zilongwang/ReadingBank huggingface dataset:
WORKSHEET INVERSE FUNCTIONS NAME: ________________________________________ PER: ___ DATE: ______ Inverse Relations Find the inverse for each relation. 1. { (1, -3), (-2, 3), (5, 1), (6, 4) } 2. { (-5, 7), (-6, -8), (1, -2), (10, 3) } Finding Inverses Find an equation for the inverse for each of the following relations. 3. y  3x  2 6. y  8x  16 9. y   5 x  10 8 4. 7. 10. y  5x  7 y  2 x  5 3 y  1 x  8 2 5. 8. 11. y  12x  3 y   3 x  5 4 y  x2  5 12. y  x2  4 13. y  (x  3)2 14. y  (x  6)2 15. y  x  2, y  0 16. y  x  5, y  0 17. y  x  8, y  8 18. y  x  7, y  7 Verifying Inverses: Verify that f and g are inverse functions. 19. f(x)  x  6, g(x)  x  6 20. f(x)  5x  2, g(x)  x  2 5 21. 23. f (x)  3x  9, f(x)  4x  8, g(x)   1 x  3 3 g(x)   1 x  2 4 22. 24. f(x)  2x  7, f(x)  1 x  7, 2 g(x)  x  7 2 g(x)  2x  14
ANSWERS – Worksheet Inverse functions 1. { (-3, 1), (3, -2), (1, 5), (4, 6) } 2. { (7, -5), (-8, -6), (-2, 1), (3, 10) } 3. y  x  2 3 4. y   x  7 5 5. y  x  3 12 6. y  1 x  2 8 7. y  3 x  15 25. 26. 2 2 8. y   4 x  20 3 3 9. y   8 x  16 5 10. y  2x  16 11. y   27. 12. y   13. y  3  14. y  6  15. y  x2  2, 16. y  x2  5, x  0 x  0 17. y  (x  8)2, 18. y  (x  7)2, x  8 x  7 28. verify verify verify verify
We can find a best fit line of the following linear data Year (x) Revenue (y) 1 $100,000 2 $140,000 3 $200,000 4 $260,000 5 $300,000 6 $370,000 7 $390,000 Predict for 10 STAT -> EDIT (Enter Data into L1, L2) STAT -> CALC -> LinReg Enter output below y = ____ x + _____ Enter the above equation into Y= GRAPH To make a Prediction 2nd -> CALC -> Value Enter x-value you want to predict for (In this problem x=10). Hit ENTER (You may need to zoom out) Take the resulting y value as your predicted answer. But, what if we have something that is both seasonal and increasing over time? The following data is from an amusement park, with attendance measured in the thousands. Quarter Year 1 Year 2 Fall 352 391 Winter 156 212 Spring 489 518 Summer 314 352 Total Find the seasonal index for Fall, Winter, Spring and Summer by: Calculate the quarterly average for each each year. (For each year, add Fall, Winter Spring and Summer, then divide by 4) Average per quarter in Year 1 = ___________ Average per quarter in Year 2 = ___________ Find the seasonal index for every season of every year that we have data for. Divide the actual for each season by the average per season (Step 1) [ie, divide Fall Year 1 by Average per Quarter in Year 1 to get Fall Year 1 Seasonal Index = 352/328 = 1.07] Seasonal Index Year 1 (Step 2) Year 2 (Step 2) Average (Step 3) Fall Winter Spring Summer Calculate the average seasonal index for each season by averaging Year 1 and Year 2 for each season. Once you have the seasonal indexes, to make a prediction for the following year, enter the totals for year 1 and year 2 into the calculator and make a total prediction using the LinReg method described above (“We can find a best fit line of the following data”) Year Attendance 1 2 3 (Step 4)
required by muscle tissue to oxidise lactic acid and replenish depleted ATP and phosphocreative following vigorous exercise. We can define oxygen debt as follows: "Oxygen debt is the amount of oxygen consumed during recovery from exercise, above the amount that ordinarily would have been consumed at rest in the same time period!' Q.26 What do you mean by Biomechanics? Ans – Biomechanics is a subdiscipline of physical education. The Term ‘Biomechanics’ is a combination of two i.e. ‘Bio’ and ‘mechanics’. Here ‘Bio’ is a Greek word that refers of physics and the forces that act on bodies in motion. Q.2. Describe the Importance of Biomechanics in the of physical education and sports. Ans – The study of Biomechanics is very important in the field of physical eduction because by applying the principle of biomechanics in Biomechanics in Physical education sports and activities, we can get, perfection in performance and best results. Really speaking the knowledge of Biomechanics gives a better undersanding of te human body and other external and Internal forces that affect human movement.
S.No. NAME ROLL No. SUBJECTS PHOTOGRAPH 1 RIYA JHA 5813175 ENGLISH CORE – 100 HISTORY – 100 GEOGRAPHY – 95 POLITICAL SCIENCE – 99 ECONOMICS – 100 98.8% 2 YUGEEN BHARATIYA 5813162 ENGLISH CORE – 100 POLITICAL SCIENCE – 99 GEOGRAPHY – 96 HISTORY – 95 ECONOMICS – 95 97% 3 SHIVA SINHA 5813179 ENGLISH CORE – 88 HISTORY – 98 GEOGRAPHY – 95 POLITICAL SCIENCE – 94 ECONOMICS – 100 95% 4 SURBHI 5813182 ENGLISH CORE – 95 PHYSICS – 83 CHEMISTRY – 80 BIOLOGY – 99 PHYSICAL EDUCATION – 99 91.2% OAK GROVE SCHOOL, JHARIPANI, CLASS XII RESULT 2018
Your over-all percentage after 2 attempts. Which activities you tried and the results on “Click here to Email this summary” in “Teacher’s email Address” your own email in “My email address” on Email report to “Teacher and Me” on Submit.
HOCKLIFFE SCHOOL Early Years Foundation Stage LONG TERM PLAN 2018-19 Theme and Language Literacy Physical Development Personal, Social and Emotional Development Mathematics Understanding the World Technology Expressive Arts and Design Autumn Homes and families Throughout the year the children will be developing their speaking and listening skills in specifically planned activities and through our everyday activities We will explore and discuss, rhymes, stories, fiction and non-fiction texts linked to the current topic and to children’s individual interests We will the letter sounds and their names and will use this to begin to read and write words and sentences Socatots Golden We are gentle, honest, kind and helpful. We listen carefully. We look after property and work hard. SEAL Good to be me Say no to bullying ‘All about me’ boxes Throughout the year the children will be using practical activities to develop their understanding of numbers to 10 and then to 20 They will work on finding ways of recording numbers and developing their calculation and problem solving skills They will explore ‘flat’ and ‘solid’ shapes naming them and beginning to describe them in mathematical terms They will work with money, time and measures and patterns Holiday destinations Ourselves Homes Families How environments differ Buildings, Materials Autumn Harvest Diwali Hanukkah The Christmas story Light and dark Programming a Bee-bot Taking photographs Drawing Role play, music and creative activities linked to the seaside, holidays, families, building sites and houses Construction toys Printing Exploring texture and colour Baking Patterns Celebrations Spring Toys Gymnastics and Dance SEAL Relationships Winter Games Moving toys Puppets Toys past and present Easter Spring, New life Different occupations People who help us keep safe and well Investigation of Bee-Bots Recordable devices Developing mouse skills Winter scenes Pancakes Role play toy shop Models and pictures of toys Making games Models Pictures Easter food Role play police, fire, teachers, doctors, vets People who help us Summer In the garden Skills Programme SEAL Changes Growing plants Minibeasts Habitats Life cycles Fur, feathers or skin? Animal Camouflage Animal young Dinosaurs Programming and using a touchpad Saving and printing photographs Making an electronic book Found object pictures Vegetable prints Garden centre Models and pictures of minibeasts Patterns Role play zoo Animals from other lands
Year R and N Curriculum News Summer Term 2018 ‘On the Farm’ and ‘Water’ Communication and Language The children will have ‘talk partners’ to allow plenty of opportunities for them to share their knowledge and learning about our themes this term and so develop their ability to share information and ideas clearly and effectively. Personal, Social and Emotional Development Values Humility and Friendship Physical Development As well as our Brazilian Football we will be working on a gymnastic programme on ‘Space’ theme. This involves holding strong shapes, balancing and moving with control and imagination between shapes. Literacy Year N children will be introduced to Phase 2 Letters and Sounds as an when they are ready and will work through the stages at their own pace. Year R children are working on Phase 4 which involves learning to read and write words with 4 sounds such as plan, start and roast and words with more syllables such as windmill and lunchbox. ‘Tricky’ words to learn that don’t follow the phonics rules will be supported through the children’s Superstar Spellings. We will be reading stories and using texts to support our learning on our topics. The emphasis this term for Year R will be on children reading and writing independently. Mathematics We will be our topics as the basis of much of our learning in maths particularly to do with things growing and the patterns we see in nature. We will use our role play area to explore money and counting. The children will be developing their understanding of the areas below at a level suited to their stage of development and learning: Counting accurately in different contexts Ordering numbers Finding 1 more and 1 less than a number Addition and subtraction skills in practical activities Doubling, halving and sharing Estimating Counting in sets of 2, 5 and 10 names and their properties Repeating patterns and symmetry Using money in practical activities Measuring short periods of time and distance in simple ways Understanding the World On the Farm The importance of the environment for animals and plants to survive Identifying different farm animals, where they are kept and how they are looked after and comparing different animals and their young The importance of the food produced by farmers and the life cycles of plants and animals. Water Exploring liquids The water cycle Floating and sinking Rivers, ponds and the sea Expressive Arts and Design The children will engage in role play linked to books we have read and information we have found to support our themes. We will revisit using clay and use other materials to make models. We will explore through songs, percussion instruments and dance.
Specialty Specific Total 52 Credits 103 WHNP/FNP DNP Curriculum by Semester 2014-2017 Course # Summer 2014 Credits GSN601 GSN602 GSN603 GSN701 GSN710 Advanced Anatomy Advanced Health Assessment Advanced Physiology for Advanced Nursing Practice Advanced Practice Role Bedside Ultrasound 3 3 3 1 1 Fall 2014 Total 11 GSN702 GSN900 GSN901 GSN607 GSN608 GSN708 GSN713 Organizational and Systems Leadership in Healthcare Healthcare Research Evidence Based Practice Applied Pharmacology I Applied Pathophysiology I Advanced Diagnosis and Management in Adult Primary Care Advanced Diagnosis and Management in Gynecology 3 1 2 2 2 5 2 Spring 2015 17 GSN703 GSN902 GSN607 GSN609 GSN714 GSN707 GSN711 Ethics and Policy in Federal Health Systems Analytical Methods and Applied Statistics Advanced Pharmacology II Applied Pathophysiology II Advanced Diagnosis & Management in Pediatric Primary Care Integration and Application of Family Theory in Primary Care Battlefield Acupuncture and Integrative Concepts 3 2 2 2 5 3 1 Summer 2015 Total 18 GSN704 GSN716 GSN718 GSN717 GSN723 Population Health and Epidemiology in Advanced Practice Advanced Diagnosis and Management in Embryology/Obstetrics Foundations of Independent Practice Drugs in Pregnancy and Lactation Context in Healthcare 4 4 4 1 1 Fall 2015 Total 14 GSN903 MM04001 GSN712 GSN709 Translating Evidence Into Practice Military Contingency Medicine / Bushmaster Primary Care of the Military Member Assessment and Diagnosis in Geriatric Primary Care 3 6 3 1 Spring 2016 Total 13 GSN706 GSN722 GSN720 GSN722 Healthcare Informatics Advanced Concepts in Independent Practice Advanced Concepts in Women’s Health (elective) Military Sexual Assault 3 5 1 1 Summer 2016 Total 10 GSN705 GSN801 Health Economics and Advanced Practice DNP Practicum for Nurse Practitioner Practice I 2 4 Fall 2016 Total 6 GSN802 DNP Practicum for Nurse Practitioner Practice II 4 Spring 2017 4 GSN906 GSN803 Doctor of Nursing Practice Project (over 3 semesters) DNP Practicum for Nurse Practitioner Practice III 6 4 Total 10 Total Credits/Hours 103
KS1 Curriculum News Summer 2018 – Explorers and Africa English Explorers We will develop our reading and writing skills using a range of biographical books about astronauts and oceanographers. African Tales We will explore a range of stories about the continent of Africa and the people who live there. Computing Coding We shall learn how to manipulate a digital scene through coding. Science Minibeasts and Plants We will explore minibeasts through observation and research. We will learn about plants and how they grow. History and Geography Explorers We shall learn about map reading and drawing, the history of space exploration and life in the planet’s oceans. Africa We will learn all about Africa, including Africa’s ‘Big 5’ and the different environments found in Africa. Art and Design Planetscapes We will be using a range of mediums to create imaginative science fiction planetscapes. African Dot Painting We will paint a range of African animals using traditional African dot painting techniques. German We will continue our German lessons with Mrs Street and be learning to say whole sentences in German. We will learn vocabulary to say what food we eat and enjoy a German picnic. Music Singing We will be learning to sing songs about caring for one another and the environment. We will use tuned and untuned percussion instruments to create music about our world. We will learn to play the African drums. PE Orienteering We will be learning how to direct ourselves and others and how to manoeuvre around obstacles. Key Skills We shall continue developing movement skills and techniques through a range of activities and games. PHSE Changes We will be thinking about how we might change from one day to another and how this affects our thoughts and feelings. RE Our Wonderful World We will be learning about what makes our world so wonderful and read creation stories from different religions.
Blue Springs H.S. Class 4 District 7 Championships Saturday, October 22, 2016 Site: Jacomo Cross Country Course, Lake Jacomo, Shelter 14, Blue Springs, MO 64015 The course is located at Shelter House 14 at Lake Jacomo (by the old Jacomo Beach area and youth camp grounds). Take Woods Chapel Rd. to Rennau Dr. and go South to the Jackson Cty. Sheriff Dept. office. Take a right at the stop sign onto Beach Rd. At the next stop sign/Y intersection take a left and go up the hill and the course area will be located on the left side of the road. Or take Colbern Rd. East to Beach Rd. Go North on Beach Rd. past the lake and up the hill and the course will be on your right. Entry Procedure: All entries will be done online at . Coaches can manage their roster to change/confirm up to 10 runners (maximum of 7 will run). Entries are due no later Monday, October 17 at 4:00 pm. Scratches/Changes: Coaches may manage their roster until Wednesday, October 19 at 4:00 pm. Declaration: Your team declaration occurs at the clerking/starting area of the meet with the seven or less runners who show up at the starting line. You do not have to designate your athletes before this time. Time Schedule: 8:45 am – Coaches meeting (top of hill near the concession 9:30 am – Girls Race 10:15 am – Boys Race 11:00 am – Alternates Race 11:45 am – Awards Ceremony Course Map: Tents: On the North side of the black top road to Shelter Number 14. Medical Arrangements: An EMT will be onsite. Entry List: Entry List will be posted after the Entry Deadline Box Assignments: Results: Results will be posted at Meet Questions: Frank Wheeler 816-213-0577 cell or 816-874-3400 office Entry Questions: Rich Schilling – Denise Schilling – 314-522-6176 office (between the of 9 – 4 pm Monday - Friday)
Kite: A quadrilateral with exactly two pairs of equal consecutive sides. (1) The diagonals are perpendicular to one another (2) One of the diagonals bisects the other. (3) In the figure m∠B = m∠D but m∠A ≠ m∠C. 2. Sum of the measures of the interior angles of a polygon is (n-2)180 3. Sum of the measures of the exterior angles of a polygon is 360 CHAPTER 4 – PRACTICAL GEOMETRY 1. Five measurements can determine a quadrilateral uniquely. 2. A quadrilateral can be constructed uniquely if the length of its four sides and a diagonal are given. 3. A quadrilateral can be constructed uniquely if its two diagonals and three sides are known. 4. A quadrilateral can be constructed uniquely if its two adjacent sides and three angles are known. 5. A quadrilateral can be constructed uniquely if its three sides and two included angles are given. CHAPTER 5 – DATA HANDLING 1. Data mostly available to us in an unorganised form is called raw data. 2. In order to draw meaningful inferences from any data, we need to organise the data systematically. 3. Frequency gives the number of times that a particular entry occurs. 4. Raw data can be ‘grouped’ and presented systematically through ‘grouped frequency distribution’. . .
abstract boolean break byte case catch char class const continue debugger default delete do double else enum export extends false final finally float for function goto if implements import in instanceof int interface long native new null package private protected public return short static super switch synchronized this throw throws transient true try typeof var void volatile while with Types of Operators: logical, arithmetic, relational Operators: An Operator is a symbol that performs an operation. JavaScript language supports following type of operators. Arithmetic Operators Comparision Operators Logical (or Relational) Operators Assignment Operators Conditional (or ternary) Operators The Arithmetic Operators: Assume variable A 10 and variable B holds 20 then:
Tables: In relation data model, relations are saved in the format of Tables. This format stores the relation among entities. A table has rows and columns, where rows represent records and columns represents the attributes Tuple: A single row of a table, which contains a single record for that relation,is called a tuple. Relation instance: A finite set of tuples in the relational database system represents relation instance. Relation instances do not have duplicate tuples. Relation schema: This describes the relation name name), attributes and their names. Relation key: Each row has one or more attributes, can identify the row in the relation (table) uniquely, is called the relation key. Attribute domain: Every attribute has some pre-defined value scope, known as attribute domain. The main highlights of this model are: Data is stored in tables called relations. Relations can be normalized. In normalized relations, values saved are atomic values. Each row in relation contains unique value Each column in relation contains values from a same domain. Data Definition Language Data Definition Language (DDL) statements are used to define the database structure. Some examples: CREATE - to create objects in the database ALTER - alters the structure of the database DROP - delete objects from the database TRUNCATE - remove all records from a table, including all spaces allocated for the records are removed COMMENT - add comments to the data dictionary RENAME - rename an object Create database: The CREATE DATABASE statement is used to create a database. Syntax:CREATE DATABASE your_name;
Sunniva Ramsay, Traverse Theatre’s Creative Producer (Learning) says: “For the past 26 years, Class Act has motivated young people from Scotland, Russia and the Ukraine to explore their creative voices through creating brand new plays. Not only do these young writers create plays, but also provocations, inspiring Traverse playwrights, directors and actors with their creativity and unique perceptions of the world. Working with young people from across Mumbai will be an exciting and enriching experience and we’re delighted to be working with RAGE Productions to find out what the young people of Mumbai want to say, right now.” Nicola McCartney, Playwright and Director, says: “Class Act is a project which, in my experience, changes lives for young people involved. Every time I do the project it changes mine. I am thrilled to be part of this team, and look forward to learning from theatre artists in Mumbai and most of all the young people we will work with together.” KEY DATES, MUMBAI: 11 January – Introductory meet and greet with all 80 participants 12/13/14/15 January – Playwriting workshops 17 January – Script development workshop 18/19 January – Playwriting workshops 20 January – Final script deadline 21 & 22 January – Rehearsals 23 & 24 January – Final performances at Prithvi Theatre Class Act Mumbai is part of the British Council’s UK/India 2017 Season and is supported by the British Council, Creative Scotland and the Scottish Government. -ENDS-
2. All lettering must be in ink, marker, or typed, and all illustrations must be in color. 3. Your name should be on the “flip side” or back of the book jacket’s spine. 4. You will need a of unlined paper that is 8.5 inches wide and 20 inches long. Some suggestions are to use two pieces of printer/copier paper taped together, shelf paper, wrapping paper, butcher paper, or construction paper. It does not have to be white, but keep the background color in mind when doing your illustrations. 5. Divide your paper as shown below, either by drawing lines or by folding. Inside back flap. Information about the author. 3 inches wide Back Your opinion about the book and highlights about the story. 6 inches wide Spine. Title, Author, & 2 inches wide (Your name on the back) Front cover. Title, Author, Illustrator, and an illustration. 6 inches wide Inside Front flap. Highlights from the story. 3 inches wide Name _______________________________ Points Earned Points Possible Description 10 points Your name on the back of the poster.
22 August 2015 For attention of Parent/Guardian of <PUPIL NAME MAILMERGE> Dear Parent, We recently started using Class Charts at YOURSCHOOLNAME. Class Charts is an online system which teachers use to track achievement and behaviour throughout the school day. We believe in working closely with parents and one of the key benefits of using Class Charts is that we are able to securely share your child(s) achievement and behaviour report with you and so keep you up to date in real-time. Each has a unique access code. The access code for <PUPIL NAME MAILMERGE> is: <PUPIL CODE MAILMERGE> Please use the code and create an account by going here: to mobile phone apps are also available to parents from this page. If you have more than one child in the school then you can enter additional codes once you have created an account and are logged in. Please do get in touch if you have any questions. Yours Sincerely A.Teacher
(I) If housing is provided, live in housing that meets housing and safety standards. (e) Pre-deployment requirements. (1) The Contractor shall ensure that the following requirements are met prior to deploying personnel authorized to accompany U.S. Armed Forces. Specific requirements for each category may be specified in the statement of work or elsewhere in the contract. (i) All required security and background checks are complete and acceptable. (ii) All deploying personnel meet the minimum medical screening requirements and have received all required immunizations as specified in the contract. The Government will provide, at no cost to the Contractor, any theater-specific immunizations and/or medications not available to the general public. (iii) Deploying personnel have all necessary passports, visas, and other documents required to enter and exit a designated operational area and have a Geneva Conventions identification card, or other appropriate DoD identity credential, from the deployment center. Any Common Access Card issued to deploying personnel shall contain the access permissions allowed by the letter of authorization issued in accordance with paragraph (c)(4) of this clause. (iv) Special area, country, and theater clearance is obtained for personnel. Clearance requirements are in DoD Directive 4500.54, Official Temporary Duty Abroad, and DoD 4500.54-G, DoD Foreign Clearance Guide. Contractor personnel are considered non-DoD personnel traveling under DoD sponsorship. (v) All personnel have received personal security training. At a minimum, the training (A) Cover safety and security issues facing employees overseas; (B) Identify safety and security contingency planning activities; and (C) Identify ways to utilize safety and security personnel and other resources appropriately. (vi) All personnel have received isolated personnel training, if specified in the contract, in accordance with DoD Instruction 1300.23, Isolated Personnel Training for DoD Civilian and Contractors. (vii) Personnel have received law of war training as follows: (A) Basic training is required for all Contractor personnel authorized to accompany U.S. Armed Forces deployed outside the United States. The basic training will be provided through— (1) A military-run training center; or (2) A web-based source, if specified in the contract or approved by
FAR 52.212-5 Contract Terms and Conditions Required to Implement Statutes or Executive Orders—Commercial Items(DEVIATION Use the following clause in lieu of 52.212-5, as prescribed in class deviation 2013-O0019. CONTRACT TERMS AND CONDITIONS REQUIRED TO IMPLEMENT STATUTES OR EXECUTIVE ORDERS—COMMERCIAL ITEMS (DEVIATION 2013-O0019) (SEP 2013) (a) Comptroller General Examination of Record. The Contractor shall comply with the provisions of this paragraph (a) if this contract was awarded using other than sealed bid, is in excess of the simplified acquisition threshold, and does not contain the clause at , Audit and Records—Negotiation. (1) The Comptroller General of the United States, or an authorized representative of the Comptroller General, shall have access to and right to examine any of the Contractor’s directly pertinent records involving transactions related to this contract. (2) The Contractor shall make available at its offices at all reasonable times the records, materials, and other evidence for examination, audit, or reproduction, until 3 years after final payment under this contract or for any shorter period specified in FAR , Contractor Records Retention, of the other clauses of this contract. If this contract is completely or partially terminated, the records relating to the work terminated shall be made available for 3 years after any resulting final termination settlement. Records relating to appeals under the disputes clause or to litigation or the settlement of claims arising under or relating to this contract shall be made available until such appeals, litigation, or claims are finally resolved. (3) As used in this clause, records include books, documents, accounting procedures and practices, and other data, regardless of type and regardless of form. This does not require the Contractor to create or maintain any record that the Contractor does not maintain in the ordinary course of business or pursuant to a provision of law.
(v) If the solicitation includes the provision at 252.225-7982, Preference for Products or Services of Djibouti (DEVIATION 2016-O0005), use the evaluation procedures at 225.7798-5 (DEVIATION 2016-O0005). * * * * * SUBPART 225.75—BALANCE OF PAYMENTS PROGRAM * * * * * 225.7501 Policy. (DEVIATION 2016-O0005) Acquire only domestic end products for use outside the United States, and use only domestic construction material for construction to be performed outside the United States, including end products and construction material for foreign military sales, unless— (a) Before issuing the solicitation— * * * * * (8) Use of a procedure specified in 225.7798-3(a) (DEVIATION is authorized for an acquisition in support of DoD operations in Djibouti. * * * * * SUBPART 225.77-- ACQUISITIONS IN SUPPORT OF OPERATIONS IN AFGHANISTAN OR DJIBOUTI (DEVIATION 2016-O0005) * * * * * 225.7798 Enhanced authority to acquire products or services of Djibouti in support of DoD operations in Djibouti. (DEVIATION 225.7798-1 Scope. This subpart implements— (a) Section 1263 of the National Defense Authorization Act for Fiscal Year 2015 (Pub. L. 113-291), Enhanced Authority to Acquire Goods and Services of Djibouti in Support of DoD Activities in the United States Africa Command Area of Responsibility, as amended by section 886(c) of the National Defense Authorization Act for Fiscal Year 2016 (Pub. L. 114-92); and (b) The Under Secretary of Defense for Acquisition, Technology, and Logistics Class Determination and Findings regarding the application of section 1263 of the National Defense Authorization Act for Fiscal Year 2015, dated February 19, 2015. 225.7798-2 Definitions. As used in this subpart— “Product of Djibouti” means a product (including a commercial item) that is wholly grown, produced or manufactured in Djibouti. This term does not include construction
Caucasus, it is in the national security interest of the United States to use a procedure specified in 225.7799-1(a), because— (A) The procedure is necessary to— (1) Reduce overall United States transportation costs and risks in shipping goods in support of operations in Afghanistan; (2) Encourage Central Asian states, Pakistan, and the South Caucasus to cooperate in expanding supply routes through their territory in support of operations in Afghanistan; or (3) Help develop more robust and enduring routes of supply to Afghanistan; and (B) Use of the procedure will not adversely affect— (1) Operations in Afghanistan; or (2) The U.S. industrial base. (ii) The authorizing official generally may presume that there will not be an adverse effect on the U.S. industrial base. However, when in doubt, the authorizing official should coordinate with the applicable subject matter expert specified in PGI 225.7703-2(b). (b)(1) Determinations may be made for an individual acquisition or a class of acquisitions meeting the criteria in paragraph (a) of this subsection as follows: (i) The contracting officer is authorized to make a determination that applies to an individual acquisition with a value of less than $93 million. (ii) The head of the contracting activity, without of re-delegation, is authorized to make a determination that applies to an individual acquisition with a value of $93 million or more or to a class of acquisitions. (2) The contracting officer shall— (i) Include the applicable written determination in the contract file; and (ii) Ensure that each contract action taken pursuant to the authority of a class determination is within the scope of the class determination, and shall document the contract file for each action accordingly. (c) See PGI 225.7703-2(c) for formats for use in preparation of the determinations required by this subsection.
medical and dental care include examination and initial treatment of victims of sexual assault; refills of prescriptions for life-dependent drugs; repair of broken bones, lacerations, infections; and traumatic injuries to the dentition. Hospitalization will be limited to stabilization and short-term medical treatment with an emphasis on return to duty or placement in the patient movement system. (ii) When the Government provides emergency medical treatment or transportation of Contractor personnel to a selected civilian facility, the Contractor shall ensure that the Government is reimbursed for any costs associated with such treatment or transportation. (iii) Medical or dental care beyond this standard is not authorized. (3) Contractor personnel must have a Synchronized Predeployment and Operational Tracker (SPOT)-generated letter of authorization signed by the Contracting Officer in order to process through a deployment center or to travel to, from, or within the USCENTCOM AOR. The letter of authorization also will identify any additional authorizations, privileges, or Government support that Contractor personnel are entitled to under this contract. Contractor personnel who are issued a letter of authorization shall carry it with them at all times while deployed. (4) Unless specified elsewhere in this contract, the Contractor is responsible for all other support required for its personnel engaged in the USCENTCOM AOR under this contract. (d) Compliance with laws and regulations. (1) The Contractor shall comply with, and shall ensure that its personnel performing in the USCENTCOM AOR are familiar with and comply with, all applicable— (i) United States, host country, and third country national laws; (ii) Provisions of the law of war, as well as any other applicable treaties and international agreements; (iii) United States regulations, directives, instructions, policies, and procedures; and (iv) Orders, directives, and instructions issued by the Combatant Commander, including those relating to force protection, security, health, safety, or relations and interaction with local nationals. (2) The Contractor shall institute and implement an effective program to prevent violations of the law of war by its employees and subcontractors, including law of war training in accordance with paragraph (e)(1)(vii) of this clause. (3) The Contractor shall ensure that CAAF and non-CAAF are aware— (i) Of the DoD definition of “sexual assault” in DoDD 6495.01, Sexual Assault Prevention and Response Program;
PART 206—COMPETITION REQUIREMENTS * * * * * SUBPART 206.3--OTHER THAN FULL AND OPEN COMPETITION * * * * * 206.303 Justifications. * * * * * 206.303-71 Acquisitions in support of operations in Africa. (DEVIATION The justification and approval addressed in FAR 6.303 is not required for acquisitions conducted using a procedure specified in 225.7798-3(a) (DEVIATION 2017-O0009) * * * * * PART 225—FOREIGN ACQUISITION * * * * * SUBPART AGREEMENTS * * * * * 225.401 Exceptions. (DEVIATION (a)(2)*** (S-70) If a procedure specified in 225.7798-3(a)(1) (DEVIATION 2017-O0009) to acquire products or services in support of DoD activities in Djibouti, the procedures of FAR subpart 25.4 are not applicable. * * * * * SUBPART 225.5--EVALUATING FOREIGN OFFERS--SUPPLY CONTRACTS
Requirements The paper should be 750 words or 3 pages double-spaced (not including references and title page). Formatting: 12 point Times New Roman font 1 inch document margins Numbered pages The submitted paper must consistently follow APA style. For help with the APA style, visit the . Evaluation This assignment is graded out of 20 points using the following rubric and is worth XX% of the final grade. Learners may receive partial scores or a zero for unacceptable work. Criteria Does Not Meet Expectations 1 Partially Meets Expectations 2 Meets Expectations 3 Exceeds Expectations 4 Max Points Quality of Analysis Inadequate comprehension of concepts or theories presented in course materials. Includes irrelevant external resources and/or few or no course materials. Partial comprehension of concepts or theories presented in course materials. Includes course materials and external resources with limited relevance. Adequate comprehension of concepts or theories presented in course materials. Includes course materials and relevant external resources. Broad and in-depth comprehension of concepts or theories presented in course materials and relevant external resources. 4 Required Components Response is missing/does not address required components indicated in the instructions. Response is missing/does not address some of the required components indicated in the instructions. Response includes all components and meets the requirements indicated in the instructions. Response includes and exceeds the requirements indicated in the instructions. 4 Support for Ideas Offers simplistic or little support for ideas. Ideas are irrelevant to course. Connections between ideas are unclear. Ideas are partially supported/relevant, too broad, or repetitive. Includes some examples. Inconsistent connections between ideas. Ideas are supported by appropriate examples that lead to logical conclusions. Consistent connections between ideas. Substantial and logical development of new ideas and insights. Conclusions are original, compelling, and topical. 4 Writing Unclear organization. Many grammatical, spelling or punctuation errors. Some of logical organization. A few grammar, spelling or punctuation errors. Organization supports purpose. Well-constructed paragraphs. Almost no grammatical, spelling or Organization fully and imaginatively supports purpose. Well-constructed paragraphs and subheadings. No 4
punctuation errors. grammatical, spelling or punctuation errors. APA APA style is followed a few times in the document. No sources or mostly not cited in APA. APA style is followed sometimes in the document. Some sources are missing (or not cited in APA). Most of the document follows APA Most sources are cited in APA with few errors. The entire document follows APA formatting and all sources are properly cited in APA. 4
CLASS LIST THE LEISURE CLUB 2018 Monday Tuesday Wednesday AM: TENNIS 09:30 – 12:00 JACKIE SPIN 09:30 – 10:10 PETER FITBALL 10:15 – 11:00 PETER AQUA 11:15 – 12:00 PETER PM: PILATES 13:45 – 14:45 SARAH SPIN 17:45 – 18:30 MARCO BOXERCISE 18:30 – 19:15 MARCO TONE 19:25 – 20:15 SARAH S AM: CIRCUITS 09:15 – 10:00 WENDY SALSACISE 10:15 – 11:00 WENDY TONE 11:00 – 11:45 WENDY PM: ZUMBA 18:45 – 19:30 JUSTINE BARRE CONCEPT 19:30 – 20:30 JUSTINE AM: YOGA 10:00 – 11:30 LAURIE PM: BRIDGE 14:00 – 16:00 JACKIE SPIN 17:45 – 18:30 ATTILA BOOM 18:30 – 19:00 ATTILA PILATES 19:05 – 20:05 SARAH Thursday Friday Saturday & Sunday AM: AQUA 09:45 – 10:30 ATTILA DANCE 10:30 – 11:15 HEATHER STRETCH TONE 11:15 – 12:00 HEATHER PM: SPIN 17:45 – 18:30 MARCO STEP & CARDIO 18:30 – 19:30 MARCO AM: BEGINNERS BRIDGE 10:00 – 12:00 JACKIE SPIN 09:30 – 10:15 SARAH GROOVE 10:30 – 11:15 WENDY CORE STRENGTH 11:15 – 12:00 WENDY & FELEXIBILITY SATURDAY AM: SPIN 09:00 – 09:40 ATTILA YOGA 09:50 – 11:05 AMY SUNDAY AM: SPIN & ABS 09:45 – 10:45 SARAH S
Diary Dates: March 2018 Date Year Group Time Event Thursday 1st March Y1 – Y6 Day World Book Day Non uniform – dress as a book character and come to celebrate getting into a good book. Friday 2nd March Reception Y1, Y2, Y3 AM Free six week Parent Course “Keeping up with the children in Maths” Thursday 8th March Year 3 9.00am Year 3 Maths Parents information session with Miss Cao Thursday 8th March & Friday 9th March All PM Mothers’ Day Afternoon Tea Monday 12th March All Day STEM Day (Science, Technology, Engineering & Maths fun for all classes) Tuesday 13th March Year 3 Day Egyptian History Visit to New Walk Museum, Leicester Wednesday 14th Year 5 Day Year 5 School Council go to represent our school at Nottingham Primary Parliament Thursday 15th March Year 6 PM English to see ‘War Horse’ at Nottingham Theatre Royal Friday 16th March All PM Sports Relief Events Active fun to finish the week! Wednesday 21st March Year 5 Day Science Visit to Think Tank Museum, Birmingham Monday 26th March Y3 & Y5 PM Arabic Afternoon Tuesday 27th March & Wednesday 28th March All PM Parent – Teacher Meetings Friday 30th March All 3.15pm School Closes for the Easter Holiday Monday 16th April All 8.55am School reopens for the Summer Term
174/216 (Present continuous as future plans) I am She/ He is We are You are They are Verb + ing Future I’m eating lunch with friends tomorrow. I’m watching a movie this weekend. I’m going to Seoul later tonight. Are you Is she/he Are we Are you Are they Verb + ing? Future Are you studying tonight? Is she watching a movie this weekend? Are you eating together tomorrow night? What Where When Why Who How are you is she is he verb + ing are we are you are they What are you wearing to school tomorrow? Where are you going this weekend? When are you taking your final exams? Why are you taking next semester off from school? Who are you meeting tonight? How are you getting to the concert next Wednesday? 217 A 1. this 2. I’m 3. We are leaving 4. tomorrow 5. are you getting there 6. We are flying 7. we are changing 8. we are visiting 9. climbing 10. I am staying 11. I am returning 12. next 13. My friend is traveling 14. Are you going 15. I am visiting. 16. I am driving 17. I am leaving in Which sentence describes a person’s emotion or feelings? A or B? A: That was so boring. B: I was so bored during that movie. Which sentence describes the cause of an emotion or feeling? A or B? A: That horror film was frightening. B: I was so frightened while watching that horror movie. 180 and 217
range of music, expressing likes and dislikes and the reasons for these choices. Look at samples such as the group Sky Toccata was a modernised version of Bach’s traditional Toccata and Fugue. about music demonstrating an awareness of musical concepts. STAGE 2 DRAMA DRAS2.1 Takes on and sustains roles in a variety of drama forms to express meaning in a wide range of imagined situations. DRAS2.2 Builds the action of the drama by using the elements of drama, movement and voice skills. DRAS2.3 Sequences the action of the drama to create meaning for an audience. Create a performance of schools now with some time travel into the future. Students should include a day in their school life today then a projection into the future e.g. in a time travelling machine. Students will need to consider: The time zone to which they travel. How they arrive. What happens to them in the future school. How they return home. This could also incorporate narrative writing. Transform this into a school performance for Education Week! Individual equipment as required Takes on and adapts different roles to suit time zones. Performances incorporate drama elements. Performances demonstrate a strong storyline to create meaning for the audience. STAGE 2 – VISUAL ARTS/STEAM VAS2.1 Represents the qualities of experiences and things that are interesting or beautiful* by choosing among aspects of subject matter. VAS2.2 Uses the forms to suggest the Explore designs of old schools and recently built schools, for example Anzac Park Public School and Arthur Phillip High School. Examine your own school for features of both old and new. What elements have been sustained throughout its time? How could it be improved for the future? Discuss the needs of students of the future. How will they learn? What will they need? What will our environment be like? How do we build a sustainable school of the future? Students could then design and potentially make models or use software such as AutoCAD360, Sketchup. Alternatively, students could draw and iPads, computers or drawing equipment Interprets the qualities that are needed to make school designs functional yet attractive. Used artistic forms in designs for school creation. What makes their school appealing?
surprised Disappointed- I thought the movie was going to be good. It wasn’t, so I was disappointed. Disappointing – I thought I got an A on my test. My test score was disappointing. I got a C+. 218 B depressed confused entertaining terrified surprising boring embarrassing Optional: Antman and the Wasp https://www.youtube.com/watch?v=8_rTIAOohas Jurassic World: Fallen Kingdom https://www.youtube.com/watch?v=vn9mMeWcgoM Incredibles 2 https://www.youtube.com/watch?v=i5qOzqD9Rms 177 Watch the movie trailer. The movie is coming out soon (coming to a movie theater). That movies looks like a (genre) film. That movie looks ______________(-ing). If I watch it, I will probably be ___________(-ed). Feeling Feeling amazing amazed Frightening (scary) Frightened (scared) amusing amused inspiring inspired boring bored interesting interested confusing confused moving moving depressing depressed shocking shocked entertaining entertained surprising surprised exciting excited Terrifying (really scary) Terrified (really scared) fascinating fascinated thrilling thrilled amazing amazed frightening frightened amusing amused inspiring inspired boring interesting interested confusing confused moving moving
Where are you from? What’s your What do you do? What do you do in your free time?/What do you do for fun? Do you live alone?/Who do you live with? Do you have gf/bf? (maybe) Where are you from? What’s your What do you do in your free time? Do you live alone?/ Who do you live with? What do you do for fun? Did you eat? (In Korea only) What’s your favorite…? What kind of …..do you like? Do you like…? How old are you? (sometimes) Do you have any pets? Do you have any siblings? (brothers or sisters?) Ask follow-up questions. A: What are you majoring in? B: My major is Korean Studies. A: Wow, how interesting! Why did you choose that major? A: How are the professors in your department? A: What do you want to do with your degree? Get into groups. Introduce yourself. (Hi, Make small talk. Listen and ask follow-up questions. Where are you from? What’s your major? What do you do in your free time?/ What do you do for fun? Do you live alone?/ Who do you live with? What’s your favorite…? What kind of …..do you like? Do you like…? How old are you? (sometimes) Do you have any pets? Do you have any siblings? (brothers or sisters?) We’re finished. Please continue talking and asking follow-up questions. Page 10 Use be with…age, weight, height Use have with…eye hairstyle, hair color, facial hair Age Early (teens/twenties, thirties, etc) Mid Late Weight Slim = okay Skinny = sometimes negative Fat = negative Big/overweight= sometimes negative Facial hair beard vs mustache Hair color Blond ≠yellow Beard Mustache Goatee
Unit 5 Goals and Objectives Grammar Vocabulary and Expressions You will be better able to ask questions. You will describe your heroes and people you admire. Pg. 68 (Be past tense, yes/no questions) Pg. 74 (simple past, Page 65 (Pioneers) Page 70 (Personal heroes) Who is a famous Korean hero that you admire? Tell you partner about this person. 64CD Alex Zanardi “Even the greatest defeat can be turned into your greatest victory.” Vocabulary: Page 65 65A Who is he? What is he doing? 65B Read about Will Steger with your partner. Explorer- finds new places Leader Traveler Ambassador – represents a country; supports an activity Speaker Writer Author-writes books Teacher Founder- someone who starts a business. (Who were the founders of Apple and Microsoft?) Educator-a teacher Scientist -ian -or -ist --er musician physician (doctor) politician (lawmaker) director (movies or business) doctor instructor (teacher) activist (wants social or political change) journalist (writer) scientist researcher (finds new things in science) teacher traveler What are the two best jobs? Why? What are the two jobs? Why?
Greenwich High School Student Activity Sheet ____________________________ Student Name HONORS or AWARDS Received School Year Approx. Time: Hrs/Wk, Wks/Yr Positions Held Honors Won Description of Activity 9 10 11 12 SCHOOL Activities/Athletics School Year Approx. Time: Hrs/Wk, Wks/Yr Positions Held Honors Won Description of Activity 9 10 11 12 NON SCHOOL Activities/Athletics School Year Approx. Time: Hrs/Wk, Wks/Yr Positions Held Honors Won Description of Activity 9 10 11 12 SUMMER Activities/Athletics School Year Approx. Time: Hrs/Wk, Wks/Yr Positions Held Honors Won Description of Activity 9 10 11 12
[Single Class Name – Grade] [Month Name] CLASS TOTALS TOTAL STEPS DAILY AVG. STEPS DAILY AVG. ACTIVITY TIME DAILY AVG. MVPA Week 1: Week 2: Week 3: Week 4: Favorite Physical Activities Students Enjoyed This Month: _____________________________________________________ [Grade Level]
IP Survey -- class schedule 2017 Students: The set of for the course is in a free Word file posted on my faculty home page. It has been updated with cases through June 2017. After you have selected seats for the course, I will assign groups of students to cases. Here is the sequence of PowerPoints and cases that we will follow, along with approximate dates for each. (The dates must remain approximate, because I cannot predict exactly how long each segment will take to complete; many questions are possible, etc.) Intro and General Overview ppt Aug. 21, 23 Trade Secret ppt Aug. 28 Trade secret cases Aug. 30, Sept. 6, 11 Copyright ppt Sept. 13, 18 Copyright cases Sept. 20, 25, 27, Oct. 2 Trademark ppt Oct. 4, 9 Trademark cases Oct. 11, 16, 18 Patent ppt Oct. 23, 25, 30 Patent cases Nov. 1, 6, 8, 13 Special topics Nov. 15, 20, 27