Education – QQI-Level 5
How Do I Love Thee? (Sonnet 43) By Elizabeth Barrett Browning How do I love thee? Let me count the ways. I love thee to the depth and breadth and height My soul can reach, when feeling out of sight For the ends of being and ideal grace. I love thee to the level of every day’s Most need, by sun and candle-light. I love thee freely, as men strive for right. I love thee purely, as they turn from praise. I love thee with the passion put to use In my old griefs, and with my childhood’s faith. I love thee with a love I seemed to lose With my lost saints. I love thee with the breath, Smiles, tears, of all my life; and, if God choose, I shall but love thee better after death. Sonnet 30 (Fire And Ice) My love is like to ice, and I to fire: how comes it then that this her cold so great is not dissolv'd through my so hot desire, but harder grows, the more I her entreat? Or how comes it that my exceeding heat is not delayed by her heart frozen cold, but that I burn much more in boiling sweat, and feel my flames augmented manifold? What more miraculous thing may be told that fire, which all thing melts, should harden ice: and ice which is congealed with senseless cold, should kindle fire by wonderful device? Such is the pow'r of love in gentle mind that it can alter all the course of kind.
Fire and Ice by Robert Frost Some say the will end in fire, Some say in ice. From what I've tasted of desire I hold with those who favor fire. But if it had to perish twice, I think I know enough of hate To say that for destruction ice Is also great And would suffice. Sonnet 130 By William Shakespeare My mistress' eyes are nothing like the sun; Coral is far more red than her lips' red; If snow be white, why then her breasts are dun; If hairs be wires, black wires grow on her head; I have seen roses damasked, red and white, But no such roses see I in her cheeks; And in some pérfumes is there more delight Than in the breath that from my mistress reeks. I love to hear her speak, yet well I know That music hath a far more pleasing sound. I grant I never saw a goddess go; My mistress, when she walks, treads on the ground. And yet, by heaven, I think my love as rare As any she belied with false compare.