zilongwang/ReadingBank huggingface dataset:
[Name] [Street address] [City, state zip code] [Date] Dear [Mr./Ms./Dr.] [name]: Thank you so much for participating in Chemists Celebrate Earth Day (CCED) outreach! It was a very busy and productive time with events at [list venues]. Our efforts here in [location/region] reached more than [number] young people [or other audience type] with positive messages about chemistry and the environment! Thanks also to each one of you from other organizations who teamed up with us, as well as our dedicated ACS members (new and returning) for volunteering to join us in our CCED efforts. [Insert something relevant to what the particular volunteer did for you, or something related to the event; if you received any thank you notes from those with whom you interacted, a quote could be included as well] CCED [Year] was a fun and joyful celebration of the chemistry in i.e. the atmosphere, water, recycling, soil and plants]! Please visit [local section website URL] to view some of our favorite pictures from the various events. Thanks again for your support! Sincerely, [name] Chemists Celebrate Earth Day Coordinator
Clear Springs High Karen Haddad & George Ivanell What's in the Bayou $5,000 BP Texas City Chemicals and PBK Architects Creekside Intermediate Alberto Courtroom on Wheels $3,000 Chemical Process and Production Falcon Pass Elementary Kristie Graves nolij to knowledge $2,884 Primrose of Clear Lake Landolt Elementary Mangum Precept Project – Producing Great Writers Through 180 Days of Character Building $2,608 VLK Architects League City Elementary Nicole Transou Mustang Makerspace $3,000 Gulf Coast Educators Federal Credit Union League City Intermediate Scarlett Walker $3,800 League City Intermediate PTA League City Intermediate Madeline Boehning Personalization and Pop Culture Improve Writing $5,000 League City Intermediate PTA Ross Elementary Brandy Magdos Creative Learning Frame by Frame $2,706 Bartlett Cocke General Contractors Ross Elementary Catherine Wampler Developing Character through Literacy $3,405 Durotech Ross Elementary Angela Deschner Building Background with Vivid Vocabulary $1,100 Norman Frede Chevrolet Sandra Mossman Elementary Christine Hawthorne Knight to Knight - A Science Festival $947 Dr. Sandra and Gary Mossman Victory Lakes Intermediate Katrina Zannier Victory Lakes Destination Exploration - Explore, Learn, Create and Innovate! $2,750 MaximGroup
• • Disorientation Drunken Behavior Without Odor of Alcohol Benzodiazepines Low Low Glutethimide High Moderate Other Depressants Moderate Moderate Stimulants Cocaine Possible High Increases Alertness Euphoria Increased Pulse Rate & Blood Pressure Excitation Insomnia Loss of Appetite Amphetamine/ Methamphetamine Possible High Methylphenidate Possible High Other Stimulants Possible High Cannabis Marijuana Unknown Moderate • Euphoria Tetrahyrocannabinol Unknown Moderate • Relaxed Inhibitions Hashish & Hashish Oil Unknown Moderate Increased Appetite Disorientation Hallucinogens LSD None Unknown Mescaline & Peyote None Unknown Amphetamine Variants Unknown Unknown • Illusions & Hallucinations Phencyclidine & Analogs Unknown High • Altered Perception of Time & Distance Other Hallucinogens None Unknown Anabolic Steroids Testosterone (Cypionate, Enanthate) Unknown Unknown Virilization Acne Nandrolone (Decanoate, Phenproprionate) Unknown Unknown Testicular Atrophy Gynecomastia Aggressive Behavior Oxymetholone Unknown Unknown • Edema ADDENDUMS
Addendum Local Counseling, Treatment, and Rehabilitation Programs Student Referral Information Brownsville Agency Agency Address Agency Phone Services Offered Cameron County Housing Authority 65 Castrellano Circle Brownsville, TX (956) 541- 4983 Low Income Housing, Section 8 Housing, Currently 6-8 waiting list Housing Authority City of Brownsville 2606 Boca Chica Blvd. Brownsville, TX 78521 (956) 541- 8315 Assisted Housing: Public Housing, Section 8 Housing, Currently not accepting applications Ozanam Center, Inc. 656 N. Minnesota Brownsville, TX 78521 (956) 8316331 (956) 5898084 Provide temporary shelter for 30 days, 3 hot meals daily, shower, and clothing for homeless Loaves and Fishes of the Rio Grande Valley, Inc. 514 S E Street Harlingen, TX 78550 (956) 423- 1014 Provide overnight shelter to men and available 24 hours a day Catholic Charities of the Rio Grande Valley 955 W. Price Road Brownsville, TX 78520 (956) 541- 0220 Provides medical transportation, prescription assistance, fire loss, food, clothing when available, clinical counseling disaster response, homeless prevention, catholic charities pregnancy center, military family relief, housing projects Friendship of Women, Inc. 95 E. Road Brownsville, TX 78521 (956) 544- 7412 Provides an emergency shelter to victims of domestic violence or sexual assault. Good Neighbor Settlement Inc. 1254 E. Tyler St. Brownsville, TX 78520 (956) 542- 2368 Provides emergency aid to families with food and a change of clothing for homeless and those who need assistance because of fire, illness or lack of income, AA meetings Texas Department of State Health Services (800) 9423678, option 2 Administers the special supplemental nutrition program for infants and children.
Glossary additionality A requirement that a project or activity produces emissions reductions that are additional to any that would have occurred in the absence of the project or activity. agriculture emissions Emissions resulting from livestock digestive processes (enteric fermentation), manure management, nitrous oxide emissions from cropping and pastureland soils, prescribed burning of savannas and burning of agricultural residues. Australian Carbon Unit An emissions unit established by the Clean Energy Act, issued for the purposes of the carbon pricing mechanism. The total number of units issued each year does not exceed the cap.
international and levels. fugitive emissions Greenhouse emitted during the extraction, production, processing, storage, transmission and distribution of fossil fuels such as coal, oil and gas. greenhouse gas Any gas (natural or produced by human activities) that absorbs infrared radiation in the atmosphere. Key greenhouse gases include carbon dioxide, water vapour, nitrous oxide, methane and ozone. industrial process emissions Emissions from industrial processes including metal production, synthetic greenhouse gases, chemical processes, mineral production and other processes. Excludes emissions from combustion for energy purposes.
Technical Assistance Application Review The technical assistance application requested that the Cadmus team review solar PV, solar thermal, energy storage, and islanding mechanisms. Beverly Cache had no existing clean energy generation on site. Confirmation of Sites and Technologies for Technical Assistance The Beverly site comprises a series of buildings; some are modular structures. We held a phone call with MAPC and the Beverly Cache site staff to determine which buildings were appropriate for solar PV. We also discovered during the call that no thermal load existed on the site and that wetlands were present in the area surrounding the buildings. Request for Information Our request for information included questions to determine the site’s electric feed capabilities and general energy usage. We also asked if MAPC and the Beverly Cache site staff would be interested in ground-mounted or parking canopy solar at the site. Conference Call with Awardee We held a follow-up call with MAPC and Beverly Cache site staff to discuss the proposed approach. All parties agreed to pursue ground-mounted and parking canopy solar PV in non-wetland areas of the site. Additionally, MAPC and Beverly Cache site staff requested that we evaluate autonomous power for a 7-day, rather than 3-day, outage. Modeling and Project Plan We conducted a desktop PV analysis to determine conservative solar PV potential based on available space. Using these estimates, we applied HOMER modeling to determine the appropriate battery storage sizing for a 7-day power outage. We prepared the project plan and sent it to MAPC and the Beverly Cache site staff. Follow-Up on Project Plan We held a brief follow-up call with MAPC to review the contents of the report.
11.1 Safeguard children If they work in Social Care: Explain what they must do if they suspect a child, young person (met in any circumstances) is being abused or neglected. You will record your assessment decision on the documentation used in your workplace I am satisfied with the evidence of learning that it meets all the required standards. Assessor’s Name: Assessor’s Position: Signature: Date: Learner’s Signature: Date:
Standard 14 Outcome To meet this standard Assessment Evidence Provided Date signed off Handle information 14.1a Describe the agreed ways of working and legislation regarding the recording, storing and sharing of information Assessed by any of the following methods: - 1:1 discussion - Group work - Written 14.1b Explain why it is important to have secure systems for recording, storage and sharing information Assessed by any of the following methods: - 1:1 discussion - work - Written 14.1c Demonstrate how to keep records that are up to date, complete, accurate and legible The assessment must be observed in the workplace as part of the normal work duties 14.1d Explain how, and to whom, to report if they become that agreed ways of working have not been followed Assessed by any of the following methods: - 1:1 discussion - Group work - Written I am satisfied of the evidence of learning meets the required standard
2.1 Agree a personal development plan 2.1a List sources of support for their own learning and development Assessed by any of the following methods: - 1:1 discussion - Group work - Written 2.1b Describe the process for agreeing a personal development plan and who should be involved Assessed by any of the following methods: - 1:1 discussion - Group work - Written 2.1c Explain why feedback from others is important in helping to develop and improve the way they work Assessed by any of the following methods: - 1:1 discussion - Group work - Written 2.1d Contribute to drawing up their own personal development plan The assessment must be observed in the workplace as part of the normal work duties 2.1e Agree a personal development plan The assessment must be observed in the workplace as part of the normal work duties 2.2 I will develop my knowledge, skills and understanding 2.2a Describe the functional of literacy, numeracy and communication skills necessary to carry out their role Assessed by any of the following methods: - 1:1 discussion - Group work - Written 2.2b Explain how to check their current level of literacy, numeracy and communication skills Assessed by any of the following methods: - 1:1 discussion - Group work - Written 2.2c Describe how a learning activity has improved their own knowledge, skills and understanding Assessed by any of the following methods: - 1:1 discussion - Group work - Written 2.2d Describe how reflecting on a situation has improved their own knowledge, skills and understanding Assessed by any of the following methods: - 1:1 discussion - Group work - Written
Act 1984 and staff must not at any time use the personal data held by the academy or disclose such data to a third person. Benefits of Employment: Salary: A competitive package depending on experience and qualifications upon appointment plus up to 50 days MoD pay. Annual Entitlement: the post holder will be required to take Annual Leave during closure periods. There is no provision for leave, with or without pay, for holidays during term time. Benefits: You are automatically enrolled in the Local Government Pension Scheme (includes life assurance cover) If you do not wish to be a member of the scheme you can opt out. Opt out forms are available from the Local Government Pensions Service. PERSON SPECIFICATION ATTRIBUTES ESSENTIAL The applicant must hold or have the ability to obtain these qualifications quickly DESIRABLE This information could be used to differentiate applicants Qualifications SML or JSMEL Full, UK driving licence, with the ability to drive minibuses (category D1) or willingness to undertake training to fulfil the requirement Willingness to convert JSMEL/ to SML SP/RLT climbing Qualifications HAZMAT qualifications First Aid at Work qualified Outdoors activity qualifications (RYA /BCU etc.) SA07(M) or Equivalent KGVI Course at CTC SA(90)B Range Qualification SAA - Train and Weapon Test Cadets Skills & Knowledge Be computer literate – word, email, excel Have good administration skills – ability to control accounts, book transport and courses Have an awareness of Health and Safety Knowledge of the Cadet forces ethos and a desire to support, encourage and develop cadets Ability to prioritise Ability to work on own initiative or under pressure Good communication skills both written and oral Be familiar with and ability to use the Westminster MOD Database Ability to run the D of E Award Scheme Have good contacts with the services CQMS qualification or store ACCT experience desired. Have an awareness of Health and Safety in a CCF environment Experience A proven record of administration, Previous experience with Cadets or young people
SEIU Enhancements GRN Complete and enhance functionality related to SEIU bargaining agreement. Key features include: (1) Improved uploads of union status, (2) UI changes to show additional data, and (3) two new reports. Deployed Waiting on training to the before turning on these features to the users. Requirements Complete: 100% Code complete: 100% QA complete: 100% UAT complete: 100% Audit GRN Expand the capabilities of CCFA to automate Fiscal Audit processes. FY18 will be requirements only and FY19 will be implementation. Requirements phase in progress. Requirements Complete: 40% Code complete: 0% QA complete: 0% UAT complete: 0% Target: 10/30/18 Review GRN Expand the capabilities of CCFA to automate the Review process. FY18 will be requirements only and FY19 will be implementation. Preliminary discussions were held. Requirements Complete: 2% Code complete: 0% QA complete: 0% UAT complete: 0% Target: 12/20/18 Document Management GRN Do the analysis and product selection for an electronic document repository for CCFA. Not started. Requirements Complete: 0% Code complete: 0% QA complete: 0% UAT complete: 0% Target: 05/31/18
information disclosed to <INSERT COMPANY NAME> or you by any existing or potential client, supplier, contractor, agent, licensor or licensee of <INSERT COMPANY NAME>; information relating to the practices and procedures used by <INSERT COMPANY NAME>; information relating to training, including training manuals; and all other information (regardless of how it is recorded or stored) relating to the business of <INSERT COMPANY NAME>. You acknowledge that: a breach of the confidentiality provisions would be harmful to the business of <INSERT COMPANY NAME>; monetary damages alone would not be a sufficient remedy for the breach; and in addition to any other remedy which may be available in law or equity, <INSERT COMPANY NAME> is entitled to interim, interlocutory and permanent injunctions or any of them to prevent the breach. Intellectual Property You agree to assign to <INSERT COMPANY NAME>: all inventions, discoveries and novel designs, whether or not registrable as designs under the Designs Act 2003 (Cth), patents under the Patents Act 1990 (Cth) and trademarks under the Trade Marks Act 1995 (Cth); and the entire copyright in all works, including but not limited to all literary and other works as defined in the Copyright Act 1968 (Cth); created by you as a result of and in the course of your employment, either solely or jointly with others. The above assignment does not restrict your right to utilise the general expertise and knowledge you accumulated in the performance of your services during your employment with <INSERT COMPANY NAME>, and you are entitled to use routine procedures developed by you in the performance of those services, but you may not make any reproduction or substantial reproduction of any of the intellectual property assigned by the Employment Agreement without the written licence of <INSERT COMPANY NAME>. Where you make a design as a result of and in the course of the performance of your services, the design is owned by <INSERT COMPANY NAME>. Where you make any patentable process or article as a result of and in the course of the performance of your services, the patent is owned by <INSERT COMPANY NAME>.
Firm instructed: Total VAT Solicitor - Profit Costs Fixed Fee Events Claimed Please select relevant option £ £ Disbursements £ £ Counsel - FAS Events Both claimed Please select relevant option £ £ Total Costs £ £ Hearings, Advocates Meetings and Conferences with Counsel Date Event Type Solicitor/Counsel/Both previous forms’ costs Total VAT £ £ I. Summary Profit Costs Type of Event No. Of Events Events rate applied VAT Required On Conclusion For Billing Only £ £ Section D – Experts + Disbursements £ £ Section E – Solicitors Advocacy (if required) £ £ Section F – Escaped fees (if required) £ £ Section H – Total Previous Firms’ Costs (if required) £ £ Junior Counsel Type of Event No. Of Events Events rate applied Total VAT Required On Conclusion For Billing Only £ £ Section G – Counsel FAS (if required) £ £
Table A: Accounting policies (continued) Financial instrument Accounting policies and methods Nature of underlying instrument Unrecognised financial liabilities: Commitments Commitments are recognised where there are obligations or undertakings to make future payments to other entities that exist at the end of the reporting period and have not been recognised as liabilities in the Statement of Financial Position. Commitments recorded include the following classes of transactions: - committed future year grant payments; - non-cancellable operating obligations; - capital commitments for the acquisition or improvement of property, plant and equipment; and - commitments in respect of contractual obligations for goods and services that have not been provided at balance date. Guarantees/Indemnities The amounts guaranteed or indemnified by the Commonwealth have been disclosed in the Schedule of Contingencies. At the time of completion of the financial statements, there was no reason to believe that the guarantees would be called upon, and recognition of the liabilities was therefore not required. The guarantees or indemnities have been given in relation to various schemes/activities operated/supported by the Commonwealth and in relation to borrowing obligations. Other contingencies Other contingencies relate to litigation action pending against the Commonwealth and other liabilities the future materialisation of which is uncertain, and are disclosed in the Schedule of Contingencies. Legal action pending against and contested by the Commonwealth, and other contingent liabilities. Derivatives Refer to 38(b) — Derivatives for a detailed coverage of accounting treatment and the underlying nature of the relevant financial instruments. Table B: Interest rate risks — financial assets Table B: Interest rate risks — financial liabilities
A Commonwealth letter of comfort has been provided to EN to protect the Government’s investment in EN during the company’s restructuring. The letter of comfort indicates continuing financial support for the company. The Commonwealth’s exposure these arrangements is unquantifiable. Health and Aged Care Under existing agreements, the Commonwealth has indemnified Commonwealth Serum Laboratories (CSL) for certain existing and potential claims made for personal injury, loss or damage suffered through therapeutic and diagnostic use of certain products manufactured by CSL. The Commonwealth has indemnified CSL for damages made against it by one of its employees prior to its public float on 1 January 1994, in respect of an asbestos related work injury. Industry, Science and Resources The Commonwealth has indemnified contractors, employees and agents arising as a result of ionising radiation from clean up work undertaken at the Maralinga site. The Commonwealth has agreed to indemnify ANSTO and its officers for claims against them for injury or damage caused by ionising radiation. Non-quantifiable contingent losses considered remote (continued) The Commonwealth is defending common law actions in connection with the British Nuclear Tests Program. The Commonwealth is liable the United Nations (UN) Convention on International Liability for Damage Caused by Space Objects for injury or damage to foreign nationals arising from space launches from Australia. The Space Activities Act 1998 requires the launch operator to insure against a liability up to a prescribed amount, with the Department bearing any liability above this amount. Transport and Regional Services Tripartite Deeds apply to the 12 Core Regulated Airports (Sydney, Melbourne, Brisbane, Perth, Canberra, Coolangatta, Townsville, Adelaide, Hobart, Launceston, Darwin and Alice Springs). The Tripartite Deeds between the Commonwealth airport lessees and lessees’ financiers provide for the Commonwealth to usurp control as airport operator in defined circumstances. The deeds also provide protection to secured financiers where a lease termination event occurs. The potential liability of the Commonwealth would vary considerably with the specific factors leading to a lease termination. If the Commonwealth entered into possession of
Dr Mayura Mahadevan Alexandra Surgery No interests declared Dr Bish Naha Mitcham Medical Centre Practice Lead, Mitcham Medical Centre Private GP – Wimbledon Dr Naheed Ahmad Morden Hall Medical Centre Dermatology GPSI – St George’s Hospital Member, Merton Health Federation Dr M Adil Riverhouse Medical Practice Partner, Riverhouse Medical Practice Dr Penelope Smith Lampton Road Practice Senior Partner of Practice Local Medical Committee member Dr Rafik Tabijee Merton Medical Practice GP Principal Programme Director, King’s GP Training Scheme Board Member, Merton Health Federation Board Member, Health Education, South London Member, Primary Care Research Network (South London NHS) Member. Clinical Reference Group – NHS England (Gender Services)
Dr Simon Vickers Francis Grove Surgery No interests declared Dr Vasa Gnanapragasam Member of Clinical Reference Group Clinical Director for Community Services GP Principal - Stonecot Surgery GP Trainer GP Appraiser Wife is Medicines Optimisation lead in Sutton CCG. I have been teaching at St Georges University of London since September 2008 - currently Senior Lecturer in Physician Associate Education. Dr Sion Gibby Grand Drive Surgery Senior partner – Grand Drive Surgery Member of the council of members, Kingston Hospital (wef January 2014.) Dr Tim Hodgson – GP Member West Merton Locality Lead Member of Clinical Quality Committee GP Partner – Wimbledon Village Surgery CCG Representative on Council of Governors for St George’s NHS Trust Dr T Keyamo Ravensbury Park Medical Centre Approved by NHSE to take referrals from practices for minor Surgery
PERSONAL GROWTH Exceeds Expectations 4 Meets Expectations 3 Approaches Expectations 2 Below Expectations 1 Rating SLO 3.1 Demonstrates Cultural Self-Awareness Articulates insights into own cultural rules and biases related to the area of service (e.g. seeks complexity; demonstrates awareness of how her/his experiences have shaped these rules; recognizes and responds to cultural biases, resulting in a shift in self-description) Recognizes new perspectives about own cultural rules and biases related to the area of service (e.g. not looking for sameness; comfortable with the complexities that new perspectives offer) Identifies own cultural rules and biases related to the area of service (e.g. with a strong preference for those rules shared with own cultural group and seeks the same cultural rules in others) Shows minimal awareness of own cultural rules and biases related to the area of service (even those shared with own cultural group(s)) (e.g. uncomfortable with identifying possible cultural differences with others) SLO 3.2 Explains Civic Identity and Commitment Explains what she/he has learned during service-learning activity about her or himself as it relates to a reinforced and clarified sense of civic identity and continued commitment to public action Explains what she/he has learned during activity about her or himself as it relates to a growing sense of civic identity and commitment Evidence suggests involvement in activities is generated from expectations or course requirements rather than from a sense of civic identity Provides little description of her/his experience in activities and does not connect experiences to civic identity SLO 3.3 Describes impact of service-learning on student’s marketability in graduate studies and/or chosen profession Demonstrates ability to discuss the effects of project on his or her marketability in graduate studies and/or chosen profession Demonstrates ability to describe potential and/or actual impacts of project on his or her marketability in graduate studies and/or chosen profession Demonstrates little or limited ability to give examples of potential or actual impacts of service-learning project on his or her marketability in graduate studies and/or chosen profession Unable to describe potential or actual impacts of project on his or her marketability in graduate studies and/or chosen profession
5. Triangle ABC shown below is a right triangle with altitude drawn to the hypotenuse . If and , what is the length of ? 1) 2) 3) 4) 6. In right triangle ABC shown in the diagram below, altitude is drawn to hypotenuse , , and . What is the length of ? 1) 2) 6 3) 4) 9 7. In the diagram below of right triangle ABC, altitude is drawn to hypotenuse , , and . What is the length of ? 1) 2) 3) 4) 12 8. In the diagram below, is the altitude drawn to the hypotenuse of right triangle ABC. lengths would not produce an altitude that measures ? 1) and 2) and 3) and 4) and 9. In shown below, altitude is drawn to at U. If , , and , which value of h will make a right triangle with as a right angle? 1)
14. As shown in the diagram below, an island (I) is due north of a marina (M). A boat house (H) is 4.5 miles due west of the marina. From the boat house, the island is located at an angle of 54° from the marina. Determine and state, to the nearest tenth of a mile, the distance from the boat house (H) to the island (I). Determine and state, to the nearest tenth of a mile, the distance from the island (I) to the marina (M). Acute Angles in a Right Triangle : In a right triangle, the sine of one acute angle is equal to the cosine of the other acute angle : The two acute angles in a right triangle are complementary 1. In , the complement of is . Which statement is always true? 1) 2) 3) 4) 2. In scalene triangle ABC shown in the diagram below, . Which equation is always true? 1) 2) 3) 4) Given: Right triangle ABC with right angle at C. If increases, does increase or decrease? Explain why.
Directed line segment SB has endpoints coordinates are and . Determine the coordinates of point J that divides the segment in the ratio 2 to 3. What are the coordinates of the point on the directed line segment from to that partitions the segment into a ratio of 1 to 2? Directed line segment JK has endpoints coordinates are and . Determine the coordinates of point O that divides the segment in the ratio 5 to 4.
DATA PROTECTION POLICY Policy Number CCG/5/14/CS Version Number 1 Author P McLaughlin Date 29.10.14 Date of Screening of Policy 30.10.14 EQIA Recommended? NO Date Adopted by Council 27.11.14 Date Policy Revised 14.5.18
RI 4 The Scarlett Ibis Specific word choices on meaning RL 5 RI 5 To Kill a Mockingbird The Scarlett Ibis Authors choice of flashback of portions of text – parallelism in the opening portion of the text RL 6 RI 6 Narrative of the enslavement of Ottobah Cuqoano Background “flipped” lecture on Cuqoano background FOCUS of reading Cuqoano text and close-reading RL 7 RI 7 To Kill a Mockingbird Narrative of the enslavement of Ottobah Cuqoano Visual perspectives of slavery Visuals, TTTC, and propaganda/speeches to synthesize and respond RI 8 To Kill a Mockingbird Narrative of the enslavement of Ottobah Cuqoano Propaganda visual assessment RL 9 RI 9 Letter from Birmingham Jail JFK speeches Analysis of King’s source material Assessment of speeches W 1 To Kill a Mockingbird Narrative of the enslavement of Ottobah Cuqoano Letter from Birmingham Jail Synthesis of symbolic courage through perseverance W 2 Do Not Go Gentle Into That Goodnight Explanatory essay defining Do Not Go Gentle as a functioning allegory W 3 To Kill a Mockingbird To Kill a Mockingbird narrative assignment – students mimic Harper’s writing style in Ch. 1 W 4 ALL WRITING W 5 WRITING BACK AFTER GRADING FOR RE-DO W 6 Edmodo W 7 To Kill a Mockingbird Letter from Birmingham Jail Short research into Jim Crow laws and segregation W 8 To Kill a Mockingbird Short research into The Great Depression W 9 ALL WRITING W 10 DAILY SL 1 Met with in-class discussions and reading of the texts SL 2 To Kill a Mockingbird Students synthesize information from a variety of sources to create written, visual, and oral presentations SL 3 JFK/ MLK speeches speech assessment SL 4 To Kill a Mockingbird Students research various perspectives of the attitudes of people during the 1930s
MAD for _______ Variance for Bryce: ______ Standard deviation for Bryce: _______ 5) What do measures of spread tell you about Bryce’s grades? 6) Calculate the mean of Brianna ’s distribution. 7) Calculate the mean deviation, variance, and standard deviation of Brianna’s distribution. Scores for Brianna ( Mean Deviation Mean Absolute Deviation Variance ( 90 90 91 89 91 89 90 90 MAD for Brianna: _______ Variance for Brianna: ______ Standard deviation for Brianna: _______ 8) What do these measures of spread tell you about Brianna’s grades?
The manufacturer determines that the Intrinsic Viscosity (IV) is the biggest area of opportunity for improving quality. They record the IV measurements from 50 batches/Jumbo Rolls: Create a probability distribution chart and calculate the mean and sample standard deviation of the data. Sample Standard Deviation (S) Create a Probability Histogram of the Batch IV’s. Convert the histogram to a Normal Distribution (estimate the bell curve/shade in the poor quality area). Compute the “Cost of Poor Quality” by determining the Opportunity Cost of not being able to sell the pulp that does not meet Customer A’s specifications for the highest price (having to sell to Customer B instead). Customer A Spec # Batches Below Spec # Batches Above Spec Total Batches “out of spec” Total Tons (10 tons/batch) Opportunity cost/ton Cost Of Poor Quality 21 – 25 $300 $ If the manufacturer produces 100,000 tons, of this every year, what is the total annual “Cost of Poor Quality”. % of Bad Pulp Produced* # Tons Produced Annually Cost of Poor Quality/Ton** Annual Cost of Poor Quality % 100,000 $1,200 - $900 = $300 $ *Probability of pulp being out of spec. **Assumes product meets Customer B Specs – Cost even higher if “off-graded”.
ELACC2RI7 – Explain specific images to clarify text (diagram showing how a machine works) ELACC2RL2 – Fables, Folk Tales, Tall Tales ELACC2RL4 – Describe how words and phrases supply rhythm and meaning in a story, poem, or song (regular beats, alliteration, rhymes, repeated lines) Reads on Grade Level ELACC2RF3 – Level L/20 ELACC2RF4 – Fluency 80 wpm and Uses Various Text Features Dictionary, Thesaurus, Glossary ELACC2RI4 – Determine meaning of words and phrases in text ELACC2RI5 – Use text features (captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate facts ELACC2RI7 – Explain specific images to clarify text (diagram showing how a machine works) Poetry ELACC2RL2 – Fables, Folk Tales, Tall Tales ELACC2RL4 – Describe how and phrases supply rhythm and meaning in a story, poem, or song (regular beats, alliteration, rhymes, repeated lines) Reads on Grade Level ELACC2RF3 – Level L/21 ELACC2RF4 – Fluency 90 wpm ELACC2RL10 – Read and comprehend literature ELACC2RI10 – Read and comprehend informational texts Knows and Uses Various Text Features Dictionary, Thesaurus, Glossary ELACC2RI4 – Determine meaning of words and phrases in text ELACC2RI5 – Use text features (captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate facts ELACC2RI7 – Explain specific images to clarify text (diagram showing how a machine works) Highlighted standards will be assessed on the DQA each 9 weeks.
The sectoral pattern of growth is changing over time. Emissions-intensive manufacturing as a share of the Australian economy fell by about 4 per cent between 1990 and 2011. High commodity prices and exchange rates in recent years have accelerated the decline in this share (Treasury and DIICCSRTE 2013). The share of less emissions-intensive sectors rose; for example, the services sector increased its share of the economy by 6 per cent (Table 6.1). Table 6.1: Change in share of economic value by sector, 1990–2011 Sector Change in contribution to overall economic value (GVA) from 1990 to 2011 Emissions intensity of sector in 2011 (kg CO2-e/$AUD) Manufacturing (C) –4.3% 0.66 Commercial and services (F–H, J–Q) 6.0% 0.04 Electricity, gas and water supply (D) –0.9% 6.06 Construction (E) 1.1% 0.08 Mining (B) 0.4% 0.52 Transport, postal and warehousing (I) 0.4% 0.39 Agriculture, forestry and fishing (A) –0.2% 3.22 Note: GVA (Gross value added) in real $2011 terms using a chain-value measure to approximate volumes net of changes in commodity prices. Bracketed letters are relevant ANZSIC codes. Emissions by ANZSIC code for 2012 were not available at the time of drafting. Source: Treasury and DIICCSRTE 2013; ABS 2013a. 6.2.2 Emissions reduction activities and the role of policy
E. Know the relationship between the ratios for complementary angles. 13. Given Right ΔABC and , find . F. Use trig to find a missing side measure Set up the ratio and then use your calculator. If the variable is on the top, multiply. If the variable is on the bottom, divide. 14. Find f. 15. Find m. G. Use trig to find a missing measure Set up the ratio and then use the 2nd button on your calculator. 16. Find p. 17. Find s. Unit 2 – Right Triangle Trigonometry STANDARD: TRIGONOMETRIC RATIOS Trig Ratios – Sin = Cos = Tan = Inverse Trig Ratios – Only used when finding the measure of a right triangle. What does it mean for two angles to be complementary? Angle and angle are complementary angles in a right triangle. The value of is . What is the value of ? Triangle is a triangle with right angle , as shown. What is the area of triangle ?
___________________________ ____________________________________ Your Fifth Challenge: Can you bisect an angle? 1. Let point P be the vertex of the angle. Place the compass on point P and draw an arc across both sides of the angle. Label the intersection points Q and R. 2. Place the compass on point Q and draw an arc across the interior of the angle. 3. Without changing the radius of the compass, it on point R and draw an arc intersecting the one drawn in the previous step. Label the intersection point W. 4. Using the straightedge, draw ray PW. This is the bisector of QPR. Construct the angle bisector. Mark congruent angles. Check your construction by measuring with a protractor. 1. 2. Constructing Parallel and Perpendicular Lines Mathematical Goals Make formal geometric constructions with a variety of tools and methods. Use congruent triangles to justify geometric constructions. STANDARDS ADDRESSED IN THIS TASK MCC9-12.G.CO.12 Make formal geometric constructions with a variety of tools and methods (compass and straightedge, string, reflective devices, paper folding, dynamic geometric software,
the circle. Label this point P. This will be the first of the hexagon. 2. Set the compass on P and set the width of the compass to the center of the circle O. The compass is now set to the . 3. Make an arc across the circle. This will be the next vertex of the hexagon. Call this point Q. (It turns out that the side length of a hexagon is equal to its circumradius - the distance from the center to a vertex).
Find the coordinates of a fourth point D that would make ABCD a parallelogram that is not also a rectangle. Justify that ABCD is a parallelogram but is not a rectangle. Formative Assessment Lesson: Evaluating Statements about Length & Area Source: Formative Assessment Lesson Materials from Mathematics Assessment Project ESSENTIAL QUESTION: Why are two equal or not equal? TASK COMMENTS: and lessons from the Mathematics Assessment Project are specifically designed to help teachers effectively formatively assess their students. The way the tasks and lessons are designed gives the teacher a clear understanding of what the students are able to do and not do. Within the lesson, teachers will find suggestions and question prompts that will help guide students towards understanding. For more information access the MAP website: The task, Evaluating Statements about Length & Area, is a Formative Assessment Lesson (FAL) that can be found at the website: The FAL document provides a clear lesson design, from the opening of the lesson to the closing of the lesson. The PDF version of the task can be found at the link below: STANDARDS ADDRESSED IN THIS TASK: geometric theorems MCC9-12.G.CO.9 Prove theorems about lines and angles. Theorems include: vertical angles are congruent; when a transversal crosses parallel lines, alternate interior angles are congruent and corresponding angles are congruent; points on a perpendicular bisector of a line segment are exactly those equidistant from the segment’s endpoints.
SPEAKING AND LISTENING (SL) Speaking & listening standards are embedded with RL and RI standards Comprehension and Collaboration ELAGSE2SL1: Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. a. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). b. Build on others’ talk in conversations by linking their comments to the remarks of others. c. Ask for clarification and further explanation as needed about the topics and texts under discussion. ELAGSE2SL2: Recount or describe key ideas or details from written texts read aloud or information presented orally or through other media. ELAGSE2SL3: Ask and answer questions what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Presentation of Knowledge and Ideas ELAGSE2SL4: Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences. ELAGSE2SL5: With guidance and support, create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings. ELAGSE2SL6: Produce complete sentences when appropriate to task and situation in to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 for specific expectations.)
pollute, pollution To Factories, sometimes, pollute rivers and air. litter, contaminated, tainted, impure purify, cleanse inflate To fill with air or gas Tires are inflated with air. Balloons Inflated sense of self? pump up, blow up, fill deflate empty, compress buffet furniture to show plates laid out for guests to to pound, hit repeatedly Buffet table at a wedding A hurricane buffeted the shore line batter, pound graze attain To arrive at, to reach Attain a goal achieve fail, elude elude, elusive Hard to find Hard to explain, or clarify New math can be elusive for people escape, avoid, obscure capture, conspicuous, obvious superb Highest quality Superb tastes Mercedes – superb car grand, splendid poor, awful, squalor aloft Up in the air In flight The boy could not keep the kite aloft flight grounded stationary Not moving or changing Stationary car Stationary life? still, permanent moving, changing, unstable
Word Meaning Example Synonym Antonym jeopardy, jeopardize To put in danger Not studying will jeopardize your endanger, danger caution, sanctuary swivel To turn freely around. The part that allows movement. Office chair, computer monitor, owls revolve, fixed, stationary moor, mooring To hold in place with ropes/anchors Finding a place to moor boats in the summer is difficult anchor, tie, hold, secure release/untie hover To remain in place above an object Bumble-bees hover in my garden, mosquitoes at my head float, levitate zoom, soar pummet To fall suddenly Meteor plummeted toward earth. Real estate market plummeted… fall, descend, plunge rise, ascend flammable Able to catch fire easily Gas is highly flammable blaze, burnable fireproof propel To push, forward PROPELlers, catapult, launch, shove, rocket stopped
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25-100 piece collection of dried beans Tongue depressors School glue Dot sticks (craft sticks/popsicle sticks) GROUPING Group/Individual/Partner TASK DESCRIPTION, DEVELOPMENT AND DISCUSSION Part I Gather the students together for a class discussion on ways to represent a number. Dump the collection of beans (Teacher Tip: use stickers or other items in place of beans) on the floor, and ask the students to count the beans. Have students share their method of counting the beans. Note: Having the students group items in groups of ten is the most efficient means to count the items. However, this strategy needs to be found by the students and not prompted by the teacher. Continue the discussion after the number of items on the floor is determined. Ask the students how this number could be represented. (Example: How can we represent the number 54?) Chart the students’ responses and ideas. Continue the class discussion until the students understand that when representing the number 54, there are five sets of ten and 4 ones left over. Note: Some students may say 4 sets of ten and 14 ones. Part II Show students how to make base-ten models by gluing ten beans on each tongue depressor to represent one group of ten. Have them work independently, to make the base-ten models until all the possible groups of ten beans are used. Comment: Bean sticks are an excellent way to connect unitizing to base-ten blocks and should be used interchangeably. Physical models for base-ten concepts helps students to develop the idea of “a ten” as both a single entity and as a set of 10 units. (Van de Walle, p. 127) Part III Comment: Prior to this activity, the teacher should make dot sticks to represent the base-ten model. To make dot sticks, place a set of ten dots on one side of the stick and one dot on the reverse side of the stick. This will allow students to represent both tens and ones. Gather students in a common area to introduce the dot sticks and to play Dropping Tens. Students will be given ten dot sticks each. The students will drop the ten sticks to see what combination of tens and ones are created. The students will then record the number created on their recording sheet. Please refer to the key at the bottom of the recording sheet to explain to students how to record their number. Part IV
Task 4: Build A Shape Constructing/Performance Task Large Group, Individual MCC1.G.1 MCC1.G.2 Constructing shapes Classify, compare, contrast, and describe shapes Task 5: Partitioning All Around My Shapes Constructing Task Group, Partners MCC1.G.1 MCC1.G.2 MCC1.MD.4 Classifying shapes and dividing shapes Task 6: Pattern Block Pictures Practice Task Large Group, Individual MCC1.G.1 MCC1.G.2 MCC1.MD.4 Combining shapes to make new shapes Task 7: Day at the Museum Performance Task Small Group MCC1.G.1 MCC1.G.2 Study and locate 2D and 3D shapes Task 8: Shape Detective Constructing Task Group, Individual MCC1.G.1 MCC1.MD.4 Compare and contrast shapes Task 9: Fractions Are Easy As Pie! Constructing Task MCC1.G.3 Identifying Fractional Parts Task 10: I Want Half! Constructing Task Group, Individual MCC1.G.3 Share objects between people, Identifying fractional Task 11: Half and Not Half Practice Task Large Group, Individual MCC1.G.3 Building rectangles, exploring equal parts of set Task 12: Hands On Fractions Performance Task Large Group MCC1.G.3 Explore equal parts, Dividing shapes in to fourths and halves Task 13: Sweets for the Sweet! Performance Task Large Group, Individual MCC1.G.3 Problem solving: dividing shapes in to fourths and halves Task 14: *Let’s Eat! 3 Act Task Large Group, Individual MCC1.G.3 Problem solving: dividing shapes in to fourths and halves Task 15: Geo-board Fractions Constructing Task Large Group, Individual MCC1.G.3 Dividing whole shapes into halves and fourths Task 16: Lily’s Birthday Performance Task Large Group, Small Group MCC1.G.3 Share objects between people, Identify, describe, create, fractions Understand whole Task 17: Culminating Task: Connecting Shapes and Fractions Culminating Task Independent MCC1.G.1 MCC1.G.2 MCC1.G.3 Build shapes and divide into equal parts
Act 3 Photo: Task 15 CONSTRUCTING TASK: Geoboard Fractions Approximately 1 day STANDARDS FOR MATHEMATICAL CONTENT MCC1.G.3 Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares.
Task Name Task Type/ Grouping Strategy Content Addressed Circus Trip Performance Task Individual Problem solving: sorting shapes by their attributes What Are Attributes? Constructing Task Large Group, Individual Classify shapes by attributes Create graphs Doesn’t Belong? Practice Task Large Group Classify, compare, contrast, and describe shapes Build A Shape Constructing/Performance Task Large Group, Individual Constructing shapes Classify, compare, contrast, and describe shapes Partitioning All Around My Shapes Constructing Task Large Group, Partners Classifying shapes and dividing shapes Pattern Block Pictures Practice Task Large Group, Individual Combining shapes to make new shapes Day at the Museum Performance Task Small Group Study and locate 2D and 3D shapes Shape Detective Constructing Task Large Group, Individual Compare and contrast shapes Fractions Are Easy As Pie! Constructing Task Identifying Fractional I Want Half! Constructing Task Large Group, Individual Share objects between people, Identifying fractional parts Half and Not Half Practice Task Large Group, Individual Building rectangles, exploring equal parts of set Hands On Fractions Performance Task Large Group Explore equal parts, Dividing shapes in to fourths and halves Sweets for the Sweet! Performance Task Large Group, individual Problem solving: dividing shapes in to fourths and halves Geo-board Fractions Constructing Task Large Group, Individual Dividing whole shapes into halves and fourths Lily’s Birthday Performance Task Large Group, Small Group Share objects between people, Identify, describe, label, create, fractions Understand whole Culminating Task: Connecting Shapes and Fractions Culminating Task Independent Build shapes and divide into equal parts PERFORMANCE TASK: Circus Trip Approximately 1 day STANDARDS FOR MATHEMATICAL CONTENT
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