zilongwang/ReadingBank huggingface dataset:
Table 3: Price, Demand and Availability Time Price ($/MWh) Demand (MW) Availability (MW) Actual 4 hr forecast 12 hr forecast Actual 4 hr forecast 12 hr forecast Actual 4 hr forecast 12 hr forecast 3.30 pm 260.62 98.73 26.30 21 641 21 094 20 235 33 480 34 516 35 175 4.30 pm 285.43 199.45 27.84 22 735 22 228 21 379 34 157 35 140 36 000 Conditions at the time saw demand around 500 MW higher than forecast four hours ahead and availability was around 1000 MW lower than that forecast four hours ahead. Table 4: Rebids for 3.30 pm trading interval Submitted time Time effective Participant Station Capacity rebid (MW) Price from ($/MWh) Price to ($/MWh) reason 10.54 am Origin Energy Eraring -350 26 N/A 1052P CHANGE IN AVAIL - AIR HEATER LIMITATIONS 1.39 pm CS Energy Gladstone -130 <36 N/A 1339P CONDENSER 1.44 pm GDF Suez Loy Yang B -420 11 N/A 1343P FUEL MANAGEMENT: COAL SHORTFALL 3.12 pm 3.20 pm Origin Energy Quarantine -120 199 N/A AVOID UNECONOMIC START SL 3.18 pm 3.25 pm CS Energy Gladstone 130 N/A <36 1518P CONDENSER 3.17 pm 3.25 pm Origin Energy Uranquinty -166 282 N/A 1515A AVOID UNECONOMIC START - AVOID SHORT RUN SL The above rebids saw dispatch prices increase from $200/MWh to $299/MWh during the trading interval. 5: Rebids for 4.30 pm trading interval Submitted time Time effective Participant Station Capacity rebid (MW) Price from ($/MWh) Price to ($/MWh) Rebid reason
Macronutrient Exit Ticket NAME: ______________________________ Carbohydrates Healthy Snack Choice: _______________________ Fats Healthy Snack Choice: _______________________ Proteins Healthy Snack Choice: _______________________ NAME: ______________________________ Carbohydrates Healthy Snack Choice: _______________________ Fats Healthy Snack Choice: _______________________ Proteins Healthy Snack Choice: _______________________ NAME: ______________________________ Carbohydrates Healthy Choice: _______________________ Fats Healthy Snack Choice: _______________________ Proteins Healthy Snack Choice: _______________________ NAME: ______________________________ Carbohydrates Healthy Snack Choice: _______________________ Fats Healthy Snack Choice: _______________________ Proteins Healthy Snack Choice: _______________________
October 13, 2017 Fitnessgram (Pre-assessment) Upload #1 – Data to support your Fitnessgram SMART goal statement Upload #2 – Fitnessgram SMART goal statement District Benchmark SMART Goal Statement (Pre-assessment) Upload #3 – Data to support your District Benchmark SMART goal statement Upload #4 – District Benchmark SMART goal statement June 1, 2018 Fitnessgram (Post-assessment) Upload #5 – Data to support your results of the Fitnessgram SMART goal statement Upload #6 – Results of the Fitnessgram SMART goal statement District Benchmark SMART Goal Statement (Post-assessment) Upload #7 – Data to support your results of the District Benchmark SMART goal statement Upload #8 – Results of the District Benchmark SMART goal statement CSHAC Artifact #1 (Due September 29, 2017) – Initial letter (e-mail) to your Wellness Team Artifact #2 (Due November 30, 2017) – Communication with your Wellness Team on action plan suggested Artifact #3 (Due January 31, 2018) – Communication with your Wellness Team on action plan Artifact #4 (Due April 30, 2018) – Invitation to your Wellness Team and Stakeholders to your school’s Celebration of Success Artifact #5 (Due May 25, 2018) – Time, date, location, sign-in sheets, and pictures of Celebration of Success
BUCYRUS CITY SCHOOL DISTRICT Bucyrus, Ohio ~~~~~~ NOTICE OF ADMINISTRATIVE VACANCY ~~~~~~ POSITION AVAILABLE: ELEMENTARY PRINCIPAL CERTIFICATION: Valid Principal Certificate or License (covering grades PK-5) QUALIFICATIONS: Credentialed teacher and principal evaluator; Previous administrative experience is preferred; Must pass a criminal records check (BCI and FBI); Develop, communicate, implement and evaluate a vision of learning; Demonstrate value of staff and students; Develop, sustain and evaluate an inclusive culture of learning; Make management and instrumental decisions that ensure successful teaching and learning; Understand and engage the community in the culture of learning and decision making process; Foster an environment of integrity, fairness, and ethics in learning; Participate in the political, social, economic, legal, and cultural context of learning; Keep current with technology and other workplace innovations that support job functions; Successful teaching and administrative experience; Effective organizational planning and project management skills; Ability to identify, evaluate, and implement program options, auxiliary services, and curricular materials that support the diverse learning needs of students; Assume responsibility for professional growth, performance, and involvement as an individual and as a member of a learning community. Job description available upon request. SALARY: As Per Board Approved Administrative Salary Schedule APPLICATION PROCEDURE: Please send letter of application, resume, reference list, credentials, copy of valid Ohio Principal certificate/license, and current BCI&I and FBI criminal background record to: Mr. Kevin Kimmel, Superintendent 170 Plymouth Street Bucyrus, Ohio, 44820 Emails will be accepted: kkimmel@bucyrusschools.org DEADLINE: Tuesday, May 26, 2015 or until filled
Elementary School Academic Success Timeline Ryland Heights Elementary Birth to Kindergarten Kindergarten 1st 2nd 3rd Grade 4th 5th Grade Read to a child at least 20 minutes a day. Reading RIT: 158 Math RIT: 159 Reading RIT: 177 Math RIT: 179 Fluency:67 Lexile: 300 Reading RIT: 190 Math RIT: 191 Language Arts RIT: 190 Fluency:106 Lexile: 500 Reading RIT: 199 Math RIT: 203 Language Arts RIT: 200 Fluency:127 Lexile: 700 Reading RIT: 207 Math RIT: 213 Language Arts RIT: 207 Fluency:139 Lexile: 810 Reading RIT: 212 Math RIT: 221 Language Arts RIT: 213 Fluency:153 Lexile: 910 Student Achievement: Expectations are that students are working at grade level and beyond so that they are college and career ready by 12th grade. Fluency = Words Read Per Minute; Fluency goals represent the 50% goal. RIT = A standard measurement on the Measures of Academic Progress (MAP) Test () Lexile = Reader ability and text complexity developed into a standard measurement. Elementary School Academic Success Timeline Ryland Heights Elementary Birth to Kindergarten Kindergarten 1st Grade 2nd Grade 3rd 4th Grade 5th Grade Read to a child at least 20 minutes a day. Reading RIT: 158 Math RIT: 159 Reading RIT: 177 Math RIT: 179 Fluency:67 Lexile: 300 Reading RIT: 190 Math RIT: 191 Language Arts RIT: 190 Fluency:106 Lexile: 500 Reading RIT: 199 Math RIT: 203 Language Arts RIT: 200 Fluency:127 Lexile: 700 Reading RIT: 207 Math RIT: 213 Language Arts RIT: 207 Fluency:139 Lexile: 810 Reading RIT: 212 Math RIT: 221 Language Arts RIT: 213 Fluency:153 Lexile: 910 Student Achievement: Expectations are that students are working at level and beyond so that they are college and career ready by 12th grade. Fluency = Words Read Per Minute; Fluency goals represent the 50% goal. RIT = A standard measurement on the Measures of Academic Progress (MAP) Test () Lexile = Reader ability and text complexity developed into a standard measurement.
AAHPERD/SHAPE 1900 Association Dr Reston, VA (800) 213-7193 American Heart Association, Iowa Affiliate 1111 Ninth St., Suite 280 Des Moines, IA 50314 (515) 244-3278 American Red Cross – Iowa Affiliate 2116 Grand Avenue Des Moines, IA 50312 (319) 243-7681 COPEC (1992) Developmentally Appropriate Physical Education Practices for Children AAHPERD Publications Reston, VA (800) 321-9789 FitnessGram Cooper Institute for Aerobics Research 12330 Preston Road Dallas, TX 75230 Marilu Meredith, Program Director (800) 635-7050 Hopple, C, (1995) Teaching for Outcomes in Elementary Physical Education: A Guide for Curriculum and Assessment Human Kinetics Champaign, IL Human Kinetics Publishers PO Box 5076 Champaign, IL (217) 351-5076 Iowa Association for Health, Physical Education Recreation and Dance (IAHPERD) School of HPELS University of Northern Iowa Cedar Falls, IA 50614 Larry Hensley, Executive Director (319) 273-6442 Iowa Governor’s Council on Physical Fitness and Sports Tim Lane, 1304 42nd Street Des Moines, IA 50311 (515) 281-7833
Panther Cub Expectations Setting To BE SAFE, I will: To BE RESPONSIBLE, I will: To BE RESPECTFUL, I will: Assemblies and Events Volume Level: 0-1 Wait for signals Keep hands and feet in your own space no trace Whisper while you wait Be an active listener Sit on your bottom so others can see Use audience manners Bathroom Volume Level: 0 Keep hands, feet, and objects to self Wash hands Keep clean and dry Leave no trace Flush toilet after use Return to classroom right away Use the sign in/out sheet in classroom Exit with stall open Respect privacy Wait for your turn Bus (drop off/pick up) Volume 2 Stay with adult on duty Keep hands, feet, and objects to self Stay in assigned area Watch for moving vehicles Leave no trace Go to gym in the morning Use sidewalks and crosswalks Arrive on time Put food away Walk behind the person in front of you Follow directions Wait patiently Bus (riding) Volume Level: 2 Keep aisle clear Face forward Obey the bus driver Do not bring glass or animals onto bus Leave no trace Stay seated in your assigned seat Respect others personal Use kind and polite Be considerate Use conversation Cafeteria Volume Level: 2 Walk and stay in line Carry your tray with two hands Keep and backpacks with you no trace at your table space and floor Empty your tray appropriately Touch only your food Use words such as please and thank you Eat with your closed your hands and wait to be dismissed
Know your lunch number Follow the lights off- FREEZE signal No Food Sharing Allow anyone to sit next to you Setting To BE SAFE, I will: To BE RESPONSIBLE, I will: To BE RESPECTFUL, I will: Hallway Volume Level: 0 Stay to the right Walk in a line facing forward Go directly to your destination Walk in line as a group Leave no trace Wear or carry your backpacks and coats Keep hands and feet in your own space Greet friends with a smile Open doors gently Hold door open for the person behind you Library Volume Level: 0-1 Walk to tables and story time Leave no trace Know your library number Treat books with care Return so others may use them Keep hands and feet in your own space Be an active listener sign- Open or Closed for checking out books Office Volume 1 Stay in front of the counter Keep hands and feet to self no trace Wait your turn Office Pass Required Use kind and polite words Follow adult instructions PE Volume Level: Varied Wear gym shoes Control your body and be aware of others around you Remove jewelry no trace Follow the game rules and your teacher’s direction Put equipment away carefully Use the equipment properly Use problem solving skills Be an active listener Enter and leave gym in a single file line Playground Volume Level:1-4 Keep hands, feet, and objects to self Walk on the pavement Stay within the boundaries Be aware of the activities around you Leave to trace Stop when whistle blows 3x and line up Stay in assigned area Play by school game rules Follow adult directions Be a good sport Include everyone Use skills and use equipment properly Line up promptly and quietly in class line
to campus Science Fair then a standard science board will be required. Your display must include everything required. It must be organized in the correct order on the board. It must be neat, attractive, and easy to understand. Pictures and drawings make it more interesting. A chart or graph is highly recommended. Your display board must be sturdy enough to stand up by itself. It must fit on a table. There must be no identifying information on the front of the display. Your name, your teacher’s name, your school’s name, and pictures that show faces cannot be on the front of your display. Write ALL IDENTIFYING INFORMATION on the BACK of your display or attach a card at the bottom back with the following information: Teacher name, Student name, Grade level, Title The board must be organized like the following drawing.
Model Steps/Materials Teacher Says/Does Student Response Teacher Feedback Teacher: Rectangular Sentence Strip 1 crayon “We can use a whole rectangle and fold into equal pieces to make fractions.” Demonstrate folding the rectangle into two pieces. “Now I two equal pieces. We can call each piece a half.” Color in one half of the sentence strip. “Now I can count 1 colored piece. We can call this colored piece ½.” Student watches. “Good, watching me.” Lead Steps/Materials Teacher Says/Does Student Response Teacher Feedback Teacher and student: Rectangular Sentence 1 crayon “Now, let’s make a fraction together. me and do what I do.” Hold up your whole rectangle. “First, fold it into two equal pieces.” Student folds (with assistance as needed) whole into two equal pieces. “Good folding your whole into two equal pieces.” “We are going to count our pieces together.” Point to each piece of the whole and count. “Let’s call these halves. Say halves.” Student points to each of the whole and counts “1…2” with the teacher’s model. “Halves.” “Good counting the halves.” “Now color one of your halves as 1 color in one of mine.” Student colors one of their halves. “Great job coloring one half!”
corresponding number on the ruler and say, “Then I move my finger to the end of the pencil.” “Now I read the number on the ruler that is closest to the end of the pencil. Look this pencil measure 3-1/4 inches.” Student watches. “Good watching me.” Lead Steps/Materials Teacher Says/Does Student Response Teacher Feedback Teacher and Student: Pencils of different lengths. Clearly labeled (only labeled with wholes, halves, and fourths). “Now, let’s measure a pencil that is a different length. Let’s do it together, watch me and do what I do.” Line up the ruler to the pencil and say “First, line up the ruler alongside the marker, starting at zero.” Student lines up the ruler alongside the pencil, starting at zero. “Good lining up the pencil with the zero on your ruler.” Move your finger to the end of the pencil and point to the corresponding number on the ruler and say, “Then, move your finger to the end of the pencil.” Student moves their finger to the end of their pencil. “Good moving your finger to the end of your pencil.” “Now read the closest number on the ruler. Look this pencil measure 4-1/2 inches. How long is your pencil? Student correctly the length of their pencil. “Great work measuring your pencil!”
FLS: MAFS.6.NS.3.6 Understand a rational number as a point on the number line. Extend number line diagrams and coordinate axes familiar from previous grades to represent points on the line and in the plane with negative number coordinates. Recognize opposite of numbers as indicating locations on opposite sides of 0 on the number line; recognize that the opposite of the opposite of a number is the number itself, e.g., –(–3) = 3, and that 0 is its own opposite. Understand signs of numbers in ordered pairs as indicating locations in quadrants of the coordinate plane; recognize that when two ordered pairs differ only by signs, the locations of the points are related by reflections across one or both axes. Find and position integers and other rational numbers on a horizontal or vertical number line diagram; find and position pairs of integers and other rational numbers on a coordinate plane. Access Point Narrative MAFS.6.NS.3.AP.6a Find given points between -10 and 10 on both axes of a coordinate plane. MAFS.6.NS.3.AP.6b Label points between -10 and 10 on both axes of a coordinate plane. Essential Understandings: Access Point Concrete Understandings Representation MAFS.6.NS.3.AP.6a Find positive and negative numbers on a number line (e.g., say and show the number 7 and have students find the 7 on the number line; or physical number line in the classroom). Draw a coordinate plane and label it with the x- and y-axis. MAFS.6.NS.3.AP.6b or label points on a number line (i.e., have students label the numbers on a block and match up to the number line). Locate axes where positive and negative points are found (e.g., negative numbers are found on the left and/or bottom axes). Label the numbers from -10 to 10 on a number line. Have students place a point on a number on the x- or y-axis and name it. Suggested Instructional Strategies: Explicitly teach how to label a vertical number line *Model/Lead/Test labeling coordinate plane
work of copywriters to financial accounting systems. A longtime fan of blockchain technology. , Backend Developer 10 years of commercial development. Participated in the development of payment systems, ERP, mobile applications (iOS, Android, Windows Phone). Experience in building highly loaded real-time systems. Has extensive experience in database development. , Frontend Developer More than 6 years of commercial development. A rich list of implemented projects: from corporate sites, to portals of state corporations, ministries and large banks. The last year and a half has been working on projects Miiix and SmallHorse. Uses advanced technologies in development for maximum performance of services. , System Administration Started working with crypto-currencies and blockchain in 2016. Prior to that, Sergey worked as a technical expert on the implementation and support of ERP and databases on large production sites. , UX/UI Designer Experienced web and graphic designer and illustrator. His statement is «clean projects, clean design» Talks a lot and draws a lot. Prefers coffee. , Backend Developer Specialising in web crawling, processes automation, server tasks solving. As a member of the team is responsible for searching spider development and finding information about goods and prices. 9 years of commercial development background. Advisors Elementh Project has advisors, which have huge experience as enterpreneurs and experts. The availability of such advisors will undoubtedly benefit the project. , Tech advisor and early contributor Naveen is a Certified Hybris 5 Core and Commerce Developer. He has extensive experience in using various frameworks and libraries to implement enterprise class applications. He’s also a keen proponent of Agile methodologies and has successfully exercised agile techniques into the projects which he was involved. Naveen feels comfortable in working as a Hybris Technical Lead, ideally in a project team developing large scale ecommerce systems with practising Continuous Integration and Delivery methodologies.
30 pts. 30 pts. BROWNSVILLE INDEPENDENT SCHOOL DISTRICT ELEMENTARY SCIENCE FAIR Team Project Score Form Category: _______________________________________ Judge: __________________________________________ Project Number Scientific Thought 25 pts. Creative Ability 25 pts. Thoroughness 12 pts. Skill 12 pts. Clarity 10 pts. Teamwork 16 pts. Total Points
Physical Wellness · The maintenance of a healthy body through good nutrition, regular exercise, and avoidance of harmful habits. · An individual person represents the human body. · Fitness and exercise · Stretching · Personal hygiene · Walk/cycle to work · Know your numbers: cholesterol, blood sugar, blood pressure · Good nutrition · Adequate sleeping patterns · Regular medical/dental exams Social Wellness ·The ability to perform social roles effectively, comfortably, and without harming others. · Three persons with connected hands represent harmony, networking and friendship. · Establish and maintain personal friendships · Community involvement · Attending social settings, ie. Festivals, neighborhood events · Group fitness classes · Hobby/Activity organizations Spiritual Wellness · The process of based on a set of beliefs, principles or values that give guidance to one’s actions. Such wellness can cultivate a send of direction, thankfulness or appreciation for life. · The sun represents the beginning and end of a day; a reflection of the source of growth and vitality in the universe. Solar symbols can have meaning in astrology, religion, mythology, mysticism and divination. · Meditation; prayer · Religious affiliation · Explore and enjoy the flora and fauna of a wilderness area · Watch a sunrise or sunset · Exercise · Freedom · Outdoor activities
Elements of a Short Story Setting, Plot, Conflict, Characters Setting : Geographical location : When does the story take place? (historical period, time of day, year, etc) : Is it sunny, rainy, cold, snowy, etc? : What is the daily life of the characters like? Does the story contain cultural aspects such as speech, mannerisms, customs, etc of a particular place? : What feeling is created at the beginning of the story? Is it bright and cheery or dark and frightening? Plot Plot is the _________________ that describes the structure of a story. It shows the sequence of ________ and _________ that occur within the story. The plot is a planned logical, serious of events that have a___________, middle and ________. Five Essential Parts of a Plot __________________- The beginning of the story where the setting and characters are revealed. __________________- Where the events of the story become complicated and the conflict is revealed. _____________- The highest of interest and the turning point of the story. (What will happen next? Will the conflict be resolved?) __________________- The events and complications begin to solve themselves. (What happened after the climax? Was the conflict resolved? ___________________- The final outcome of the story; the conclusion.
OZO Winter Cup 2018 Ozolnieki ELEMENTS A Skating with music 1 min 30 sek. +/- 10 sek. ( blocks order can be changed , elements order inside the blocks can’t be changed). Elements A 2012 and younger Step sequence circle/diagonally, diferent steps (example : step, american step, cross overs, mohawks, lunge, three turn etc.) Waltz jump (W), Saļchow (S), from diferent entrance. Basic stroking + Classic Spiral (min. 3 sek.), Basic stroking+ pistol squad,(min.3.sek). Spin (USp) from Entrance (min. 2 rev.) Elements A 2011 1.Step sequence circle/diagonally, diferent steps (example : waltz step, american step, cross overs, mohawks, lunge, three turn etc.) 2.Waltz jump (W), Saļchow (S), from diferent entrance. 3.Basic stroking + Classic Spiral (min. 3 sek.), Basic stroking+ pistol squad,(min.3.sek). third Spiral position up to free choice; (min.3.sek) 4.Spin (USp) from Entrance (min. 2 rev.) Elements A 2010 1. Step sequence circle/diagonally, diferent steps (example : waltz step, american step, cross overs, mohawks, lunge, three turn etc.)
Classify each of the following as elements (E), compounds (C) or Mixtures (M). Write the letter X if it is none of these. __Diamond (C) __Sugar (C6H12O6) __Milk __Air __Sulfuric Acid (H2SO4) __Gasoline __Krypton (K) __Bismuth (Bi) __Uranium (U) __Water (H2O) __Alcohol (CH3OH) __Pail of Garbage _Ammonia (NH3) __Salt (NaCl) __Energy __Wood __Bronze __Ink __Dry Ice (CO2) __Baking Soda (NaHCO3) __Titanium (Ti) __Iron (Fe) __Popcorn __Gold (Au) __Electricity __A dog __Concrete Match each diagram with its correct description. Diagrams will be used once. A B C D E __ Pure Element – only one type of atom present. __ Mixture of two elements – two types of uncombined atoms present. __ Pure compound – only one type of compound present. __ Mixture of two compounds – two types of compounds present. __ Mixture of a compound and an element.
Nurse Staffing Plan Minimum Criteria Nurse Staffing Coalition June 1, 2018 Introduction This document was created in May of 2018 as a collaborative effort between WSHA, SEIU Healthcare 1199NW, UFCW 21, and WSNA. These organizations came together in early 2018 to develop sample tools that are intended to help hospitals implement House Bill (HB) 1714, which was passed in the previous legislative session. HB 1714 was intended to update and create some accountability around the nurse staffing committee process. You can find the final bill, which shows the changes/additions compared to the previous law, . All hospitals and hospital units licensed under RCW 70.41 must have a Nurse Staffing Committee (including, but not limited to, inpatient units, perioperative areas, emergency rooms, procedural/ interventional units, and hospital-based ambulatory areas). This committee is responsible for developing a nurse staffing plan and reviewing the plans semi-annually. Hospital CEOs may make changes to the plan recommended by the nurse staffing committee. Hospitals are required to follow these plans and submit plans annually to the Washington State Department of Health. Any updates to the plans must also be submitted to the Department of Health. The partners listed above recommend that any staffing plan submitted to the Department of Health include the following elements. Matrix by unit and Each plan should include a matrix of core required by unit and shift dependent on the number of patients for which care is being provided. Matrices may vary by type of unit or type of shift (e.g., medical/surgical floor and operating room matrices will look substantially different, a 12-hour shift matrix will differ from an 8-hour shift matrix). Any matrix should include the following information: Designated shift or start times; and Number of RNs per time by census or cases. If applicable, matrices may include the following additional information: Number of charge nurses; Number and type of support staff;
CROW Character (who are you?) □ □ Relationship (what is your relationship to other characters?) □ □ Objective (what do you want?) □ □ Where (setting) □ □ Did all of these things get mentioned? How soon? Could it have been better?
1. Plan and organise marketing activities. 1.1 Plan marketing activities according to marketing plan or other systems. 1.2 Identify, analyse and relevant market and legal, ethical and issues into short term planning. 1.3 Confirm target markets and marketing medium. 1.4 Evaluate potential and suitability of marketing that arise.
Falling Action – The consequence (the action or state of affairs that occur as a result of the protagonist’s success or failure). When the complications begin to resolve themselves, and the reader KNOWS “what happens next.” Resolution – The reaction (an idea or event which expresses the protagonist’s feelings about his/her success or failure which relates the events in the story to some broader set of concerns). This is the final outcome of the story, where the conflict is either resolved or not, and where the reader can understand the purpose of the short story. 3. Setting: The time and location in which the story takes place For some stories setting is extremely important for plot, for others it is not BUT even in the stories which do not require setting for their plotline, setting is important in developing a vivid picture of what is happening in the reader’s mind There are Several Types of Setting: Physical: Where the story takes place (eg. Brandon, MB or Ghana, Africa) Geographical: What the setting looks like (eg. mountainous, oceanic, jungle-like) Temporal: The specific time at which the story takes place (eg. morning or afternoon) Historical: When, in history, the takes place (eg. 1800s, 1970s, 2060) Social: What the daily lives of the characters in the story are like (speech, clothing, mannerisms, customs, culture) Political: What types of governing bodies exist in the story (eg. dictatorship, democracy… this matters if writing about things like the Holocaust or Civil War) It is also important to consider the mood created within a short story. What is the feeling the reader gets from reading parts of the story? Is it bright and cheerful or dark and frightening?
Incremental demurrage, switching or other freight delay charges incurred Storage charges incurred Mitigation of Potential Lost Sales Finished goods utilized to supplement lost production normally manufactured, purchased from outside vendors Goods shipped from other locations to replace inventory at loss location Outside services utilized to assist with normal production, sales processes Operating Expenses Labor Electricity Communications Inefficiencies Miscellaneous Mailings sent to customers to advise of loss Incremental advertising incurred to regain customers Incremental telephone expense Photographs Records reconstruction expense Consultant Fees Licenses Rental and Leases – Office Rental and Leases – Production Rental and Leases – Equipment Rental and Leases – Vehicles Rental and Leases – Etc.
BB IPC Universal Interface BB2 IPC Universal Interface SmarTraq Upgrade Kit E IPC Universal Interface SmarTraq Upgrade Kit E4A IPC Universal Interface EZ SmarTraq Upgrade Kit HY IPC Universal Interface SmarTraq Upgrade Kit MG IPC Universal Interface SmarTraq Upgrade Kit MS IPC Universal Interface Built-in: Door operator interface is built-in. The controller can interface with the door operator directly. IPC Universal Interface: Interface with existing operator to open loop. Uses IPC Universal Interface Board. SmarTraq Upgrade Kit: Upgrades existing door operator to closed loop. with drive interface and motor. Door Features Door Hold Operation (non-fire operation) Switch Button (default hold time = 120 seconds) Infrared detector unit/photo eye Cut-out switch in COP Nudging Output† Buzzer only (doors remain open) Reduced closing torque & buzzer Nudging with stuck photo eye † Buzzers/Lights must be 24VDC Fixtures Auxiliary Car Station Discrete wiring to main COP board. Provide additional serial COP board. Call Registration Serial Car Call (standard) Serial Hall Call (standard) Lanterns & Gongs/Chimes Car Lanterns† Discrete Serial 3-wire Microcom Hall Lanterns† (Only Serial 3-wire Microcom supported) Passing Floor Gong† Passing Floor Gong Enable (“S”) Button Interface † Buzzers/Lights must be 24VDC Indicators† Call Registration Buzzer Door Hold Light Egress Floor Gong In-Service Security Light † Buzzers/Lights must be 24VDC Serial Fixture Driver Format (Built into CPU board in controller) CE Electronics 3-Wire Microcom E-Motive 3-Wire Driver Serial Fixture Pre-Wire Ship Serial Boards to fixture manufacture for pre-wire: Contact Person: Phone#: ( ) - C.E. Electronics EPCO Dupar Innovation Industries Monitor Mad ERM PTL Elevator Contractor Office Other Which boards to be sent? COP Hall Station Node
your Element Superhero is Captain Chlorine, a good sidekick would be Sodium Man!! [Because Sodium (Na) frequently combines with Chlorine (Cl) to form NaCl.] To receive the CREDIT you must include both a DRAWING and a ONE PARAGRAPH description of your sidekick. See “DESCRIPTION OF ELEMENT SUPERHERO/VILLAIN” on page 2 for guidelines. Name ______________________________Period______Date_________________________________________ Element Superhero/Villain Project Rubric Project due:________________________ 200 150 100 50 0 Points Earned Character Clear identity. Powers are very appropriate. Clear identity. Powers are appropriate. Identified, but powers are too general. Hard to tell who the characters are or what powers are present. No character is presented Periodic Table Information No errors noted. 1-3 errors 4-5 errors noted. More than 5 errors. No information Content Properties of the element are clearly explained. Properties of the element are explained. Properties of the element are partially explained. Properties of the element are not explained. No content is presented Drawing of Hero/Villain Clearly shows character and powers. Shows character and powers. Adequate display of character and powers. Poor display of character and powers. No character drawn Creativity Project is excellent. Obvious, high quality effort is shown. Project shows good effort and quality. Project shows average effort and quality. Poorly created, showing obvious signs of rushing or lack of effort. No character or written assignment Neatness/ Colorful Presentation is neat and easy to read. Characters are colorful. Presentation is moderately neat and has some color Project is moderately neat, hard to read, and has very little color Presentation lacks neatness, is difficult to read, and/or has no color No character or written assignment Total
4th Grade Slavery Inquiry How did Slavery Shape my State? Image per the Lexington Herald-Leader, “Tom Eblen: Without the Civil War, who knows when Lexington's slave trade might have ended?” February 1, 2012. Accessed from: . Supporting Questions Where did slave populations grow? How did the slavery system differ from place to place? How did your state’s former slaves describe their treatment? How is the legacy of slavery visible in your community? 4th Grade Slavery Inquiry How did Slavery my State? Kentucky Academic Standards for Social Studies, 4th Grade Big Idea: Geography - 2.19. Students recognize and understand the relationship between people and geography and apply their knowledge in real-life situations. Big Idea: Historical Analysis - 2.20 Students understand, analyze, and interpret historical events, conditions, trends, and issues to develop historical perspective. Staging the Question Look at images depicting slavery and have a class discussion about its origins and possible consequences on individuals. Supporting Question 1 Supporting Question 2 Supporting Question 3 Supporting Question 4 Where did slave populations grow? How did the slavery system differ from place to place? How did your state’s former slaves describe their treatment? Understand How is the legacy of slavery visible in your community? Formative Performance Task Formative Performance Task Formative Performance Task Formative Performance Task Complete a graphic organizer that explains where slavery grew in Compare and contrast how slavery differed from place to place using a graphic organizer. Write a summary that describes slaves’ discussion of their treatment. Write a claim supported by evidence concerning how the legacy of slavery is visible in your community.
Appendix B Graphic Organizer How did the slavery system differ from place to place? States / Geographic Differences Similarities Large Plantations Small Plantations Urban Slavery How was slavery a part of the settlement of your state? How were slaves treated? Where were most of the slaves in your state? What kind of work did they do?
Kentucky Digital Library (1853-59). Collection of slave advertisements, John Winston Coleman Jr. collection on slavery in Kentucky. Retrieved from: http://eris.uky.edu/catalog/xt74xg9f541m_9_4/viewer? KET Education (n.d.). “Kentucky’s Underground Railroad: Passage to Freedom.” Retrieved from: Klotter, J. C. and Klotter, F.C. (2008) A Concise History of Kentucky. Lexington, KY: University of Kentucky Press. Mullen, L. (n.d.). "The Spread of U.S. Slavery, 1790–1860," interactive map. Retrieved from: http://lincolnmullen.com/projects/slavery/. Musgrave, B. (2016, February 17). “Confederate statues to remain in Lexington, Ky., courthouse square.” Lexington Herald Leader. Retrieved from: . Slavery Collection (n.d.). National Museum of African American History and Culture, Database. Retrieved from: Takaki, R. (2012). A Different Mirror for Young People. New York: Seven Stories Press. Talbott, T. “Cheapside Slave Auction Block,” ExploreKYHistory. Retrieved from: http://explorekyhistory.ky.gov/items/show/171. Ward, K. (2015, September 21). “Lexington board hears pros, cons about keeping Confederate statues downtown.” Lexington Herald Leader. Retrieved from: . Wright, W. (2015, July 31). “Historical slavery marker in Lexington broken; group balks at including it in discussion of Confederate statues.” Lexington Herald Leader. Retrieved from: . Zagarri, R., (n.d.). “Slavery in Colonial British North America,” National History Education Clearinghouse, teachinghistory.org. Retrieved from: Zinn, H. (2009). A Young People’s History of the United States. New York: Seven Stories Press.
% POPULATION ENROLLED IN PUBLIC PRIMARY SCHOOL % POPULATION ENROLLED IN PUBLIC SECONDARY SCHOOL POPULATION PER PRIMARY HEALTH CARE FACILITY % POPULATION EMPLOYED LAGOS 13.95 15.98 8,160 37.19 KANO 13.76 12.40 10,070 36.82
I can tell my family. 2+ simple sentences, such as: This is my mom. Her name is Ruth. I can write about my home country and my new home. I am from Guatemala. Now I live in the United States. I can tell about my home country and my new home. I am from Guatemala. Now I live in the United States. Elementary Newcomer Mini Project B End of Week 6 WIDA Standards WIDA Speaking Rubric, Level 2 Students will in phrases and short oral sentences using general language related to the content area; student is generally comprehensible WIDA Writing Rubric, Level 2 Students will write phrases and short sentences with some attempt at organization; vocabulary use is general language related to the content area; writing is somewhat comprehensible. Portfolio Artifact: School map Create a map of places in school, including your classroom, the lunchroom, and the bathroom: Label objects in each room. Write descriptive sentences about things in each room, using color and shape adjectives. Describe several items, using color and shape words and complete sentences, to a partner. 4 Objective exceeded independently 3 Objective met independently 2 Objective met with support 1 Objective partially met with support 0 No evidence I can objects in my classroom. Student labels at least 10 items from classroom vocabulary. I can label objects in the lunchroom. Student labels at least 5 items from lunchroom vocabulary. I can label objects in the restroom. Student labels at 3 items from restroom vocabulary. I can write 2 sentences about school objects in my school map. The door is yellow. The paper towel is brown. I can describe objects using simple The clock is round. The tray is green.
4 Objective exceeded independently 3 Objective met independently 2 Objective met with support 1 Objective partially met with support 0 No evidence I can about a celebration that happens for each season. 1-2 sentences per season: In the winter, we celebrate Christmas. We get presents. I can write about weather for each season. 1-2 sentences: In the winter, it is cold. It I can answer questions about weather for the four seasons. S1: Is it cold in summer? S2: No, it’s warm. S1: Is it in the spring? S2: No, it’s rainy.
Schedule Template – Week 9 Name: ________________________________________ Date: _____________ Times
Comic Strip – Week 18 Name: ________________________________________ Date: _____________ 1 2
Four Seasons – Week 30 Name: ___________________________________ Date: _____________
Buzzin’ Card! Bramble Elementary School Checked In: Yes No Checked Out: Yes No Goal: 60% 65% 70% 75% 80% 85% 90% 2= Minimal Reminders 1= Needed Multiple Reminders 0= Did not respond to multiple reminders Name:_________________________ Teacher:_________________ Date:____________ M T W Th F Target Behaviors Be Safe Be Respectful Be Responsible Total Targeted reading 8:30-9:30 2 1 0 2 1 0 2 1 0 Core literacy 9:30-10:15 2 1 0 2 1 0 2 1 0 Writing 10:15-11:00 2 1 0 2 1 0 2 1 0 Core math 11:35-12:45 2 1 0 2 1 0 2 1 0 Sci/SS/Mus/Lib/PE 12:45-1:15 2 1 0 2 1 0 2 1 0 Workshop 1:30-2:15 2 1 0 2 1 0 2 1 0 Sci/SS/Mus/Lib/PE 2:15-2:45 2 1 0 2 1 0 2 1 0 Goal Met? Yes Not today Total points for today: ________ out of ________ =________%
Daily Progress Report (DPR) Bramble Elementary School Student Name: ______________________________________________ Date: ______________ 3 = Excellent 2 = Good 1 = No Be Safe Keep hands & feet to self Be Respectful Follow directions Be Responsible Use materials appropriately Teacher Initials Success Notes 8:30 to Morning Break 3 2 1 3 2 1 3 2 1 Morning Break to Lunch 3 2 1 3 2 1 3 2 1 Lunch to Afternoon Break 3 2 1 3 2 1 3 2 1 Afternoon Break to Dismissal 3 2 1 3 2 1 3 2 1 Today’s Goal: 50% 55% 60% 65% 70% 75% 80% 85% Today’s Points: _________ Points Possible: _________ Today’s Percent: _________% I’m proud of you today because:
Core Values Literature Connection Elementary Quarter 2 The Core Values Literature Connection Guide will assist teachers in infusing Miami-Dade County Public Schools’ Core Values throughout the ELA curriculum. The document is aligned to the District Pacing Guides for the 2015-2016 school year. It is designed to help teachers make connections between literature and the District’s Core Values. Kindergarten Week/Dates Text Core Value Connection 12 11/9-11/13 How Do Dinosaurs Go to School? Responsibility In this story, a dinosaur goes to school and reminds us of how we should behave when we are in school. 12 11/9-11/13 Be Safe! Responsibility This informational text reminds us of ways to stay safe when crossing the street, riding a bike, and riding in a car. 16 12/7-12/11 Tom on Top Cooperation Firefighters work together to put out fires and cook in the firehouse. 17 12/14-12/18 A World Festival Fairness The family visits a festival and learns about different cultures-each one is different and special! 18 1/4-1/8 A Community Garden Cooperation Neighbors volunteer in a community garden to improve their neighborhood. They share the vegetables and flowers that grow. 19 1/11-1/15 Garden Pursuit of Excellence Mom puts her best efforts in her carnation garden. When they bloom, it is pure delight. Grade 1 Week/Dates Text Core Value Connection 12 11/9-11/13 Thump Thump Helps Out Kindness Thump Thump thumped his feet a lot. When the bus hits a rock and gets stuck in the mud, Thump Thump thumped his feet to get help. 12 11/9-11/13 Nell’s Books Kindness Dog, Cat, and Pig make a bookmobile to help Nell hand out books. 12 11/9-11/13 Kids Can Help! Cooperation Kids help the neighborhood by planting gardens, cleaning the playground, and recycling cans and bottles. 15 11/30-12/4 Nate the Snake is Late Responsibility Nate takes a nap on his way to school and arrives late. Being on time requires responsibility. 16 12/7-12/11 Time to Plant! Cooperation The family works together to plant a garden and grow vegetables.
5b. Elective Rating Distinguished (3) Proficient (2) Improvement (1) Failing (0) Notes/Explanation Teacher Signature _________________________Date______ Evaluator Signature _____________________Date______ PERFORMANCE MEASURE TASK FRAMEWORK TEMPLATE This template is used to organize performance tasks used in the SLO process. Performance Measure a. Performance Measure Name Elementary Instrumental Music IPA (Individual Playing Task) SLO Alignment b. Title Beginning Instrumental c. Grade(s)/ Level 4, 5 d. PA Standards , e. Performance Measure Purpose Individual assessments inform each student of his/her progress as an independent musician. The purpose of this assessment is to provide data regarding student progress in the development of essential instrumental skills. Administration (Teacher) 1a. Administration Frequency Students will be evaluated twice per year. First year students will be evaluated at the midpoint and end of the year. The mid-point of the year will be determined by comparing the students’ first and last lesson dates. Second year students will be evaluated at the beginning of the year and the end of the year. 1b. Unique Task Adaptations/ Accommodations IEP: additional time allotted, alternative print formats; teacher-directed instruction to help students feel more comfortable about being assessed individually, etc. 1c. Resources/ Equipment This should be performed in a room with adequate space; no other activities can occur while the assessment is in progress. A music stand and performance materials (sheet music) will be available. A basic audio/visual recording device will be available. Process (Student) 2a. Task Scenarios The IPA will be administered twice per year. The initial administration will take place at the midpoint of student progress, determined by the date of the first lesson and the last assessment. The purpose of the first administration will be to create baseline data for future evaluation; this administration will also be formative in nature. The final administration will take place at the end of the year, and will be summative. Data indicating growth will be obtained from this administration of the performance measure. 2b. Process Steps This performance measure will comprise:
Elementary Schedule and Curriculum ELA 90 Min/ day Journeys Uninterrupted, Core ELA 30 Min/a day Journeys Intervention, or Enrichment/ Inside Class ELA 3 x/wk. 30 Min STAR Early Literacy K-2 STAR Reading 3-5 Small Group Intervention Outside Class Mathematic 60 Min/day Go Math Uninterrupted, Core Mathematics: 30 Min/day Go Math Intervention, / Enrichment/ Inside Classroom Mathematics 3x/ wk. 30 Min ST Math/ Go Math Intervention Small Group Intervention Science: Science Fusion Core Social Studies Florida Studies Weekly K-4 USA Studies Weekly Grade 5 Health: Integrated into science Physical Education 150 per week K-6 Greek Language 30 min per day Hellenic American Center for Linguistics Spanish Language 30 min per day Avancemos HMH K-5 Text Gifted and Talented Minimum 1 day a week Prufrock Multiage Differentiated Curriculum Outside Gen-Ed -Classroom EP Required Gifted and Talented Ongoing Inside Classroom Curriculum Compacting Differentiated Inst Inside Gen-Ed- Classroom Recess 20-25 a day Character Education Integrated into Science Scholastic One World
Introduction HEAR IT AGAIN 'For out of olde feldes, as men Cometh al this newe corne yer by yere, And out of olde bokes, in good feyth, Cometh al this newe science that men lere.' Chaucer: The Parlement of Foules Fourteen centuries have learned, From charred remains, that what took place When Alexandria's library burned Brain-damaged the human race. Whatever escaped Was hidden by bookish monks in their damp cells Hunted by Alfred dug for by Charlemagne Got through the Dark Ages little enough but enough For Dante and Chaucer sitting up all night looking for light. A Serbian Prof's insanity, Commanding guns, to split the heart, His and his people's, tore apart The Sarajevo library. Tyrants know where to aim As Hitler poured his petrol and tossed matches Stalin collected the bards... In other words the mobile and only libraries... of all those enslaved peoples from the Black to the Bering Sea And made a bonfire Of the mainsprings of national identities to melt the folk into one puddle And the three seconds of the present moment By massacring those wordy fellows whose memories were bigger than armies. Where any nation starts awake Books are the memory. And it's plain Decay of libraries is like Alzheimer's in the nation's brain. And in my own day in my own land I have the fiery whisper: 'We are here To destroy the Book To destroy the rooted stock of the Book and The Book's perennial vintage, destroy it Not with a hammer or a sickle And not exactly according to Mao who also Drained the skull of adult and adolescent To build a shining new society With the empties...' For this one's dreams and that one's acts, For all who've failed or aged beyond The reach of teachers, here are found The inspiration and the facts. As we all know and have heard all our lives Just as we've heard that here. Even the most misfitting child Who's chanced upon the library's worth, Sits with the genius of the Earth And turns the key to the whole world. Hear it again. Ted Hughes, July 1997 Published for the first time with thanks to Carol Hughes and the estate of Ted Hughes. trial