zilongwang/ReadingBank huggingface dataset:
OUTRIGHTS - Three month Euribor® Futures Delivery Month Tier Quotes (bps) Session Presence (%) Minimum Order Size (lots) Q1 - Q4 Whites Tier 1 Tier 2 Tier 3 Serials Whites Tier 1 Tier 2 Tier 3 Q5 - Q8 Reds Tier 1 Tier 2 Tier 3 Q9 - Q10 Greens Tier 1 Tier 2 Tier 3 Q11 - Q12 Back Greens Tier 1 Tier 2 Tier 3 Q13 - Q14 Front Blues Tier 1 Tier 2 Tier 3 Q15 - Q16 Back Blues Tier 1 Tier 2 Tier 3 Q17 - Q18 Front Golds Tier 1 Tier 2 Tier 3 Q19 - Q20 Back Golds Tier 1 Tier 2 Tier 3 Q21 - Q22 Front Purples Tier 1 Tier 2 Tier 3 Q23 - Q24 Back Purples Tier 1 Tier 2 Tier 3 CALENDAR SPREADS - Three month Euribor® Futures Delivery Tier Quotes (bps) Session Presence (%) Minimum Order Size (lots) Q1 / Q2* Tier 1 Tier 2
Tier 3 Q3 / Q4 / Q5 / Q6 Tier 1 Tier 2 Tier 3 Q4 / Q5 / Q6 / Q7 Tier 1 Tier 2 Tier 3 Q5 / Q6 / Q7 / Q8 Tier 1 Tier 2 Tier 3 *Continuous trading session on Normal Trading Day for Three month Euribor® Futures ® runs from 07:00 – 21:00 (London Time) *Continuous trading session on Half Trading Day for month Euribor® Futures ® runs from 07:00 – 12:00 (London Time) OUTRIGHTS - Three month Sterling Futures Delivery Tier Quotes (bps) Session Presence (%) Minimum Order Size (lots) Q1 - Q4 Whites Tier 1 Tier 2 Tier 3 Serials Whites Tier 1 Tier 2 Tier 3 Q5 - Q8 Reds Tier 1 Tier 2 Tier 3 Q9 - Q10 Greens Tier 1 Tier 2 Tier 3 Q11 - Q12 Back Greens Tier 1 Tier 2 Tier 3 Q13 - Q14 Front Blues Tier 1 Tier 2 Tier 3 Q15 - Q16 Back Blues Tier 1 Tier 2 Tier 3 Q17 - Q18 Front Golds Tier 1 Tier 2 Tier 3
Q19 - Q20 Back Golds Tier 1 Tier 2 Tier 3 Q21 - Q22 Front Purples Tier 1 Tier 2 Tier 3 Q23 - Q24 Back Purples Tier 1 Tier 2 Tier 3 CALENDAR SPREADS - Three month Sterling Futures Delivery Month Tier Quotes (bps) Session Presence (%) Minimum Order Size (lots) Q1 / Q2 Tier 1 Tier 2 Tier 3 Q2 / Q3 Tier 1 Tier 2 Tier 3 Q3 / Q4 Tier 1 Tier 2 Tier 3 Q4 / Q5 Tier 1 Tier 2 Tier 3 Q5 / Q6 Tier 1 Tier 2 Tier 3 BUTTERFLY SPREADS - Three month Sterling Futures Delivery Tier Quotes (bps) Session Presence (%) Minimum Order Size (lots) Q1 / Q2 / Q3 Tier 1 Tier 2
Tier 3 Q2 / Q3 / Q4 Tier 1 Tier 2 Tier 3 Q3 / Q4 / Q5 Tier 1 Tier 2 Tier 3 Q4 / Q5 / Q6 Tier 1 Tier 2 Tier 3 Q5 / Q6 / Q7 Tier 1 Tier 2 Tier 3 CONDOR SPREADS - Three month Sterling Futures Delivery Month Tier Quotes (bps) Session Presence (%) Minimum Size (lots) Q1 / Q2 / Q3 / Q4 Tier 1 Tier 2 Tier 3 Q2 / Q3 / Q4 / Q5 Tier 1 Tier 2 Tier 3 Q3 / Q4 / Q5 / Q6 Tier 1 Tier 2 Tier 3 Q4 / Q5 / Q6 / Q7 Tier 1 Tier 2 Tier 3 Q5 / Q6 / Q7 / Q8 Tier 1 Tier 2 Tier 3 * Continuous trading session on Normal Trading Day for Three month Sterling Futures runs from 07:30 – 18:00 (London Time) * Continuous trading session on Half Trading Day for Three month Sterling Futures runs from 07:30 – 12:00 (London Time) Schatz Futures Delivery Month Tier Quotes (bps) Session Presence (%) Minimum Order Size (lots) Q1 Tier 1 Tier 2
Designated Child Protection Contacts Jane Balmforth Conservatoire Counsellor & Disability Advisor Extension 282 Direct dial 0141 270 8282 Roz Caplan Conservatoire Equality & Diversity Officer Extension 384 Direct dial 0141 270 8384 Thea de Joode Programmes & Student Care Coordinator Extension 255 Direct dial 0141 270 8255 Josh Dickson Head of Traditional Music Extension 244 Direct dial 0141 270 8244 Lauren McCormick Junior Conservatoire of Music Coordinator Extension 247 Direct dial 0141 270 8247 Eleanor Moore PT Lecturer in Modern Ballet Extension 125 Direct dial 0141 270 8125 Marlisa Ross Programmes Development Manager Extension 368 Direct dial 0141 270 8368 Ali de Souza Extension 259
Lecturer in Acting Direct dial 0141 270 8259 Abbie Wallace Programmes & Student Care Coordinator Extension 255 Direct dial 0141 270 8255 Senior Designated Child Protected Contacts Matthew Chinn Associate Head of Junior Conservatoire Extension 386 Direct dial 0141 270 8386 Lydia Demaison Deputy Director of Human Resources Extension 228 Direct dial 0141 270 8228 Hugh Hodgart Director of Dance, Production & Screen Extension 288 Direct dial 0141 270 8288
Tuesday 22nd and Wednesday 23rd January 2019 9.15-4.30 Sedgemoor Junction 24, North Petherton Kate Greenwood Tuesday 19th and Wednesday 20st February 2019 9.15-4.30 Mendip Golf Club Kate Greenwood Wednesday 13th and Thursday 14th March 2019 9.15-4.30 Taunton Taunton Vale Sports Club Kate Greenwood Tuesday 19th and Wednesday 20th 2019 9.15-4.30 South Somerset Fiveways School, Yeovil Kate Greenwood
There have been complaints or lack of satisfaction made during this time frame. Yes No If yes, indicate date of complaint and name of person served and the nature of the complaint: Are there any concerns with ensuring and protecting the rights of persons served? Yes No If yes, indicate what concern is present: Staff competencies and provision of orientation and training requirements Are staff competent to provide services to persons served? Yes No Indicate what is being done to ensure this competency: Orientation and training requirements include demonstration of competency as required. Yes No Are staff competencies and orientation and training requirements being provided according to 245D.09, subdivisions 3 through 5? Yes No License terms and conditions Indicate any corrective action taken as ordered by the commissioner during this time frame: Are any concerns related to the terms and conditions of the license or any variances? Yes No If yes, indicate the concern(s): Based upon this review and the items noted above, what ongoing program improvements, if any, will be developed, documented, and implemented?
Designated Office/Leads Contact List Bedfordshire Bedfordshire CCG Designated Doctor – Dr Wendy Kuriyan Tel: 07767 003506 Designated Nurse – Helena Hughes Tel: 07814 390908 Capability House Wrest Park Silsoe Bedfordshire MK45 4HR Bedford Hospital Named Doctor – Dr O Kwapong Tel: 01234 355122 bleep 200 Named Nurse – Jackie Scott Tel: 01234 355122 bleep Bedford Borough Council Safeguarding Children & Young People Tel: 01234 223599 Central Bedfordshire Safeguarding Children & Young People Tel: 0300 300 8000 SEPT Community Health Services Named Doctor – Dr Rishi Arora Tel: 077767 306400 Head of Safeguarding – Dawn Andrews Tel: 636969 SEPT Mental Health Services Named Doctor – Dr Hilary Gahan Tel: 01582 708162 Professional Leads for Safeguarding Children – Deborah Shulver & Lisa Zeverona Tel: 01525 636839
Milton Keynes Milton Keynes CCG Designated Doctor – post currently vacant Designated Nurse – Jo Ulyept Tel: 01908 278675 Sherwood Place Sherwood Drive Bletchley Milton Keynes Milton Keynes Hospital Named Doctor – Dr Ali Tel: 01908 660033 bleep 1101 Named Nurse – Andrea Piggott Tel: 01908 660033 bleep 1101 MK Hospital Foundation Trust Standing Way Eaglestone Milton Keynes Milton Keynes County Council Safeguarding Children & Young People Tel: 01908 253169/70 Luton Luton CCG Designated Doctor – Dr Prakash Srivastava Tel: Designated Nurse – Sue Steffens Tel: 01582 532126 / 07811951211 The Lodge 4 George Street West Luton LU1 2BJ L&D Hospital NHS Foundation Named Doctor – Dr Gandhi Tel: 01582 718027/5 Nurse – Mary McCaffery Tel: 01582 718298 bleep 080 / 07949 706594 Luton Borough Council Tel: 01582 547653
Facilities Management, Local Elections, Corporate Policy, Communications Office, Tourism and Twinning and IT FRANK AUSTIN Directorate of Infrastructure and Climate Change with responsibility for the Capital Programme, Roads Planning, Property Management, Cherrywood SDZ, Environment Planning and Enforcement. HELENA CUNNINGHAM Directorate of Finance and Economic Development with responsibility for Payroll, Accounts Payable, Rates, Debt Management, Financial Management, Risk Management the LEO and the Local Economic and Community Plan. MARY HENCHY Directorate of Planning and Organisational Innovation with responsibility for Development Management, Building Control and Human Resources CATHERINE KEENAN Directorate of Housing with responsibility for Housing - Construction, Acquisition, Maintenance, Applications, Allocations, Rents, Loans and Grants, Traveller Accommodation Provision and Management. TOM McHUGH Directorate of Municipal Services with responsibility for Parks, Sport, Heritage, Cemeteries, Events, Concerts, Village renewal, Beaches, Water Safety, Casual Trading, Road Sweeping, Roads Maintenance, Public Lighting, Traffic, Car Parking, Water and Drainage Services, Major Emergency Management, Machinery Yard. DEARBHLA LAWSON Directorate of Community and Cultural development with responsibility for the development and implementation of Community Development, Community Facilities, Estate Management, LCDC, PPN, Social Inclusion and JPCs Cultural Development, Library Services and Arts, Age Friendly Strategy, Creative Ireland, Children’s Services Committee and Music Generation. DEVINE ANNE Directorate of Forward Planning Infrastructure with particular responsibility for Cherrywood and for active land management across the county to facilitate development
• Maintains a procedure book, presents and executes a Plan of Work, acts as aid to president, & assumes any responsibilities for administrative details delegated by the president. • Sees that all Plans of Work are completed by all officers and chairmen. Treasurer – • The Treasurer has full custody of all the funds of the PTA, keeps books and records, including bank statements, receipts, beginning and ending balances, budgets, invoices, paid receipts and canceled checks for five • Makes appropriate distributions in accordance with the budget adopted by the association. • Chairman of the Budget Committee • Is authorized to sign on the PTA bank account. • Presents the financial report, both written and verbal, at every meeting of the unit and as requested by the executive board or the association. • Is responsible for a making a full annual report. • Submits books to the audit committee as requested. • Maintains a procedure book, presents and executes a Plan of Work, acts as aid to president, & assumes any responsibilities for administrative details delegated by the president. • Must study carefully and understand all references to duties and finance in the Local and Alabama PTA bylaws. • Keep on permanent file all IRS and Tax permit information. • Keep records of and be able to report on all fundraising monies, referencing the cost of the fundraiser as well as the profit.
Matrix of Sketched Ideas Ideas Criteria Ease of build Cost less than or equal to $100? (1-no; 2-yes) Strength (How much weight will it hold?) Sturdiness (how well will it hold up?) Total (Type sketch one’s name here) (Type sketch two’s name here) (Type sketch three’s name here) If a 4 person group- (Type sketch 4’s name here”
Matrix of Sketched Ideas Criteria Ease of build Cost less than $100? (1-no; Strength (How well will it stay together?) Flight (How well will it fly?) Total (Type sketch one’s name here) (Type sketch two’s name here) (Type sketch name here) If a 4 person group- (Type sketch 4’s name here”
DESIGN-BUILD PROJECTS SMALL BUSINESS/ DISABLED VETERAN BUSINESS ENTERPRISE (SB/DVBE) CONTACTS Project/ Location General Contractor SB/DVBE Utilization Plan Administrator Contact Information Air Resources Board Riverside CA Hensel Phelps Dr. Giovanna Brasfield O Street Sacramento CA Rudolph & Sletten Marissa Lidyoff P Street Sacramento CA Turner Construction James Hull
The Gift-Giving Experience Assessment Rubric Stage Beginning Developing Accomplished Exemplary Empathize Interviewer demonstrates limited empathy for partner Interviewer demonstrates empathy for partner at a satisfactory level Interviewer demonstrates an accomplished level of empathy for partner Interviewer demonstrates an exemplary ability to empathize with partner Define: capture findings Interviewer demonstrates limited ability to capture findings from conversation with partner Interviewer demonstrates satisfactory ability to synthesize findings from conversation with partner Interviewer demonstrates accomplished ability to synthesize findings from conversation with partner Interviewer demonstrates exemplary ability to synthesize findings from conversation with partner Define: problem statement Interviewer demonstrates limited ability to define problem statement Interviewer demonstrates satisfactory ability to define problem statement Interviewer demonstrates accomplished ability to define problem statement Interviewer demonstrates exemplary ability to define problem statement Ideate Interviewer demonstrates limited ability to sketch out solutions based on problem statement Interviewer demonstrates satisfactory ability to sketch out solutions based on problem statement Interviewer demonstrates accomplished ability to sketch out solutions on problem statement Interviewer demonstrates exemplary ability to sketch out solutions based on problem statement Prototype Interviewer demonstrates limited ability to generate prototype Interviewer demonstrates minimally satisfactory ability to generate prototype Interviewer demonstrates accomplished ability to generate prototype Interviewer demonstrates exemplary ability to generate prototype Test Student demonstrates limited ability to capture feedback Student demonstrates ability to capture feedback at a minimally satisfactory level Student demonstrates accomplished ability to capture feedback Student demonstrates exemplary ability to capture feedback
Weapons Sergeant Fremin (Sarge) Martian Assault Rifle (Base Damage: 7 | Fire Rate: 7.5/Sec | Ammo: 15 | Reload Speed: 1.5 Sec) Doctor Tyler Yusko (Doc) Laser Pistol (Base Damage: 6 | Fire Rate: 6/Sec | Ammo: 12 | Reload Speed: 2 Sec) Mechanic Mike Raider (Grease) High Explosive Missile Launcher (Base Damage: 30| Fire Rate: 1/2 Sec| Ammo: 2 | Reload Speed: 4 Sec) Captain Hugo Stiglitz (Captain) Atharian Assault Rifle (Base Damage: 5 | Fire Rate: 10/Sec | Ammo: 20 | Reload Speed: 2.5 Sec) Special Abilities Q Key/L1: Allows use of first skill E Key/R1: Allows use of second skill These special ability description gives the baseline stats for each ability. The effect of each ability improves by level, and the length of time of cooldown increases with each level. The mechanic gets a turret upgrade at level, 5, and then again at level 10. Sergeant Peter Fremin (Sarge) First Skill: Apply Field Dressing: (+20HP to Sarge. Takes 2 seconds for health to change, cooldown of 5 seconds) Second Skill: Autofire (Lasts 4 seconds, cooldown of 8 seconds) Doctor Tyler Yusko (Doc) First Skill: Heal Others (Ally that collides with pill regains full health, pill lasts for 5 seconds, cooldown of 8 seconds) Second Skill: Medical Aura (All Players within aura gain +1 Health/second, lasts 5 seconds, cooldown of 10 seconds)
[Screenshot of Page of Application] >> Webpage >> Page of Application (The pages accessed by the user to navigate to view Next Page.) A list of all interactive elements on Page of Application with descriptions A list of all stored procedures used by Page of Application with descriptions Note: these procedures are fully described in the Database section of the document A list of error messages applicable for Page of Application Figure 4: Advisee – Default View Before Schedule is Initialized by Advisor (Uninitialized Advisee Page) >> Uninitialized Sign Out: Button Used to sign a user out of the application. View Info: Button Used to view Advisor Information Help: Button Used to view a page that provides instructions on how to use the application Procedures: getScheduleCourseInfo(adviseeID) getScheduleElectiveInfo(adviseeID) getAdvisor(adviseeID) Procedures 1 and 2 will be used to determine whether the advisee’s schedule is initialized by checking whether any courses or electives exist for the advisee. Procedure 3 will be used to display the advisor’s name on the page. Figure 5: Advisee – View of Schedule (Advisee Schedule Page) >> Advisee Schedule Sign Out: Button
Tables Modified: [ElectiveInTemplate] Procedure: usedTemplateName Description: Checks whether a certain name is already in use by another template Inputs: name Query Result: 1 if it is in use, 0 otherwise. Result Format: N/A Tables Accessed: [Template] Fields Accessed: [Template]: name Tables Modified: N/A Procedure: getScheduleCourseInfo Description: Gets a list of all the courses in an advisee’s schedule. Inputs: adviseeID Result: A result set of all the courses in an advisee’s schedule with all the information necessary for display on the application. Result Format: courseID, dpt, num, name, credits, term Tables Accessed: [CourseInSchedule] [Course] Fields Accessed: [CourseInSchedule]: adviseeID, courseID, term [Course]: courseID, dpt, num, name, credits Tables Modified: N/A Procedure: getScheduleElectiveInfo Description: Gets a list of all the electives in an advisee’s schedule Inputs: adviseeID Query Result: A result set of all the electives in an advisee’s schedule with all the information necessary for display on the application (except for the drop-down choices). Result Format: electiveID, term, [Elective].name, selectedCourseID, term, dpt, num, [Course].name, credits Tables Accessed: [Elective] [ElectiveInSchedule] [Course] Fields Accessed: [Elective]: electiveID, name [ElectiveInSchedule]: adviseeID, electiveID, selectedCourseID, term
Designer Dog Activity – 30 pts Using the AKC website () research 3 different dog breeds and find favorite characteristics of all 3 to create your own original “new” dog breed. You will design a flyer (8 1/2” by 11”) which includes the following: A colorful drawing or picture of the “new” breed. (6 pts) The name of the “new” breed. (3 pts) The names of the 3 original breeds you used. (3 pts) A list of the characteristics for each breed that are incorporated into your new dog (6 pts) Information on the history of each breed you used. (This can include what each breed was originally used for, where the breed originated, etc.) (6 pts) A “gee whiz” fact about each breed you used. (This is something you found interesting that was not included in the above information) (6 pts) You may not use a website that does any of this for you - this must be your OWN creative design! Designer Dog Activity – 30 pts Using the AKC website () research 3 different dog breeds and find favorite characteristics of all 3 to create your own original “new” dog breed. You will design a flyer (8 1/2” by 11”) which includes the following: A colorful drawing or picture of the “new” breed. (6 pts) The name of the “new” breed. (3 pts) The names of the 3 original breeds you used. (3 pts) A list of the characteristics for each breed that are incorporated into your new dog (6 pts) Information on the history of each breed you used. (This can include what each breed was originally used for, where the breed originated, etc.) (6 pts) A “gee whiz” fact about each breed you used. (This is something you found interesting that was not included in the above information) (6 pts) You may not use a website that does any of this for you - this must be your OWN creative design!
Name: ______________________________________________ Designer Animal Rubric Standard 4 3 2 1 Physical Characteristics Physical Characteristics are and an explanation is given for how they help the animal survive. Physical Characteristics are described with little explanation for how they help the animal survive. Physical Characteristics are described but no explanation is given for how they help the animal survive. No physical characteristics are described. Habitat Habitat is described and physical locations are included. Habitat is described but not physical location is included. No habitat is described. Other Animals Other animals that would be classified with the animal are included with an explanation of why they are classified together. Other animals are included with no explanation of why they are classified together. Other animals are included but the connection between them is not clear. No other animals are identified that would be classified with your animal. Model The model includes all of the characteristics stated and similarity to other animals in this classification. The model includes the stated characteristics but the similarity to other animals in this classification are not clear. The model is complete but has characteristics that would suggest a different classification. The model is incomplete.
23) "Get your calcium-rich foods" defines which USDA Food Patterns group? A) dairy foods B) vegetables C) fruits D) protein foods Answer: A 24) An important strategy for balancing your Calories is to consistently choose: A) dietary supplements. B) foods. C) energy drinks. D) foods with high water content. Answer: B 51 2.4 25) Which statement BEST describes "nutrient density"? A) Choose a number of different foods within any given food group rather than the same old thing. B) Consume a variety of foods from the major food groups every day. C) Plan your entire day's diet so that you juggle nutrient sources. D) Consume foods that have the most nutrients for their Calories. Answer: D 51 2.4 26) Which of the following foods is MOST likely to have the greatest nutrient density? A) 2 cups of strawberry Lifesavers (200 kcal) B) 1 cup of strawberry Lifesavers (100 kcal) C) 8 fluid ounces of berry-flavored soda (100 kcal) D) 1 cup of fresh strawberries (100 kcal) Answer: D 52 Skill: Analyzing 2.4 27) Assuming each has the same number of Calories, which has the greatest nutrient density? A) 1 medium fresh orange B) 3/4 cup orange C) 2 thin mint Girl Scout cookies D) 1 slice of white enriched bread Answer: A
research projects that would simultaneously promote student attainment of the learning outcomes and speak to the theme of the learning community. No need to prioritize or lock in a sequence at this stage, but truly brainstorm along these lines: Generate as many ideas as you can. Don’t get bogged down judging or discussing the merits or fine points of each suggestion: the idea is to generate as much as you possibly can now. Sorting and refining might occur at a later date. Create a “group memory” as you work: record everything that is suggested by both partners. Resist the temptation to embark on side conversations about the logistics of Learning Community implementation. Step Five: Make a Summary Poster of Your Learning Community (45 minutes) Summarize some of the key ideas or activities in your Learning Community design. Make sure your poster includes: A Title that Portrays the Theme and the Courses Involved “Reading Your Rights—RDG 990 and POLS 1100” “Of Mice and Matter—BIOL 1610 and CHEM 1200” “Who Am I and Why am I Here?—PSYC 1010 and FYE 1000” “You Are What You Eat—NUTR 1500 and ANTH 2530” Major Learning Activities (ideas for possible group projects, service learning, experiential learning, written work, exams, classroom activities, guest speakers…etc.) Course Materials (ideas for primary source readings, texts, articles, novels, poetry, films, music, art…etc) Structure Will this be a linked learning community or a team-taught learning community? Learning Outcomes for the Course Step Six: Display Your Poster and Look at Others’ Work (30 minutes) Each partner spends 15 minutes by the poster, elaborating on it with passersby. Meanwhile, the other partner is looking at the other posters. Switch roles after 15 minutes.
The learner must be able to: Assessment Requirements Evidence Location 2.a Choose a colour palette for a specific project The following assessment method must be used in the assessment of this standard: Creation of a product Additionally, the following assessment methods may be used to support the assessment of this standard: Observation of practical activity Written tasks/questions and answers Oral questions and answers Group discussion Written or pictorial information This list is not exhaustive and other appropriate assessment methods may be used. 2.b Identify key project features and requirements 2.c Produce a mood board which reflects the range of design ideas 3 The learner will know how to review own performance The learner must know: Assessment Requirements Evidence Location
5. Image of the developing Lake Forest sports park. BALBOA PARK ACTIVITY CENTER San Diego, CA Balboa is a very diverse recreational area that includes golf courses; tennis courts; dance studios; lawn bowling; senior citizen lounges and programs; and a 38,000 square foot gymnasium that holds badminton, volleyball, and other activities. Also included in the Balboa recreations are Mineral and Gem Society meetings and fitness classes. Image 6. One of the large studios inside the Balboa Park Activity Center. GOLDEN GATE San Francisco, CA This park has a large diversity of sports as well. However, the sports that this park can accommodate are unlike many other parks. The Goldengate Park includes the De Young Museum which houses art from around the world, the Koret Children’s Quarter, a carousel, a Japanese Tea Garden, a Botanical Garden, the Garden of Shakespeare’s Flowers, as well as beach chalets and park chalets where people are entertained by live music while dining on lunch and dinner. What is so unique about this park is that it holds all of the previously stated, as well as the California Academy of Sciences, a Buffalo Paddock, and a Conservatory of Flowers. This can and will bring a huge variety of individuals and groups to the park. Image 7 and 8: The carousel and the Academy of Sciences at Golden Gate Park.
C1 COMPONENT DETAILS Component No: Component Title: Designing and Making Curtains Component Level: Entry 3 Component Value: (if applicable) 3 Component Guided Learning 30 Component Sector: 9.2 Crafts, Creative Arts and Design Simulation Permitted? Y/N C2 COMPONENT SUMMARY Component Summary This component enables learners to prepare and develop design ideas for different windows and to make and hang curtains whilst following safe working practices. Learners will also work within a specific timescale to complete the project This component has 2 standards 1 Know how to design curtains for a window 2 Be able to make and hang curtains C3 COMPONENT S TANDARDS & ASSESSMENT Standard 1
Making Choices Setting Problem Solving Future Action Planning Students discuss in groups what an object does, who created that object and what problem the object solves. (Discussion of how problems can be solved through technologies) Prior to Preparatory lesson, prepare students to work in cooperative teams by using the GLAD Strategy of T-Chart of Social Skills- Set up groups, define cooperation Utilize the strategy of Numbered Heads together Utilize Super Scientist Awards Key Vocabulary: Engineering- Engineer Material Problem Technology Solution Lesson Supports Super Engineer Awards of Social Skills Number Spoons (Graphic Organizers, Adapted Texts, Notes, Photos, Charts, Realia) Inquiry Chart Observation Charts Prior to the Prep Lesson-students write questions, predictions, observations while looking at the pictures. What is… Template Questions Materials: Brown Paper Bag Materials from Pg. 33 Include materials from the migrant lifestyle Asparagus cutter Trompo Molcajete Recipe card for traditional dish Panuelo Other Vocabulary: List of objects in bags found on page 35. (Realia) Also include a system(something with multiple (glue stick) and a process (a recipe card for example Higher Questions: What is an engineer? What is technology? Do you know someone who is an engineer? What kind of work do they do? During Lesson: Template/Chart… Is the object natural or human-made? What is material(s) is it made of? What problem does it solve? How else could you use it? What materials could the object be made of? Who do you think creates these technologies? Social and Cultural Processes: Adding migrant related realia during the Technology in a Bag activity. Building Background Activities Introduction on 34-35
Commercial and Industrial Some industrial businesses move offshore or scale back operations as a result of high gas prices Consumers remain connected and largely grid reliant Some consumers look to energy service providers for options to lower prices Some fuel substitution due to rising gas prices Large industrial users remain connected, but look to more energy efficiency options Industrial suffer higher prices Some industry participants respond to incentives to implement renewables Alternative services Network providers dominate the provision of alternative services Prevalence of energy service providers and alternative business models Micro-grids, as well as individual generation and storage deployment Incentives for local scale uptake of renewables to grow generation projects Gas prices High Medium and rising Medium and rising High Wholesale market Some centralised gas-fired generation replaced by renewable generation Provides significantly lower proportion of household load as a result of off-grid options Commercial and industrial sectors, as well as hybrid and electric vehicle (EV) load sustain the wholesale market Substantially less demand being met through the wholesale market Smaller number of generators competing for dispatch While some base load plants remain, almost all intermediate
generators are decommissioned Transmission networks Affected by increased distributed generation and loss of industrial load Primarily serve large generators Maintained to meet reliability standards Required to transport electricity across the range of options being offered Investment required due to the introduction of further renewable sources. Greater intermittent generation capacity to be managed.= Distribution networks Actively manage peak demand and invest in new technologies to support new product offerings Consumers remain connected to the grid. Products and tariffs reflect of connection Distributors focus on managing network reliability and security and maximising the revenue that they can earn from the existing network. Used as back up for localised generation and for transferring electricity between customers and producers still connected to the grid Costs per unit of energy consumed are high due to inefficient use of capital and loss of economies of scale Impacted by the need to manage less predictable energy flows due to intermittency of renewables
Design Considerations Scaffolding lessons allowing students to experience success (systematically varying key ideas to deepen understanding) Moves beyond procedural fluency and requires deep mathematical thinking. (What are students spending most of their time thinking about?) High level of engagement in mathematical reasoning throughout the lesson Design is connected to an important concept or big idea in mathematics Provides opportunities to communicate mathematically (using mathematical notation and symbols) Authentic to the ways of knowing and doing in mathematics (reasoning and proof, problem solving, modelling and mathematizing) Clarifying learning intentions and criteria for success -Establishing success criteria with students Eliciting evidence of student thinking -Making thinking visible Providing feedback that moves learning forward - Providing time to incorporate the feedback Activating students as instructional resources for one another Activating students as owners of their own learning Formative Assessment Strategies (Wiliam, D., 2011) Scaffolding lessons allowing students to experience success (systematically varying key ideas to deepen understanding) Moves beyond procedural fluency and requires deep mathematical thinking. (What are students spending most of their time thinking about?) High of engagement in mathematical reasoning throughout the lesson Design is connected to an important concept or big idea in mathematics Provides opportunities to communicate mathematically (using mathematical notation and symbols) Authentic to the ways of knowing and doing in mathematics (reasoning and proof, problem solving, modelling and mathematizing) Design Considerations
Funding objectives The objective of ‘Designing Local Roads to Market Projects’ is to support the design of first/last kilometre local road works and the assessment of bridges to determine safe carrying capacity. These projects will be identified by councils following engagement with local agriculture producers, processors and freight handlers in order to improve the efficiency of local agriculture freight routes. The projects identified through this process need to address the objectives of the Local Roads to Market Program. Level of funding support Support for design works/bridge testing will be capped at $15,000 for each project on a $2:$1 basis for rural council and unincorporated areas and on a $1:$1 basis for other local council areas. This recognizes the higher dependency of rural councils on the agriculture sector. Councils cannot receive more than $30,000 for design/bridge testing works. ‘In-kind’ contributions are not accepted as part of the funding contribution. Applicants should note that funding under ‘Designing Local Roads to Market Projects’ is successful this should not be construed as to the broader project’s success under the Local Roads to Market Program. Activities that generally not be funded The following activities would generally not be considered for funding: request for retrospective funding, where the design works have been completed or commenced prior to receiving funding approval activities that are considered local government authority core business capital works projects design works requiring full funding where funding is normally provided from state, Federal and/or local government sources. Selection criteria Applications for Designing Local Roads to Market Projects will be assessed and prioritised by the following criteria: demonstrated need alignment with one or more focus areas of the Local Roads to Market Program level of industry support alignment with regional transport plans/strategies. Joint applications Where a potential project involves road works that cross local government boundaries, councils are encouraged to submit a joint application for that support. In submitting a joint application, one council should be nominated as the lead council and will enter into the legal agreement with DEDJTR and will assume the responsibility for the requirements under that agreement. Multiple applications Councils may submit applications for up to $30,000 per local government area for projects that involve design works and/or bridge testing. Submission of applications Application forms and more information about the program can be found on the Agriculture Victoria website or by calling DEDJTR on 136 186. Applications will be accepted on an on-going basis up to 31 August 2017, and will be evaluated on a case- by-case basis, subject to the availability of funding.
What do students need to know, understand, honour and do? What do students need to know? What do students need to understand? What do students need to honour? What do students need to do? Essential Understandings Designing the Learning DESIGNING THE LEARNING Discipline: Course:
Starting with the Curriculum Select a Strand and OE? Overall Expectation and Concept(s) of Thinking: Learning Goals and Success Criteria? Learning Goal: (We are learning to… so that…) Developing The Learning? How will students demonstrate their understanding Connection to Essential Understandings: (Select one or two that best connect— not all have to be addressed in every activity) Success Criteria: (I will know I am successful when I can...) Check In: Are the success criteria addressed in student learning?
Reimagining Faith Formation Designing Faith Formation Design Principles Focus on the life tasks, needs, interests, and spiritual and faith journeys of people in the target audience. Target the spiritual and religious diversity in the target audience. Develop programming around the essential eight faith-forming processes. Offer a wide variety of programming to address the diversity of adults’ lives. Use multiple environments for programming: self-directed, mentored, at home, in small groups, in large groups, church-wide, in the community, and in the world. Design online and digitally enabled strategies into all programming. Incorporate intergenerational programming into faith formation. Design missional initiatives to reach the spiritual but not religious and the unaffiliated. Design Process Step 1. Research your target audience and identify needs Step 2. Build the faith formation network design Step 3. Generate programming for the faith formation network Step 4. Design a season of faith formation programming Step 5. Build the digital platform—a faith formation website Step 6. Design a process for assessing & personalizing learning Step 7. Test the seasonal plan and web design Step 8. Launch the faith formation network Step 9. Evaluate the season of programming Step 10. Design the new season of programming Innovation Design Process (Stanford School of Design) #1. Developing a Profile of Key Themes from Research Target Audience ______________________________________________________________________ Observation Interviews Groups #2. Developing a Profile & Generating Ideas Target Audience ______________________________________________________________________
This template will help you identify how your programme will work, who is involved, which sessions it will include and how it will be branded. You may wish to use this as an initial planning document, or complete it once you have confirmed these elements. PURPOSE Identifying the aims and objectives of your digital skills programme will help you clarify exactly what you want to achieve (the aims) and how you’re going to achieve it (the objectives). Try to keep these as simple as possible. You should have one or two aims and a number of objectives that relate to them. Aims Short general statements outlining the goals of the programme on the desired outcomes of the programme Objectives More specific statements that explain how you’re to achieve something Focus on the actions you’re going to take to achieve the programme Try and make these SMART (Specific, Measurable, Achieveable, Realistic, Timely) WHY are you running this programme? Aims SMART objectives Key benefits for individuals
The Senior Design Proposals must explicitly follow the outline below. Additional material may be added to appropriate sections, but all of the sections below, and the content indicated in each section, must be presented in the order given. Title page Name of the project Date – Semester and year Group number Names of all groups member, major and report section responsibility Names of instructor(s), course Table of contents At a minimum must contain the headings – that is, everything in bold - of this outline as distinct sections of the report, with appropriate heading levels. Note - the title page and table of contents never appear in the table of contents. Introduction Description of the project Brief description of the proposed design solution, with illustrations Research Describe your research into similar devices or technology, and the professional and/or safety standards that govern their use. What ideas have you borrowed from others in developing your proposed solution? Do any of these ideas have documented or potential safety or environmental issues? Design specifications Detailed specifications for the design. Include overall specifications for the design as well as for each subsystem and component. These are the specifications that you are seeking to meet with your design solution, and should refer to the project description, the research you have done, and applicable professional and/or safety standards. In particular, pay close attention to multidisciplinary specifications, that is, specifications that involve more than one field. For example, the torque and speed of a motor required in order for a particular motion to take place (mechanical) determine the power requirements to drive that motor (electrical) and the control requirements to make sure it all happens properly (computer). The more complete and realistic this list of specifications, the easier time you will have setting milestones, schedules and completing the project on time. Design overview
Type Query Data Source Data Binding Load In Script false Data Source - Name DS_DEMO_FULL Data Source - Connection BI2 Data Source - Type QUERY Events On Result Set Changed Initial View Global Settings Display Of Negative Values -X Display Of Zero Values Default Columns Dimension Filter Member Display Totals Display Members In Result Set Sort Measures Net Value in statistics currency (SAP NW Demo) Text Hide Totals Number of documents (SAP NW Demo) Open order quantity in base unit (SAP NW Demo) Open order net value in statistics currency (SAP NW Demo) Quantity in base units (SAP NW Demo) Transport Costs (SAP NW Demo) Rows Dimension Filter Member Display Totals Display Members In Result Set Sort Product Category (SAP NW Demo) Show Totals Only Values With Posted Data Product (SAP NW Demo) Show Totals Only Values With Posted Data Product (SAP NW Demo) Show Totals Only Values With Posted Data Measures Measure Decimal Places Member Scaling Factor Calculate Totals As Sort Net Value in statistics currency (SAP NW Demo) Default Default Default Number of documents (SAP NW Demo) Default Default Default
Open order quantity in base unit (SAP NW Demo) Default Default Default Open order net value in statistics currency (SAP NW Demo) Default Default Default Quantity in base units (SAP NW Demo) Default Default Default Transport Costs (SAP NW Demo) Default Default Default DS_6 General Name DS_6 Type Query Data Source Data Binding Load In Script false Data Source - Name DS_DEMO_FULL Data Source - Connection BI2 Data Source - Type QUERY Events On Result Set Changed Initial View Global Settings Display Of Negative Values -X Display Of Zero Values Default Columns Dimension Filter Member Display Totals Display Members In Result Set Sort Measures Net in statistics currency (SAP NW Demo) Text Hide Totals Number of documents (SAP NW Demo) Open quantity in base unit (SAP NW Demo) Open order net value in statistics currency (SAP NW Demo) Product Costs (SAP NW Demo) Quantity in base (SAP NW Demo) Rows Dimension Filter Member Display Totals Display Members In Result Set Sort
Product Category (SAP NW Demo) Show Totals Only Values With Posted Data Product Group (SAP NW Demo) Show Totals Only Values With Posted Data Product (SAP NW Demo) Show Totals Only Values With Posted Data Measures Measure Decimal Places Member Scaling Factor Calculate Totals As Sort Net Value in statistics currency (SAP NW Demo) Default Default Default Number of documents (SAP NW Demo) Default Default Default Open quantity in base unit (SAP NW Demo) Default Default Default Open order net value in statistics currency (SAP NW Demo) Default Default Default Product (SAP NW Demo) Default Default Default Quantity in base units (SAP NW Demo) Default Default Default Layout HEADER General Name HEADER Type Visible true Display CSS myFooterArea CSS Style Events On Click HEADER_BACKGROUND General Name HEADER_BACKGROUND Type Text Visible true Display CSS Class myHeader Text Style Standard CSS Style Tooltip Events On Click
4.3 At least 800mm of space has been provided around fixed/static plant Yes No N/A Guarding, safety interlocks and emergency stops 5.1 Machine guarding is in place and operating correctly Yes No N/A 5.2 Emergency are installed on all items of machinery and are in good working order Yes No N/A 5.3 Emergency stops are correctly labelled, unobstructed and intact Yes No N/A 5.4 Safety interlocks are installed on all movable guards and are in working order Yes No N/A Electrical safety 6.1 Electrical points are in good condition Yes No N/A 6.2 Power boards are not connected in a “piggy back” manner Yes No N/A 6.3 Damaged or faulty items of machinery been electrically isolated and tagged out Yes No N/A 6.4 Room’s electrical isolation switch is in good working order Yes No N/A Welding equipment, bays and gas cylinders 7.1 Gas cylinders stored according to class (Gold FXX, stock report, storage incompatibilities) Yes No N/A 7.2 Gas cylinders have been pressure tested within the past 5 years Yes No N/A 7.3 Gas cylinders are stored upright, chained and supply valves are closed/capped when not in use Yes No N/A 7.4 Gas cylinders are stored away from ignition sources and combustible material (at least 3m) Yes No N/A 7.5 Welding bays and curtains are clean and intact and free from damage Yes No N/A 7.6 Hoses and connectors are in good condition Yes No N/A Local ventilation extraction systems 8.1 Local ventilation extraction systems has been tested within the past 12 months (check label) Yes No N/A Chemical management 9.1 Flammables and corrosives stored in correctly labelled cabinets Yes No N/A 9.2 Chemicals are not stored in food or beverage containers Yes No N/A 9.3 Chemicals are correctly labelled with the intact Yes No N/A 9.4 Dangerous goods are segregated per the Segregation of Dangerous Goods Chart Yes No N/A 9.5 Flammables and corrosives stored in correctly labelled cabinets Yes No N/A 9.6 Decanted chemicals are stored in labelled containers (not food containers) with the label intact Yes No N/A
<Give Here Your Own Project Title> Design Document Version 1.0 Group Id: <Mention your group id> Supervisor Name :< Mention your supervisor name> Revision History Date (dd/mm/yyyy) Version Description Author Current date 1.0 Introduction of the project Write student(s) id
Task 5: Capital expenditures and comparative pay-back for the investment For this task the values collected in the previous tasks are essential. Furthermore, actual pricing (based on aforementioned pumping requirements) information and quotations need to obtained from local suppliers. data collected into the DESIGN 07 – Simplified Financial Viability Tool, for each water source to be developed. data required includes: Inflation rate Discount rate Annual fuel price Cost of solar system Cost of diesel system Cost of grid system Bank loan interest Bank loan payback 1 % % % % 2
Using the DESIGN 03-Pump Sizing Tool: Sheet Pumping Head Calculation: Pumping head table Basic assumptions (Hint: compare how pipe diameter and sun hours affect total head) Quantify number of fittings from pump to tank, or from pump to irrigation system if no tank is used (direct feed) (Note: for a tank system, the fittings after the tank need not be specified) Water source Static Water Level Height to Tank Head Loss in Water Meter Head Loss in Pressure Irrigation System Pipe (inch) Daily water (m3) Pipeline length 1 Well 30 m 2 m 5 m None 0.2 bar = 2 m No, drip 2 310 20 m 2 Borehole 40 m 0 m 20 m on hill) None None None 1 ½ (1.5) 5 100 Water source 32º Elbow 22.5º Elbow 11.25º Elbow Gate 90º Elbow Tee Reducer Gate Check valve 1 Well to tank 3 2 Borehole to tank 3 Water source Volume flow Total head Notes 1 Well to tank 44.29 m3 per hour 52.3 m The total head is sensitive to the pipe diameter (and volume water pumped). Current pipeline is 2 inch. Increasing to 3 inch would reduce total head to 41.4 m. The amount of sunshine hours also determines the total head. 2 Borehole to tank 0.71 m3 per hour 60.1 m
4 Aranuka Baurua 5 Nonouti Abamakoro, Tebuange( Benuaroa) Matabou (Benuaroa section), Taboiaki, Matang 6 Tab North Tenatorua, Utiroa Aiwa, (Tauma) Taumwa, Eita, Terikiai, Buota, , Tanaeang Kabuna, 7 Tab South Taku Tewai Taungaeaka Katabanga, Nikutoru Teobokia (Buariki) 8 Onotoa Tabuarorae, Aiaki , Temao, Tanaeang, Tekaawa 9 Beru Autukia, Aoniman, , Teteirio Nuka, Tabiang, Taubukinberu 10 Nikunau Rungata, Nikumanu, Murubenua, Tabutoa 11 Tamana Bakarawa 12 Arorae Roreti
ENVIRONMENTAL PERMITS: IW Individual /FMC/401 WQC (IWRD) IW General (IWRD) FMC (IWRD) FMC with Exemption (IWRD) FM-MOU FM-General 401 WQC (IWRD) 401 WQC (OLISP) 401 WQC via PGP Addendum (IWRD) Tidal Wetlands Structures Dredge and Fill (OLISP) Wetlands (OLISP) Structures Dredge and Fill (OLISP) Certificate of Permission (OLISP) Coastal Area Management Consistency Review (OLISP) Coastal Area Management Consistency Review (OEP) ACOE Cat 1e ACOE Cat 2 ACOE Individual Dam Construction (IWRD) UTILITIES: List the private or public utilities that will require relocation due as part of the project in keeping with the Department’s current policy for utility relocation for CL&P, UI, AT&T, Yankee Gas, Water, Sanitary, etc. RIGHTS OF WAY: There are no rights-of-way requirements for this project –or- there are acquisitions required. List the number of parcels, partial or total, commercial, residential, industrial, etc. HAZARDOUS/CONTAMINATED MATERIALS: The Department’s Environmental Compliance Section conducted a Contaminated Materials Screening Evaluation and has determined that no further investigations are warranted –or- additional tasks are required. MAINTENANCE AGREEMENTS: List any and all maintenance agreements required with other entities such as for sidewalks, standpipes, landscaping, etc.