zilongwang/ReadingBank huggingface dataset:
Instructor’s Manual Materials to Accompany EXPLORING MICROSOFT® OFFICE 2013, VOLUME 1 EXCEL CHAPTER 3: Charts: Depicting Data Visually Available Instructor Resources Resource File Name Found Student Data Files various Online Instructor Resource Center Solution Files various Online Instructor Resource Center Answer Keys Online Instructor Resource Center Matching e03_answerkey_match Multiple Choice e03_answerkey_mc Concepts Checks e03_answerkey_concepts Scorecards e03b1Tips_scorecard Online Instructor Resource Center Scoring Rubrics e03b1Tips_rubric Online Instructor Resource Center Annotated Solution File e03b1Tips_annsolution Online Instructor Resource Center Scripted Lecture (Script) e03_script Online Instructor Resource Center Scripted Lecture Solution e03_script_solution Scripted Lecture Data e03_script_data PowerPoint Presentation e03_powerpoints Online Instructor Resource Center Testbank e03_testbank Online Instructor Resource Center Instructor's Manual (lesson plans incl.) e03_instructormanual Online Instructor Resource Center Assignment Sheet e03_assignsheet Online Instructor Resource Center Prepared Exam (Chapter & App) Online Instructor Resource Center Prepared Exam-Chap instruction e03_exam_chap_instruction Prepared Exam-Chap solution e03_exam_chap_solution Prepared Exam-Chap Data e03_exam_chap_data Prepared Exam-Chap Annotated Sol. e03_exam_chap_annsolution Prepared Exam-Chap Scorecard e03_exam_chap_scorecard Prepared Exam-App instruction e03_cumexam_instruction Prepared Exam-App solution e03_cumexam_solution
If you have any other enquiries about the course, please get in touch: E-mail: We hope this transition pack helps you to prepare for your studies on the A-Level Business course from September 2016, and look forward to supporting you to successfully complete the course!
(Please Print) SERV International – Liability Release Form Release of all Claims In consideration for being accepted by SERV International for participation in short-term mission trips, I do hereby release, forever discharge and agree to hold harmless SERV International and the directors thereof from any and all liability, claims or demands for personal injury, sickness or death, as well as property damage and expenses, of any nature whatsoever which may be incurred by the undersigned and the child-participant that occur while said child is participating in the above described trip or activity. Furthermore, I hereby assume all risk of personal injury, sickness, death, damage and expense as a result of participation in recreation and work activities involved therein. Further, authorization and permission is hereby given to said church to furnish any necessary transportation, food and lodging for this participant. The undersigned further hereby agree to hold harmless and indemnify said ministry, its directors, employees and agents, for any liability sustained by said ministry as the result of the negligent, willful or intentional acts of said participant, including expenses incurred attendant thereto. (If the participant has not attained the age of 18 We (I) are the parent(s) or legal guardian(s) of this participant, and hereby grant our (my) permission for him/her to participate fully in said trip, and hereby give our (my) permission to take said participant to a doctor or hospital and hereby authorize medical treatment, including but not in limitation to emergency surgery or medical treatment, and assume the responsibility of all medical bills, if any. Further, should it be necessary for the participant to return home due to medical reasons, disciplinary action or otherwise, we (I) hereby assume all transportation costs. (Type or print name of participant) (Signature of Participant) (Date) (Only participant need sign if 18 years of age or older. If under 18, both parents must sign unless parents are separated or divorced in which case the custodial parent must sign.) (Father) (Mother) (Legal Guardian) (Parent/Guardian Telephone)
4 YEAR OLD KINDERGARTEN  Item Qty. Box of 8 Crayola Brand crayons (Please leave crayons in box.) 2 boxes Large glue sticks (Elmer’s brand) 4 Elmer’s white washable glue bottles 2 3 x 3 Post It 1 pkg. 8 pk.-Crayola Classic THIN markers (Please leave in the box) 2 8 pack Crayola Classic THICK markers (Please leave in the box) 2 Crayola washable watercolor paint set 2 Pencil box- 8 x 5 hard plastic (no larger) 1 Box of Kleenex 1 Two-pocket vinyl folder 3 Sheet Protectors 1 pkg. 1” heavy duty binder with clear outside pockets and pockets on the inside 1 EXPO Dry erase markers (low odor, black preferred) 2 Snacks, enough for 25 children (i.e. crackers, goldfish, pretzels, fruit snacks, popcorn) 1box or bag Package of 5oz cups (AM ONLY) 1 Paper toweling 1 roll Ziploc gallon size bags 1 box Ziploc sandwich bags (PM only) 1 box Headphones – NO Ear buds Please (These are for the computer lab and can be purchased at the dollar store or any major department store.) 1 pair School Bag or Backpack – large size (big enough to hold a full size folder – NO WHEELS) 1 PLEASE DO NOT LABEL MATERIALS We pool them together. Would you like to help a student in need? We welcome additional donations of any of the above items. Thank You!  Item Qty. Box of 24 crayons. (Crayola brand. Leave crayons in box.) 3 boxes glue sticks (Elmer’s brand) 8 Elmer’s white glue bottle 1 #2 pencils SHARPENED 1 pkg. 8 pk.-Washable Classic Markers-1 thick, 1 thin 2 boxes Pencil box- 8 x 5 hard plastic (no larger) 1 Child’s FISKARS scissors 1
nature of the questions asked, and the depth to which the Elders probed for information.” Father told the elders that he was thinking of requesting a restraining order against Simental. The elders told Father that he did not need to speak to the police, “and that to do so would bring reproach on the congregation.” In two criminal cases, Simental was found guilty of molesting Doe 1, Doe 2, and J.W. J.W.’s first cause of action was for negligence. J.W. asserted Watchtower had a duty to protect J.W., who was entrusted to Watchtower’s care by J.W.’s parents. J.W. asserted Watchtower had a duty to control Simental and prevent him from sexually molesting children. J.W. alleged that Watchtower was “aware, prior to the sexual abuse of [J.W.] herein, of [Simental’s] dangerous and exploitive propensities. [Watchtower was] also aware that [it] had the ability to place restrictions on [Simental’s] access to children, service and preaching activities, give warnings to the congregation, and otherwise control Simental’s conduct.” Further, J.W. alleged Watchtower had a duty to investigate Simental and to not employ Simental as a ministerial servant or elder. J.W. asserted Watchtower knew Simental “was likely to harm others in light of the work entrusted to him.” J.W. alleged, Watchtower “knew or reasonably should have known of [Simental’s] dangerous and exploitive propensities and/or that [Simental] was an unfit agent. It was foreseeable that if [Watchtower] did not adequately exercise or provide the duty of care owed to children in their care, including but not limited to [J.W.], the children entrusted to [Watchtower’s] care would be vulnerable to sexual abuse by [Simental].”
Tenders / offers with conditions like discount / rebate / waiving off some charges etc. Subject to some condition will not be considered. Vendor to submit “BLANK PRICE BID FORMAT (Without mentioning price /value) in the technical bid. At the time of opening of Part –I if a tenderer has included price or any other charges in Part –I or has failed to submit Part-II separately in a sealed envelope, such tenders are liable to be disqualified. The tender opening officer shall make a clear mention regarding the above aspects on the front page of the tender. Certified that I have gone through the above stated general as well as special terms and conditions of the tender and taken note of them for compliance in toto. Signature Date: Name of authorized person for bidder with seal To be printed & executed on Letter head of the principal supplier/manufacturer of the equipment of foreign origin LETTER OF AUTHORIZATION I, Mr. _____________________________ Chairman / Managing Director / President / Vice-President / General Manager hereby certify and declare that M/s. ______________________________________ having its registered office at ____________________________________________________________ is an organization dealing with the manufacturing and assembling of the equipment _________________________________ which is meant for scientific use for research/diagnostic/treatment and having business operations in India.
Prepared Exam-App Data e07_cumexam_data Prepared Exam-App Annotated Sol. e07_cumexam_annsolution Prepared Exam-App scorecard e07_cumexam_scorecard File Guide e07_file_guide Online Instructor Resource Center Instructor Resource Card e07_ircard Online Instructor Resource Center Objective Map e07_objectivesmap Online Instructor Resource Center Online Chapter Review e07_chapt_checklist Companion Website for Students Grader Project Grader-instruction e07_grader_instruction Online Instructor Resource Center Grader-solution e07_grader_solution Grader-data e07_grader_data Grader-annoted. Solution e07_grader_annsolution Grader-scorecard e07_grader_scorecard Additional Projects (Practice & Mid Level) Online Instructor Resource Center Additional Proj-Practice instruction e07_p_addproject_instruction Additional Proj- Practice solutions e07_p_addproject_solution Additional Proj-Practice Data e07_p_addproject_data Additional Proj-Practice Ann Sol. e07_p_addproject_annsolution Additional Proj-Practice Scorecard e07_p_addproject_scorecard Additional Proj-Mid Level instruction e07_ml_addproject_instruction Additional Proj-Mid Level solutions e07_ml_addproject_solution Additional Proj-Mid Level Data e07_ml_addproject_data Additional Proj-Mid Level Ann Sol. e07_ml_addproject_annsolution Additional Proj-Mid Level Scorecard e07_ml_addproject_scorecard CHAPTER OBJECTIVES When students have finished reading this chapter, they will be able to: Create a nested logical function Use MATCH and INDEX lookup functions Use advanced filtering Manipulate data with database functions Create a loan amortization table Perform financial calculations
Johnston, Kelly 28 Wilcox, Elena 29 GRADE 2 # STUDENTS Boehnlein, Deb 27 Tamara 27 Rodriguez, Pat 27 GRADE 3 # STUDENTS Bradeen, Katie 25 Cluff, Heidi 26 O’Connor, Katie 24 GRADE 4 # STUDENTS Darcera, Lou 29 Paddock, Derilyn 27 Timco, Shay 29 GRADE 5 # STUDENTS Breidenbach, Deb 23 Harris, Richard 20 Ramirez, Lydia 23 GRADE 6 # STUDENTS Kennedy, Kathy 85 Lewis, Erin Woodbury, GRADES 7/8 # STUDENTS Bradeen, Daniel 162 Gammill, Jill Gutierrez, Ruben Harmon, Talma Helseth, Mary Kirby, Michelle Ysaguirre, Jerry TOTALS # STUDENTS PRE-K 16 KINDER 81 GRADE 1 85 GRADE 2 81 GRADE 3 75 GRADE 4 85 GRADE 5 66 GRADE 6 85 GRADE 7 79 GRADE 8 83 GRAND TOTAL 736
Instructor’s Manual Materials to Accompany EXPLORING MICROSOFT® OFFICE 2013, VOLUME 1 CHAPTER 9: MULTIPLE-SHEET WORKBOOK MANAGEMENT Available Instructor Resources Resource File Name Found Student Data Files various Online Instructor Resource Center Solution Files various Online Instructor Resource Center Answer Keys Online Instructor Resource Center Matching e09_answerkey_match Multiple Choice e09_answerkey_mc Concepts Checks e09_answerkey_concepts Scorecards e09b1Tips_scorecard Online Instructor Resource Center Scoring Rubrics e09b1Tips_rubric Online Instructor Resource Center Annotated Solution File e09b1Tips_annsolution Online Instructor Resource Center Scripted Lecture (Script) e09_script Online Instructor Resource Center Scripted Lecture Solution e09_script_solution Scripted Lecture Data e09_script_data PowerPoint Presentation e09_powerpoints Online Instructor Resource Center Testbank e09_testbank Online Instructor Resource Center Instructor's Manual (lesson plans incl.) e09_instructormanual Online Instructor Resource Center Assignment Sheet e09_assignsheet Online Instructor Resource Center Prepared Exam (Chapter & App) Online Instructor Resource Center Prepared Exam-Chap instruction e09_exam_chap_instruction Prepared Exam-Chap solution e09_exam_chap_solution Prepared Exam-Chap Data e09_exam_chap_data Prepared Exam-Chap Annotated Sol. e09_exam_chap_annsolution Prepared Exam-Chap Scorecard e09_exam_chap_scorecard Prepared Exam-App instruction e09_cumexam_instruction Prepared Exam-App solution e09_cumexam_solution Prepared Exam-App Data e09_cumexam_data
TOTAL JUL 2016 - JUN 2017 JUL 2015 - JUN 2016 (PY) INCOME AV Badges AV Badges & Awards Income 3,673.20 3,855.67 Less AV Badges Purchased -7,650.01 -2,563.27 Total AV Badges Total -3,976.81 1,292.40 Donations Received 7,800.00 2,200.00 Grants 99,409.10 71,687.19 Consulting Labour in Kind -7,800.00 Grant SRV -5,000.00 State Team Travel & Accom -12,413.26 Training Courses -10,255.81 -1,345.00 Total Grants 63,940.03 70,342.19 Interest Received CBA Term Deposit Int Rec'd 5,835.66 3,197.22 Total Interest Received 5,835.66 3,197.22 National Tournament Fees Entry Fees 2,227.28 Total National Tournament Fees 2,227.28 Sales AV Memberships Received 38,294.32 40,641.84 Total Sales 38,294.32 40,641.84 Unapplied Cash Payment Income 400.00 Total Income A$114,520.48 A$117,673.65 GROSS PROFIT A$114,520.48 A$117,673.65 OTHER INCOME(LOSS) AA Memberships Received 62,778.23 64,903.78 Total Other Income(Loss) A$62,778.23 A$64,903.78 EXPENSES Accountancy fees 2,526.05 4,928.96 Administration Fees 274.54 Advances not Acquited Advertising 4,072.50 2,000.00 Archery Heroes 1,790.63 Audit Fees 1,800.00 1,800.00 Coaching 1,820.98 2,890.00 Computer Expense 77.25 Consultancy fees 1,345.91 0.00 Event Catering & expenses 967.39 Filing fees Finance Charges Bank Charges # 7031 50.73 34.50 22.50 Bank Charges #3837 50.00 Total Finance Charges 34.50 72.50 General expenses 30.45 Gifts 9,614.06
GRADE 2 # STUDENTS Elmer, Katie 22 Gooden, Tammi 12 Griffen, Wendy 22 Piel, Kayla 23 Womack, Katherine 22 GRADE 3 # STUDENTS Darrow, Aimee 33 Dennison, 32 Hoffman, Adrienne Millan, Alexandria 32 GRADE 4 # STUDENTS Aileen 25 Graham, James 25 Lewis, Barbara 27 Murdock, Desiree 27 GRADE 5 # STUDENTS Lucina 32 Shanks, Josie 30 Smith, Rusty 30 GRADES 6/7/8 # STUDENTS Apura, Cleofe Beljic, Doina 295 Coatney-Sheridan, Monika Contreras, John Cowles, Elizabeth Hernandez, Regina Honea, Cindy King, Amie Kuebler, Teri Privett, Jessica Silverleaf, Scott PATHWAYS/SPED # STUDENTS Mullin, Katherine - Pathways 09 Bermier, Frank 15 Coleman, Diana-4/5 Resource 28 Russo, Pearl 08 Schmidt, Jane 07 Shamblin, Tonya 07 TOTALS # STUDENTS KINDER 89 GRADE 1 108 GRADE 2 104 GRADE 3 100 GRADE 4 110 5 97 GRADE 6 106 GRADE 7 79 GRADE 8 110 GRAND TOTAL 903 NOTE: The Pathways/SPED program services students grades K-8; the numbers per grade level total accurately when Pathways students are added to their appropriate grade level count.
E1 ‘minor works’ submission received via email Hi, I'm a QLD pool safety inspector & that should be equally recognised in NSW & Australia wide. Is it about saving lives or making money? Lets face it, its in the same country & we speak the same language. Lets not be ridiculous about this. With a list of the rules & regulations of what makes a compliant barrier anyone should be able to do repairs or building of a pool safety barrier, as long as an authorised professional does the stringent tests as you do to approve it & sign off on it. Pool safety barriers are either compliant or not, as I've found most aren't if given the time to look properly. The gate to me is the most important part of the barrier, if not shutting properly can the smallest of just mobile babies to easily access the water. Don't make this too hard for people, lets all work together in making it a place for our kids. Kind Regards Steve Clout Building & Pre Purchase Inspections
also are considered late if they do not meet the time deadline (e.g., an assignment due at 9 p.m. is due promptly by 9 p.m.). 2. Special Accommodations: Any student attending NYU who needs an accommodation due to a chronic, psychological, and visual, mobility and/or learning disability, or is Deaf or Hard of Hearing should register with the Moses Center for Students with Disabilities at (212) 240 Greene Street, . 3. If you are not familiar with the current data bases and how-to search, sign up for a free library class: Or complete a tutorial: WEEKLY COURSE SCHEDULE 1. January 25. Introduction Readings: 1. Creswell, “Introduction” p. 1-14 . 2. Wolcott, “On Your Mark, p. 1-7. 2 .February 1. Qualitative Approaches to Research Readings: 1.Creswell; “Philosophical, Paradigm, and Interpretive Frameworks” p. 15-34; “Designing a Qualitative Study” p. 35-52, “Five Qualitative Approaches to Inquiry” p. 53- 100; 211-213 “Post Positivism” “Evaluation criteria, Qualitative perspectives.” 2.Qualitative Study: McDermott (2010) “Professional judgements of risk and capacity in situations of self-neglect among older people.” Ageing and Society 30(6),1055. (PDF on Blackboard Weekly Readings links”) Assignment: set up team to review software (assignment #1, due February 15) 3. February 8. The Tools of Qualitative Research. Getting organized. Standards of Validation and Evaluation Readings: 1. Creswell. “Comparing qualitative software,” p. 164- 174; “Standards of Validation and Evaluation,” p. 201-221. 2. Wolcott, H. “Introduction and Getting Going” p. 1-43. 3. Qualitative study. Creswell “Cognitive representations” 88; 265-283
RULES OF THE GAME by Amy Tan (Q 1-2 Paragraphs 1-3) What do you learn about the narrator in these paragraphs? What do you learn about the narrator’s mother in these paragraphs? What “game” is Waverly “playing” with her mother and what does she learn? What does Waverly’s description of “the art of invisible strength” suggest about what “strength” means to her mother? What does Waverly’s description of her mother’s lesson about “the art of invisible strength” suggest about the expectations Waverly’s mother has for her daughter? How does the example of the “wise guy” develop what Waverly’s mother means by “invisible strength” ? How does Waverly’s behavior at the the next week demonstrate her understanding of “invisible strength”?
Stim parameters 130 Hz, 450 µs, 2-3 v 130 Hz, 300µs, 2v 100-185 Hz, µs, 1-10v Outcome Sz free 2 87-95% 6 50-80% 3 <50% 1 100 % RR Av 78% Initially worsened, no clear diff in on and off Neuropsych outcome Improvement related to Sz Outcome Improved alertness (SNAP IV) N/A Comments Anterolateral nucleus in parvocellular best response Improvement in alertness at 0.5v and sz control at 1.5 v patients selected from population undergoing invasive electrodes: diagnostic electrodes replaced with stimulation electrodes at site of seizure focus. 25-100% response rates (50% reduction in seizures; some become seizure free). causes no change in neuropsychological Study n Randomization Stim Seizure Outcome Comment Velasco et al Epilepsia ‘07 9 Immediate on vs 1 mo 130 Hz 450 us cyclic 100% RR 4/9 sz free No decline Absence of MS on MRI predicts success Boon et al Epilepsia ’07 10 no 130 Hz 450 us cont 70% RR 1/10 sz free (+MS) No decline Pts selected based on dec in spikes with stim Telez-Zellento et al Neurol ‘06 4 Alternating 1 mo blocks over 6 mo 190 Hz 90 us cont 25% RR ¼ sz free No decline Design of randomiz not optimal STN Author N Localization of epilepsy Outcome Benabid/Chabardes 2002 3 sensory cortex 67-87% 2 < 50% 1 0 Shon (Seoul) Stereotact Neurosurg 2005;83:84–90 2 FLE s/p failed resection 87-89%
Handforth (UCLA) Epilepsia 2006 1 Bitemporal epilepsy 50% 1 Frontal encephalomalacia 33% Neme (Santiago) 1 > 50% 3 < 50% (VNS) see p. E23 >> (RNS) (TMS) - cortical stimulation results vary (some studies show ne efficacy). Randomized Double Blind Sham Controlled Trials Theodore (NIH) 2002 Neurology Fregni (Sao Paulo) 2006 Ann Neurol Cantello (Multicenter Italy) 2007 Epilepsia N 24 21 43 Sz Type /Location Mesial TLE 10 Lateral TLE 10 Frontal 3 Parietal 1 neocortical mTLE 7 Neocortical 34 MRI all lesions except MS were excluded all malformation of cortical development (MCD) Postraumatic 6 MTS 5 Hemiatrophy 4 Cortical dysplasia 2 Tuberous Sclerosis 1 Stim Target EEG identified seizure focus MRI abnormality in 17, vertex in 4 with diffuse MCD Vertex Stim Parameters 1 Hz, 120% MT, 900 stim bid x 7 days 1 Hz, 70% max coil output, 1,200 stim/day x 5 days 0.3Hz, 120% MT, 1,000 stim/day x5 days
Prepared Exam-App Data e11_cumexam_data Prepared Exam-App Annotated Sol. e11_cumexam_annsolution Prepared Exam-App scorecard e11_cumexam_scorecard File e11_file_guide Online Instructor Resource Center Instructor Resource Card e11_ircard Online Instructor Resource Center Objective Map e11_objectivesmap Online Instructor Resource Center Online Chapter Review e11_chapt_checklist Companion Website for Students Grader Project Grader-instruction e11_grader_instruction Online Instructor Resource Center Grader-solution e11_grader_solution Grader-data e11_grader_data Grader-annoted. Solution e11_grader_annsolution Grader-scorecard e11_grader_scorecard Additional Projects (Practice & Mid Level) Online Instructor Resource Center Additional Proj-Practice instruction e11_p_addproject_instruction Additional Proj- Practice solutions e11_p_addproject_solution Additional Proj-Practice Data e11_p_addproject_data Additional Proj-Practice Ann Sol. e11_p_addproject_annsolution Additional Proj-Practice Scorecard e11_p_addproject_scorecard Additional Proj-Mid Level instruction e11_ml_addproject_instruction Additional Proj-Mid Level solutions e11_ml_addproject_solution Additional Proj-Mid Level Data e11_ml_addproject_data Additional Proj-Mid Level Ann Sol. e11_ml_addproject_annsolution Additional Proj-Mid Level Scorecard e11_ml_addproject_scorecard CHAPTER OBJECTIVES When students have finished reading this chapter, they will be able to: Customize Change properties Share and merge workbooks Insert comments Track changes Check for issues Protect a workbook Save a workbook in different formats Send a workbook to others
Pennsylvania Writing Assessment Domain Scoring Guide Focus Content Conventions 8 Sharp, distinct controlling point made about a single topic with evident awareness of task (mode). Substantial, specific, and/or illustrative content demonstrating strong development and sophisticated ideas. Sophisticated arrangement of content with evident and/or subtle transitions. Precise, illustrative use of a variety of words and sentence structures to create consistent writer's voice and tone appropriate to audience. Evident control of grammar, mechanics, spelling, usage, and sentence formation. 6 Apparent point made about a single topic with sufficient awareness of task (mode). Sufficiently developed content with adequate elaboration or explanation. Functional arrangement of content that sustains a logical order with some evidence of transitions. Generic use of a variety of words and sentence structures that may or may not create a writer's voice and tone appropriate to audience. Sufficient control of grammar, mechanics, spelling, usage, and sentence formation. 4 No apparent point but evidence of a specific topic. Limited content with inadequate elaboration or explanation. Confused or inconsistent arrangement of content with or without attempts at transition. Limited word choice and control of sentence structures that inhibit and tone. Limited control of grammar, mechanics, spelling, usage and sentence formation. 2 Minimal evidence of a topic. Superficial and/or minimal content. Minimal control of content arrangement. Minimal variety in word choice and minimal control of Minimal control of grammar, mechanics, spelling, usage and
Instructor’s Manual Materials to Accompany EXPLORING MICROSOFT® OFFICE 2013, VOLUME 1 EXCEL CHAPTER 12: TEMPLATES, STYLES, AND MACROS Available Instructor Resources Resource File Name Found Student Data various Online Instructor Resource Center Solution Files various Online Instructor Resource Center Answer Keys Online Instructor Resource Center Matching e12_answerkey_match Multiple Choice e12_answerkey_mc Concepts Checks e12_answerkey_concepts Scorecards e12b1Tips_scorecard Online Instructor Resource Center Scoring Rubrics e12b1Tips_rubric Online Instructor Resource Center Annotated Solution File e12b1Tips_annsolution Online Instructor Resource Center Scripted Lecture (Script) e12_script Online Instructor Resource Center Scripted Lecture Solution e12_script_solution Scripted Lecture Data e12_script_data PowerPoint Presentation e12_powerpoints Online Instructor Resource Center Testbank e12_testbank Online Instructor Resource Center Instructor's Manual (lesson plans incl.) e12_instructormanual Online Instructor Resource Center Assignment Sheet e12_assignsheet Online Instructor Resource Center Prepared Exam (Chapter & App) Online Instructor Resource Center Prepared Exam-Chap instruction e12_exam_chap_instruction Prepared Exam-Chap solution e12_exam_chap_solution Prepared Exam-Chap Data e12_exam_chap_data Prepared Exam-Chap Annotated Sol. e12_exam_chap_annsolution Prepared Exam-Chap Scorecard e12_exam_chap_scorecard Prepared Exam-App instruction e12_cumexam_instruction Prepared Exam-App solution e12_cumexam_solution Prepared Exam-App Data e12_cumexam_data
VCO out/IN dB Nom deg Nom 5Hz 54dB 172deg 100Hz 45dB 111deg 1kHz 25dB 95deg 10kHz 6.3dB 117deg 100kHz 0.0dB 163deg f/φ/IN(D2, D12, D13, D14 down) dB Nom deg Nom 1Hz 12dB -31deg 10Hz -2dB -67deg 100Hz -14dB -22deg 1kHz -15dB -3deg 10kHz -15dB 0deg 100kHz -15dB -6deg f/φ/IN(D2 and D15 down) dB Nom deg Nom 1Hz 12dB -33deg 10Hz -3dB -80deg 100Hz -22.6dB -85.7deg 1kHz -41dB -90deg 10kHz -61dB -90deg 100kHz -81dB -90deg Transfer Functions of DAQ Channels (SR785DAQTFs.bat) Type SR785DAQTFs Measure the transfer function from SR785 CH1 A to D0901781 Monitor jack (DAQ channels). Sweep the frequency from 10kHz down to 1Hz at 1mV source amplitude. Record the values at 1Hz and 10kHz in the table below. See Appendix A5 for typical examples. ** Tolerances must be within 1dB and 5deg of nominal.
ancient Chinese wall while the procession of civilization went past. Today, thinking of our children and of their children, we oppose enforced isolation for ourselves or for any other part of the Americas. [6] That determination of ours, extending over all these years, was proved, for example, in the early days during the quarter century of wars following the French Revolution. [7] While the Napoleonic struggles did threaten interests of the United States because of the French foothold in the West Indies and in Louisiana, and while we engaged in the War of 1812 to vindicate our right to peaceful trade, it is nevertheless clear that neither France nor Great Britain, nor any other nation, was aiming at domination of the whole world. [8] And in like fashion from 1815 to 1914–ninety-nine years–no single war in Europe or in Asia constituted a real threat against our future or against the future of any other American nation. [9] Except in the Maximilian interlude in Mexico, no foreign power sought to establish itself in this Hemisphere; and the strength of the British fleet in the Atlantic has been a friendly strength. It is still a friendly strength. [10] Even when the World War broke out in 1914, it seemed to contain only small threat of danger to our own American future. But, as time went on, as we remember, the American people began to visualize what the downfall of democratic nations might mean to our own democracy. [11] We need not overemphasize imperfections in the Peace of Versailles. We need not harp on failure of the democracies to deal with problems of world reconstruction. We should
[31] Just as our national policy in internal affairs has been based upon a decent respect for the rights and the dignity of all of our fellow men within our gates, so our national policy in foreign affairs has been based on a decent respect for the rights and the dignity of all nations, large and small. And the justice of morality must and will win in the end. [32] Our national policy is this: [33] First, by an impressive expression of the public will and without regard to partisanship, we are committed to all-inclusive national defense. [34] Second, by an impressive expression of the public will and without regard to partisanship, we are committed to full support of all those resolute people everywhere who are resisting aggression and are thereby keeping war away from our Hemisphere. By this support, we express our determination that the democratic cause shall prevail; and we strengthen the defense and the security of our own nation. [35] Third, by an impressive expression of the public will and without regard to partisanship, we are committed to the proposition that principles of morality and considerations for our own security will never permit us to acquiesce in a peace dictated by aggressors and sponsored by appeasers. We know that enduring peace cannot be bought at the cost of other people’s freedom. [36] In the recent national election was no substantial difference between the two great parties in respect to that national policy. No issue was fought out on this line before the American electorate. And today it is abundantly evident that
Students with Positive Response, Not Ready for Fading (These students do not need to be discussed at this time) Students with Positive Response Eligible for Fading or Graduating (Demonstrating positive response and meeting data decision rule for fading or graduating) Students with Questionable Response Students with Poor Response
MO SW-PBS Tier 2 Specialized Behavior Support Team and Responsibilities Responsibilities Before Team Meeting Responsibilities During Team Meeting Responsibilities After Team Meeting Chairperson Develop agenda with from team Send to team members Gather any new nominations and invite teacher(s), parents, students Facilitate meeting using MO SW-PBS Student Identification Guide and MO SW-PBS Progress Monitoring Guide Follow up on assigned tasks Seek input from team members and begin developing next agenda data highlights with staff Secretary Provide meeting reminder to team Keep meeting minutes Distribute team minutes to members Intervention Coordinator(s) Prepare summary of student progress monitoring data Prioritize which student’s data will be reviewed Complete MO SW-PBS Pre-meeting Organizer form Disseminate updates of products Present update on data and facilitate focused conversation Lead discussion on any new products for handbook Notify and train teacher(s), students, and families Coordinate fidelity and social validity checks Collect and enter data in MO Advanced Tiers Spreadsheet Maintain electronic database of team products and back up database regularly Data Manager The day before the meeting, ensure student data is up to date in MO SW-PBS Advanced Tiers Spreadsheet Attend meeting early to log in and set up projector Enter new students into MO SW-PBS Advanced Tiers Spreadsheet Project students’ graphs as requested by team Update changes in interventions Communication Coordinator Collect and compile any feedback and/or from staff Share compiled feedback/ input from staff Lead planning for stakeholder communication Provide updates to staff Coordinate stakeholder communication (e-mails, newsletters, website, etc.) Time Keeper Review time slots on agenda Maintain time parameters Use established signal to keep team on task Lead conversation for evaluation of meeting All Members Review meeting Preview agenda Bring completed materials Bring MO SW-PBS Tier 2 Team Handbook to every meeting Follow meeting norms Provide input Set the positive tone and example Complete assigned tasks
Step 1: Individualized Behavior Rating Scale Tool (IBRST) Student: School: Teacher(s): Target Behavior Date 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 KEY: Problem Behavior : Definition Time/Routine: All day Specific Time/Routine: 5 = Terrible day 4 = Typical bad day 3 = So-so day 2 = Good day 1 = Fantastic day Replacement/Alternate Desired Behavior; Definition Time/Routine: All day Specific Time/Routine: 5 = Fantastic day 4 = Good day 3 = So-so day 2 = Typical bad day 1 = Terrible day
4. What is the likelihood of the student’s (problem behavior) resulting in acknowledgment (e.g., reprimands, corrections) from teachers or other school staff? ___ Very likely ___ Sometimes ___ Seldom ___ Never 5. What school-related and activities are most enjoyable to the student? What items or activities could serve as special rewards? ___ Social interaction with adults ___ Social interaction with peers ___ Teacher or office assistant ___ to media center ___ Sensory activity (specify) ____________________ ___ Given leadership opportunities ___ Listening to music ___ Being outside ___ Going for a walk ___ Reading ___ Extra PE time ___ Extra free time ___ Doing art ___ Using the computer ___ Video/electronic games/apps ___ Watching ___ Objects (Specify) ___________________ __________________________________ ___ Food (Specify) _____________________ __________________________________ Additional comments not addressed in the Reinforce Component.
Step 2: PTR Functional Behavior Assessment Summary Table: “Cheat Sheet” Student: _____________________ Behavior Prevent (Antecedent) Data Function Data Consequences (Reinforce) Data Problem behavior Name of problem behavior Include information from the Prevent component of the PTR assessment (items #1a, 2a, 3a, 4, 5, 6) Include information from the Teach component of the PTR assessment (items #1 through #6) Include information from the Reinforce component of the PTR assessment #1 & 4) Appropriate behavior Name of pro-social or replacement behavior Include information from the Prevent component of the PTR assessment #1b, 2b, 3b) Include information from the IBRST or other sources that provide the replacement behaviors; (if student PTR used, items #7, 8, 9). Include information from the Reinforce component of the PTR assessment (items #2, 3, & 5) Possible Hypotheses When…. He/she will….. As a result, he/she …… Problem Behavior Include the relevant data from the problem behavior prevent data above Behavior being evaluated Function (from problem behavior teach data) Replacement Behavior Copy what you have in the row (problem behavior when) Write in the new behavior/skill or, replacement behavior Copy what you have in the row above (problem behavior function).
Did another school-based consultant/team member train the teacher and the student to do the plan? YES NO Was support provided to the teacher after the plan began to be implemented? YES NO Was there a plan for collecting behavior plan implementation fidelity? YES NO Was there a follow-up meeting to review the fidelity and the data to determine whether the behavior plan was effective? YES NO
Step 1: Individualized Behavior Rating Scale Tool (IBRST) Student: School: Teacher(s): Target Behavior Date 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 KEY: Problem Behavior : Definition Time/Routine: All day Specific Time/Routine: 5 = Terrible day 4 = Typical bad day 3 = So-so day 2 = Good day 1 = Fantastic day Replacement/Alternate Desired Behavior; Definition Time/Routine: All day Specific Time/Routine: 5 = Fantastic day 4 = Good day 3 = So-so day 2 = Typical bad day 1 = Terrible day
Step 2: PTR Functional Behavior Assessment Summary Table: “Cheat Sheet” Student: _____________________ Behavior Prevent (Antecedent) Data Function Data Consequences (Reinforce) Data Problem behavior Name of problem behavior Include information from the Prevent component of the PTR assessment (items #1a, 2a, 3a, 4, 5, 6) Include information from the component of the PTR assessment (items #1 through #6) Include information from the Reinforce component of the PTR assessment #1 & 4) Appropriate behavior Name of pro-social or replacement behavior Include information from the Prevent component of the PTR assessment (items #1b, 2b, 3b) Include information from the IBRST or other sources that provide the replacement behaviors; (if student PTR used, items #7, 8, 9). Include information from the Reinforce component of the PTR assessment (items #2, 3, & 5) Possible Hypotheses When…. He/she will….. As a result, he/she …… Problem Behavior Include the relevant data from the problem behavior prevent data above Behavior evaluated Function (from problem behavior data) Replacement Behavior Copy what you have in the row above (problem behavior when) Write in the new behavior/skill or, replacement behavior Copy what you have in the row above (problem behavior function).
United Nations Language and Communications Programme Advanced Conversation Practice and perfect your English conversation skills by discussing interesting topics Discuss a variety of topics to develop your fluency and accuracy in English UN PhotoUN Photo/Mark Garten The English Language Programme offers you the opportunity to expand your vocabulary and develop your fluency Course Objectives: Understand and use a range of idiomatic expressions Speak about a variety of topics fluently and with detail Speak in an organized, cohesive manner Present a clear argument, by explaining and justifying opinions Summarize spoken content, and give feedback, considering different viewpoints Target Audience: High learners of English who want to improve their speaking ability. Duration: One 1.5-hour lesson per week for 8 weeks (12 hours) Course Schedule & Location: LMS-2742-1 26 September-15 November Tuesdays 6:30-8:00 pm Computer Lab A Eligibility: Level 7 or higher CEFR Target level = B1/B2 To Register: UN Staff: Use your staff Inspira account: inspira.un.org Other eligible students: Register via Elearning: elearning.un.org to Main Menu –- (Self Service) – My Learning Type 2742 in the “Keyword” box Contact: Pen-Pen Chen
Follow us: DIVERSITY AND MONITORING FORM Public appointments are made on merit in accordance with the Cabinet Office Governance Code and the Public Appointments Order in Council. By completing the attached diversity monitoring form you will be helping us meet our public sector equality duty under section 149 of the Equality Act 2012 and section 75 of the Northern Ireland Act 1998. Your personal data will always be treated in confidence and when anonymised with data from other applicants will help compile the Annual Statistical Bulletin of the Commissioner for Public Appointments. The diversity information you provide will not be seen by the Advisory Assessment Panel assessing your application. Publication of monitoring information The Department of Health and Social Care announces details of all public appointments on gov.uk and we are required to include information on your political activity. In addition we are required to provide anonymised information to the Commissioner for Public Appointments and may also be asked to provide anonymised information – in summary form only, in response to Parliamentary Questions and other public enquiries. In line with Government policy, and in accordance with the provisions of the Data Protection Act 2018, the information you provide will be held confidentially. By providing information you are consenting to the Department using it for the above purposes; however individuals will not be identified. Political activity information is primarily for monitoring purposes only, however if you are shortlisted for interview, this information will be shared with the selection panel. The reason for this is that it is appreciated that such activities may have given you relevant skills, including experience gained from committee work, collective decision-making, resolving conflict and public speaking. If you have had such experience and you consider it relevant to your application for this post, you should also take the opportunity to include it separately in your supporting statement. If possible, you should not, however, identify the relevant political party in your statement. Public Appointments: events and vacancies Periodically, Cabinet Office arranges events to which applicants for public appointments may be invited. Cabinet Office and other government departments may also ask the Department of Health and Social Care for contact details of candidates that might have suitable skills to apply for other appointments. Consent Please tick the relevant box to show whether you give your consent or not for your contact details to be shared for these purposes. I provide my consent I do not provide my consent Your responses to sections 1 – 9 will never be made available to the panel considering your application. 1. Gender
3. EMP Development and Clearance: The designated Safeguards officer(s) and Technical officer(s) are jointly responsible for ensuring which elements of the sample EMP provided above are to apply in specific civil works projects. They should analyze and make a summary of the findings from the Construction Site and Design Criteria checklists above and provide their recommendation on any of a few simple bases: The construction will not have any unacceptable impact on the environment; The construction design should be changed to avoid unacceptable impact on the environment; The construction should not be implemented, because the impact on the environment will be bigger than the benefit from the project. Oversight and final clearance for the EMP will be provided to the GCC/CDEA Project Directors for Components 3A and 3C respectively. The EMP will then become part of the Contractor Work Plan and shall be referred to in their contracts for each piece of civil works. E. Monitoring, Supervision and Reporting The selected contractor(s) must submit their completed work plans to the GCC and CDEA prior to initiating their contract for each piece of civil works. The Contractor's Work plan should have incorporated the agreed Environmentally Friendly Design Criteria being used as well as the agreed EMP described above, clearly listing: environmental problems that may occur during construction; solutions or what the contractor must do to solve these problems The designated Technical Officer(s) and Safeguards Officer(s) will help the Contractor and GCC/CDEA to make the Work The Project Director must approve the work plan before signing the contract. The designated Technical Officer(s) and Safeguards Officer(s) are responsible for supervising the adherence to the agreed EMP by the selected contractors in each works project through periodic audits. The designated Technical Officer(s) and Safeguards Officer(s) should update/improve the site and construction design criteria checklists and EMP table above on annual basis (or even semester period) basing on experience and findings from the project implementation and supervision. Environmental Safeguards specialist in the Bank will separately review adherence to the Environmental Safeguards guidelines in the civil works projects during their annual supervision mission. All records of the above Environmental Safeguards procedures, including the relevant checklists and EMPs, shall be kept by the concerned II for review during these supervision missions.
Campaign Evidence of activities undertaken by the practice Bowel Cancer Awareness Month April Sun Awareness week – Skin Cancer 14th – 20th May Cervical Screening Awareness Week June European Head & Neck Cancer Week 12th – 19th Sept Breast Cancer Awareness Month October Lung Cancer Awareness Month November BE CLEAR ON CANCER campaign World Cancer Day – 4th Feb Any other campaigns: Practice Name:………………………………………………………. Completed by (name): ……………………………………………………….. (To be completed by the Practice Clinical Champion- see role outline) Signature: …………………………………………………………………………………… Deadline for submission: End of Q3 – Deadline for Submission 14.01.19
HOME VISIT OBSERVATION TRACKING Program: FY: Home Visitor: Supervisor: Date Participant Documentation Completed? Feedback within 14 days & Documentation Quarter 1 Yes No Yes No Yes No Yes No Quarter 2 Yes No Yes No Yes No Yes No Quarter 3 Yes No Yes No Yes No Yes No Quarter 4 Yes No Yes No Yes No Yes No
E. swimming trunks $$$ 21 Сhoose the correct variant Which team are you going to ____ in the Cup Final? A. accept B. promote C. support D. encourage E. help $$$ 22 Choose the appropriate equivalent of the word Теннис ойыншысы - теннисист A. tennis B. a tennis player C. a tennis court D. a tennis ball E. a tennis racket $$$ 23 Choose the appropriate equivalent of the word Жүгіружолы- беговая дорожка athletics running shoes C. an athlete D. an athletic track E. a running vest $$$ 24 Сhoose the correct variant The swimming competition will take place in the local _________. bath sauna pool road school $$$ 25 Сhoose the correct variant Sportsmen usually play football on a _________. lawn field road building university $$$ 26 Сhoose the correct variant Tomorrow we are meeting with the _________. home –team house-team flat-team
Answer the selected questions as thoroughly as possible. I will check a random question next class. Specific: choice of details atmosphere diction- denotation and connotation people places time period verisimilitude Comparison Allusions Symbols Euphemism Periphrasis Organization Spatial- repetition and contrast Sequential First and Last-why Transitions Syntactical Juxtaposition Paradox Thesis/Antithesis/Synthesis Parallels Unusual Things that don’t make sense Things that seem out of place or time Ambiguities examples quotes symbols sentences characters and actions Epiphanies Rhetoric Catharsis Tone and Mood a difference) Inferences Irony Connotation of words Questions dealing with purpose or motive with the author... Describe Pap. (physical and personality traits) (ch.5) How does living with Pap compare to living with the Widow Douglas and Miss Watson? (ch. 6) Why does Pap not want Huck to receive his education and be civilized. (ch. 5) Why did they make a “gang” if they weren’t going to do anything with it? (Ch. 2) Why people call Huck a “low-down abolitionist and despise” him? What does this depict about the society in which Huck lives and was raised?(ch. 8) What does Huckleberry being extremely supersticious symbolize about his personality? What is the metaphor that Miss Watson uses for hell and what are two reasons Huckleberry wishes he was there? How is Tom Sawyer different than Huck? Why is Mark Twain mentioned in the first paragraph in the book, why is this relevant? (chapter 1) Why does Huck act differently around Jim than he does towards his father? ( chapter 9 ) What are possible reasons for Huck’s adaptability to various situations? What is the significance of the ritualistic oath that the members of Tom Sawyer’s Gang? (Chp2) Why did write in dialect? Can anything be deduced from chapters 1-10 that supports the satirical nature of this How does Twain attack Romanticism and establish Realism?
Explain how a matrix keyboard encoder Invent the block diagram for a scanning matrix keyboard or debouncing circuits , m) Translate a state diagram into VHDL code i), n) Tristate buffers in VHDL j) Use the Quartus II tool:state diagram netlist i) Complete the whole project using most of the components in a structural design , Grading grid Here you are the way the exercise could be grades. Part 1 Design and simulation a), b), c), d), f) Part 1 Implementation and laboratory e) Part 2 Design and simulation g), h), i) Part 2 Implementation and laboratory k), l) Total Scores 2p 3p 3p 2p Self-assessment Instructor’s grades Questions in solving EX2 Write here your questions, comments, doubts, opinions, etc. ...