zilongwang/ReadingBank huggingface dataset:
Vocabulary KEY WORDS ESSENTIAL TO UNDERSTANDING Words addressed with a question or task WORDS WORTH KNOWING General teaching suggestions are provided in the Introduction Pg.306 mercury Pg.308 Fascinated Pg. 316 etched Pg.308 Draft Pg. 312 Timid Pg.316 frost Pg. 306, 312 Hermit Pg.310 Hypnotized Pg.312 Autumn Pg. 302 Jammed Pg.308 Stroked Pg.312 Peculiar Pg. 312 drab Pg. 304 terror Pg. 310 occasionally
Vocabulary KEY WORDS ESSENTIAL TO UNDERSTANDING WORDS WORTH KNOWING General teaching suggestions are provided in the Introduction TEACHER PROVIDES DEFINITION not enough contextual clues provided in the text Page 118 - lassoe, Prairie Page 119 - arroyo, blustery Page 122 - slyly Page 129 - offend Page 118 - whistled (as in the wind whistled), pastime, critter Page 120 - whirl, scramble Page 127 - shriek Page 128 - amazement STUDENTS FIGURE OUT THE MEANING sufficient context clues are provided in the text Page 118 - lonesome, amused Page 119 - flash flood Page 120 - gust Page 122 - fetch Page 123 - snatch Page 124 - admit, favor, bargain Page 126 - stomp, drowsy Page 127 - wise
Vocabulary KEY WORDS ESSENTIAL TO UNDERSTANDING WORDS WORTH KNOWING General teaching suggestions are provided in the Introduction TEACHER PROVIDES DEFINITION not enough contextual clues provided in the text Page 334 - enterprising Page 335 - devastating Page 336 - identified Page 337 - commitment Page 334 - journalists Page 334 - behind-the-scenes Page 334 - persistence STUDENTS FIGURE OUT THE MEANING sufficient context clues are provided in the text Page 335 - promote Page 335 - priority Page 335 - exhibit Page 336 - venture Page 335 - mission
Vocabulary KEY WORDS ESSENTIAL TO UNDERSTANDING WORDS WORTH KNOWING General teaching suggestions are provided in the Introduction TEACHER PROVIDES DEFINITION not enough contextual clues provided in the text enterprising devastating identified commitment journalists behind-the-scenes persistence STUDENTS FIGURE OUT THE MEANING sufficient context clues are provided in the text promote priority exhibit venture mission
Vocabulary KEY WORDS ESSENTIAL TO UNDERSTANDING WORDS WORTH KNOWING General teaching suggestions are provided in the Introduction TEACHER PROVIDES DEFINITION not enough contextual clues provided in the text Brandishing Game reserve Snare Poachers Enviously Motivation Jauntily Trumpeting Contentedly Clutching Sheltered Brave STUDENTS FIGURE OUT THE MEANING sufficient context clues are provided in the text Timid Mock Cunning Wounded Slashed Trampled Unprotected
Freshwater supplies may become limited through contamination and unsustainable abstraction Evaluate the strategies which can be used to meet increasing demand for freshwater Match up potential solutions with the issues listed below by writing the number(s) into the spaces provided ISSUES Number SOLUTIONS Climate change may be disrupting rainfall patterns, even changing monsoon rains, causing further inequality of supplies 1, 2, 3, 4, 5 1. Increase freshwater supplies by: Reservoirs Redistribution Desalination Rainwater harvesting systems Artificially recharging aquifers Low water levels in rivers and streams 1, 2, 3, 4, 5 2. Reduce domestic use of freshwater by using water efficient appliances Slow water flow in the lower courses of river results in sedimentation, which makes the already shallow river even shallower and may extend deltas further into the sea 1, 4, 5, 10 3. Wash cars in car washes with a closed water system Underground aquifers are being exhausted (affects agriculture, damages buildings and shrinking soil) 1, 2, 3, 4 5 4. Grey water recycling Pumping rates form aquifers too fast causing a cone of exhaustion making the well unusable 1, 2, 3, 4, 5 5. Irrigation Closed pipes instead of open canals Trickle systems instead of sprinklers/sprayers Subsurface drip irrigation Freshwater becomes contaminated 3, 4, 6, 7, 8, 9, 10 6. Reduce fertilizer and pesticide use Irrigation results in soil degradation Water evaporates before it has a chance to be absorbed causing salinization (rendering soil unusable for agriculture) 5 7. Prevent overspray (so fertilizers and pesticides don’t end up in streams) Fertilizers and pesticides pollute streams and rivers 6, 7, 8, 9, 10 8. Replace chemical fertilizers with organic ones Industries release pollutants into water bodies 3, 10, 7 9. Use highly selective pesticides or biological control methods Industry and electricity plants release warm water into rivers. 11, 4 10. Industries can removes pollutants from their wastewater with water treatment plants 11. Regulate maximum temperatures of released cooling water, cooling towers that evaporate the water can be used
New York Daily Tribune February 13, 1865 Negroes of Savannah MINUTES OF AN INTERVIEW BETWEEN THE COLORED MINISTERS AND CHURCH OFFICERS ATSAVANNAH WITH THE SECRETARY OF WAR AND MAJOR-GEN. SHERMAN HEADQUARTERS OF MAJ.-GEN. SHERMAN, CITY OF SAVANNAH, GA., Jan., 12, 1865–8 P.M. On the evening of Thursday, the 12th day of January, 1865, the following persons of African descent met by appointment to hold an interview with Edwin M. Stanton, Secretary of War, and Major-Gen. Sherman, to have a conference upon matters relating to the freedmen of the State of Georgia, One: William J. Campbell, aged 51 years, born in Savannah, slave until 1849, and then liberated by will of his mistress, Mrs. May Maxwell. For ten years pastor of the 1st Baptist Church of Savannah, numbering about 1,800 members. Average congregation, 1,900. The church property belonging to the congregation. Trustees white. Worth $18,000. Two: John Cox, aged fifty-eight years, born in Savannah; slave until 1849, when he bought his freedom for $1,100. Pastor of the Second African Baptist Church. In the ministry fifteen years. Congregation 1,222 persons. Church property worth $10,000, belonging to the congregation. Three: Ulysses L. Houston, aged forty-one years, born in Grahamsville, S.C.; slave until the Union army entered Savannah. Owned by Moses Henderson, Savannah, and pastor of Third African Baptist Church. Congregation numbering 400. Church property worth $5,000; belongs to congregation. In the ministry about eight years. Four: William Bentley, aged 72 years, born in Savannah, slave until 25 years of age, when his master, John Waters, emancipated him by will. Pastor of Andrew's Chapel, Methodist Episcopal Church–only one of that denomination in Savannah; congregation numbering 360 members; church property worth about $20,000, and is owned by the congregation; been in the ministry about twenty years; a member of Georgia Conference. Five: Charles Bradwell, aged 40 years, born in Liberty County, Ga.; slave until 1851; emancipated by will of his master, J. L. Bradwell. Local preacher in charge of the Methodist Episcopal congregation (Andrew's Chapel) in the absence of the minister; in the ministry 10 years.
If you are NOT married or living with a partner go to Q147 Q144 Most people have disagreements in their relationships. Please indicate below the approximate extent of agreement or disagreement between you and your partner for each item on the following list. Always agree (1) Almost always agree (2) Occasionally disagree (3) Frequently disagree (4) Almost always disagree (5) Always disagree (6) Philosophy of life (1) Aims, goals & things believed important (2) Amount of time spent together (3) Q145 How often would you say the following events occur between you and your partner? Never (1) Less than once a month (2) Once or twice a month (3) Once or twice a week (4) Once a day (5) More often (6) Have a stimulating exchange of ideas (1) Calmly discuss something together (2) Work together on a project (3)
Q276 What kind of vitamin or mineral was this? (Listed alphabetically down columns) Please choose all that apply. • B group vitamins (1) • Calcium (2) • Echinachea (3) • Evening primrose oil or starflower oil (4) • Fish oil (5) • Folate (6) • Glucosamine (7) • Iron (8) • Multivitamins (9) • Vitamin C (10) • Vitamin D (11) • Vitamin E (12) • OTHER (13) ____________________ Q277 How often do you usually take vitamins or minerals? Every day (6-7 days per week) (1) Most days (4-5 days per week) (2) 1-3 days per week (3) Less than once a week (4) If ‘Less than once a week’ go to Q279 Q278 For how long have you taken vitamins or minerals regularly? Less than one month (1) 1 month to less than 3 months (2) 3 months to less than 6 months (3) 6 months or more (4) Q279 In the last month have you taken or used any medications (including herbal remedies) to lower your cholesterol? Yes (1) No (2)
Q358 Do you take omega 3 supplements? Yes, I take Fish oils (1) Yes, I take omega 3 supplements that are not fish oils (eg. Flaxseed, hemp) (2) No, I do not take omega 3 supplements. (3) Q280 In the last month have you taken or used any other type of medication not asked about previously? (Excluding contraception and hormone replacement therapy). Yes (1) No (2) If ‘NO’ go to Q 282 Q281 What types of medication did you take or use? (Excluding contraception and hormone replacement therapy). If MALE go to Q285 Q282 We would like to know more about your periods and menopause. Which of the following best describes you? • I am still having regular periods. (1) • My periods are irregular and I think it might be due to menopause. (2) • My periods have stopped entirely due to a hysterectomy (3) • My periods have stopped entirely due to menopause. (4) • My periods have stopped entirely due to another reason (5) • Other (e.g. using medication/injections that have stopped you having a period for a certain time, pregnancy) (6) Q283 Have you ever had hormone replacement therapy (HRT)? Yes (1) No (2)
Q314 This section is about some of the foods you usually eat. Record about how often you usually eat these foods. How many serves of vegetables do you usually eat each day? • 1 serve or less (1) • 2-3 serves (2) • 4-5 serves (3) • 6 serves or more (4) • Don’t eat vegetables (5) Q315 How many serves of fruit do you usually eat each day? • 1 serve or less (1) • 2-3 serves (2) • 4-5 serves (3) • 6 serves or more (4) • Don’t eat fruit (5) Q316 How often do you drink fruit juices such as orange, grapefruit or tomato? (Answer one choice only) _____ Per day (1) _____ Per week (if less than daily) (2) _____ Per month if less than weekly) (3) _____ Rarely or never (enter 1 in box) (4) Q317 Not including juice, how often do you eat fruit? (Answer one choice only) _____ Per day (1) _____ Per week (if less than daily) (2) _____ Per month if less than weekly) (3) _____ Rarely or never (enter 1 in box) (4) Q318 How often do you eat chips, french fries, wedges, fried potatoes or crisps? (Answer one choice only) _____ Per day (1) _____ Per week (if less than daily) (2) _____ Per month if less than weekly) (3) _____ Rarely or never (enter 1 in box) (4) Q319 How often do you eat potatoes? (Answer one choice only) _____ Per day (1) _____ Per week (if less than daily) (2) _____ Per month if less than weekly) (3) _____ Rarely or never (enter 1 in box) (4)
Never (1) 1-6 times per year (2) 7-11 times per year (3) 1 time per month (4) 2-3 times per month (5) 1 time per week (6) 2 times per week (7) 3-4 times per week (8) 5-6 times per week (9) 1 time per day (10) 2 or more times per day (11)
Managing feelings and behaviour 40-60 months – Level descriptor Personal, social and emotional- Managing feelings and behaviour 40-60 emerging 40-60 developing 40-60 secure Level descriptors Is aware of some of the boundaries set, and of behavioural expectations in the setting. Aware of boundaries set, and of behavioural expectations in the setting. Aware of all boundaries set, and of behavioural expectations in the setting.
Begins to understand that own actions affect other people for example, becomes upset or tries to comfort anther child when they realise they have upset them. Beginning to negotiate problems without aggression Can understand that own actions affect other people for example, becomes upset or tries to comfort anther child when they realise they have upset them. Follows boundaries set without adult supervision. Beginning to negotiate and solve problems without aggression e.g. when someone has taken their toy
Communication and Language- Listening and attention 40-60 emerging 40-60 developing 40-60 secure Level descriptors Begins to maintain attention in more than one chosen activity. Begins to concentrate in a variety of situations. Maintains attention in a variety of activities. Concentrates and sits quietly during appropriate activity. Two channelled attention- can listen and do for short span. Maintains attention and concentration in a variety of chosen and led activities.
movements around the bench. Lesson 3 Travels with confidence- balancing, under and over Explore different ways of moving in and out of the space provided. Recap all the ways we have learnt how to move along the bench. Now allow the children to choose their own ways to move along the bench. Add two benches and groups together to extend (have one bench turned upside down) Can they apply their knowledge of moving along the different types of benches? Share good practices amongst peers. Talk about why this is good practice e.g. refer to the position, looking and balancing. Can they able to travel with confidence? Can they explore different ways to move? Lesson 4 Jumps off an object and lands appropriately Get into a space. Practice jumping up and down on the spot. Discuss how to land safely ( with knees bent) Have large mats out randomly around the space. Explain that they must move in and out of the space, each time they reach a mat they must jump on it. Remind the children of their spatial awareness. If somebody is on a mat they must wait or go to another mat. Bring out the benches and place a mat on the end. Demonstrate how to balance along the bench and jump off landing on the mat. How did we jump safely? Allow the children to jump off the bench and land ono the mat. Can they able to travel with confidence? Can they explore different ways to move? Can they explore was to jumps? Lesson 5 Jumps off an object and lands appropriately Bring out the benches and place a mat on the end. Demonstrate how to balance along the bench and jump off landing on the mat. How did we jump safely? Allow the Now have large mats and benches randomly placed around the space. Explain that they must move around the space carefully, each time they get to a piece of Repeat the starter activity- are there different ways we can jump off the bench? E.g. star jump and pencil jump. Can they able to travel with confidence? Can they explore different ways to move?
Literacy- Writing 40-60 emerging 40-60 developing 40-60 secure Level descriptors Gives meaning to marks they make as hey draw, write and paint. Begins to break the flow of speech into words. Continues a rhyming string. Uses some clearly identifiable letters to communicate meaning, representing some sounds correctly and in sequence. Writes own name. Hears and says initial sounds. Links sounds to letters, naming and sounding the letters of the alphabet. Can segment the sounds in simple words. Can blend the sounds together in simple words. Writes other things such as labels and captions. Can segment and blend the sounds together in simple words. Attempts to write short sentences in meaningful contexts. Can write some tricky words.
Calculation of Luminance (L) of a Diffuse Reflecting Surface The luminance (or brightness) of a surface largely depends on the character of the surface, if it is itself not the emitter. In the case of a polished surface, the luminance depends on the angle of viewing. But if the surface is matt and diffusion is good, then the luminance or brightness is practically independent of the angle of viewing. However, the reflectance of the surface reduces the brightness proportionately. In Fig. 3.4 is shown a perfectly diffusing surface of small area A. Suppose that at point M on a hemisphere with centre O and radius R, the illuminance is L cd/m2. Obviously, luminous intensity at point M is = L A cosө candela (or lumen/steradian). Now, the hemisphere can be divided into a number of zones as shown. Laws of Illumination or I luminance The illumination (E) of a surface depends upon the following factors. The source is assumed to be a point source or is otherwise sufficiently away from the surface to be regarded as such. (i) E is directly proportional to the luminous intensity (I) of the source or EI (ii) Inverse Square Law. The illumination of a surface is inversely proportional to the square of the distance of the surface from the source. In other words, E α 1/r2 Proof In Fig. 49.5 are shown portions of the surfaces of three spheres whose radii are in the ratio 1 : 2 : 3. All these portions, obviously, subtend the same solid angle at the source and hence receive the same amount of total flux. However, since their areas are in the ratio of 1 : 4 : 9, their illuminations are in the ratio 1 : 1/4 : 1/9 (iii) Lambert’s Cosine Law. According to this law, E is directly proportional to the cosine of the angle made by the normal to the illuminated surface with the direction of the incident flux.
Learning Intention: To find one more or less. Success Criteria: *To say a number which is one more than a given number. * To find one more or less. *To select the correct numeral to represent 1-5 then1-10 Differentiation: HA- Ladder to 15 with dice 1-3 MA- Ladder to 10 with dice 1-2 LA- Ladder to 5 with dice numbered in 1s Activity: Work in pairs. Explain that they will be play a game to see who can get to the top of the ladder first. Give each partner a coloured counter and place it on 0. Show them the dice and explain that the numbers in blue mean ‘more’ and the numbers in red mean ‘less’. They must then roll the dice, if it lands on blue they must move their counter e.g. 1 more, 2 more spaces. If the dice lands on red then they must move their counter e.g. 1 less, 2 less spaces. The first person to reach the end of the ladder wins! KEY NOTES: Demonstrate with hand gestures and ladder that more means forwards and less means backwards. RESOURCES: Dice (put a blue or red mark on different numbers, see numbers above) Ladder with up to 15 steps Coloured counters Children ( * achieved / support) Evaluation: Next step:
Institute of Internal Combustion Engines Engine design and simulation, combustion technologies, and experimental evaluation n The focus of the Instiute of Internal Combustion Engines in 2015 was to connect theoretical and experimental methods of thermodynamic research on combustion processes. Optical measurement techniques are a powerful way of visualizing gas flow, fuel injection and combustion inside the cylinder of an engine. High temperatures and pressures are challenges for the construction of optically accessible engines. A highlight was the completion and first operation of a new 5 l single cylinder re- search engine with full optical accessibility through the piston bowl. The engine offers insight to modern combustion systems for gas and industrial engines. The results are used to validate CFD calculations of gas flow, injection, and combustion in order to predict the in-cylinder processes. This helps to save time and costs for future Prof. Dr.-Ing. Georg Wachtmeister Contact Phone +49.89.289.24101 developments. LVK 5 l optical single cylinder gas engine Combustion Technologies – CFD Simulation – Emission Reduction – Injection Technology CFD calculation of prechamber engine The reduction of engine emissions and fuel consumption are drivers for the improvement of combustion technology. Engines for gasoline, diesel, and natural gas are developed and built at the institute and are available for industrial or public funded research projects. A key com- petence for the realization of our engine concepts is the application of professional CFD simulation software, which is used to predict and optimize the gas exchange phase, in-cylinder swirl, tumble or turbu- lence, and the phases of fuel injection, mixture formation, and combustion. Simu- lation results are used to design improved geometries of the combustion chamber or injector nozzles and are then validated on one of our 13 engine test benches. Engine out emissions are measured by means of up-to-date FTIR technology and a modern particle counting system. We use component test benches to evaluate hydraulic behaviour and spray parameters of fuel injectors. Simulative and experimental tools allow fast and effective optimization of both emission behaviour and engine efficiency. Test runs on the research engines are planned and evaluated with statistical methods (design of experiments, DOE) to reduce time and costs for the testing procedure. Projects
of 0.2 mil dry film thickness of epoxy or acrylic primer following recommendations of finish coat manufacturer. 3. Finish coat of [70 percent] minimum fluoropolymer resin fused to primed surfaces at temperature recommended by manufacturer, 1.0 mil (0.25 mm) minimum dry film thickness. 4. Acceptable manufacturer's coatings: PPG Industries Inc. 5. Provide either 2, 3, or 4 coat system as required for color selected. 6. [Custom colors as selected by Architect.] ***** OR ***** 7. [Manufacturer's standard colors as selected by Architect.] ***** OR ***** B. Clear Anodized: 1. Conforming to AA-M12C22A31 and AAMA 607.1. 2. Architectural Class II, etched, medium matte, clear anodic coating, 0.4 mil (0.010 mm) minimum thickness. ***** OR ***** Note: AA class 44 is a type I coating and is 0.7 mil (0.018 mm) thick. AA Class 34 is a type II coating and is 0.4mil (0.010 mm) thick. U.S. Aluminum offers, at no additional cost, a two-year warranty on either of the finishes below. 22 C. [Color Anodized: 1. Conforming to AA-M12C22A [34] [44] and AAMA 608.1. 2. Architectural Class [II] [I], etched, medium matte, [black] [dark bronze] [medium bronze] [light bronze] colored anodic coating, [0.4] [0.7] mil ([0.010] [0.018] mm) minimum thickness.] PART 3 - EXECUTION 3.1 EXAMINATION Examine conditions and proceed with Work in accordance with Section 01 40 00. B. Verify dimensions, tolerances and method of attachment with other Work. 3.2 INSTALLATION A. Erection Tolerances: 1. Limit variations from plumb and level: a. 1/8 inch (3 mm) in 10 feet (3 M) vertically. b. 1/8 inch (3 mm) in 20 feet (6 M) horizontally.
Appropriate management of inpatients with diabetes Eligibility All patients with diabetes Process Relevant Standards Performance indicators/surrogate outcome metrics Outcomes measures Provision of a Specialist Inpatient Diabetes Team (SIDT) comprising: •for every 250 beds, at least 1 Diabetes Inpatient Specialist Nurse (DISN) whose focus is predominantly on inpatient care to improve the quality and reduce bed occupancy •a consultant specialist in diabetes management •access to a diabetes specialist podiatrist and dietitian Provision of a multidisciplinary team approach to inpatients with type 1 diabetes, regardless of the reason for admission Provision of ward referral systems to ensure all appropriate patients are promptly referred and promptly seen by the DSIT Provision to consider capillary blood ketone testing for inpatient management of DKA in adults with type 1 diabetes that is incorporated into a formal protocol Please refer to the Applicable Service Standards section of this service specification Evidence of local arrangements to ensure that adults with type 1 diabetes in hospital receive advice from a multidisciplinary team with expertise in diabetes Proportion of hospital admissions for adults with type 1 diabetes in which they receive advice from a multidisciplinary team with expertise in diabetes Completion of the NaDIA Evidence of local arrangements to ensure that all inpatients with diabetes are cared for by appropriately trained staff, provided with access to a SIDT, and given the choice of self-monitoring and managing their own insulin Proportion of staff on inpatient wards who are appropriately trained to care for people with diabetes Proportion of inpatients with diabetes who are provided with access to a specialist diabetes team Proportion of people admitted to hospital with diabetic ketoacidosis who receive follow-up within 30 days after discharge by a specialist diabetes Domain 1 – Preventing people from dying prematurely Domain 2 – Enhancing quality of life for people with long-term conditions Domain 3 - Helping people to recover from episodes of ill-health or following injury Emergency readmissions within 30 days of discharge from hospital Domain 4 – Ensuring people have a positive experience of care Patient experience of hospital care Friends and Greater Manchester Reducing Harm Diabetes Inpatient Bundle of Care as poor or worse in hospital care Responsiveness to inpatients' personal needs Domain 5 – Treating and caring for people in a safe environment and protecting them from avoidable harm Deaths attributable to problems in
Application Form Personal Information Name in Full (in English) Name of your University/ Department Year of Study ・PhD level: □1st year □2nd year □3rd year □4th year □Other ・Master level: □1st year □2nd year □Other Your Major Field(s) of Study Nationality Date of Birth (Month/Day/Year) Gender □ Male □ Female English Language Proficiency List your TOEFL, TOEIC or IELTS score □ TOEFL ( ） □ TOEIC ( ） □ IELTS ( ） □ Other ( ） Educational Background Name of Institution Period of Enrollment (e.g. Mar 2010 – Feb 2014) Education Level (e.g., Undergraduate/ Master) Contact Information □ E-mail: □ Phone Number: □ Postal Address: Statement of Purpose
This Software as a Service Contract (this “Contract”) is agreed to between the State of Michigan (the “State”) and (“Contractor”). Definitions. “Accept” has the meaning set forth in Section 4.2(b). “Acceptance” has the meaning set forth in Section 4.2(b). “Action” has the meaning set forth in Section 15.1. “Actual Uptime” means the total minutes in the Service Period that the Hosted Services are Available. “Allegedly Infringing Features” has the meaning set forth in Section 15.3(b)(ii). “Authorized Users” means all Persons authorized by the State to access and use the Services through the State’s account under this Contract, subject to the maximum number of users specified in the applicable Statement of Work. “Availability” has the meaning set forth in Section 5(a). “Availability Requirement” has the meaning set forth in Section 5(a). “Available” has the meaning set forth in Section 5(a). “Business Day” means a day other than a Saturday, Sunday or State Holiday. “Change Notice” has the meaning set forth in Section 2.2. “Code” has the meaning set forth in Section 21. “Confidential Information” has the meaning set forth in Section 12.1. “Contract” has the meaning set forth in the preamble. “Contract Administrator” is the individual appointed by each party to (a) administer the terms of this Contract, and (B) approve and execute any Change Notices under this Contract. Each party’s Contract Administrator will be identified in the Statement of Work. “Contractor” has the meaning set forth in the preamble. “Contractor Personnel” means all employees and agents of Contractor, all Subcontractors and all employees and agents of any Subcontractor, involved in the performance of Services.
Support Request Classification Service Level Metric (Required Response Time) Service Level Metric (Required Resolution Time) Service Level Credits (For Failure to Respond to any Support Request Within the Corresponding Response Time) Service Level Credits (For Failure to Resolve any Support Request Within the Corresponding Required Resolution Time) Critical Service Error One (1) hour Two (2) hours Five percent (5%) of the Fees for the month in which the initial Service Level Failure begins and five percent (5%) of such monthly Fees for each additional hour or portion thereof that the corresponding Service Error is not responded to within the required response time. Five percent (5%) of the Fees for the month in which the initial Service Level Failure begins and five percent (5%) of such monthly Fees for the first additional hour or portion thereof that the corresponding Service Error remains which amount will thereafter double for each additional one (1) hour increment. High Service Error Two (2) hours Four (4) hours Five percent (5%) of the Fees for the month in which the initial Service Level Failure begins Five percent (5%)of the Fees for the month in which the initial Service Level Failure begins Resolved,
Whereas, Marrington Middle School of the Arts is no stranger to capturing prestigious honors, having also won the Palmetto Gold Award, Palmetto Silver Award, and Palmetto’s Finest Award finalist status. As another powerful indicator of its high achievement, its 2012 South Carolina Annual School Report Card Rating was “Excellent,” and its 2012 federal report card boasted an “A”; and Whereas, it is with great pleasure that the South Carolina House of Representatives recognizes and salutes Marrington Middle School of the Arts on its outstanding educational success, and the members extend their appreciation for the excellence the school continues to achieve as it educates our most precious resource, our children. Now, therefore, Be it resolved by the House of Representatives: That the members of the South Carolina House of Representatives, by this resolution, congratulate the students, teachers, administrators, and staff of Marrington Middle School of the Arts in Berkeley County on the recognition of their school as a 2012 National Blue Ribbon School. Be it further resolved that a copy of this resolution be provided to Principal Jim Spencer of Marrington Middle School of the Arts. XX
Section 44532250. The department shall develop a medical certification form to be completed by a provider and submitted by a person applying for a registry identification card as a qualifying patient. The certification must include: (1) the provider’s name, address, phone number, and medical license number; (2) an acknowledgement to be signed by the provider that sets forth: (a) the penalties for providing false information, including the department’s right to notify the medical board or other similar authority established pursuant to Chapter 47, Title 40; and (b) definitions of: (i) ‘providerpatient relationship’, as defined in Section 44532010; (ii) ‘qualifying medical condition’, as defined in Section 44532010; and (iii) ‘provider’, as defined in Section 44532010; and (3) an affidavit for the provider to sign with the following provisions: (a) the provider and patient have a providerpatient relationship; (b) the patient has a qualifying medical condition, identifying the patient’s condition, and that the symptoms or sideeffects might benefit from the therapeutic use of cannabis; and (c) the condition has lasted at least three months or that the onset of the patient’s condition occurred within the past three months and the certifying provider is primarily responsible for the patient’s care related to the condition. Section 44532260. (A) In order to be placed on the registry and receive a registry identification card as a qualifying patient, a person must: (1) be a resident of the State; (2) submit an application as provided for in Section 44532240, along with a fee in an amount determined by the department; and (3) undergo a state and federal criminal background check for which the person must pay the costs. (B) The department has the discretion not to issue a person a registry identification card as a qualifying patient if the person has been convicted of or pled guilty or nolo contendere to a felony drugrelated offense within the previous five years.
How well has the qualification performed in terms of assessment? Please provide an overall RAG status for this area of feedback using the scale: Red – major concern, Amber – some concern, Green – no concern If Red and Amber RAG status please make sure you add your comments below. Assessment Standards You may want to comment on matters such as: Quality of assessment material/tasks/model assignments Quality of question papers Quality of mark schemes/criteria Quality of marking/moderation/verification, including the transmission of the standard and sampling rules. Comments: How well has the assessment team performed? Please provide an overall RAG status for this area of feedback using the scale: Red – major concern, Amber – some concern, Green – no concern If Red and Amber RAG status please make sure you add your comments below.
Apostrophe quiz! The news said that ___ going to rain tomorrow. it's it its He always carries ___ of his family. picture's pictures pictures' Simon, Johnny, Paul and Peter were playing. Lisa came and kicked the ___ ball away. boy's boys' boys I've never seen ___ before. it its it's Where did you leave ___ bike? you're you your I ___ see anything from where I was sitting. could'nt couldnt couldn't ___ leaving in 5 minutes. Wer'e We're Were ___ lessons are really good!! Mr.McCarthys' Mr.McCarthys Mr.McCarthy's A snake uses ___ tongue to sense what is happening around it. it it's its The ___ nice today. weathers' weather's weather ___ name is Sam, isn't it? Your Yours You're ___ my best friend. You're You Your We only sell ___ in this shop. apples apple's apples' SEMI-COLONS
Compound Sentence Two independent clauses joined by a coordinating conjunction (FANBOYS) For And Nor But Or Yet So Use a coordinating clause to turn these two independent clauses into a compound sentence She did not cheat on the test. It was not the right thing to do. ___________________________________________________________________ I think I will buy the red car. I will rent out the blue one. ___________________________________________________________________ I really want to go to work. I am too sick to drive. ___________________________________________________________________ I am counting my calories. Yet I really want dessert. ____________________________________________________________________ He ran out of money. He had to stop playing poker.
d. Forward All Copies – In all cases forward copies of the Inspection Report, Freight Bill and Invoice if available to the Purchasing Department. The Purchasing Department will negotiate with the seller of the merchandise to get new merchandise to replace that which was damaged. 12.4 After the Inspection Report Is Sent a. Do Not Destroy the Damaged Merchandise – The freight company will eventually pick it up if they haven't already. When they do they will issue a Salvage Receipt. b. The Purchasing Department will notify you as soon as the details of securing the new merchandise are made. CONTACT: , 979/458-7380
varieties best suited as bioenergy stock and as base for making hybrids with P. deltoids, the local eastern cottonwood that grows in the United States; and Whereas, in 2008, Dr. Frederick was honored by the South Carolina Soil and Water Conservation Society for his efforts in establishing a 1.2milelong outdoor education trail at the Clemson University’s Pee Dee Research and Education Center near Florence; and Whereas, dedicated in April 2007, the trail contains an abundance of information on natural resources found in the Pee Dee region’s agricultural, forest, lake, wetland, and urban ecosystems; and Whereas, the members of the South Carolina House of Representatives appreciate the significant economic and ecological contributions that James Frederick has made to our State through his dedication to conservation, crop research, and economic development. Now, therefore, Be it resolved by the House of Representatives: That the members of the South Carolina House of Representatives, by this resolution, recognize and honor Dr. James R. Frederick, professor of crop physiology and small grains at Clemson University, for his outstanding research and economic leadership that has led to South Carolina’s production and marketing of crops used around the world for fuel and food. Be it further resolved that a copy of this resolution be provided to Dr. James R. Frederick. XX
Robert Small Anas Todkill John Capper James Read Blacksmith Jonas Profit Sailer Thomas Couper Barber John Herd William Garret Bricklayers Edward Brinto Mason William Love Taylor Nicholas Skot Drum John Laydon William Cassen George Cassen Thomas Cassen William Rods William White Ould Edward Henry Tavin George Golding John Dods William Johnson William Unger William Wickinson, Surgeon Labourers Samuell Collier Nathaniel Peacock James Brumfield Richard Mutton Boyes Jamestown Rediscovery found at http://apva.org/rediscovery/page.php?page_id=31
Learners should know about the general characteristics of the Maxwell-Boltzmann distribution. Learners will be expected to know the derivation of the equation for mean kinetic energy being equal to 3/2kT. HSW1,2 5.2 Circular motion 4 contains formulae and units relating to circular motion. Demonstrations involving . A resource on . HSW1,2,5,9 5.3 Oscillations 5 PAG 10.1 Investigating simple harmonic motion PAG 10.2 Investigating damped oscillations PAG 10.3 Comparing static and dynamic values for the spring constant from Nuffield and the IoP. HSW1,2,5,6,9,12 5.4 Gravitational fields 5 for new content to specification. Learners are expected to link their understanding of gravitational and electric fields. Learners are expected to be able to derive Kepler’s equation linking T2 to r3. Learners are expected to be able to predict geostationary orbits using Newtonian laws. Learners are expected to be able to link the concept of escape velocity to the escape of atoms from the atmosphere of planets. HSW1,2,5,7,9,10
S1 Table. Demographics and psychometric properties of SA, non-SA, MDD and HC. Phenotype a SA non-SA MDD HC Number 117 198 167 84 Sex n (%) Male 34(29.1) 87(43.9) 44(26.3) 42(50.0) Female 83(70.9) 111(56.1) 123(73.7) 42(50.0) Age Mean ± SD 38.5±11.8 39.6±11.9 41.3±11.9 39.3±12.2 Employment n (%) 35(29.9) 94(47.5) 71(42.5) 67(79.8) BIS Mean ± SD 72.8±10.0 71.0±9.4 71.8±9.6 70.6±10.7 HADS Mean ± SD 20.6±7.9 19.3±8.5 22.6±8.0 14.8±8.4 a SA: suicide attempts; non-SA: non-suicide attempts patients with psychiatric disorders; MDD: major depressive disorder patients; HC: healthy controls; BIS: Barratt Impulsiveness Scale; HADS: Hospital Anxiety and Depression Scale.
Challenge 18 Write an algorithm that: Outputs all odd numbers between 1 and 20 only. Suggested Pseudocode Statements Arithmetic Operations Decisions Repetition < + = BEGIN / END OUTPUT - WHILE or FOR Challenge 19 Write an algorithm that: Asks the user to input a number and repeat this until they guess the number 7. Congratulate the user with a ‘Well Done’ message when they guess correctly. Suggested Pseudocode Statements Arithmetic Operations Decisions Repetition = BEGIN / END INPUT OUPUT IF ELSE == - ELSE Pseudocode only challenges Challenge 20 MyHotPizza company have developed a new loyalty reward system for customers. Customers are automatically sent a reward card if they order more than 20 pizzas in a year. They have a log of customer’s orders stored in a file, as shown: Customer Name Large Medium Small Card? Smith, J 5 6 1 No Williams, P 10 12 3 Yes etc Write an algorithm that goes through the customer orders, and where needed, sends customers a loyalty card if they do not already have one. If they have not ordered enough pizzas, then it removes them from the card list. Suggested Pseudocode Statements
reaction including Proclamation Act (1763), Stamp Act (1765), Declaratory Act (1766), Townshend Duties (1767) and their repeal, the Boston Massacre (1770); Strengthening Imperial authority Role of George Grenville Pontiac’s rebellion 1763 Proclamation Grenville’s anti-smuggling measures The impact of the 1764 Sugar Act The currency Act American reactions to the acts. The Stamp Act and the actions The Virginia resolves The Stamp Act Congress Protest and debate Sons of Liberty Economic sanction The repeal of the Act The Declaratory Act The Townshend crisis The New York Restraining Act Colonial resistance to Townshend’s measures Responses and growth of unrest Unrest in Bostom The Wilkesite movement The situation in Boston The Massacre in Boston and reaction Repeal of the Townshend duties Committees of correspondence American disunity the Birth of the USA 1740-1801, Farmer, Hodder The American Revolution: A Concise History, Allison, OUP American Colonies: The Settlement of North America to 1800, Taylor, Penguin The American Revolution: A History, Wood, Modern Library 1 6-7 Tea Act (1773) and response including the ‘Intolerable Acts’ The impact and reaction of the 1773 Tea Act. The causes and consequences of the Boston Tea Party The British reaction The American Revolution and the Birth of the USA 1740-1801, Farmer, Hodder The American Revolution: A Concise History, Allison, OUP
Declaration of independence – aims and contents 1800, Taylor, Penguin The American Revolution: A History, Wood, Modern Library 2 11-12 outbreak of hostilities, key military developments, their role in British defeat; Events of the war Battle of Bunker Hill Role of Washington Invasion of Canada War in the South Evacuation of Boston The American Revolution and the Birth of the USA 1740-1801, Farmer, Hodder The American Revolution: A Concise History, Allison, OUP American Colonies: The Settlement of North America to 1800, Taylor, Penguin The American Revolution: A History, Wood, Modern Library 2-3 13-15 American unity, including Washington, French entry to the war, quality of British military leadership; Strengths and weaknesses of British and American forces Strategies of both sides Nature of the war. Impact of General Howe Washington’s change of strategy British plans in 1777 Capture of Philadelphia Burgoyne’s campaign Saratoga French entry Reasons for British defeat/American success The American Revolution and the Birth of the USA 1740-1801, Farmer, Hodder The American Revolution: A Concise History, Allison, OUP American Colonies: The Settlement of North America to 1800, Taylor, Penguin The American Revolution: A History, Wood, Modern Library 3 16 1783 Peace of Paris. Content and outcomes of the Peace The American Revolution and the Birth of the USA 1740-1801, Farmer, Hodder The American Revolution: A Concise History, Allison, OUP American Colonies: The
Y210: RUSSIA 1645-1741 Note: Based on 2x 50 minute lessons per week Terms based on 6 term year. Key Topic Term Week Number Indicative Content Extended Content Resources Russia 1645-1698 1 1-2 Russia in 1645, social and economic backwardness, problems with the Tsar; personality and rule of Alexis, legalisation of serfdom 1649, church reform and schism 1649, growth of western influence and trade Problems of geography, remoteness, communication Alexis’ background, early life, and aims Rioting and rebellions Morozov’s unpopularity Effects of legalisation of serfdom Alexis: Tsar of All the Russias, Longworth Fractured Europe (Blackwell), Sturdy Europe Unfolding, Stoye Making of Russian Absolutism, Dukes 3 rule of Feodor, Golitsyn and relations with the Boyars Abolition of the mestnichestvo Moscow Uprising of 1682 Actions of Golitsyn especially with the armed forces Unpopularity of the boyars The Tsars (Access to History), Rady Making of Russian Absolutism, Dukes 4 accession of Peter and Ivan, 1682 and regency of Sophia, role of Streltsi Support for Peter from boyars Strelsi rebellion Autocratic rule of Sophia Access to History: Peter the Great, Swift Peter the Great (Lancaster Pamphlets), Lee The Tsars (Access to History), Rady Making of Russian Absolutism, Dukes
expedition to Crimea 1689, reasons for failure (Blackwell), Sturdy The Tsars (Access to History), Rady 14 Relations with China and Treaty of Nerchinsk Terms of the treaty The border Subsequent relations e.g. Treaty of Kyakhta Fractured Europe (Blackwell), Sturdy The Tsars (Access to History), Rady 14-15 Peter’s aims in the Baltic Great Northern War Threat from Sweden Access to History: Peter the Great, Swift Peter the Great (Lancaster Pamphlets), Lee 15 war against Sweden, defeat at Narva, invasion of Ingria and Livonia Reasons for defeat Access to History: Peter the Great, Swift Peter the Great (Lancaster Pamphlets), Lee 16 Swedish invasion 1707; Turkish war and loss of Azov 1711 Reasons for failure against Ottomans Treaty of Pruth Access to History: Peter the Great, Swift Peter the Great (Lancaster Pamphlets), Lee 16 military successes in the Baltic and the Battle of Poltava and the Treaty of Nystadt 1721; Reasons for success Terms of the treaty Access to History: Peter the Great, Swift Peter the Great (Lancaster Pamphlets), Lee 17 reasons for Russian successes and consequences of territorial gains Military, economic, social reasons for success Problems of territorial gains Access to History: Peter the Great, Swift Peter the Great (Lancaster Pamphlets), Lee 17 Peter’s campaign in Persia and capture of Derbent and Baku Campaign key features and consequences, e.g. for relations Access to History: Peter the Great, Swift Peter the Great (Lancaster
24-25 problems of Russia in the reigns of Catherine I and Peter II, Anne and Ivan VI 1725–1741, the ‘German period’. Military expenditure under Catherine I Disorder under Peter II, family breakdown Increasing influence of Germans under Anne, resentment of the local nobility Overthrow of Ivan VI Russia, People and Empire, Hosking Modernisation of Russia, Dixon Making of Russian Absolutism, Dukes
Note for Teachers: Section A must have a minimum of three types of question (Section A= ) Questions 1-5 are short responses count 15 marks (Section B= ) Questions 6 - 9…. count 35 marks SUGGESTED MARK WEIGHTING FOR GRADE 6 JUNE EXAM Topics Cognitive levels Teaching time in weeks Suggested mark allocation Time allocation Low 50% Middle 35% High 15% TERM 1 Life & Living & Processing Photosynthesis 2.5 15 Nutrients in food 1.5 Nutrition 1.5 Food Processing 2.5 6 Ecosystems & Food webs 2 5 10 weeks TERM 2 Matter & Materials & Processing Solids, liquids and gases 0.5 10 Mixtures 1 Solutions as special mixtures 2.5 Dissolving 1 8 Mixtures and water resources 2.5 Process to purify water 2.5 6 10 weeks TOTAL Marks 25 Marks 18 Marks 7 20 50 marks 60mins
SUGGESTED MARK WEIGHTING FOR GRADE 6 NOVEMBER EXAM Topics Cognitive levels Teaching time in weeks Suggested mark allocation Time Allocation Low 50% Middle 35% High 15% TERM 3 Energy & Change & S/C Electrical circuits 2.5 14 Electrical conductors and insulators 2 Systems to solve problems 2.5 6 Mains electricity 3 8 10 weeks TERM 4 Planet Earth and Beyond & S/C The Solar System 2.5 13 Movements of the Earth and planets 1 The movement of the moon 1 Systems for looking into space 1 9 Systems to explore the Moon and Mars 2.5 8 weeks TOTAL Marks 25 Marks 18 Marks 7 18 50 marks 60 min
COGNITIVE LEVELS FOR THE ASSESSMENT OF CONTENT AND SKILLS IN GRADES 4, 5 AND 6 Knowledge Recall Understand Apply Evaluating Analyzing Synthesising 50% 35% 15% LOW MIDDLE HIGH Count Define Identify Label List Match Name Outline Point out Quote Recite Repeat Reproduce Select State Trace Classify Compare Convert Discuss Distinguish Define Describe Estimate Explain Generalise Give examples Illustrate Infer Interpret Match Paraphrase Plan Restate Rearrange Rewrite Select Summarise Translate Change Compute Construct Demonstrate Draw Illustrate Predict Relate Solve Use Breakdown Differentiate Discriminate Investigate Relate Separate Arrange Combine Compile Construct Create Design Formulate Generalise Generate Group Integrate Organize Summarise Appraise Conclude Contrast Critique Criticize decide evaluate Grade Justify Interpret Support Recommend TEST ALLOCATION: Grade 6 [20 MARKS] 10 7 3