zilongwang/ReadingBank huggingface dataset:
Melcher Lesson Plan Lesson Type: Math/ELA/Writing/Science (underline) 10/31-11/4 Unit Topic: Government H Weekly Health Focus___Mindfulness________ Lesson Criteria Learning Target/ I Can……… I can talk about why cities have laws for their citizens. SS3.1.A I can identify and explain, in words and pictures, the functions of the 3 branches of government SS3.2.C.b I can write an opinion piece that states what I believe and offer reasons and evidence to support those beliefs.W3.1.a-d I can an opinion piece that states what I believe and offer reasons and evidence to support those beliefs.W3.1.a-d I can write an opinion piece that states what I believe and offer reasons and evidence to support those beliefs.W3.1.a-d Anticipatory Set Clips, Demonstrations) How you will introduce the topic to students: Show 3 branches of government school house rock video Show video of Tyrone Wells’ Hate Song Show video clip of things that annoy me Share video 3 Create illustrating 3 branches of government, adding details. Model trifold of 3 branches of government Model creating a list of Things That Bug Me Model choosing an item from the Bug Me list and writing an entry telling why it bugs me what actions I would like to see instead Model choosing an item from the Bug Me list and writing an entry telling why it bugs me and what actions I would like to see instead.
Guided Practice; Teaching Strategies ( add pg. Students will create trifold illustrating and writing about 3 branches of government Students will create a list of Things That Bug Me Students will choose an item from the Bug Me list and an entry telling why it bugs them and what actions they would like to see instead Students will choose an item from the Bug Me list and write an entry telling why it bugs them and what actions they would like to see instead Independent Practice Student Activity: Check for Understanding: (list 3 questions you will ask) What is the judicial branch? What is the executive branch? What is the legislative branch? What are things that bug you? Why does it bug you? What you like to see done instead? What are things that bug you? Why does it bug you? What would you like to see done instead? What are things that bug you? Why does it bug you? What would you like to see done instead? Small Group Instruction: (list of each group) Call students back for conferencing Call students back for conferencing Call students back for conferencing Call students back for conferencing Call students back for conferencing Assessments or Re-teaching Lesson (NWEA, STAR, etc.) Based on whole group response and will reteach Based on whole group response and will reteach Based on whole group response and will reteach Based on whole group response and will reteach Based on whole group response and will reteach
Dying for Work – Parts 1, 2, & 3 PART 1 / 15 marks What is Mike Klassen’s job? /1 Name 3 things wrong with the man using the grinder? /3 ii) iii) By June 2009, how many people were killed in Alberta on the job? /1 PART 2 How did Tim die on the job? /2 What were Vaughn Webb’s injuries when he was electrocuted? /2 What did Spencer “learn” from his horrible experience? /2 PART 3 “Obviously safety is a huge priority but of course there is also the priority of _________________________________________________________ “ /1 What are the three basic steps to staying safe of a job? /3 ii) iii)
1994 – Florida Power & Light published an IEEE paper using a similar load model structure 1998 – Delayed voltage recovery in Atlanta area in Southern Company territory Events observed, analyzed, modeled, and benchmarked to recreate event Both models, in principle, use similar approach to the SCE model and eventual WECC model models were used for special studies in local areas, but beginning to get traction 2013 – Northeast Power Coordinating Council (NPCC) created the NPCC Load Modeling Working Group 2015 – Southwest Power Pool (SPP) created the SPP Dynamic Load Task Force WECC Load Modeling Task 2005 – WECC developed ‘explicit’ model Included distribution equivalent circuit, induction motor load and static load Numerical stability achieved in interconnection-wide study for the first time 2007 – First version of the composite load model in GE PSLF developed Three phase motor models only, no single phase models represented 2006-2009 – Single-phase air conditioners tested by Electric Power Research Institute (EPRI), Bonneville Power Administration (BPA), and Southern California Edison (SCE) Led to development of performance model for single-phase air conditioners 2009 – Single-phase air conditioner performance model added to composite load model 2011 – WECC adopts a phased approach for composite load modeling, starts system impact studies 2013 – WECC approved use of 1 composite load models for planning and operational studies
Family Action, 55 Stevens Avenue, Bartley Green, Birmingham, B32 3SD T: 07469 660 479 E: /training Registration Form Two-Day Workshop Dynamic and Interactive Assessments in Family Placements – Tools and Frameworks for Assessors 1st-2nd November 2016 London 29th-30th November 2016 Bristol 17th-18th January 2017 Sheffield Fee £170.00 (+VAT £34.00) = £204.00 Remittance enclosed – cheque (including VAT) payable to ‘Family Action Enterprises Ltd.’ Please invoice To pay by credit/debit card please follow these links to our Eventbrite pages:- In the event of cancellation, a cancellation fee is chargeable, as detailed below. We will store your details and may want to contact you in the future with more information about our services and activities. Please tick here if you do NOT want us to do this. We will not pass your information on to a third party without your permission. Data Protection Act 1998. Name: Agency name & address: Position/Role: Requirements (eg: dietary, disability access): Telephone: Post code: E-mail: Billing e-mail (if different): We will confirm your and send joining instructions via e-mail, so please write clearly Your purchase order number: Substitutions and cancellations Completion of this booking form is a binding agreement. Substitutions are welcome at any time. Family Action reserves the right to levy a fee in the event of your cancellation. More than 6 weeks prior to the event 25% of the fee; between 2 and 6 weeks 50%; less than 2 weeks 100%. In the event that you wish to transfer your booking to another workshop date, we reserve the right to levy a 25% administration fee, if you then cancel your place, the previous cancellation fee would also apply. Please e-mail/post completed form (indicating your method of payment) to:- Joy Broadhurst, Family Action, 55 Stevens Avenue, Bartley Green, Birmingham, B32 3SD E: T: 07469 660 479 www.family-action.org.uk/training Registered Company Limited in England and Wales: 01514576 VAT Registration no. 355 1974 35 Family Action Enterprises Limited is a fully owned subsidiary of Family Action, Registered Charity no: 264713
fib(2): 100% recursive evaluations (3/3): functions called 3 times with caching/function called 3 times without caching fib(3): 100% … (5/5) fib(4): 78% … (7/9) fib(5): 60% … (9/15) fib(6): 44% … (11/25) fib(7): 32% … (13/41) fib(8): 22% … (15/67) fib(9): 16% … (17/109) fib(10): 11% … (19/177) … fib(20): 0.2% … (39/21891) fib(30): 0.0001% … (59/2692537) Asymptotically approaches 0%
A. Free-air B. Bouguer C. Geoid D. Both B and C 13. Which of the following is NOT an actual rift-valley? A. Rhine Valley B. Red Sea C. East African Rift Valley D. Keystone Valley 14. Isostatic rebound occurs after: A. Tensional forces B. Compressional forces C. Glacial advance D. Glacial Retreat 15. Which of the following pyroclastic debris is the smallest? A. Ash B. Bomb C. Cinder D. Lapilli 16. Which of the following would lower rock melting temperatures? A. More mafic rock B. Increase water content C. Increase pressure D. Larger crystals 17. Fractional crystallization segregation follows the: A. Hess progression B. Wilson cycle C. Cope series D. Bowen’s reaction series 18. The lava in subduction volcanoes is sourced from: A. The subducted slab B. Melted rock above the slab C. The deep mantle D. Hot spots 19. Mid-ocean ridges are offset by: A. Hot spots B. Mantle plumes C. Transform faults D. Normal faults 20. The mean elevation of land on Earth is ________ many meters above sea level? A. 840 B. 560 C. 220 D. 100 21. If all the land on the Earth was moved into the ocean, about how deep would the sea be? A. 10 km B. 7 km C. 5 km D. 3 km 22. The formation of the isthmus of Panama led to the: A. South American Extinction B. Great American Interchange C. American Diversification Event D. American Redistribution 23. Horst and graben topography is dominated by what kind of fault? A. Normal B. Reverse C. Thrust D. Strike-slip 24. Which of the following form from trench roll-back? A. Rift basin B. Intermontane basin C. Foreland basin D. Back arc basin Questions 25-30 refer to the image below:
Dynamic Plates App Name: In order to build our understanding of plate tectonics, we will be using the “Dynamic Plates” app in order to experience, hands-on the major movements of tectonic plates and the associated geologic features that arise. The app is very user-friendly, so please follow the directions and answer ALL associated questions in each section as you go. Divergent Boundaries: Boundaries that are_________________________________________________________ From the home page, click on the first plate icon and go through the simulation by dragging your fingers in the directions of the flashing arrows. There is a progress bar at the top of your screen to let you know how far you have to go to reach the end of the simulation. The simulation will stop at the red circles of the progress bar periodically, so just let the simulation run. Answer the following questions once you have run the simulation. Answers to the questions can be found by clicking on the “Photo Theory” icon at the bottom of the page. Additional information can also be found by clicking on the large diagram in the photo theory section. 1. What type of crust is being separated in this example? 2. What is a rift? 3. During the maturing phase, divergent boundaries create a new __________________________________ with a mid-ocean ridge in the center. 4. can one observe a real example of a mid-ocean ridge separating on land? Transform Boundaries: Boundaries that are_________________________________________________________ 1. What are transform boundaries? 2. What is a strike-slip fault?
Colour is not used as the only visual means of conveying information, indicating an action, prompting a response, or distinguishing a visual element. 9.2.11 Audio control Where ICT is a web page, it shall satisfy WCAG 2.0 Success Criterion 1.4.2 Audio Control: If any audio on a Web page plays automatically for more than 3 seconds, either a mechanism is available to pause or stop the audio, or a mechanism is available to control audio volume independently from the overall system volume level. Supported 9.2.12 Contrast (minimum) Where ICT is a web page, it shall satisfy WCAG 2.0 Success Criterion 1.4.3 Contrast (Minimum): The visual presentation of text and images of text has a contrast of at least 4.5:1, except for the following: Text: Large-scale text and images of large-scale text have a contrast ratio of at least 3:1. Incidental: Text or images of text that are part of an inactive user interface component, that are pure decoration, that are not visible to anyone, or that are part of a picture that contains significant other visual content, have no contrast requirement . Logo types: Text that is part of a logo or brand name has no minimum contrast requirement. Supported With Exceptions When interacting with the chat functionality, the contrast for the closing confirmation is less than the required value. 9.2.13 Resize text ICT is a web page, it shall satisfy WCAG 2.0 Success Criterion 1.4.4 Resize text: Except for captions and images of text, text can be resized without assistive technology up to 200 percent without loss of content or functionality. Supported 9.2.14 Images of text Where ICT is a web page, it shall satisfy WCAG 2.0 Success Criterion 1.4.5 Images of Text: If the technologies being used can achieve the visual presentation, text is used to convey information rather than images of text except for the following: Customizable: The image of text can be visually customized to the user’s requirements. Supported
page can be programmatically determined. 3.1.2 Language of The human language of each passage or phrase in the content can be programmatically determined except for proper names, technical terms, words of indeterminate language, and words or phrases that have become part of the vernacular of the immediately surrounding text. Not Applicable Guideline 3.2 Predictable Make Web pages appear and operate in predictable ways. Criteria Supporting Feature Remarks and Explanations 3.2.1 On Focus: When any component receives focus, it does not initiate a change of context. Supported 3.2.2 On Input: Changing the setting of any user interface component does not automatically cause a change of context unless the user has been advised of the behavior before using the component Supported 3.2.3 Consistent Navigation: Navigational mechanisms that are repeated on multiple Web pages within a set of Web pages occur in the same relative order each time they are repeated, unless a change is initiated by the user. Supported 3.2.4 Consistent Identification: Components that have the same functionality within a set of Web are identified consistently. Supported Guideline 3.3 Assistance Help users avoid and correct mistakes. Criteria Supporting Feature Remarks and Explanations 3.3.1 Error Identification: If an input error is automatically detected, the item that is in error is Supported
18 AGRESSO Software 1,697 776 1,110 19 Sage PFW ERP 1,584 800 1,199 20 Everest Advanced 1,500 380 1,703 21 TakeStock 1,455 85 2,043 22 FACTS 1,442 679 1,462 23 Made2Manage Manufacturing 1,441 448 1,694 24 SAP BusinessOne 1,426 953 1,204 25 AccountMate 1,391 1,344 848 26 Sage BusinessVision 1,348 379 1,856 27 Deltek Vision 1,347 175 2,061 28 Libra Signature Series 1,282 133 2,168 29 Cougar Mountain Accounting 1,225 55 2,303 30 UA Business Software 1,165 479 1,939 31 CYMA IV Accounting for Windows 1,153 260 2,170 32 Peachtree Quantum 1,140 180 2,263 33 Peachtree Premium Accounting 1,120 180 2,283 34 QuickBooks Enterprise 1,019 501 2,063 35 QuickBooks Pro 786 85 2,712 (Please keep in mind that feature shortcomings in any product can be overcome by implementing manual work-around procedures.) As companies continue to grow, their needs for more accounting system features typically grow as well. Ultimately most growing companies will need to consider upgrading to a more sophisticated accounting system. Strong Database - Dynamics GP offers a more robust database than most accounting systems. Dynamics GP can handle millions of transactions without slowing down whereas most entry level accounting systems solutions start slowing down after just 32,000 to 75,000 transactions. Dynamics GP offers three database options, as follows: Microsoft SQL Server for an unlimited number of users. Small Business Server (SBS) Premium Server Edition for up to 75 users. Microsoft SQL Express Edition for up to 10 users.
January BGHS Cheer Tentative Calendar Sunday Monday Tuesday Wednesday Thursday Friday Saturday 1 2 3 4 $23 for Competition Due 5 6 F BBall 3PM JV BBall 4:30PM V Bball 6 PM All @ Bolsa 7 8 9 Competition Practice 8AM- 1 PM 10 11 12 13 JV BBall 3PM @ Bolsa V BBall 3PM @ Bolsa 14 15 F BBall 3PM @Bolsa JV BBall 3PM @LQ V BBall 6PM @LQ 16 USA Regional @ Yorba Linda HS time TBA 17 18 $115 for Competition Due 19 20 JV BBall 3 PM @ Bolsa V BBall 6 PM @ Bolsa 21 22 JV BBall 3 PM @ Bolsa V BBall 6 PM @ Bolsa 23 24 Cheer Pros @ Citizens Bank Arena time TBA 25 26 27 F 3 PM @ Bolsa JV BBall 3PM@ RAHS V BBall 6PM @ RAHS 28 29 F BBall 3PM @ Bolsa JV BBall 3PM@ LAHS V BBall 6PM@ LAHS 30 Competition Practice 31
Dynamics Final Exam Review This review is intended to present you with some of the types of problems seen in the course, to review the concepts you will likely see on the exam. The exam, for both professors, will likely focus on Chapters 15 and on, however I am covering Chapters 11-14 because the concepts are important to be able to do Chapter 15 and on. This is meant merely as a guide for what might be on the exam, but there will likely be different problems on the Final Exam. The solutions for this review will be posted on the Study Union Wordpress site at after I have completed my session on Tuesday 4/24/18. *All of the material in this Review are property of McGraw Hill Publishing Company
(a) When software is designed to run on a system that has a keyboard, product functions shall be executable from a keyboard where the function itself or the result of performing a function can be discerned textually. Supported With Exceptions Product meets this requirement in most cases. There are a few exceptions, mainly in the following areas: Editors for Workflows, SLA and Email to Case Creation, and Routing Rules; Customer Insights; Microsoft Dynamics 365 for Outlook; Microsoft Dynamics 365 App for Outlook; Dynamics 365 Administration Center; Charts; Learning Path; document suggestions; interactive service hub; editable grids; field value and business recommendations; and integration with Power BI, Yammer, and Bing. (b) Applications shall not disrupt or disable activated features of other products that are identified as accessibility features, where those features are developed and documented according to industry standards. Applications also shall not disrupt or disable activated features of any operating system that are identified as accessibility features where the application programming interface for those accessibility features has been documented by the manufacturer of the operating system and is available to the product developer. Supported (c) A well-defined on-screen indication of the current focus shall be provided that moves among interactive interface elements as the input focus changes. The focus shall be programmatically exposed so that Assistive Technology can track focus and focus changes. Supported With Exceptions Keyboard focus not behaving as expected on certain browsers, mainly in the following areas: Editors for Workflows, SLA and Email to Case Creation, and Routing Rules; Customer Insights; Microsoft Dynamics 365 for Outlook; Microsoft Dynamics 365 App for Outlook; Dynamics 365 Administration Center; Charts; Learning Path; document suggestions; interactive service hub; editable grids; field value and
object? A runner exerts a net force of 225 N to accelerate at a rate of 3.0 m/s2. What is the runner’s mass? What average net force is required to stop a 4 kg bowling ball in 0.5 s if it’s initially traveling at 10 m/s? A hockey puck with a mass of 0.18 kg is at rest on the horizontal frictionless surface of the rink. A player applies a horizontal of 0.5 N to the puck. Find the speed and the traveled distance 5 s later. Mass and Weight: Class Work A woman weighs 580 N. What is her mass? Find the weight of a 2000 kg elephant. An astronaut has a mass of 85 kg. Calculate his weight on Earth and on the Earth’s moon (gmoon = 1.6 m/s2). Does his mass change when he goes from Earth to its moon? A car weighs 14500 N. What is its mass? Calculate the weight of a 4.5 kg rabbit. At the surface of Mars the acceleration due to gravity is 3.8 m/s2. A book weighs 34 N at the surface of the Earth. What is its mass on the earth’s surface? What are its mass and weight on Mars’s surface? Homework A boy weighs 270 N. What is his mass? Find the weight of a 60 kg table. A Martian weighs 17 N on the surface of Mars. Calculate his weight on Earth and on the Earth’s moon. Does his mass change along the flight from Mars to the Moon to the Earth? The acceleration due to gravity on Mars is 3.8 m/s2 and the acceleration due to gravity on the Moon is 1.6 m/s2. Find the weight of a 2 g computer chip. What is the mass of a 330 N television? The mars Spirit has a mass of 836 kg. Calculate its weight on Earth and on Mars. The acceleration due to gravity on Mars is 3.8 m/s2 Free-Body Diagram Problems: Class Work
generic framework. - Alt+Text is provided in most cases except for a few dialogs, dashboards, and the Yammer widget. (b) Equivalent alternatives for any multimedia presentation shall be synchronized with the presentation. Not Applicable (c) Web pages shall be designed so that all information conveyed with color is also available without color, for example from context or markup. Supported (d) Documents shall be organized so they are readable without requiring an associated style sheet. (e) Redundant text shall be provided for each active region of a server-side image map. Supported (f) Client-side maps shall be provided instead of server-side image maps except where the regions cannot be defined with an available geometric shape. Supported (g) Row and column headers shall be identified for data tables. Supported (h) Markup shall be used to associate data cells and header cells for data tables that have two or more logical levels of row or column headers. Supported (i) Frames shall be titled with text that facilitates frame identification and navigation Supported (j) Pages shall be designed to avoid causing the screen to flicker with a frequency greater than 2 Hz and lower than 55 Hz. Supported (k) A text-only page, with equivalent information or functionality, shall be provided to make a web site comply with the provisions of this part, when compliance cannot be accomplished in any other way. The content of the text-only page shall be updated whenever the primary page changes. (l) When pages utilize scripting languages to display content, or to create interface elements, the information provided by the script shall be identified with functional text that can be read by Assistive Technology. Supported
12. A rubber band ball of mass m is attached to a string of length R as shown above. The ball is released from rest from position X where the string is horizontal, swings through position Y where the string is vertical, and reaches position Z where the string is again horizontal. What are the directions of the acceleration vectors of the ball at positions Y and Z? Position Y Position Z (A) Downward Downward (B) Downward To the right (C) Upward Downward (D) Upward To the left (E) To the right To the left 13. As above, two blocks are pushed along a horizontal frictionless surface by a 30 newton force to the right. The force that the 4kilogram block exerts on the 6kilogram block is (A) 8 newtons to the left (B) 8 newtons to the (C) 10 newtons to the left (D) 12 newtons to the left (E) 12 newtons to the right 14. A mass m on a curved path from point X to point Y. Which of the following diagrams indicates a possible combination of the net force F on the mass, and the velocity v and acceleration a of the mass at the location shown?
Dynamics 109 – Kinematics of Bodies A ring with outer radius r4=2.5in and inner radius r3=2in rolls clockwise without slipping at ωR=10radians/s. The center shaft with radius r1=1in rotates counterclockwise at ωS =5radians/s. Find the angular velocity of the bearings ωB with radius r2=0.5in. There is no slipping at the contact points. Solution: For a wheel that rolls without slipping, there is a simple relation between the velocity of the center of the wheel and its angular velocity; i.e., vc=-r4ωR. Using the unit vectors in the figure above, we can write The velocity of point b is The velocity of point a is The velocity of point d can be written as However, because point d does not slip, we can set From this we can solve for ωB as Author: Kennedy, T. C. Subject: Dynamics Topic: Kinematics of Rigid Bodies Problem Length: 20 minutes Grading: Hand graded Presentation Format: Text and figure with problem statement Other:
Dynamics 110 – Kinetics of Rigid Bodies with Rotation A bar with length L is released from the position shown with θ=30°. Find the acceleration of the contact point if the surface is frictionless. Solution: We begin by drawing a free body diagram of the bar. Considering force equilibrium in the x-direction gives Since ω=0 for the initial position, the accelerations of points c and o are related through the kinematic relation Combining this with the previous equation, we conclude that Considering moment equilibrium about point o gives Combining this equation with the previous one gives Author: Kennedy, T. C. Subject: Dynamics Topic: Kinetics of Rigid Bodies with Rotation Problem Length: 15 minutes Grading: Hand graded Presentation Format: Text and figure with problem statement Other: Dynamics 111 – Kinetics of Particles with Coordinates
November 2014 Americas Bosch Security Systems, Inc. 130 Perinton Parkway Fairport, New York, 14450, USA Phone: + 1 800 289 0096 Fax: +1 585 223 9180 Europe, Middle East, Africa Bosch Security Systems B.V. P.O. Box 80002 5617BAEindhoven, The Netherlands Phone: + 31 40 2577 284 Fax: +31 40 2577 330 www.boschsecurity.com Asia-Pacific Robert Bosch (SEA) Pte Ltd, Security Systems 11 Bishan Street 21 Singapore 573943 Phone: +65 6571 2808 Fax: +65 6571 2699 Product Specification SECTION 28 23 29 VIDEO SURVEILLANCE REMOTE DEVICES AND SENSORS Bosch DINION IP dynamic 7000 HD Camera Kit – GENERAL SUMMARY Section Includes Video Surveillance Remote Devices. Related Sections Section [28 23 13 – Surveillance Control and Management Systems]. Section [28 23 16 – Video Surveillance Monitoring and Supervisory Interfaces]. Section [28 23 19 – Digital Video Recorders and Analog Recording Devices]. Section [28 23 23 – Surveillance Systems Infrastructure]. **********Specifier’s note: Include standards referenced elsewhere in this SECTION. REFERENCES
connector (non-isolated closing contact) activation voltage +5 VDC to +40 VDC (+3.3 VDC with DC-coupled 22 kOhm pull-up resistor) Relay 1 output connector Clamp voltage 30 VAC or +40 VDC Maximum 0.5 A continuous, 10VA Data port RS232/422/485 Optical Lens mount CS mount (C-mount with adapter ring) Lens connector Standard 4-pin DC-iris connector Focus control Motorized adjustment Lens Controls Wizard from web page or camera button Iris control Automatic iris control Lens LVF-5003N-S3813 Focal length 3.8 – 13 mm Iris range F1.4 to F8 Min object distance 0.3 m (1 ft) 1/3-inch sensor 16:9 of view (HxV) 79 x 43° Wide 23 x 13° Tele Focus control manual Zoom control manual IR corrected IR performance (not with IR illuminator) Lens LVF-5005C-S0940 Focal length 9 – 40 mm Iris F1.5 to F8 Min object distance 2.5 m (9.2 ft) 1/3-inch sensor 16:9 Angle of view (HxV) 33 x 17° Wide 7.7 x 4.4° Tele Focus control manual Zoom control manual
Company: Phone: Address: Full Name: Relationship: Company: Phone: Address: Full Name: Relationship: Company: Phone: Address: Previous Employment Company: Phone: Address: Supervisor: Job Title: Starting Ending Responsibilities: From: To: Reason for Leaving: May we contact your previous supervisor for a reference? YES NO Company: Phone: Address: Supervisor: Job Title: Starting Ending Responsibilities: From: To: Reason for Leaving: May we contact your previous supervisor for a reference? YES NO Company: Phone: Address: Supervisor: Job Title: Starting Ending Responsibilities: From: To: Reason for Leaving: May we contact your previous supervisor for a reference? YES NO Military Service Branch: From: To:
Job description Department: Development Office Job code: DV-DO(RGC)-18 Job title: Development Officer - DO – Regular Giving and Communications Date: May 2018 Organisation chart: Director of Development DO – Regular Giving and Communications Purpose of job: To support, develop and further the mission of the Development Office and strategic aims of the College, particularly in the delivery of the Regular Giving Programme, the Development Office’s communication strategy including digital and social alumni communications and alumni events. Responsible to: Director of Development Grade: Fellow, Supervisor Responsible for: Grade: Qualifications: Educated to degree level or equivalent experience Knowledge and experience of fundraising policies, practices and procedures Skills and competencies: Ability to analyse and communicate information and data effectively Ability to establish, monitor and meet annual and longer-term individual and team goals in support of the mission of the Development Office Ability to understand and communicate the mission of the Development Office, the strategic aims of the College, and its fundraising priorities. Ability to set, prioritise and meet goals and timelines and to work well under pressure Ability to work collaboratively with a team, with supervisor and within the College as well as independently Ability to work with a wide range of constituents, including students, Fellows, donors and volunteers Computer literate, including Excel and Word Excellent communication skills Integrity a must Proven organisational and project management skills Tactful and diplomatic Understanding of basic budgeting and finance systems Understanding of online social networks In addition, being flexible, adaptable, and a having sense of humour are all a plus Work experience: Previous experience in fundraising or philanthropically-related work, particularly in higher education, preferred Previous experience in management desirable
Bombs were also placed at Otis’s house, a hotel, the Los Angeles County Hall of Records which was under construction by a non-union company, and the home of another anti-union leader. All were discovered before they detonated, though the officers who found the bomb at Otis’s home had a very close call after they moved the suitcase containing the bomb to a nearby field and cut the case open. They heard the ticking of a clock inside and ran for their lives as a massive explosion split the morning; the officers survived, but a huge crater was left behind. The outcry to find and arrest the bombers was immense, and rewards totaling more than $300,000 were offered. Otis, of course, immediately blamed the unions, and the police, a Los Angeles grand jury, and other independent investigators concluded that the building had been dynamited. But Job Harriman, acting as an investigative attorney for the labor unions, claimed that his investigation showed no signs of dynamite and that a gas explosion was to blame.
With both McNamaras and McManigle in custody and en route to California, Burns, his men, and Indianapolis police followed directions that McManigle had given to bomb materials hidden across Indianapolis. As Burns told it, they “rode out to Washington Street in an automobile on my directions, and turned to the right at a road that McManigle had described to me, and continued until we came to the farm-house of a man named D. Jones. Jones answered our summons at the door. He was in appearance a mechanic, as he was in fact, for he was an iron-worker and a member of the union. We asked him to take us to his barn. It was now seven o'clock in the evening and growing dark. Jones brought a lantern and the barn key. When we entered the barn we saw a piano-box in one corner of it, beside the grain-bins, opposite the stalls. 'Jones,' I said, 'whose box is that? Whom does it belong to?' "He replied, 'To John J. McNamara.' 'What is it doing here?' "Why, he has it to keep books in.' '''What sort of books?' '"Records-the union's old books.'
It is easy to decorate or undecorated using the right-click Dynamo Utilities.Random Variable Function Decoration.Remove DFATech_ Decoration. When that is done, the result can be seen in Figure 16 where the Excel intrinsic function can be seen. In this case, a change in the dependent uniform random number argument will fire the Excel inverse function and return an inverse value. Figure Formula String Search Dialog Showing Decoration The mode of random variable operation is important to keep in mind as the results of a simulation can be greatly affected. Formulas Resulting in #DIV/0! There was a widespread problem in Dynamo; it is a division formula involving undefined cells in both the numerator and denominator. If a cell contains the formula =A1/B1 and both cells are blank, the result is #DIV/0! Such a formula may be nonsensical, but it is not an uncommon occurrence when data does not exist for cell A1. Unfortunately, dependences can arise when a collection of items is summed, but really some of the components don’t exist. The vacuous components that, nevertheless, show as #DIV! errors can have unintended and important consequences. A sum is thought to be an error when, in fact, it is not and error. Then, this error condition propagates from the sum (which is unintentionally containing valid and missing components) to other exhibits. In fact, the error condition in the sum is a spurious condition. Arguably, there are times when 0/0 really should not be thought of as division by zero; rather the result should be either NULL or 0. Conditional logic in cells can catch this type of thing, but it is a nuisance to deal with. An example of this phenomenon was the ramifications on the bond summary exhibit. Table Propagation of #DIV0! Errors XYZ Company - Summary of Bond Accounts (000) 1st 2nd 3rd 4th 5th Year Year Year Year Year Description 2008 2009 2010 2011 2012 Total Beginning BV 30000 31780 34001 37346 40005 Total Beginning MV 31800 32062 34017 37073
Non-invasive – Describes system or procedure that does not involve the entry into or penetration of the subject studied for the collection of data. PVC – (Polyvinyl Chloride) A type of plastic pipework which is used for the conveyance of drinking water, waste water, chemicals, heating fluid and cooling fluids, foodstuffs, ultra-pure liquids, slurries, gases, compressed air and vacuum system applications. PZT – (Pb[Zr(x)Ti(1-x)]O3) Lead Zirconate Titanate; a ceramic perovskite material that shows a marked piezoelectric effect, which find practical applications in the area of electroceramics. Reynolds Number – In fluid mechanics, the Reynolds number (Re) is a dimensionless number that gives a measure of the ratio of inertial forces (which characterize how much a particular fluid resists any change in motion, not to be confused with inertial forces defined in the classical way) to viscous forces and consequently quantifies the relative importance of these two types of forces for given flow conditions. RTDs – (Resistance Temperature Detectors) These are sensors used to measure temperature by correlating the resistance of the RTD element with temperature. Teflon® – name of Polytetrafluoroethylene (PTFE) by DuPont Co. PTFE is a solid, as it is a high- compound consisting wholly of and . PTFE is : neither water nor water-containing substances wet it. PTFE has one of the lowest coefficients of against any solid. (FEP and PFA are also commonly referred to as “Teflon”. Totalizer – A device or meter that continuously measures and calculates (adds) total accumulated flow. Transducer – A device that converts variations in a physical quantity, such as pressure or brightness, into an electrical signal, or vice versa. Transit Time – (Time of flight) Length of time elapsed between departure and arrival of an ultrasonic signal from one transducer to the other. Transmitter – A set of electronic equipment used to transmit messages or signals. Ultem® – Brand name of Polyetherimide (PEI) by SABIC. PEI is an amorphous thermoplastic with properties of heat resistance, solvent resistance and flame resistance.
Distinguished Young Pharmacist Award Qualifications: 1) Entry degree in Pharmacy received less than 10 years ago; 2) Licensed to practice in New Mexico; 3) Current member of the New Mexico Pharmacists Association; 4) Practice retail, institutional, managed care or consulting pharmacy in the year selected; 5) Participation in national pharmacy associations, professional programs, state association activities and/or community service. This Award is presented by Pharmacists Mutual Companies. Many of us in this room are dedicated to the pharmacy profession but this next young pharmacist is an embodiment of passion. Growing up she has always been enthusiastic about life sciences, but never felt the pull of any one discipline. After a friend planted the idea of pharmacy school, she has never looked back. Pharmacy school would provide her with the perfect outlet for her love of science and her passion for patient interaction and care. During her APPE rotations, she had an opportunity to experience the Pediatric ICU at Presbyterian. Moved by the dedication and inspired by the differences those pharmacists made greatly influenced her decision to pursue a residency. Ultimately her residency would take her to the border where she worked at La Fe. Utilizing her double major in Spanish she was able to provide passion driven care to a largely marginalized and trivialized transborder population.
Future Ready Professional development for all DYS General Education staff 5.5 hours Content Series Professional development provided for each content area: ELA, History, Math, Science, Art, Health/Wellness-All DYS General Education staff 2 days Specialized PD Series Professional Development provided on a variety of specialized topics-All DYS General Education staff 2 days Education Career Counselor Tailored professional development for Education Career Counselors 27.5 hours Google Apps for Education/ E-portfolio Training for specified treatment programs 15.5 hours Professional Learning Communities (PLCs) Art teachers (16.5 hours) Literacy Specialists (16.5 hours) Health/Wellness teachers (16.5 hours) 3 days each Content-Based Learning Teams (CBLTs) CBLTs provided 3 times per region in each content area: ELA (24 hours) History (24 hours) Math (24 hours) Science (24 hours) 24 hours per content area Teaching Coordinator Meetings TC meetings provided by program type 20 hours Empower Your Future Training for each program type and new teachers 5.5 hours Reading PD provided for reading teachers via webinar and face to face trainings 11 Edgenuity Training for all TCs 7.5 hours Science Training provided for all science teachers in DYS 11.5 Vocational Training Small Engine-targeted programs 11 hours New Teaching Coordinator Training New TCs in DYS 9
Dysarthria is caused by weakness or in co-ordination of the speech muscles Contact details Central Appointments Bureau Speech & Language Therapy Bishop Auckland General Hospital Cockton Hill Road Bishop Auckland County Durham DL14 6AD Tel: 01388 455200 Let us know your thoughts, Date Published May 2017 Date of Review: May 2020 Responsibility: Speech & Language Therapy Reference No: PIL/CG/0560 Version: 1 Dysarthria Information Leaflet Causes of Dysarthria Dysarthria is caused by changes to the muscles used in the in the production of speech. Common diagnosis linked with Dysarthria include: Stroke Parkinsons Motor Neurone disease Different types of Dysarthria Have different symptoms Speech may sound: Too fast / too slow Too Monotone or expressionless Slurred Jerky Dysarthria can make you feel Speech and Language Therapy Will work with you to Assess your speech skills. Provide you with: Strategies to manage the Dysarthria Activities to reduce impairment Support / Advice Speech and Language Therapy offer individual and group therapy.
Reader Self Perception Scale – Henk and Melnick Spellings Assessments High frequency words Sight vocabulary Letters and Sounds National Curriculum lists Regular words Encoding Phoneme/Grapheme correspondence (Hear to write) Regular words from schemes Randomised alphabet Wide Range Achievement TestIII (WRAT 4) Single Word Spelling test (NFER) APPENDIX 2 Information on Individual resources Title Date Authors Publisher Age Range Letters and Sounds 2007 DFES KS1 Neale Analysis of Reading Ability, 2nd revised British edition (NARAII) 1989 Neale, M D NFER-Nelson catalogue 6 – 12 years 11 months Reading Reflex (Phonographix) 1998 McGuinness, C and McGuiness, G Penguin 5 -11 years Phonological Assessment Battery 2 (PhAB 2) 2014 Gibbs and Bodman GL Assessment 5-11 years Sounds-Write 2004 Case, S; Philpot, D and Walker, J Available locally after training 5 -11 years Single Word Spelling 2000 Sacre, L and Masterson, J NFER-Nelson 5 - 15 years 2 months Test of Word Reading Efficiency 2 (TOWRE 2) 1999 Torgesen, J K; Wagner, R K and Rashotte, C A Pro-Ed (from Harcourt Assessment) 6 -24 years 11 months Vernon Graded Word Spelling Test 1997 Vernon, P E Hodder and Stoughton 6 - 18 years
‘No Pens’ Day The Learning Avengers’ Aims Support pupils with Literacy, Numeracy and Health and Wellbeing targets Be more active Focus on improving confidence to talk out more Self-motivation of the Learning Avengers to attend the pupil steering group Self-motivated to learn in all classes and have a ‘can do’ attitude Determined to do our best and ‘have a go’ Positive mindset and believe in ourselves DFS Passports All pupils, teachers and staff complete a DFS passport which they carry with them or keep at the front of Nurture folders. My Views All pupils complete a My worksheet to share their learning preferences with key staff. My Views worksheets are kept at the front of pupils’ Nurture folders. Personalisation and Choice
Focus Plan of Action Staff Resources Time Success Criteria RAG Policies DF = Dyslexia Friendly School Policy contains a statement relating to good practice in SpLD School Development Plan being reviewed annually. Subject policies are DF DF procedures in Handbook Agendas of meetings reflect/contain DF Statements School governors are kept informed of policy and practice through updates at Governors meetings Interview/discussion with SEN governor shows familiarity with DF Agenda/minutes show DF at least yearly DF included in Governors’ Annual report to parents Training (CPD) Head, SLT and Governors are aware of Inclusion Leadership Team have used “Guidance for Headteachers and Leadership Teams” to inform their SDP and CDP programme.
Training needs identified in School Development Plan Training Plan is reflected in School Development Plan Identification and Assessment Dyslexia checklist adopted as initial indicator at ‘SEND Support’ DFES Indicator list known by all staff Routine assessment (e.g. in marking policy), takes into account the learner with dyslexic tendencies. Appropriate monitoring and evaluation of pupils’ progress Provision Guidelines on management and strategies are included in school staff handbook Whole school approach to common dyslexic problems e.g. policies implemented, teaching styles reflect range of needs, resources appropriate The names of pupils with dyslexic tendencies are made known to supply books/pupil names/register Pupil names and needs made known to Supply Teachers
teachers, along with a list of do’s and don’ts for those pupils Dyslexia Pathways booklet is made known and available to all staff, including TA’s and new staff at induction meetings Lesson observation taking place to monitor staff strategies being implemented ICT List of resources available in school to include whiteboards and tablet PCs Software purchase planned from Dyslexia Friendly Initiative Resources recommended list Resources documented for all staff Alternative methods of recording considered Purchase plan available Working with Parents Interview questionnaires
Focus Plan of Action Staff Resources Time Success Criteria Policies DF = Dyslexia Friendly DFST is driving implementation and School Policies contain a statement relating to good practice in SpLD A Dyslexia Friendly School Team has been formed with SMT membership. School Development Plan being reviewed annually. Subject/ departmental policies are DF DF procedures in Staff Handbook Agendas’/ minutes of meetings reflect/contain DF content; particularly SMT meetings. School governors are kept informed of policy and practice through updates at Governors meetings Interview/discussion with SEN governor shows familiarity with DF Agenda/minutes show DF at least yearly DF included in Governors’ Annual report to parents Training
Dyslexia Testing Student Profile Student: DOB: ID: Grade: Date of Test: Examiner: 1A. The pattern of weaknesses in a student with dyslexia will reflect one or more difficulties with low performance for the student’s age and education level in the following academic skills: Primary Characteristics Assessment Composite Scores SEM Below Average Average Above Average Word Reading Word Decoding Spelling Fluency Rate Accuracy 1B. Is there a deficit in one or more of the Secondary Consequences of dyslexia? Secondary Characteristics Assessment Composite Scores SEM Below Average Average Above Average Reading Comp. Written Composition 2. Is there a deficit in Phonological Processing/Phonemic Awareness? (Underlying causes of Dyslexia) Phonological Processing/ Phonemic Awareness Assessment Composite Scores SEM Below Average Average Above Average Phonological Awareness Phonological Memory Naming Letter Knowledge 3. Is there evidence of unexpectedness? Yes No Data shows that student has received effective classroom instruction? _____ Data shows that student has academic difficulties in reading and written spelling? _____ Data shows that student exhibits one or more of the primary characteristics? _____ Data shows that student has a deficit in phonological/phonemic awareness? _____ Data shows that the student has adequate intelligence (ability to learn in absence of print? _____ Data shows that the student’s lack of progress is NOT due to: The student’s primary language is not English? Irregular attendance? _____ Lack of experiential background? Brain injury, disease, surgery or other health factor that would interfere with learning? ____
Appendix list Appendix 1 – Entry and Exit Criteria Flowchart Appendix 2 – Assessment Screen Appendix 3 – Internal referral form Appendix 4 – Eating and Drinking Plan (EDP) Appendix 5 – The Good Practice Guide Appendix 6 – Disclaimer example Appendix 7 – Prioritisation Triangle
Summative Success Criteria – Dystopian Fiction 4 Above 3 meeting 2 1 needs improvement Genre understanding (20%) TASK 1 Identifies and clarifies all elements of dystopian fiction and locates them in the text. Can identifies and clarifies 5-4 elements of a dystopian fiction and locates them in the text. Identifies and clarifies 3-2 the elements of dystopian fiction and may locate some in the text With support, can identify one or none of the elements of dystopian fiction. Text structure (25%) ( compare and contrast essay) TASK3 Uses and identifies text and structure efficiently or subject by subject). Essay structure is clear. Topic sentence and transitions are evident. Student properly introduces the novel. Conclusion warps up the writing successfully Uses some text structure 4-5 paragraphs. Paragraphs make clear points, although some may lack topic sentences or transitions, and one paragraph may be structurally unclear. Student attempts to introduce the novel. Student attempts to conclude the essay but does not effectively draw in the in the reader Essay structure is ineffective. Paper may have 3-2 paragraphs Paragraph organization is somewhat unclear or simplistic. Logic of paragraphs order or order of ideas within sentences may be somewhat unclear. Minimal introduction and conclusion Essay structure is unclear or illogical. Unclear paragraph organization and other structural inconsistencies. Logic of three or more paragraphs are unclear. Paper will provide little to-no guidance to reader in terms of transitions. Incomplete Timeline (25%) TASK 2 Creates an accurate and creative timeline with 9-10 plot points Carefully displays less than 7-8 the plot into the Creatively displays less than 5-6 things that happen in the Makes a simple or unclear timeline that features less than 5 plot points from the text.