zilongwang/ReadingBank huggingface dataset:
Cal OSHA Mandated Training Matrix by Occupation Training Topic Cal OSHA Regulation Frequency CCCSIG Training Formats Available QUESTIONS/NOTES Administrative Custodians Educators Food Service Grounds Instructional Assistants Maintenance Workers Equipment Mechanics Warehouse and Delivery Bus Drivers Accident Prevention Signs and Tags Initial In-Person X X X X X X X X X X Acetylene, Oxygen and Fuel Gas Safety (Storage and Use of Cylinders) ) Initial None X X Agricultural and Equipment Tractors Initial and Annually None X X Asbestos Awareness who perform Class IV Operations who come in contact with asbestos through cleanup but do not disturb it) ) Within 60 days of time of hire (EPA) and Annually In-Person X X X X Battery (Assigned Employees) ) Initial None X Bloodborne Pathogens Initial Hire and Annually In-Person Click for Cal OSHA’s “Exposure Control Plan for Bloodborne Pathogens”; and for sample BBP Plan template. X X X X X X X X X X Chemical Hygiene Plan (Educators who will work in a lab with hazardous chemicals only) Initial assignment or when new hazardous chemicals or exposures are present In-Person This standard mainly applies to Labs and Lab Teachers. Click for sample Chemical Hygiene Plan template. X Compaction Equipment (Staff who use garbage compactors) Before Use In-Person X X X X Training Topic Cal OSHA Regulation Frequency CCCSIG Training Formats Available QUESTIONS/NOTES Administrative Custodians Educators Food Service Grounds Instructional Assistants Maintenance Workers Equipment Mechanics Warehouse and Delivery Bus Drivers
Course Subject and Title Cr. Min. Grade *GE, UU or UM **Sem. Offered Prerequisite Co Requisite Semester One GE Objective 1: ENGL 1101 English Composition 3 C- GE F,S,Su Appropriate placement score GE Objective 3: Math 3 GE GE Objective 6 3 GE Electives 6 Total 15 Semester Two GE Objective 1: ENGL 1102 Critical Reading and Writing 3 C- GE F,S,Su ENGL 1101 (or equivalent) GE Objective 5 3 GE GE Objective 4 3 GE GE Objective 6 3 GE Electives 3 Total 15 Semester Three ENGL 2211 Intro to Literature Analysis 3 F,S ENGL 1102 (or equivalent) GE Objective 2: COMM 1101 Principles of Speech 3 GE F,S,Su GE Objective 4 3 GE ENGL 2280 Gram & Usage or ENGL 2281 Intro to Lang Studies 3 S or F,S Electives 3 Total 15 Semester Four ENGL Survey Course 3 GE Objective 5 with Lab 4 GE GE Objective 7 or 8 3 GE Electives 5 GE Total 15 Semester Five ENGL 3311 Literary Criticism and Theory 3 UM F,S 60 credits including ENGL 2211 ENGL Survey Course 3 ENGL Themes and Identity Course 3 UM Electives 6 Total 15 Semester Six ENGL Period Course 3 UM ENGL Figure Course 3 UM ENGL Study Course 3 UM GE Objective 9 3 GE Upper Division Electives 3 UU Total 15 Semester Seven ENGL Period Course 3 UM ENGL Elective 3 UM Upper Division ENGL Elective 3 UM Electives 6 Total 15 Semester ENGL 4491 Senior Seminar in Literature) 3 UM F, S ENGL 3311 and 6 additional UD ENGL ENGL Language Studies Course 3 UM Upper Division ENGL Elective 3 UM Electives 6 Total 15 *GE=General Education Objective, UU=Upper Division University, UM= Upper Division Major **See Course Schedule section of Course Policies page in the e-catalog (or input F, S, Su, etc.)
SECTION C – Financially Responsible Party Letter of Support 46 SECTION D – Surety Letter 47 SECTION E – Equity Members’ Project Experience 48 1. Relevant Experience 48 2. Project Information – Form F 48 3. Project References – Form F-1 49 SECTION F – Project Approach (Financial) 49 SECTION G – Other Submittals 49 VOLUME 3 – TECHNICAL SUBMITTALS 50 SECTION A – Project Experience (Form E) 50 SECTION B – Project Approach (Technical) 51 1. General Approach to the Project 51 2. Risk Factors 54 3. Availability of Resources 54 4. Regional Considerations 54 SECTION C – Personnel Qualifications 54 1. Form H 54 2. Commitment of Key Personnel 55 SECTION D – Other Submittals 56 VOLUME 4 – CONFIDENTIAL SUBMITTALS 56 EXHIBIT A – SOQ SUBMITTAL OUTLINE 57 PART C – SEE SEPARATE DOCUMENT (RFQ-PART II) PART A DEFINITIONS AND ACRONYMS Affiliates parent companies at any tier, subsidiary companies at any tier, entities under common ownership, joint ventures and partnerships involving such entities, except as otherwise expressly
Course Subject and Title Cr. Min. *GE, UU or UM **Sem. Offered Prerequisite Co Requisite Semester One GE Objective 1: ENGL 1101 English Composition 3 C- GE F,S,Su Appropriate placement score GE Objective 4: LANG 1101 4 GE GE Objective 4 3 GE GE Objective 3 3 GE Free Electives 2 Total 15 Semester Two GE Objective 1: ENGL 1102 Critical Reading and Writing 3 C- GE F,S,Su ENGL 1101 or equivalent LANG 1102 4 LANG 1101 GE Objective 5 with lab 4 GE GE Objective 6 3 GE GLBL 2200: Simulation 1 F,S Total 15 Semester GE Objective 6 3 GE GE Objective 2 – COMM 1101: Principles of Speech 3 GE F,S LANG 2201 4 LANG 1102 GE Objective 5 3 GE Free Electives 2 15 Semester Four LANG 2202 4 LANG 2201 GE Objective 7 or 8 3 GE GE Objective 9 3 GE Free Electives 3 POLS 2221: Introduction to International Relations 3 F,S 16 Semester Five Japanese Concentration 6 Free Electives 9 Total 15 Semester Six Japanese Concentration 6 UM Free Electives 6 Upper Division Free Electives 3 UU 15 Semester Seven GLBL 4400: Simulation 1 UM F,S Major Electives 6 UM Upper Division Free Electives 8 UU Total 15 Semester Eight GLBL 4493: Senior Thesis 4 UM F,S Major Electives 4 UM Japanese Concentration 6 UU 14 *GE=General Education Objective, UU=Upper Division University, UM= Upper Division Major **See Course Schedule section of Course Policies page in the e-catalog (or input F, S, Su, etc.)
School or Institution Name & Location Years Completed & Date Did you graduate? Course of Study Degree or Certificate High School ☐Yes ☐ No NA Junior College (if applicable) ☐Yes ☐ No Other College or University ☐Yes ☐ No Graduate School ☐Yes ☐ No Military ☐Yes ☐ No Subject Grade Received (High school or College) Tutoring Ability and/or Comments (Please check whether you are comfortable or not comfortable tutoring each subject) Pre-Algebra Comfortable Not Comfortable Comments: Algebra I Comfortable Not Comfortable Comments: Geometry Comfortable Not Comfortable Comments: Algebra II Comfortable Not Comfortable Comments: Trigonometry Comfortable Not Comfortable Comments: Calculus Comfortable Not Comfortable Comments: English: Comfortable Not Comfortable Comments: Spelling NA Comfortable Not Comfortable Comments: Grammar NA Comfortable Not Comfortable Comments: Composition NA Comfortable Not Comfortable Comments: Sciences List courses taken: List the highest course you have completed for the following subjects: Math: _______________________________ English: _____________________________ List other volunteer and/or extra-curricular activities/clubs/sports you are currently involved in:
At-a-Glance Summary Measure 1 Measure 2 Measure description LED 2x4 Retrofit Kit Program delivery method Direct Install Measure application type Early Retirement Base case description 2/3/4 lamp T8/T12 Energy and demand impact common units Per fixture Peak Demand Reduction (kW/unit) 0.00018 to 0.09471 Energy savings (Base case – Measure) (kWh/unit) 18.57 to 301.11 Gas savings (Base case – Measure) (therms/unit) -4.0 to -0.038 Full measure cost ($/unit) N/A (Direct Install) Incremental measure cost ($/unit) N/A (Direct Install)
Document Revision History Revision # Revision Date Section-by-Section Description of Revisions Author (Name, PA) 0 3/20/2015 New work paper Yun Han Commission Staff Review and Comment History Revision # Date Submitted to Commission Staff Date Comments Received Commission Staff Comments
The Self-Ruled Antiochian Orthodox Christian Archdiocese Of Diocese of and the west. St. Philip Antiochian Orthodox Church كنيسة القديس فيليبس الرسول الأنطاكية الارثوذكسية 15804 – 98 Avenue, Edmonton, Alberta, T5P-4R9 Tel: (780) 489-7943, Fax: (780) 930-2095, , Email: Pastor: Reverend Father Elias Ferzli. Attached: V. Rev. Archpriest Joseph Sakkab; Rev. Deacon Simon Sakkab. May 5, ‏2013 The Great and Holy Pascha Weekly Service Schedule: Saturday: Vesper service Sunday: 9:45 AM Matins Service 11:00 AM Divine Liturgy المسيح قام، حقاً قام. CHIST IS RISEN INDEED IS RISEN. FIRST ANTIPHON * Shout with joy to God, all the earth; sing to His Name, give glory to His praises. Through the intercessions of the Theotokos, O Savior, save us. * Say to God: How awesome are Thy works; let all the earth worship Thee, and sing to Thee. (Through the intercessions …) * Both now… (Through the intercessions …) SECOND ANTIPHON * May God have mercy upon us, and bless us, and may He cause His face to shine upon us, and have mercy upon us. (Save us, O Son of God, Who art risen from the dead; who sing to Thee. Alleluia.) * That Thy way may be upon earth, Thy salvation among all nations; let the people give thanks to thee, O God (Save us, O Son of God…) * May God bless us, and may all the ends of the earth fear Him. (Save us, O Son of God…) .
Ladies meeting: All ladies are invited to the Antiochian Women meeting, Following the Divine Liturgy on Sunday November 6. All ladies are welcome to attend. Annual fundraising dinner: Sunday October 23. November special services Saturday November 5, at 7:00 PM: Orthros service for the of St Raphael of Brooklyn. Monday November 7, at 7:00 PM: Vespers service for the feast of Sts Michael and Gabriel. Tuesday November 8, at 9:30 AM: Orthos service for the feast of Sts Michael and Gabriel. Monday November 21, at 9:30 AM: Orthos Service for the feast of the Entrance of the Holy Theotokos to the temple. Thursday November 24, at 7:00 PM: Vespers service for the feast of St. Catherine. St. Philip feast: Family Social &Fellowship Evening: The Antiochian Women of St. Philip Church would like to invite all parishioners and friends to a fellowship evening on Saturday November 12, at 7:00 pm. ($5.00 / person to cover a light snack). St. Philip potluck: On Sunday November 13 following the festal divine Liturgy. Monday November 14: Orthros service at 9:00 am.
Dear Contract number Project name Re: Notice that Principal Proposes to Rectify Defective Materials or Work - Clause 30.6 I issue this notice under Clause 30.6 Defective Materials or Work, of the General Conditions of Contract. As you have failed to comply with the notice dated to [delete as appropriate] remove/demolish/replace/correct defective materials/work identified in that notice by the date/dates specified, the Principal, at the expiration of seven days after you receive this notice intends to have the defective materials/work removed/demolished/replaced/corrected by others at your cost. Yours sincerely Administrator
September 20, 2017 Bills Subject Status Client - Position ( D) Transportation funding. AB 1 is Assemblyman Frazier’s effort to address the funding shortfall facing our transportation infrastructure. This bill would generate about $6.6 billion in revenue for the maintenance and rehabilitation of state highways and local streets and roads, as well as provide targeted investments in public transit and good movement corridors. ASSEMBLY TRANS CalACT - Support ( D) Transit Pass Program: free or reduced-fare transit passes. AB 17 would create the Student Transit Pass Pilot Program to be administered by the Caltrans. As amended by the Senate Appropriations Committee, the $20 million appropriated from the Public Transportation Account for this program has been removed. As currently drafted, AB 17 would establish a pilot program, but funding for this program would depend on a future appropriation. Governor’s desk CalACT - Watch ( D) Department of Transportation: environmental review process: federal pilot program. AB 28 would re-enact provisions that sunset on December 31st 2016 that delegate the responsibility to Caltrans for complete NEPA review of transportation projects. As approved by the Senate Transportation & Housing Committee to bill was amended to add a sunset date of January 1, 2020. Signed Into Law CalACT - Watch ( D) Driver’s license: examination requirements: certificate of driving skill. AB 301 has been substantially amended. The amendments reduce the benefits originally proposed that would improve the ability to conduct commercial driver’s license tests. As amended, AB 301 directs the DMV to do the following: Requires DMV to establish performance goals related to the maximum wait time to obtain an appointment to take the commercial driver’s license driving skills test Requires DMV to report, by June 1, 2018, to the budget and transportation committees of the Assembly and the Senate on how DMV intends to achieve SENATE APPR. SUSPENSE FILE DEAD CalACT – Support & Seek Amendments
Table 5.9.11.A—Calamvale district neighbourhood plan: material change of use Use Categories of development and assessment Assessment benchmarks MCU, if assessable development No change Calamvale district neighbourhood plan code Table 5.9.11.B—Calamvale district neighbourhood plan: reconfiguring a lot Development Categories of development and assessment Assessment benchmarks ROL, if assessable development No change Calamvale district neighbourhood plan code Table 5.9.11.C—Calamvale district neighbourhood plan: building work Development Categories of development and assessment Assessment benchmarks Building work, if assessable development No change Calamvale district neighbourhood plan code Table 5.9.11.D—Calamvale district neighbourhood plan: operational work Development Categories of development and assessment Assessment benchmarks Operational work, if assessable development No change Calamvale district neighbourhood plan code
ramsar 26680 noor 14680 repaire 30”-60 km 1431789 neka 13450 ghalegigh 10320 sum 1496919 Table(5):gas volume vent in gas transmission region- 9 The price of rent and buy a mobile compressor [4]is table(6) 20 bar 40 bar 70 bar rent buy rent buy rent buy 15.000-24.000 $ per mounth $ 30.000 -50.000 $ per mounth 1-1.5 milion $ 70.000 $ per mounth 3-5 milion $ compressor buy or vent device In this table(7) compare between buy and rent amobile compressor rent buy 1496919 Gas vent for region 9 1496919 Gas vent for region 9 1349227 90% Gas vent for region 1349227 90% Gas vent for region 6000 Velocity of evacuation(m3/h) 6000 Velocity of evacuation(m3/h) 224 Time for vent(hour) 224 Time for vent(hour) 250*224=56217 fuel consumption device(m3) 250*224=56217 fuel consumption device(m3) 1293009 Real saving gas(m3) 1293009 Real saving gas(m3) 4,522,811,500 Equivalent of money for saving gas(rial) 4,522,811,500 Equivalent of money for saving gas(rial) 100.000 Rent per mounth($) 4$ Price of device (million $) Table(7)compare table 6. conclusion The best way for chossing mobile compressor in iran depending on the gas vent and company cost. to consider lengh of pipeline figure(7) in iran include 10 zone (pipeline,gas compressors) can guess quantity of vent gas is very high .in this article we discussed for one zone in norh of iran and it will be benefit for all iran choosing a mobile compressor in pipeline.and will back investment for many year. for example a project in some country, Value of natural gas was € 330,000 saved in 2010.And the another project was € 1,870,000 in 2011.
3. 20 mph 4. 15 mph 5. 7.5 mph 6. 15 mph 7. 30 mph 8. 45 mph 9. 4.5 mph 10. 36 mph 11. 72 mph 12. 108 mph 13. 216 mph 14. 144 mph 15. 86.4 mph
1 • mLs • mL/hour • mL/hour • mL • mg/24hrs • mL • mL • minutes • mL/hour • mL • ml/min • tablet(s) • pounds • g • tablet(s) • mg mL • mL • Capsules • day(s) • tablet(s) • mg • g • Vial(s) • micrograms/L • mL • millimoles • mL • micrograms/mL • mL
Progression in Addition and Subtraction Addition and subtraction are connected. Addition names the whole in terms of the parts and subtraction names a missing part of the whole. ADDITION SUBTRACTION Combining two sets (aggregation) Putting together – two or more amounts or numbers are put together to make a total. 7 + 5 = 12 Count one set, then the other set. Combine the sets and count again. Starting at 1. Counting along the bead string, count out the 2 sets, then draw them together, count again. Starting at 1. Taking away (separation model) Where one quantity is taken away from another to calculate what is left. 7 – 2 = 5 Multilink towers - to physically take away objects. Combining two sets (augmentation) This stage is essential in starting children to calculate rather than counting. Where one quantity is increased by some amount. Count on from the total of the first set, e.g. put 7 in your head and count on 5. Always start with the largest number. Counters: Start with 7, then count on 8, 9, 10, 11, 12 Bead strings: Make a set of 7 and a set of 5. Then count on from 7. Finding the difference (comparison model) Two quantities are compared to find the difference. 8 – 2 = 6 Counters: Bead strings: Make a set of 8 and a set of 2. Then count the gap. Multilink Towers: Multilink Towers:
Teachers may use colours to represent the tens and ones (to match the Base 10 equipment) e.g. 7 + 4 = 11 60 + 20 = 80 11 + 80 = 91 Teachers may use colours to represent the tens and ones (to match the Base 10 equipment) e.g. 80 - 60 = 20 11 - 7 = 4 20 + 4 = 24 Compact method Compact decomposition
Calculating Children are taught to add several numbers using column methods in their minds. Then teaching progresses through solving 2dp + 1dp (without crossing boundaries) to solving any 2dp + 1dp. Column methods In year 6 children are taught to use a column method to add decimal numbers up to 3dp. Subtraction
Describing an Encourage children to rearrange arrays in different rows. Begin to interpret situations as multiplication calculations and explain reasoning, eg, There are 3 bags with 5 sweets in each bag. How many sweets are there altogether? Repeated addition can be shown easily on a bead string and also on a number line. With developing recall of multiplication facts, steps in mental multiplication can be recorded by jumping on a number line. 4 x 5 = 20 (read as 4 lots of 5) Y2 Commutativity - Commutative law should be introduced and children should know that 3 x 5 is equal to 5 x 3.
Stage 3 Multiply 2-digits by a single digit number Introduce the grid method for multiplying by single-digits: Link the layout of the grid to an initially: 160 + 24 = 184 Introduce the grid method with children physically making an array to represent the calculation (e.g. make 8 lots of 23 with 10s and 1s place value counters), then translate this to grid method format (see video clip). To do this, children must be able to:  Partition numbers into tens and units  Multiply multiples of ten by a single digit (e.g. 20 x 4) using their knowledge of multiplication facts and place value  Recall and work out multiplication in the 2, 3, 4, 5, 8 and 10 times tables.  Work out multiplication facts not known by repeated addition or other taught mental strategies (e.g. by commutative law, working out near multiples and adjust- ing, using doubling etc.) Strategies to support this are repeated addition using a number line, bead bars and arrays: Key vocabulary: groups of, lots of, times, array, altogether, multiply, count, multiplied by, repeated ad- dition, column, row, commutative, sets of, equal groups, times, _times as big as, once, twice, three times..., partition, grid method, multiple, product, tens, units, value Key skills for multiplication:  Recall and use multiplication for the 2, 3, 4, 5, 8 and 10 multiplication tables, and multiply multiples of 10.  Write and calculate number statements using the multiplication tables they know, including 2-digit x single-digit, drawing upon mental methods, and progressing to reliable written methods.  Solve multiplication problems, including missing number problems.  Develop mental strategies using commutativity (e.g. 4 x 12 x 5 = 4 x 5 x 12 = 20 x 12 = 240)  Solve simple problems in contexts, deciding which operations and methods to use.  Develop efficient mental methods to solve a range of problems e.g using commutativity (4 × 12 × 5 = 4 × 5 × 12 = 20 × 12 = 240) and for missing number problems x 5 = 20, 3 x = 18, x = 32 Video clips: partitioning and counters to introduce grid)
Adding three single digits 4 + 7 + 6= 17 Put 4 and 6 together to make 10. Add on 7. Following on from making 10, make 10 with 2 of the digits (if possible) then add on the third digit. Combine the two numbers that make 10 and then add on the remainder. Column method- no regrouping 24 + 15= Add together the ones then add the tens. Use the Base 10 blocks first before moving onto place value counters. practically using the base 10 blocks and place value counters, children can draw the counters to help them to solve additions. T O Column method- regrouping Make both numbers on a place value grid. Add up the units and exchange 10 ones for one 10. Add up the rest of the columns, exchanging the 10 counters from one column for the next place value column until every column has been added. This can also be done with Base 10 to help children clearly see that 10 ones equal 1 ten and 10 tens equal 100. Children can draw a pictoral representation of the columns and place value counters to further support their learning and understanding. by partitioning the numbers before moving on to clearly show the exchange below the addition. As the children move on, introduce decimals with the same number of decimal places and different. can be used here.
One adjustment – ‘hundreds’ to ‘tens’ 437 – 182 = 255 Two adjustments – ‘hundreds’ to ‘tens’, ‘tens’ to ‘ones’ 432 – 187 = 245 Introduce money for decimals £3.25 - £2.39 = £0.86 or 86p Extend method to numbers with at least 4 digits Use the compact method to subtract two or more decimal fractions with at least four digits and 2 or 3 decimal places for money/measures, eg, time to thousandths of a second. Mo Farrah ran the first two laps of his 10km race in 96.437 seconds. The second lap took 49.295 seconds. How long did it take him to run the first lap? Know that the decimal points should line up under each other, particularly when adding or subtracting mixed amounts, eg, 43.2m – 2900cm Y3 Y4 Y5 Y6
Year 5 and 6 consolidate method with decimals. Subtraction Objective and Strategies Concrete Pictorial Abstract R Taking away ones Use physical objects, counters, cubes etc to show how objects can be taken away. 6 – 2 = 4 Cross out drawn objects to show what has been taken away. 18 -1= 17 8 – 1 = 7 R/Y1 Counting back Make the larger number in your subtraction. Move the beads along your bead string as you count backwards in ones. 13 – 4 Use counters and move them away from the group as you take them away counting backwards as you go. Count back on a number line or number track Start at the bigger number and count back the smaller number showing the jumps on the number line. This can progress all the way to counting back using two 2 digit numbers. Put 13 in your head, count back 4. What number are you at? Use your fingers to help. 13 - 4 = 9
Y5/6 This will lead to an understanding of subtracting any number including decimals. Multiplication Objective and Strategies Concrete Pictorial Abstract R/Y1 Doubling Use practical activities to show how to double a number. Draw pictures to show how to double a number. Partition a number and then double each part before recombining it back together. Y1 Counting in multiples Count in multiples supported by concrete objects in equal groups. Use a number line or pictures to continue support in counting in multiples. Count in multiples of a number aloud. Write sequences with multiples of numbers. 2, 4, 6, 8, 10 5, 10, 15, 20, 25 , 30
Y3 Short division in grid method Choose number that will not need exchanging. 96 / 3 = Relate back to array in multiplication. Use drawings of grouping, arrays, numicon to help count in multiples to use the inverse to calculate division. Encourage children to move towards coutning in multiples to divide more effciently. 48 / 4 = 40 8 4 10 2 10 + 8 = 12 Y4, 5, 6 Short division Use place value counters to divide using the bus stop method alongside 42 ÷ 3= Start with the biggest place value, we are sharing 40 into three groups. We can put 1 ten in each group and we have 1 ten left over. We regroup this ten for ten ones and then share the ones equally among the groups. Students can continue to use drawn diagrams with dots or circles to help them divide numbers into equal groups. Encourage them to move towards counting in multiples to divide more efficiently. Begin with divisions that divide equally with no remainder. Move onto divisions with a remainder.
Begin to count in 2s, 5s and 10s Begin to say what three 5s are by counting in 5s or what four 2s are by counting in 2s, etc. Double numbers to 10 Begin to count in 2s and 10s Double numbers to 5 fingers Division Begin to count in 2s, 5s and 10s Find half of even numbers to 12 and know it is hard to halve odd numbers Find half of even numbers by sharing to use visual and concrete arrays or ‘sets of’ to find how many sets of a small number make a larger number. Begin to count in 2s and 10s Find half of even numbers by sharing Year 2 Addition Number bonds – knowing all the pairs of numbers which make all the numbers to 12, and pairs with a total of 20 on in ones and tens from any given 2-digit number Add two or three single-digit numbers Add a single-digit number to any 2-digit number using number facts, including bridging multiples of 10. (E.g. 45 + 4, 38 + 7) Add 10 and small multiples of 10 to any given 2-digit number Add any pair of 2-digit numbers Know pairs of numbers which make each total up to 10 Add two single digit numbers Add a single-digit number to a 2-digit number by counting on in ones Add 10 and small multiples of 10 to a 2-digit number by counting on in tens Subtraction Number bonds – knowing all the pairs of numbers which make all the numbers to 12 Count back in ones and tens from any given 2-digit number Subtract a single-digit number from any 2-digit number using number facts, including bridging multiples of 10, e.g. 56 – 3, 53 – 5. Subtract 10 and small multiples of 10 from any given 2-digit number Subtract any pair of 2-digit numbers by counting back in tens and ones or by counting up. Know pairs of numbers which make each total up to 10 Subtract a single-digit number from a 2-digit number by counting back in ones Subtract 10 and small multiples of 10 from a 2-digit number by counting back in tens
They show, wherever possible, the different strategies for calculation exemplified with identical values. This allows children to compare different strategies and to ask key questions, such as, ‘what’s the same, what’s different?’ National Curriculum Objectives – Addition and Subtraction National Curriculum Objectives – Multiplication and Division
Stage 3 Long Multiplication (TU x TU) Grid Multiplication Column multiplication (Expanded method into standard) Extend the grid method to TU × TU, asking children to estimate first so that they have a general idea of the answer. (43 × 65 is approximately 40 × 70 = 2800.) As mentioned earlier, the grid method is often the ‘choice’ of many children in Years 5 and 6, due to its ease in both procedure and understanding / place value and is the method that they will mainly use for simple long multiplication calculations. Children should only use the ‘standard’ column method of long multiplication if they can regularly get the correct answer using this method. There is no ‘rule’ regarding the position of the ‘carry’digits. Each choice has advantages and complications. Either the digits mentally or have your own favoured position for these digits. For 3 x 2 digit calculations, grid method is quite inefficient, and has much scope for error due to the number of that need to be added. Use this method when you find the standard method to be unreliable or difficult to remember. Most children, at this point, should be encouraged to choose the standard method. For 3 digit x 2 digit calculations it is especially efficient, and less prone to errors when mastered. Although they may find the grid method easier to apply, it is much slower / less efficient.
Progression in Calculations Addition Objective and Strategies Concrete Pictorial Abstract Combining two parts to make a whole: part- whole model 4 + 3 = 7 10= 6 + 4 Starting at the bigger number and counting on Start with the larger number on the bead string and then count on to the smaller number 1 by 1 to find the answer. 12 + 5 = 17 Start at the larger number on the number line and count on in ones or in one jump to find the answer. 5 + 12 = 17 Place the larger number in your head and count on the smaller number to find your answer. Regrouping to make 10. 6 + 5 = 11 Start with the bigger number and use the smaller number to make 10. Use pictures or a number line. Regroup or partition the smaller number to make 10. 7 + 4= 11 If I am at seven, how many more do I need to make 10. How many more do I add on now?
Make 13 with the numicon. Place the 4 plate on top and see what you have got left. Use the 9 plate to check. Column method without regrouping Use Base 10 to make the bigger number then take the smaller number away. Show how you partition numbers to subtract. Again make the larger number first. Draw the Base 10 or place value counters alongside the written calculation to help to show working. This will lead to a clear written column subtraction. Column method with regrouping Using Numicon Exchange Use Base 10 to start with before moving on to place value counters. Start with one exchange before moving onto subtractions with 2 exchanges. See Diagram opposite. Make the larger number with the value counters Start with the ones, can I take away 8 from 4 easily? I need to exchange one of my tens for ten ones. Now I can subtract my ones. Then move over to the tens. Show children how the concrete method links to the written method alongside your working. Cross out the numbers when exchanging and show where we write our new amount. When confident, children can find their own way to record the exchange/regrouping. Just writing the numbers as shown here shows that the child understands the method and knows when to exchange/regroup. Children can start their formal written method by partitioning the number into clear place value columns. Moving forward the children use a more compact method.
Repeated addition Write addition sentences to describe objects and pictures. Arrays- showing commutative multiplication Create arrays using counters/ cubes to show multiplication sentences. Draw arrays in different rotations to find commutative multiplication sentences. Link arrays to area of rectangles. Use an array to write multiplication sentences and reinforce repeated addition. Division Objective and Strategies Concrete Pictorial Abstract
Division with a remainder 14 ÷ 3 = Divide objects between groups and see how much is left over Jump forward in equal jumps on a number line then see how many more you need to jump to find a remainder. Draw dots and group them to divide an amount and clearly show a remainder. Complete written divisions and show the remainder using r.
7. OS Selection – Browse for TI-84 Plus OS file you saved on your computer. Save as a ROM file (I named mine Wabbit84PlusROM). The Wabbitemu should appear From the View Menu, on your desktop. select “Enable skin.” The Wabbitemu appears Turn On the emulator. on your desktop.
Year 4 Calculations Policy Addition Subtraction Multiplication Division Written Methods Add and subtract numbers with up to 4 digits using the formal written methods of columnar addition where appropriate Add and subtract numbers with up to 4 digits using the formal written methods of columnar addition where appropriate Multiply two-digit and three-digit numbers by a one-digit number using formal written layout Developing conceptual understanding With jottings … or in your head Solve addition and subtraction two-step problems in contexts, deciding which operations and methods to use and why addition and subtraction two-step problems in contexts, deciding which operations and methods to use and why Use place value, known and derived facts to multiply and divide mentally, including: multiplying by 0 and 1; dividing by 1; multiplying together three numbers Recognise and use factor pairs and commutativity in mental calculations Use place value, known and derived facts to multiply and divide mentally, including: multiplying by 0 and 1; dividing by 1; multiplying together three numbers Recognise and use factor pairs and commutativity in mental calculations
Expected Year 3 Compact column addition of 2 numbers Emerging Year 4 Compact column addition of 2 numbers Expected Year 4 Compact column addition of decimals to 2decimal places. Emerging Year 5 Compact column addition of 2 5-digit numbers Expected Year 5 Compact column addition up to 3 decimal places Expected Year 6 By now, children will select the most efficient method depending on the calculation.
d) IV. domain and range of functions Using interval notation or inequalities, state the domain and range for each function. a) b) c) V. ANALYZING GRAPHS Graph these on your calculator. On what interval are functions increasing, decreasing, and constant? Approximate your answers. a) b) VI. INTERCEPTS AND INTERSECTIONS Graph these on your calculator. Find the x and y-intercepts of each. Round your answers to four decimal places. a) b) Find the points of intersection for each. (HINT: each side of the equation first.) Round your answers to four decimal places. a) b)
XV. Trigonometry Unit Circle—Below is a unit circle with all values between and . Memorize it and try to fill out the blank unit circle on the following page. Can you use the values of sin and cos to calculate each tangent value?
Item Selected Response (Multiple Choice), Gridded Response, Short Answer Benchmark Clarification Students will use common properties of integrals to evaluate expressions and/or equations. Content Limits None Specified Stimulus Attributes Items may be set in either real-world or mathematical context. Graphics may be used, as appropriate. may inquire about simply indefinite integrals and/or areas between curves and the x-axis. Response Attributes None Specified Sample Item Given: What is the value of ? Answer: -7 Reporting Category Calculus Standard Integral Calculus Benchmark Number MAFS.912.C.4.7 Benchmark Use integration by substitution (or change of variable) to find values of integrals. Also Assesses MAFS.K12.MP.6.1 Item Types Selected Response (Multiple Choice), Gridded Response, Short Answer Benchmark Clarification Students will integrate functions – specifically using substitution. Content Limits None Specified Stimulus Attributes Items may be set in either real-world or mathematical context. Graphics may be used, as appropriate. Response Attributes None Specified Sample Item What is the value of this integral? ecosx esinx
Also Assesses MAFS.K12.MP.5.1 Item Types Selected Response (Multiple Choice), Gridded Response, Short Answer Benchmark Clarification Students will use definite integrals to find the area between a function and the x-axis or between two curves. Content Limits None Specified Stimulus Attributes Items may be set in either real-world or mathematical context. Graphics may be used, as appropriate. Curves may be above or below the-axis. Students may also need to find points of intersections. Response Attributes Units will be given if applicable. Sample Item What is the area bound by the two curves? 0.111 0.222 0.333 0.444 Answer: C Reporting Category Calculus Standard Applications of Integration Benchmark Number MAFS.912.C.5.7 Benchmark Use definite integrals to find the volume of a solid with known cross-sectional area, including solids of revolution. Also Assesses MAFS.K12.MP.1.1 Item Selected Response (Multiple Choice), Gridded Response, Answer Benchmark Clarification Students will use definite integrals to find the volume of a solid (with known cross section, as well as solids of revolution). Content Limits All solids of revolution problems will be solvable using the disc and washer method. Finding the volume by cylindrical shells may be possible but will not be necessary.
Degree/Exam University/Institution Year Specialization Area (if applicable) Division or Class & % Marks / CGPA Awards, if any Please attach additional sheet if required. 8. Experience (Academic) Name of Institution Designation Period of Employment (From – To) Brief Description of Job Responsibilities Reason for Leaving Last Salary Drawn Please attach additional sheet if required. 9. Experience (Industrial) Name of Organization Designation Period of Employment (From – To) Brief Description of Job Responsibilities Reason for Leaving Last Salary Drawn Please attach additional sheet if required.
Moon rise: Moon set: Moon rise: Moon set: Moon rise: Moon set: Moon rise: Moon set: Moon rise: Moon set: Moon rise: Moon set: Moon rise: Moon set: Sketch Moon rise: Moon set: Sketch Moon rise: Moon set: Sketch Moon rise: Moon set: Sketch Moon rise: Moon set: Sketch Moon rise: Moon set: Sketch Moon rise: Moon set: Sketch Moon rise: Moon set: Sketch Moon rise: Moon set: Sketch Moon rise: Moon set: Sketch Moon rise: Moon set: Sketch Moon rise: Moon set: Sketch Moon rise: Moon set: Sketch Moon rise: Moon set: Sketch Moon rise: Moon set: Sketch Moon rise: Moon set: Sketch Moon rise: Moon set: Sketch Moon rise: Moon set: Sketch Moon rise: Moon set: Sketch Moon rise: Moon set: Sketch Moon rise: Moon set: Sketch Moon rise: Moon set: Sketch Moon rise: Moon set: Sketch Moon rise: Moon set: Sketch Moon rise: Moon set: Sketch Moon rise: Moon set: Sketch Moon rise: Moon set: Sketch Moon rise: Moon set: Sketch Moon rise: Moon set: Sketch Moon rise: Moon set: Sketch Moon rise: Moon set: Sketch Moon rise: Moon set: Sketch Moon rise: Moon set: Sketch Moon rise: Moon set: Sketch Moon rise: Moon set: Sketch Moon rise: Moon set: Page left intentionally Project
Log of products ln(3.14*2.72) = ln(3.14)+ln(2.72) = 2.1448… Log of quotients ln(3.14/2.72) = = 0.1435… Log of powers to powers ln((3.14^2)^3) = 2*3*ln(3.14) = 6.8653… Log of product to ln((3.14*2.72)^2) = 2*ln(3.14)+2*ln(2.72) = 4.2897… Log of quotient to ln((3.14/2.7183)^2) = 2*ln(3.14)-2*ln(2.7183) = 0.2871… Appendix F: Table of Accepted Densities (at ) Solids  S.G. (Specific Gravity) – no units Liquids & Gases  S.G. (Specific Gravity) – no units Gold (Au) 19.3 19.3 Mercury (Hg) 13.6 13.6 Lead (Pb) 11.3 11.3 Water 1.0 1.0 Silver (Ag) 10.5 10.5 Oil 0.9 0.9 Copper (Cu) 8.9 8.9 Alcohol 0.8 0.8 Steel (Fe) 7.8 7.8 Antifreeze 1.125 (32°F) 1.098 (77°F) 1.125 (32°F) 1.098 (77°F) Tin (Sn) 7.29 7.29 Air Zinc (Zn) 7.14 7.14 Hydrogen 9.0*10-5 9.0*10-5 Aluminum (Al) 2.7 2.7 Oxygen 8.4 – 8.7 8.4 – 8.7 Wood 0.3 0.3 Oak 0.8 0.8 Earth Average
same sort of thing is happening when observing the sky. We are flipped 180° from what we were used to. Also report Moon rise or Moon set. You may estimate this. For example, if at 8 pm the moon is halfway through the sky, Moon rise was about 6 hr before that or 2 pm and Moon set is about 6 hr after that or 2 am. Fill in the table at the end for at least one full cycle. A few days before the New Moon, the Moon sets shortly before the Sun and is difficult to see near sunset, but can be seen shortly before sunrise. After the New Moon it is easy to see after sunset, but after the First Quarter it rises past midnight. Do the best you can, but skip days if inclement weather prohibits observation. Very Important Analysis: This assignment is incomplete until you can successfully explain, based on your observations, to a 5th grader, how and why the Moon moves around the Earth. In particular, connect your observations with the actual motion of the Moon. Sketch the relationship of the Sun, Earth and Moon in for the four major phases of the Moon. Show the view looking down at the North Pole, show the direction the Earth is rotating, and the direction the Moon is moving. Make a model of the Sun, Earth, Moon system and view it from the perspective of a person on Earth. EXPLAIN your reasoning on separate pages and include diagrams. Sunday Monday Tuesday Wednesday Thursday Friday Saturday
• Peer support and mentoring • Being a Media Spokesperson As well as being able to be involved with: • Assisting to identify mental health gaps and issues for CALD young people • Generating ideas to direct headspace Armadale’s actions towards addressing CALD mental health issues and other mental health services in Australia • Meeting and working with other young people who are passionate about youth mental health • Making a difference to youth mental health Core members of the CALD YRG is ideal for young people who are looking to become advocates and leaders in their local community. They will be required to attend a meeting once every second month, this will either be over skype, at a local coffee shop or at various headspace Centres. If travelling to and from Youth Reference Group Meetings is an issue please speak to us to discuss available supports.
Overview During the reporting year: After a number of years during which no significant applications were brought to the Companies Auditors and Liquidators Disciplinary Board ('CALDB'), five new applications were received (1 administrative matter and 4 conduct matters). CALDB has implemented its revised and streamlined procedures in relation to these new applications. Three new members were appointed to CALDB: Ms Judith Downes and Mr David Sauer (Accounting members) and Ms Karen O’Flynn (Business member). Messrs Robert Ferguson, Bruce Gleeson and Eric Passaris were reappointed as accounting members. Mr David Castle was the Acting Deputy Chairperson for a period of three months. On 6 August 2013 (post the reporting year) Ms Maria McCrossin was appointed Deputy Chairperson of CALDB. We thank Mr Castle for his contribution to CALDB and welcome the new members and look forward to their participation in CALDB business. CALDB was informed by the Australian Securities and Investments Commission (‘ASIC’) of a review of the cost of providing support to CALDB, including through relocating the Board within ASIC’s premises. Section 11(2) the Australian Securities and Investments Commission Act 2001 (‘ASIC Act’) provides that ASIC’s functions include the function of providing such staff and support facilities to CALDB as are necessary or desirable for the performance of its functions and powers. CALDB believes that the need for the Board to be, and be seen to be, independent is vital to the performance of its functions. CALDB looks forward to a continued support in a way which facilitates this outcome. Overall, has sought to do everything possible on its part to provide a fair, expeditious and cost-effective outcome in the proceedings brought before it. A robust, effective and reliable regulatory framework for ensuring that designated standards applicable to auditors and liquidators are consistently met, underpins the confidence of investors and creditors in Australian companies and capital markets. The independent disciplinary role played by CALDB is a key aspect of that framework. CALDB continues to strive to fulfil that role properly and effectively.
its own expert knowledge of professional standards, CALDB is in a unique position to deal with matters without the necessity for time consuming and costly expert evidence, necessary in other tribunals or courts. The decisions of the are important in identifying and upholding professional standards and applying them to particular fact situations, and they form an important aspect of the educative function of the Board. CALDB continues to utilise its revised procedures in relation to new matters, resulting in applications being set down for the earliest appropriate hearing dates. CALDB continues to seek to minimise the reliance on expert evidence and as noted, is in a unique position to adopt this course, as it possesses specialist expertise permitting it to assess applications by reference to its own knowledge of professional standards. Details of the specific procedures adopted by CALDB in relation to applications it receives and how it conducts hearings before it are set out in Appendix 1. These procedures are governed by relevant provisions in Part 11 of the ASIC Act and Division 5 Part 9.2 of the Corporations Act. Constitution of CALDB and current Board membership Section 203 of the ASIC Act provides that the CALDB consists of the following: a Chairperson; a Deputy Chairperson; six accounting members selected by the Minister; and six business members selected by the Minister. The Chairperson and the Deputy Chairperson must each be enrolled as a barrister, as a solicitor, or as a barrister and solicitor or as a legal practitioner of the High Court, any Federal Court or the Supreme Court of a State or Territory and must have been so enrolled for a period of at least five years. Accounting members are required to be a resident of Australia and a member of a professional accounting body or any body prescribed by regulation. Business members represent the business community and have qualifications, knowledge or experience in business or commerce, the administration of companies, financial markets, financial products and services, economics or law. All appointments are made by the Minister and are parttime appointments. Appointments are for a period of no longer than three years. The appointees are eligible for reappointment.
are reading, but all information about the opinions of other committee members, and the list of committee nominations is strictly confidential, as are the deliberations at Midwinter. Midwinter Meeting The committee is strongly encouraged to meet at Midwinter of the year under consideration for an informal first meeting. While it is not a required meeting, the committee’s year of service is officially underway, and attendance is highly recommended. At this meeting, the Chair will introduce the members, may distribute the year’s calendar if available, and often will invite experts in the field and past committee chairs to talk about evaluation techniques. In addition, rules and procedures are reviewed. Books under consideration are not discussed, nor are any procedural issues decided. This is an open meeting. All other meetings of the committee will be closed meetings (closed to all but committee members). Chair Responsibilities It is the responsibility of the Chair to: Check with the ALSC office on Meeting schedule as soon as possible. Work out scheduling concerns. Meeting room arrangement as soon as possible. A conference set-up which is a comfortable arrangement conducive to discussion is usually requested. Notify The committee members about time and locations of meeting. Arrange for Secretary to take minutes on procedural matters. Arrange for a speaker, if applicable. The Priority Group Consultant to speak to the committee Provide A proposed agenda (distributed prior to Annual). Information packet for committee with a final agenda, roster, etc. Name tents for table. Reports One month prior to Annual Conference and Midwinter Meetings, the Chair prepares and submits a Committee Agenda Cover Sheet (form D.1 in the Division Leadership Manual) and attaches the agenda. After the Annual Conference and Midwinter Meetings, the Chair prepares and submits a Report (form D.2 in the Division Leadership Manual), detailing the committee’s work. This is due within three weeks of the end of conference. Annual Conference Committee Meeting to the Midwinter Selection Meeting The committee during the ALA Annual Conference in the summer of the year during which the books under consideration are being published. This is not a selection meeting; it is for information sharing, problem-solving, and preparation for the selection meetings at Midwinter Meeting. The summer meeting agenda includes the following: