zilongwang/ReadingBank huggingface dataset:
Differentiate between the Entrepreneurs and Intrapreneurs. The terms Entrepreneur and the Intrapreneur might seem the same words to hear, but both the terms have much differences including their spelling and characteristics. The differences between these two terms have been shortly gleaned below:- Differences Entrepreneur Intrapreneur Dependency An entrepreneur is independent in his operations An intraprenuer is dependent on the entrepreneur, i.e. the owner. Raising of Funds An entrepreneur himself raises funds required for the enterprise. Funds are not raised by the Intrapreneur. Risk Entrepreneur bears the risk involved in the business. An intraprenuer does not fully bear the risk involved in the enterprise. Operation An entrepreneur operates from out side On the contrary, an intraprenuer operates from within the organization itself. Orientation An entrepreneur begins his business with a newly set up enterprise. An intrapreneur sets up his enterprise after working someone else’s organization. Experience As an entrepreneur establishes new business, so he does not possess any experience over the business. An intrapreneur establishes his business after gathering experiences through working in the other organizations. According to the above table, anyone can differentiate between the entrepreneur and intrapreneur as both the terms are heterogeneous. Source: http://shah9il.blogspot.com/2011/06/differentiate-between-entrepreneurs-and.html
Basis Limited liability partnership Limited liability Company 1.Regulating Act The LLP Act,2008. The Companies Act,2013 2.Members/Partners The persons who contributes to LLP are known as partners of the LLP. The persons who invest the money in the shares are known as members of the company 3.Internal governance structure The internal governance structure of a LLP is governed by agreement between the partners The internal governance structure of a company is regulated by statute (I.e., Companies Act,2013) 4.Name Name of the LLP to contain the word “Limited Liability partnership”or LLP as suffix. Name of the public company to contain the word “limited”and Private company to contain the word “Private limited “as suffix. 5.Number of members/partners Minimum-2members Maximum-No such limit on the members in the Act .The members of the LLP can be individuals/or boby corporate through the nominees. The Comp Private company Minimum -2 members Maximum- 200 members Public company: Minimum-7members Maximum –No such limit on the members Members can be organizations,trusts,another business form or Anies Act,2013 6.Liability of members/partners Liability of a partner is limited to the extent of agreed contribution except in case of willful fraud. Liability of a members is limited to the amount unpaid on the shares held by them. 7.Management The business of the LLP is managed by the partner including the designated partner. The affairs of the company are managed by board of directors elected by the shareholders. 8.AGM No requirement of AGM AGM of Shareholders Mandatory
Different File Formats and Their Programmes: SPSS SAS Excel STATA R Access Notepad Notes .sav This is an SPSS file format It can be opened using SAS It can be opened using Excel Extra required (available for free) It can be opened but extra is required (available for free) It can be opened but cumber-some It cannot be opened in Notepad .sps is SPSS commands .por is SPSS portable (rarely used) .sas It can be opened but labels go missing This is an SAS file format It can be opened if data saved in SAS-export format (.xpt) It can be opened if data saved in format (.xpt) It can be opened but extremely cumbersome It cannot be opened in Notepad .xls/.xlsx It can be opened It can be opened This is an Excel file format First save as .csv .csv recommended over .xls It can be opened It cannot be opened in Notepad .csv It can be opened It can be opened This is an Excel file format It can be opened It can be opened It can be opened It cannot be opened in Notepad variables .dta It can be opened It can be opened It can be opened This is a STATA file format It can be opened It cannot be opened in Access It cannot be opened in Notepad .do is STATA commands .rdata It cannot be opened in SPSS It can be opened First save it as .csv It cannot be opened in Stata This is an R file format It cannot be opened in Access It cannot be opened in Notepad .acc First save as .xls First save as .xls It can be opened It can be opened - bit awkward, first save as .csv It can be opened - bit awkward, first save as .csv This is an MS Access file format It cannot be opened in Notepad .mbd is old Access extension
Exercise 3: Data Inspection The distributions of methylation values show that the vast majority of the genome is highly (>=80%) methylated, with only a small subset staying unmethylated. The Methylation profiles of all of the samples are extremely similar to each other, showing there are no global differences to explain or normalise and showing that the analysis can proceed using the current quantitations. The scatterplots show some noise when comparing replicates within the same sample (left), but the differences seen on an individual comparison are mostly not widespread across other replicates. When comparing the two replicate sets we can see a clearer picture, but with some large changes in a small number of points. When looking at the underlying quantitations we generally see very similar changes in all of the replicates suggesting that these differences should reflect real biology. Both PCA and tSNE show a clear and consistent difference between the replicates from the two alleles suggesting that the differences in methylation overall divide nicely into the experimental groups we expect. Exercises 4,5 and 6: Differential Expression The number of hits found using the different statistical tests should be: Chi-Square: 19496 Logistic Regression: 17485 EdgeR: 6339 All of the sets of hits look sensible when highlighted on a scatterplot of the entire data set. When collating the hits 5483 were present in the hits from all techniques. After applying the 25% absolute difference cutoff then only 60 probes should remain. Exercise 8: Reporting When the report is made, most of the top hits should match to known imprinted genes. In this version of the report I collapsed the replicate sets in the Data Track Display options so that we only see the mean values for allele1 and allele2 rather than the values for all of the individual replicates.
(c) Calculate the value of x for which the gradients of the two graphs are the same. 2 marks (d) Draw the tangent to the parabola at the point with the value of x found in part (c). 2 marks Question 7 Consider the function f(x) = x3 + , x ≠ 0. (a) Calculate f(2). 2 marks (b) Sketch the graph of the function y = f(x) for –5≤ x ≤ 5 and –200 ≤ y ≤ 200. 4 marks (c) Find f′(x).
KCAS/Standard and ‘I Can’ Statement Assessed (Remembering, Understanding, Applying, Analyzing, Evaluating, Creating) Assessment Needed Modifications/Assessment Accommodations* Critical Vocabulary Critical Vocabulary Vocabulary for ELs Taught Step by Step Lesson Plan Needed Modifications/Instructional Accommodations** *Assessment Accommodations
Differentiated Texts Overview 2017 – 2018 ** Every text to include narrative unit with additional non narrative Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2 Rec Meg’s Eggs Whatever Next Peace at Last Goldilocks and the Bears Non Chronological report - Bears The Hungry Caterpillar Explanation – Life cycle of a butterfly Year 1 The Three Little Pigs Owl Babies Non chronological report The Tiger Who Came to Tea Instructions Old Bear Recount Dogger Non Chronological report Little Red Riding Hood Food poetry Instructions Year 2 The Gingerbread Man Instructions The Tunnel Woodland Poetry Snow White Non Chronological report / Historical recount The Great Fire of London Chronological report /Historical recount Aladdin Letter (Topical) Fantastic Mr Fox Non Chronological report - Fox Poetry Year 3 Tin Forest Explanation – topical Tin Forest Persuasion Snow (Christmas text) Age Boy Non chronological report The Stone age (Animal information texts) Fact Madhatter’s Tea Party Poetry Madhatter’s Tea Party Recount Year 4 George’s Marvellous Medicine Instructions Alfie’s Roman Adventure Non – Chronological report Charlie and The Chocolate Factory Persuasion - adverts Charlie and The Chocolate Factory Explanation The Secret Garden Poetry The Secret Garden Saving the environment Information/ persuasive leaflet Year 5 Wind in the Willows Poetry Non chronological report Wind in the Willows Persuasion The Lion the Witch and the Wardrobe Poetry Arguments (Unbalanced) – topical The Lion the and the Wardrobe Balanced argument (topical) Letter Harry Potter Letter - formal Street Child Information Leaflets Year 6 Matilda Poetry The Firework Maker’s Daughter Kensuke’s Kingdom Balanced argument Kensuke’s Kingdom Haiku Narnia Prince Caspian Persuasive letter Narnia Journalistic
JACKSON COUNTY PUBLIC SCHOOLS Differentiated Education Plan Program Service Options (Grades 9-12) Student Grade: Age: School AIG Team Recommendations: These placement decisions (when completed) should be based on the student’s needs related to the specific criteria for each service option. Service Options (course syllabus attached) Learning Environment Honors/Advanced Courses AP Courses Dual Enrollment (WCU or SCC) Early Admission Online Courses Interactive Television Courses College/University Courses Content Modification Honors English I Honors English II Honors English III Honors English IV Senior English-WCU/SCC AP English Honors Math I Honors Math II Honors Math III Applied Statistics-WCU/SCC Pre-Calculus AP Calculus Advanced Functions and Modeling Honors Biology Honors Biology II AP Biology Honors Earth/Environmental Science Honors Chemistry AP Chemistry Honors Physics Honors Civics and Economics Honors US History I Honors US History II AP US History Honors World History Internships Independent Study Other Special Programs Special Electives Seminars Mentorships Internships Other Name AIG Specialist Date Name Parent Date Name Classroom Teacher Date Name Position Date Student AIG folder at school (original): Parent (copy)
For every 100J of energy supplied to a motor, 80J of useful work is done. Calcualte the efficiency of the motor. Give your answer as a precentage. For every 500J of energy in coal, 135J are transferred to a room as thmeral energy from a coal fire. a. Calclate the efficiency. b. Suggest why fires are inefficient. An electric car is 85% efficient. The electricity for the car is supplied by a coal power station with a efficicent of 35%. Determine how much energy is needed from the chemical energy store of the coal for the car to provide 100J of useful energy. State non-renewable and renewable energy sources. Describe how 2 of these work. Wood is a form of bio-fuel. Explain why we can regard wood as a renewable resource. a. Describe the difference between energy and energy resource. b. Exlain why energy is conserved but an energy resources is not conserved. Suggest why fossile fuels re likely to provide most of the world’s energy for the foreseeable future. A local council has plants to extract shale gas frm the ground and to burn the fuel. Suggest some cnsideration that the council needs to make before they decied wether to go ahead. Both bio-fuel and fossil fuels are formed from plant and animals. Explain why bio-fuels are renewable resources but fossil fuels are
Taxonomy Review: Differentiated Folders Checklist/Score Sheet Activities Student Names Independent Peer-Led Group Reflection Total 1. __/25 __/25 __/25 __/25 __/100 2. __/25 __/25 __/25 __/25 __/100 3. __/25 __/25 __/25 __/25 __/100 4. __/25 __/25 __/25 __/25 __/100
Name: ______________________________ The Closet Creature By Kelly Hashway 1. What happened right after David went into Adam's room? a. Adam jumped into David's bed. b. David grabbed a flashlight from his desk drawer. c. Adam to strange sounds coming from his bedroom closet. d. David heard the noise coming from Adam's closet. 2. What did David plan to do with the pillowcase? a. keep the creature from coming out of the closet b. scare the creature in the closet c. catch the creature in the closet d. hit the creature in the closet 3. What was making the strange sounds in Adam's closet? a. a monster b. Adam’s brother c. Apricot d. a nightmare 4. What type of story is this? a. tall tale b. non-fiction c. mystery d. fable Name: ______________________________
Week 2 Classification:– R-Controlled Vowels – er Week 3 Classification:– R-Controlled Vowels – ir Week 4 Classification:– R-Controlled Vowels – or Week 5 Classification:– R-Controlled Vowels – ur Week 6 Classification:– Other Common Long Vowel Patterns – Long a Week 7 Classification:– Other Common Long Vowel Patterns – Long e Week 8 Classification:– Other Common Long Vowel Patterns – Long i Week 9 Classification:– Other Common Long Vowel Patterns – Long o Week 10 Classification:– Other Common Long Vowel Patterns – Long u Week 11 Classification:– Complex Consonant Patterns – qu, squ Term III Week 1 Classification:– Complex Consonant Patterns – triple letter blends Week 2 Classification:– Complex Consonant Patterns – shr, thr Week 3 Classification:– Complex Consonant Patterns – final consonant k sound Week 4 Classification:– Complex Consonant Patterns – soft consonants Week 5 Classification:– Sounds for the ED inflectional ending Week 9 Classification:– Contractions Week 10 Classification:– Compound Week 6 Classification:– Homophones Week 7 Classification:– Homophones Week 8 Classification:– Homophones 2017 Breakdown Begin Term I Week 5ish – same order? r-Controlled Vowels – ar A-Track B-Track C-Track carpet warm guard towards various necessary dark sugar quarter garage aquarium exhilarated
Marland, S. P., Jr. (1971). Education of the gifted and talented. Washington, DC: U.S. Government Printing Office. Passow, A. H. (1982). Differentiated curricula for gifted/talented: A point of view. In S. Kaplan, A. H. Passow, P. H. Phenix, S. Reis, J. S. Renzulli, I. Sato, L. Smith, E. P. Torrance, & V. S. Ward, Curricula for the gifted (pp. 1-21). Ventura, CA: National/State Leadership Training Institute on the Gifted/Talented. Passow, A. H. (1986). Reflections on three decades of education of the gifted. Roeper Review, 8, 223-226. Renzulli, J. S. (1988). The multiple menu model for developing differentiated curriculum for the gifted and talented. Gifted Child Quarterly, 32, 298-309. Renzulli, J. S. (1997, July). Five dimensions of differentiation. Keynote presentation at the 20th Annual Confratute Conference, Storrs, CT. T. L. (1997, January/February). Tools for discovery: Conceptual themes in the classroom. Gifted Child Today, 30-33, 50. Slocumb, P. D., & Monaco, T. (1986, November/December). Differentiating the curriculum. Gifted Child Today, 30-34. Tomlinson, C. A. (1995). How to differentiate instruction in classrooms. Alexandria, VA: Association for Supervision and Curriculum Development. Westberg, K. L., & Archambault, F. X., Jr. (1997). A multi-site case study of successful classroom practices for high ability students. Gifted Child Quarterly, 41, 42-51.
DIFFICULT TEENS! Who don’t want to be here…..at ALL. Options: Rewards/Incentives What is this teen interested in? Any way to tie components to interests? Can the caregiver give rewards after session (go to ice cream, more phone time) Rewards for participating in session? Candy, iPod/Pandora time, end session early, game on phone, computer game Insight Conceptualize TF-CBT as fit for distress/symptoms What are other outcomes, that TF-CBT participation is related to, that he/she might be interested in (get foster parent “off their back”, stabilize for a placement change)? Tie components to current, real-life stressors (visits, boyfriend problems) Creativity Videos (you tube, other), books Pop Culture More reading and writing than talking? Will typing engage the youth? Fostering Hope has flip cameras we can loan out, if you want to try them Create materials for a sibling/niece, advice giving? Caregiver Involvement What is the relationship with their caregiver? Any way to use the caregiver in to engage the person? Have them in the room, come into the room for part of the session? Parent-related Issues Does the youth want to be back with his/her parents? Is a parent who can be engaged, even if in a limited way? What is the reunification plan? Youth who say they don’t need treatment Prove it to you: 1 session psychoeducation, 2 sessions of Trauma Narrative (tell details, thoughts, and feelings for 2-4 events), 1 session of looking at thoughts—focused work (cognitive restructuring) Remember: Motivational Interviewing techniques are often your best shot, spending some time getting buy in is A OK (otherwise, you’re struggling for power and convincing, which we know doesn’t work and doesn’t feel good). Some adolescents simply do not want to be in treatment, and even if you use all your best skills and some of these….it may not work Try your best, but for some, right now may not be the best time, we can’t force them, and we want them to (ideally) leave thinking that therapy can be helpful
(T, PA) = (T, PB) (1.-2) The fugacity is a thermodynamic function defined by f(T, P) = Pexp = Pexp where G(T, P) is the molar Gibbs free energy and GIG(T, P) is the molar Gibbs free energy as the fluid approached ideal gas state. The water fugacities at states (T, PA) and (T, PB) are then ln = ln = Since PA > PB ln = + ln = ln + V is the molar volume of water, an incompressible liquid ln = ln + ln ln = ln+ = exp From the equality of fugacity, equation (1.-2) (T, PA) = (T, PB), we have (T, PB) exp = (T, PB) Since (T, PB) = (T, PB) = pure water fugacity = exp The osmotic pressure is then = PA PB = ln (1.-3) For an ideal aqueous solution at 298oK with xW = 0.98, W = 1, the osmotic pressure is = PA PB = ln(xW) = ln(0.98) = 27.8 bar
YES NO Osmosis is the movement of ___________________. Click on the Osmosis Animation In the animal, direction are the fluids (water molecules) moving? Circle one. HIGH TO LOW CONCENTRATION LOW TO HIGH CONCENTRATION Fill in the chart below for Osmosis. Click on Active Transport Answer the following questions: Active Transport is active. Does movement that is active require energy? Circle one. YES NO Click on the Active Transport Animation In the animation, which direction are the particles (such as salt or sugar molecules) moving? Circle one. HIGH TO LOW CONCENTRATION LOW TO HIGH CONCENTRATION in the chart below for Active Transport Take the quiz. Record your score._____________________ Chart for Diffusion, Osmosis, and Active Transport
reaches the public sewer main. At this point the offending debris becomes the sewer agency’s problem. What’s the Problem? Ultimately, we as an industry need to specifically identify what products are causing the ragging problem and to identify those products that are labeled or advertised as being “flushable” but are causing the problems. Some of this research has already been done by the Water Environment Research Foundation (WERF), but more is needed. To determine the extent of the problem of nondispersible products in the sewer, a survey questionnaire was developed in 2009 by the Southern California Alliance for POTWs (SCAP). SCAP sent the survey to public sewer agencies throughout requesting documentation of maintenance problems associated with disposing nondispersible products in the sewer system. Agencies were also asked to provide any cost information that they may have been associated with addressing the pump ragging and deragging problem. The results are being tabulated. The Future Here are some possible courses of action agencies might take to mitigate or minimize the problem: Agencies and associations can send letters to product manufacturers explaining the problem and requesting that they conduct more aggressive advertising campaigns that emphasize proper disposal options. Development of a public outreach program for educating your customers about what items they should not flush down the toilet. Writing articles, editorials or essays on blogs, for news papers or public service announcements. Dialogue with state legislators leading to possible new disposal standards for these products. Depending on the of staffing and funding available, SCAP has proposed that the investigation and documentation be a combined effort among several professional organizations and public agencies. Funding for such research has not been secured thus far, however possible sources of funding could include: Federal/state grants National research institutes and policy tanks Federal and state wastewater organizations and networking groups and regional wastewater agencies Product manufacturers/associations Environmental groups Arkansas Environmental Training Academy January - May 2011 Water Training Schedule 2011 Training Schedule Date Course Location Instructor Register online at Internet classes also available! Arkansas Environmental Training Academy
Amylases Proteases Pepsin Trypsin Chymotripsin Lipases Other Digestive Enzymes: Part IV- Gastrointestinal Diseases A. The new fad of “gluten-free” has swept the country. More and more people are going on gluten-free diets and more and more companies are coming out with gluten-free products. Read the following article to educate yourself about why people choose to be gluten-free and who is really effected by gluten! Answer the questions that follow. What is gluten? Did you know that most people who are gluten free do not even know what gluten is? Just this clip from Jimmy Kimmel! Who SHOULDN’T eat gluten, and why? Most people who should not eat gluten suffer from a disease called ____________________disease. Only ____% of the population actually suffers from this disease! However, about _________% of the population suffers from gluten sensitivity. So if you have gastrointestinal issues they suggest you try being gluten-free for about a week to see if it helps. Why is gluten all of a sudden an Why didn’t our grandparents deal with this way back when they were wee lads? Why are many doctors against a gluten-free diet?
digestion the process by which food is broken down into substances that can be used by the cells of the body mechanical digestion this occurs as the food is broken down into smaller pieces chemical digestion the process by which foods are chemically changed into simpler substances
Challenge: Create a 6-Panel comic strip/manga in order to show how the 6 steps of digestion break down your favorite food! Above each panel: Write the organ in charge of each step of digestion. On each sticky note: Sketch a visual representation of how that organ contributes to digestion. each sticky note: IN YOUR OWN WORDS, write a one-sentence summary of how that organ breaks down the food. For each Comic Panel: (x6 0 Points 1 Point Drawing Drawing does not successfully visualize digestive system step Drawing successfully visualizes digestive system step Description Inaccurate description of step, or not in your own words Accurate description of step in your own words
Name: ________________________________ Class: __________________ Date: ______________ Digestion News Report Rubric Suppose you’re a news reporter that can shrink down in size and be protected from changes in the environment with a special suit. You are assigned to accompany a bite of food as it travels through the digestive system. Report your findings in a dramatic but accurate way. Include a catchy title. This assignment is due Friday, January 29th. Category 4 3 2 1 pH details Makes clear mention of the pH level in all 3 body parts. Makes clear mention of the pH level in only 2 body parts. Makes clear mention of the pH level in only 1 body part. Makes no mention of pH levels in the body. Digestion Defines digestion and the two types clearly and accurately. Defines the two types of digestion clearly. Defines digestion accurately. Does not define digestion or either type. Body Parts Narrative has a clear direction, includes action in each body part. Narrative addresses action in each part of the body but the transitions are lacking. Narrative includes actions two out of three body parts with detail. Narrative includes one body part in detail. Enzymes Narrative includes the role of enzymes in each body part. Narrative includes the role of enzymes in two out of three body parts. Narrative includes enzymes in one body part. Narrative makes no mention of enzymes. Creativity Narrative is interesting and keeps the reader’s attention. Narrative is interesting in some parts. Narrative includes some interesting elements, but nothing consistent. Narrative is dry and just sticks to the facts. There is no originality to the piece. Presentation Narrative is or neatly hand written and includes an interesting title. Narrative is typed or neatly hand written and includes a title with little originality. Narrative is neatly written or typed and doesn’t include a title. Narrative is not neatly written and does not include a title.
Keep these test tubes as controls to compare to the test tubes prepared for starch digestion. Table 4. Results of iodine and Benedicts tests for starch digestion by amylase. Test tube pH Iodine test (color) Benedict test (color) Presence of starch (yes/no) Presence of reducing sugar (yes/no) Brief explanation of each result 1C 2C 3C 4C III. DIGESTION OF PROTEINS EXERCISE D Equipment: Egg white, scalpel, balance, weighing boats and spatula (1) pepsin in buffer, pH 2.0 2% pepsin, 2g/100 ml water (2) pepsin in buffer, pH 8.0 2% pepsin, 2g/100 ml water (3) trypsin in buffer, pH 2.0 2% trypsin, 2 g/100 ml water (4) trypsin in buffer, pH 8.0 2% pepsin, 2g/100 ml water
DISCUSSION Answer in the spaces provided Do not use extra pages. I: DIGESTION OF FATS Explain what happened in each tube used in Exercise A by completing the following table. Table D: Discussion of results of milk fat digestion by pancreatic lipase Test tube # Is the digestion of cream, fast, slow or is there no digestion at all? Explain. Be sure to include: function of components of the test tube, products of digestion, explanation for color change or no color change, explanation for changes in rate of digestion, etc. 1A 2A 3A 4A
Study diagram: Table of digestive tract Organ Digestive Activities Mouth Mechanical digestion: chewing Chemical digestion: saliva contains amylase and lipase Stomach Mechanical digestion: churning Chemical digestion: protease (pepsin) Small intestine Chemical digestion: amylase, protease, lipase (assisted by bile from liver/gall bladder), nuclease (all enzymes predominantly from the pancreas) Nutrient and water absorption Large intestine Water absorption Table of enzymes Enzyme Where found Breaks down pH Amylase Mouth and small intestine Starch to maltose Neutral to basic Maltose Small intestines Maltose to glucose Basic Protease Stomach and small intestine Proteins to amino acids Acidic Lipase Mouth and small intestine Lipids to fatty acids and glycerol Basic Nuclease Small intestine Nucleic acids to nucleotides Basic
2 1 2 3 (i) 1. I C PM M 2 1 2 3 (Humans have) fewer incisors (or fewer canines) or Animal shown has more incisors (or more canines) Type of food: meat or flesh or other animals Explanation: long (or sharp or pointed or large or extra) canines (or incisors) Absorption of water / peristalsis / egestion / absorb vitamins Production of vitamins / compete with micro-organisms / digestion / benefit immune system 3 3 3 3 2(3) 2(3)
RECREATION & LEISURE DAY/ TIME INFORMATION COST Winnfit – Zumba & Zumba Toning Zumba (45 mins) – dance infused moves using Latin & World Rhythms, have fun while breaking a sweat. Saturday 18th November 2.15pm – 4pm Contact: Donna Winney Ph: 0457 305 948 Email: Cost apply Werribee Painters Art classes available for seniors wishing to learn about art and participation. Come and share experiences. Wednesdays 1:30pm – 9:30pm Contact: Tony Bramwell Ph: 0403 428 129 Email: Werribee Concert Band The band weekly for rehearsals of the Werribee Concert Band. Thursdays 5:30pm – 10pm Contact: Leah Di Fonzo Ph: 0421 665 436 Email: CHURCH GROUPS DAY/ TIME INFORMATION COST Stand By Faith Worship Centre Youth group and Church service, a time of fellowship with family and friends. Saturdays 8am – 12pm /5.30pm – 10pm Sundays 8am – 1pm Contact: Mark Sapolu Ph: 0405 011 757 Email: Jesus Christ Salvation Church This is a religious activity church group with prayer and praise, worship and preaching. Fridays 5pm – 8pm Contact: Pastor Paul Tshibangu Ph: 0412 427 968 Email: CLUBS & ASSOCIATIONS DAY/ TIME INFORMATION COST Rate Payers Werribee – Seniors Group Monthly meeting includes Afternoon Tea, Guest Speakers, Bus Trips etc. 2nd Tuesdays every month 12:30pm – 3:30pm Contact: Joanne Ph: 0421 074 285 Email: Rate Payers Werribee South Bi Monthly evening meetings addressing local issues for residents & businesses. Meet your community & councillors & have a cuppa. Guest speakers invited to attend. Select Wednesdays on - 15th Feb, 10th May, 12th July & 13th Sept 7.30pm – 10pm Contact: Joe Garra Ph: 0408 610 605 Email:
Activity 2-1 (slide #8) Most, if not all, educators would probably agree with this quotation from Earl. However, what are some specific obstacles or challenges teachers face in trying to personalize their instruction? Is it realistic for schools to be able to overcome these obstacles? How? Let’s discuss these questions as a group. Possible responses: Obstacles or challenges—Lack of adequate planning time, the security some teachers feel using the traditional textbook and teaching manual, lack of targeted professional development in the area of differentiation. Though it time, most challenges can be overcome by: using available resources to schedule more planning time blocks for teachers; determining teachers’ training needs beforehand and then planning professional development to match those needs; and, creating a teacher mentor or coaching arrangement whereby staff that are more confident and receptive to differentiation would be paired with those who are reluctant or less confident in this area. Activity 2-2 (slide #8) A LPG is usually designed to reflect about one week’s worth of instruction depending on the concepts/skills being taught. REMEMBER that the LPG is designed to be used during STUDENT WORK TIME AFTER WHOLE GROUP INSTRUCTION and GUIDED PRACTICE. Partner up or work in triads to discuss: Is this example of an LPG realistic and practical for a teacher or grade level team to use effectively? If yes, how could you divide up the planning work among your teammates so that no one teacher has to develop the LPG on his own? If this entire LPG does not seem realistic to you, what could you adjust, condense, adapt, or use in part that would strengthen your current plans for differentiation with your students?
Addendum – School Newsletter Article and Press Releases: http://www.hngnews.com/waunakee_tribune/news/school/article_f5dc3cbe-1a38-11e3-a4de-0019bb30f31a.html
Ask people what they thought the main issues were. Remember, ask don’t tell. If no-one speaks up, give examples and ask for solutions. Debate, if necessary. 5. List Decisions Made with Person Responsible & Date for Completion Decision Made Resp: Date: Decision Made Resp: Date: Decision Made Resp: Date: 6. Safety Theme Introduce or remind people about your safety theme. Refer to pictures, video content, animation and get people to discuss. If no safety theme, train people on a technique that you notice needs attention. 7. Notes/Further Action
Digication ePortfolio Log In Navigate to Click on the Login Button Login with your standard La Verne login information You will now see the Digication screen Create ePortfolio Create your ePortfolio In the area that says My e-Portfolios, Click on the Create Button
Click on Create New e-Portfolio You will now see your ePortfolio Sections, Pages, Modules The Structure First, you will create major areas, called Sections. Second, in each section you will create as many Pages as you want to have (or just have one page). Third, on each page, you will add Modules or content consisting of text, graphics, videos, links, etc. Here is an example of Sections with Pages from my ePortfolio Home (Section) Welcome (Page) Contact Information Resume/Vita Download Teaching (Section) My Teaching Philosophy (Page) Experience (Page) Business (Section) Business Experience (Page) Recognition (Page) Community (Section) Non-Profit (Page) Civic Participation (Page) Below are sample section and page titles from students: Home (Section) My Profile Resume and Cover Letter (Page) Contact Information (Page) Education (Section) Degree and Major (Page) Coursework Completed (Page) Strengths (Section) StrengthsQuest Results (Page) Business Strengths (Page) Athletics (Section) Player History (Page) Awards and Recognition (Page) Reflections (Section)
Your page will appear in your View Pages area Add Module You are now ready to begin to add text, graphics, photos, videos, and links to your pages! First, Click to select the Section – you will know if you have selected the section because it will be underlined Second, Click to select the Page - you will know if you are on the correct page because it will be underlined Select the type of module you want to add – as you select each one, it will describe the features To begin, we will use Rich Text - Click on Rich Text Next, Click on Add This Module button – NOTE: IT IS AT THE BOTTOM – NOT THE ADD A MODULE at the top! This can really be confusing! Add Module continued Type your text or cut and paste your text in the module box
Notice that you can place your entire text in at one time or you can add several modules to a page As you are writing, you must Click on the Save button at the bottom of the page and it will save your work and allow you to keep editing the module Publish Page Your work will remain unpublished (not viewable by others) while you are adding and editing. When you have completed the page, click on the Publish button. You will still be able to add and edit later but this allows others to see what you have completed to date on the page Add Pictures You must add photos while you are in edit mode On the toobar, Click on the icon that says Insert Media when you hover over it A dialog box will appear – Click on the Browse Button
base pay increases on the previous year’s schedule, provided that those programs are completed by July 1, 2016. Experience The district will continue to step increases for each year of experience. The attached salary schedule contains proposed amounts. Each teacher will earn a yearly step increase for of experience. All teachers are eligible. The average step increase in the district is $400 per year. The estimated cost is $100,000 This experience payment makes up 20% of the districts expenditures on salary.
Saving Money William William began saving his money in hopes to buy a new iPod at the end of the year. Here are the totals for the first few months of what he had in his bank. William’s iPod will cost $300. Matthew This graph shows how much money Matthew has saved in order to buy a Nintendo DSi. Matthew’s DSi will cost $180. If the boys continue to save at this rate, which month will each of the boys be able to reach their goal? Was the table or the graph easier to use when figuring out the above answer? #3 Equation and Table Driving to Florida
Criteria include superior achievement in the area, along with attendance, punctuality, work habits and cooperation. C+ average is required for Grade 12 year. Winners receive a $1250 scholarship voucher for tuition. Valid for up to 5 years from graduation. Recipients will be announced at convocation in June. (Choose from 7 Focus areas below) Applied Skills Business, Technology, Home Economics, Information Communication Technology Community Service (Volunteer Activity) Minimum 150 hours volunteer service within the school and/or community during Grade 11 and 12; please provide documented proof (i.e. Letters to verify hours of volunteer service) and fill out the table in the application form* (page 6). Indigenous Languages and Culture Demonstrated at school or in the community Fine Arts Visual arts, music International Languages International Languages Curriculum or External Assessments, including AP and IB courses Physical Activity Not limited to PE – Athletics, Dance, Gymnastics Cheer , etc. Technical and Trades Training Carpentry, Joinery, Construction, Electrician, Auto Mechanics, Cook training To be considered for a District/Authority hand in a complete application package that includes: a completed application form (page 5) a personal letter (500 word max)—be sure to put your name on the top of each page one reference letter—one from the community an interim transcript (request from the office or counsellors) a current resume —be sure to include all volunteer work the name/signature of a referee (teacher or administration) from Best Deadline Thursday March 31, 2017 Hand completed package to Mr. Chang (Counseling) or Mrs. Healey Wright (Career Centre) Dr. Charles Best Secondary School Internal Local Scholarship Application Form for the Class of 2017
On Demand Tabs Ribbon Drop-Down Menus Mini toolbar Access Toolbar Intuitive Assistance Help Key Tip badges Ribbon Location Scavenger Hunt Icon Name and Function Certification Prep, MS Excel 2016, pages 5-15 Lesson 2-Program Layout-Students will be able to: Set vertical and horizontal alignment for cells; enter data; add headers and footers to worksheet Set cell alignment data Change Add headers and footers Certification Prep, MS Excel 2016, pages 16-18 Lesson 3—Getting Acquainted-Students will be able to: Enter data; use Auto Fill; set data type; set column width; add borders to cells; enter formulas; sort data; work with different views; print a workbook data Use Auto Fill Set data type Set column Add borders Merge cells Enter formulas Sort data Work with various views Print a workbook Certification Prep, MS Excel 2016, pages 19-27 Week 13-Begin Lessons on MS Excel—Lessons 4-5 Lesson 4-Data Tables-Students will be able to:
Cohort 7 Leadership and Transformation 14 March Transformation and new ways of working 16 May Innovation and Data 15 June Digital technologies: the art of the possible 30 August Reflections 27 September Preference Cohort 8 Leadership and Transformation 15 March Transformation and new ways of working 17 May Innovation and Data 21 June Digital technologies: the art of the possible 31 August Reflections 2 October
This simplifies the interface and reduces master/slave clock contention issues. The optical interface also isolates a local utility’s communications ground reference from a foreign ground reference. If a C37.94 interface is not possible, a G.703 interface is the next option. Due to strict timing requirements, utilities must inform each other when significant synchronization changes, which could affect the performance of inter-utility digital circuits, are planned (i.e.; a local utility retiming a previously floating DS1 by grooming the DS1 using a DCS or channel bank) (See Figure 7). RS-232 interfaces should have all the control available to allow full “handshaking” between the utilities. As a last resort, back-to-back VF interfaces can be used when synchronization issues cannot be resolved. RS-422, RS-449, and RS-485 are becoming obsolete and are not described here. Appendix A — References ANSI T1.105.03-2003, “Synchronous Optical Network (SONET) Jitter and Wander at Network and Equipment Interfaces.” ANSI T1.105.09-1996 (R2002), “Synchronous Optical Network (SONET) Network Timing and Synchronization.” ANSI T1.TR.81-2003, “Synchronization Network Architecture.” ANSI T1.403, “Network and Customer Installation Interfaces – DS1 Electrical Interface.” ITU-T Recommendation G.803, Mar. 2000, “Architecture of transport networks based on the synchronous digital hierarchy (SDH).” ITU-T Timing Recommendation G.810, Aug. 1996, “Definitions and terminology for synchronization networks.” ITU-T Recommendation G.811, Sept. 1997, “Timing requirements at the output of primary reference clocks suitable for plesiochronous operation of international digital ITU-T Recommendation G.812, June 1998, “Timing requirements of slave clocks suitable for use as node clocks in synchronization networks.” ITU-T Recommendation G.813, Mar. 2003, “Timing characteristics of SDH equipment slave clocks (SEC).” ITU-T Recommendation G.824, Mar. 2000, “The control of jitter and wander within digital networks which are based upon the 1544 Kbps hierarchy.”
ITU-T Recommendation G.825, Mar. 2000, “The control of jitter and wander within digital networks which are based upon the synchronous SDH hierarchy.” Telcordia GR-253, Rev.2, Jan. 1999, “Synchronous Optical Network (SONET) Transport Systems: Common Generic Criteria.” Telcordia GR-378, Feb. 1999, “Generic Requirements for Timing Signal Generators.” Telcordia GR-436, June 1996, “Digital Network Synchronization Plan.” Telcordia GR-499, “Transport Systems Generic Requirements (TSGR) Common Requirements.” Telcordia GR-1244, May 2005, “Clocks for the Synchronized Network: Generic Criteria.” Telcordia GR-2830, Dec. 1995, “Primary Reference Sources: Generic Requirements.” Oscilloquartz Application Note, 06/96, “Synchronisation of the Digital Telephony Network and the Plesiochronous Digital Hierarchy.”, Figure 4. Approved By: Approving Committee, Entity or Person Date Technical Operations Subcommittee Telecommunications Work
Dynamic Range >80dB Channel Separation >80dB Total Harmonic Distortion <0.05% Power Supply AC 110V or AC 240V Input Line In 1: 775mV Balanced Line In 2: 775mV Unbalanced Audio Output Line Out 1: 1V Balanced Line Out 2: 1V Unbalanced Impedance for Output >1 Kohm RJ45 Connected to PC Max. Power Consumption 400W Connection Method Specified Cable (6 Core) Color Black Weight About 3Kg Dimension 485x235x45mm Operating Temp. to Operating Humidity 20% to 80% TS-0206 Full Digit Conference System Chairman Unit TS-0206A Full Digit Conference System Delegate Unit Appearance Feature
MKJCCCT Job Description Person specification Job title: Digital Content Manager Essential Desirable Proven by Training and qualifications Educated to degree level or equivalent Post graduate study relevant to the post Evidence of relevant ongoing professional training and development CV and certificate Experience 3 years previous experience in a digital role managing and producing online content, digital communications and marketing plans Experience of copy-writing, proofing and editing experience Experience of producing digital communication and marketing channel content, preferably in a large organisation with geographically disperse staff and supporter base Experience of managing multiple internal and external stakeholders Experience of multi-tasking and work prioritisation Experience in managing complex online content schedules and email management Knowledge of or experience in working within the charity or not-for-profit sector Web analytics and using web tracking tools such as google analytics etc. Implementing content management systems, including word press Experience of developing in CSS/HTML/Flash CV, interview, interview tests, references
Review for Ch 3 and 4 Terms Assessment – Thursday October 27 Tuesday Learning Targets: Create a proposal with a SmartArt Graphic, picture bullets, watermark, and a numbered list Consider This: Your Turn – Choose 1 or Lab 2 pgs Data files for this on webpage Use concepts and techniques from the chapter: Shading SmartArt Formatted headers/footers Picture bullets Multilevel lists Table formatting Watermark Continue GMetrix – Word Assessment for those not MOS Certified will be next week Terms test – Thursday October 28 Wednesday Learning Targets: Create a proposal with a SmartArt Graphic, table, picture bullets, watermark, and a numbered list Prepare for Certification/Assessment Continue from 10.27.15 Flash cards for Terms Assessment tomorrow next week GMetrix for Certification/Assessment October 29 Thursday Learning Targets: Create a proposal with a SmartArt Graphic, table, picture bullets, watermark, and a numbered list Prepare for Certification/Assessment Continue from 10.27.15 Flash cards for Terms Assessment tomorrow next week GMetrix for Certification/Assessment
November 9 Monday Learning Targets: Prepare a draft resume Review Self Assessment Step #4 – Creating a draft resume. Review criteria. Order of Resume: Objective Education Experience Skills/abilities (put soft skills here) Volunteer/Community Service References Proofread!! Do not print November 10 Tuesday Learning Targets: Locate employment information using online resources, refine resume, create customized objective for my resume Step #5 – find a job on snagajob.com, print Read Writing an Objective link in Step #5 Refine resume, review criteria Do not print November 11 Wednesday Learning Targets: Write an effective letter of application Review Ch 3 & 4 Terms Test, Word Assessment Step #6 Step #7 – Write letter of application, review criteria November 12 Thursday Learning Targets: Write an effective thank you note to interviewer Step #8 – Write a thank you note Proofreading November 13 Friday Learning Targets: Finalize my resume, letter of application, thank you note, and proofread work for errors Review Checklist Finalize all documents, print, put in order, put in folder Progress reports Mid terms November 18th November 16 Monday Learning Targets: Understand how to send an appropriate email, create contacts, add signature line, and change a theme Student email – Review, AUP PPT – Ch 1 Terms, print both sides Pgs PPT1-PPT56
Assessments and Grading Practices: Safety and Ethics Written Tests Keyboard Mastery Teacher Observation Work completed Speed checks (Using speed and accuracy chart with minimum of 30 words per minute with a maximum of 3 errors on a 3-minute timing to determine grade) Written and performance tests Employability Skills Teacher Observation Work completed Quizzes/Tests Notebook Checks Student Organizations Teacher Observation Work completed Notebook Checks Basic Operations and Concepts Teacher Observations Work completed Quizzes/Tests Notebook Checks Internet Basics Teacher Observation Work completed Notebook Checks Written and performance tests Technology Research Teacher Observation Work completed Notebook Checks Written and performance tests Multimedia Basics Teacher Observation Work completed Notebook Checks Written and performance Technology Communication Tools Teacher Observation Work completed Notebook Checks Written and performance tests Careers Teacher Observation Work completed Notebook Checks Written and performance First/Second Nine Weeks Bell Work 5% Class Work: 65% Projects/Tests: 30% The average of 1st and 2nd Nine Weeks counts 80 percent of the final grade and the examination grade counts 20 percent. The standard grading scale for will be used. Students will receive an Interim Report and Report Cards. The District’s Grading is as follows: A = 100-90 B = 89-80 C = 79-70 D = 69-60 F = 59-0 Technique grade is based on teacher observations of the following criteria; Posture, Correct keystroking, touch keying/Eyes on copy, Concentration/On task