zilongwang/ReadingBank huggingface dataset:
ACTIVITIES DEPARTMENT DIRECTORY Role Name Ext E-Mail Chair of Activities and Head of Middle School Activities Nick Dunn 2600 ndu@uwcsea.edu.sg Head of High School Activities Gavin Dinsdale 2605 Head of Primary School Activities Ian Deeth 2606 Sports Manager Felicia Peck 2602 feliciauwc@uwcsea.edu.sg Activity Manager Jasmine Giam 2601 jasmineuwc@uwcsea.edu.sg Senior Administrative Executive Mod Ishak 2608 ishakuwc@uwcsea.edu.sg Sports and Activities Assistant Jilyn Seah jilynuwc@uwcsea.edu.sg Head Swimming Coach Taylor Smith 2604 tsm@uwcsea.edu.sg Director of Dance Yoshi Jacobson 2603 yoshitauwc@uwcsea.edu.sg Gymnastics Programme Administrator Amy Brooks east_gymnastics@uwcsea.edu.sg Head Tennis Coach Niki Tippins Sailing Coordinator Robbie Jefferiss rje@uwcsea.edu.sg
Content of this report This report provides a summary of all the comments provided to the drafting team between October 2013 and March 2014. Please note that the comments provided for Sections 1 and 2 have already been considered by the drafting team meaning these comments are included in the latest draft of the OP (dated 21st February 2014). The comments provided for the first two sections of the OP have been included in this report to show the nature of the observations made through the ex-ante evaluation process. The drafting team are currently dealing with comments on Sections 4 onwards to be incorporated into the next draft of the OP.
58100 Dues and Fees 58101 Professional Organization Fees 58102 Other Dues and Fees 58103 Bank Fees 58104 License & Permit Fees 60000 Indirect Costs Used to capture indirect costs for grants and similar funding sources. A/C No. Name 60000 Indirect Costs
Supplemental Form 1 Application Form Human Science International Course Graduate School of Design, Kyushu University Staff Use Only: do not write in spaces marked with an asterisk (*). Encircle: For Enrollment in April, 2020 （First Call for Applications） For Enrollment in October, 2019 （Second Call for Applications） Name FAMILY Name Given Name Middle Name Name in Kanji (if any) Date of Birth YYYY/MM/DD(age) / / ( ) □Male □Female Nationality First Language Current Address and TEL & FAX with country code Postal code TEL FAX Contact Information address, TEL & FAX with country code, and e-mail Postal code TEL FAX E-mail (mandatory) Residence Status in Japan (If you do not have a residence status in Japan, write "No Status." Postal code Parental Contact Information Name Relationship to the applicant Address TEL FAX Desired Division: choose one Division after you get an agreement from your supervisor. 1. Physiological Anthropology Division 2. Perceptual Psychology Division 3. Applied Mathematics and Computer Science Division Appointed supervisor's name in the above Division
Message from an applicant with physical disabilities who desires special considerations in taking an oral examination. Supplemental Form 2 Curriculum Vitae Human Science International Course Graduate School of Design, Kyushu University Name FAMILY Name Given Name Middle Name Staff Use Only (Exam. No) * Academic Record Category School Name (University Department name) Location (city/country) Required years of schooling at applicant’s school Applicant’s period of schooling (Entrance: YYYY/MM – Completion: YYYY/MM) Elementary Education Secondary Education (Junior High School) Senior Secondary Education (High School) University (undergraduate level) University (graduate level and/or other) Employment Record Name of Organization Location (city/country) Position Type of Work or Your Role Period of Attendance (YYYY/MM - YYYY/MM) Skills and Major Areas That are Useful for Doctoral Research
Resources for International Students Ivey Resources Ivey International, HBA Office Email: international@ivey.ca Telephone: 519-661-3218 HBAA HBA Student Association http://hbaa.ivey.ca Ivey IT Centre Laptop specifications, etc. Email: Western University International Student Guide http://www.uwo.ca/international/iesc/new_students/prearrival/index.html International Student Arrival Guide http://www.uwo.ca/international/iesc/new_students/arrival/index.html International Student Office International & Graduate Affairs Building, 2nd Floor Email: Western University Maps, directories, etc. http://www.uwo.ca/about/visit/maps.html Free Legal Advice, including; Housing Mediation Service Community Legal Services, Faculty of Law Telephone: 519-661-3352 Fax: 519-661-3428 E-mail: http://law.uwo.ca/clinics_and_centres/community_legal_services/index.html University Health Insurance Plan (UHIP) Email: Telephone: 519-661-2194 http://www.uwo.ca/international/iesc/current/health_care_in_canada/uhip/index.html Registrar’s Office (Student Central) Tuition, student cards) Student Financial Services (Fees, Financial Aid) aid Email: Email: Email: Housing
Shopping Malls e.g. Google: shopping malls in London Ontario Masonville Mall Sherwood Forest Mall Westtown Plaza Westmount Mall White Oaks Mall Richmond Street & Fanshawe Park Road (close to University) Wonderland & Gainsborough Roads (close to University) Oxford Street & Platts Lane (close to University) Wonderland Road South & Viscount Road (west end of London) Wellington Road South (south end of London) Department Stores e.g. Google: Walmart in London Ontario Walmart Sears Sears Outlet Store The Bay Costco Fanshawe Park Road & Hyde Park Road; White Oaks Mall; Clark Road & Dundas Street Masonville Mall; Westmount Mall 530 Oxford Street West Masonville Mall; White Oaks Mall 693 Wonderland Road; 4313 Wellington Road South Grocery Stores e.g. Google: Metro in London Ontario Some grocery stores have discounts for students on certain days of the week. Metro Loblaws Food Basics Superstore No Frills Various locations in London Various locations in London (Tuesdays – usually 10% discount for students) Various locations in London Various locations in London Various locations in London Ethnic Food Stores e.g. Google: Asian food stores in London Ontario; Indian stores in London Ontario; etc. United Supermarket (Asian food) Fadels’ Variety (Halal) Festival Food Market (West Indian) Latino Market 1062 Adelaide Street 574 Adelaide Street North 456 Southdale Road East 470 Dundas Street Furniture Stores e.g. Google: furniture and appliance stores in London Ontario Sears Sears Outlet Store Leon’s Furniture Store The Brick Furniture Store Tepperman’s Furniture Store Sleep Country Canada Masonville Mall; Westmount Mall 530 Oxford Street West 947 Wharncliffe Road South 1040 Wharncliffe Road South 481 Wharncliffe Road South Various locations in London Used Furniture Value Village Goodwill 1500 Dundas Street Sherwood Forest Mall, 1225 Wonderland Road North
PERFORMANCE RECORD (Continued) List of all contracts completed by you. Name of Owner Name & Location of Project; Type of Work Engineer or Architect in Charge for Owner Contract Price (Omit Cost) Date Completed Penalties Imposed NOTE: Vendors must list ALL public school clients for whom the Vendor has provided construction management services in the past five (5) years. Failure of a Vendor to list one or more of its prior public school clients may result in the complete rejection of its Proposal.
Certificate for Payment or final Application for Payment and final Certificate for Payment upon the Contractor’s compliance with the requirements of the Contract Documents. § 3.3.28 Duties, responsibilities and limitations of authority of the Construction Manager as set forth in the Contract Documents shall not be restricted, modified or extended without written consent of the Owner and Construction Manager. Consent shall not be unreasonably withheld. § 3.3.29 Prior to the expiration of one year from the date of Substantial Completion, the Construction Manager shall, without additional compensation, conduct a meeting with the Owner to review the facility operations and performance and to determine whether the Project was completed in compliance with the Contract Documents. ARTICLE 4 ADDITIONAL SERVICES § 4.1 Additional Services listed below are not included in Basic Services but may be required for the Project. The Construction Manager shall provide the listed Additional Services only if specifically designated in the table below as the Construction Manager’s responsibility, and the Owner shall compensate the Construction Manager as provided in Section 11.2. The Construction Manager shall not perform any Additional Services unless specifically authorized by writing in advance to do so by the Owner. No Additional Services are identified or required at this time except as may be specifically set forth in this Article 4.
Aug. 24 First Day of School Aug. 25 pg 5-8 Geometric Terms & Construction Aug. 26 pg 8-10 Distance Formula Numbers 24 Aug. 27 pg 10-13 Midpoint and Midpoint Formula *Aug. 2 Quiz Angle Measures and Bisectors Aug. 31 1.2 Angle Measures and Bisectors Sept. 1 1.4 Reasoning and Proof Sept. 2 1.4 Reasoning and Proof Sept. 3 1.5 Related Conditionals Sept. 4 1.5 Related Conditionals Sept. 7 LABOR DAY Sept. 8 Test Review Sept. 9 Test Module 1 Sept. 10 1.3 Representing and Describing Transformations *Sept. 11 2.1 Translations Sept. 14 2.2 Reflections Sept. 15 2.3 Rotations Sept. 16 2.4 Investigation Symmetry Sept. 17 Quiz Sept. 18 3.1 Sequences of Transfomations Sept. 21 3.2 Proving Figures are Congruent Using Rigid Motions Sept. 22 3.3 CPCFC Sept. 23 Lesson Performance Task Activity Sept. 24 Test Review Sept. 25 Test Module 2&3 Sept. 28 Chalk Activity Sept. 29 4.1 Angles Formed by Intersecting Lines Sept. 30 4.2 Transversals and Parallel Lines Oct. 1 4.3 Proving Lines are Parallel *Oct. 2 4.4 Perpendicular Lines Oct. 5 STAFF DEVELOPMENT Oct. 6 4.5 Equations of Parallel and Perpendicular Lines Oct. 7 4.5 Equations of Parallel and Perpendicular Lines Oct. 8 Test Review Oct. 9 TEST Module 4
Biology Individual Student Topic Presentations Rubric (100 pts.): Criteria Unsatisfactory Proficient Advanced Content -Missing any criteria from the Proficient column. 0…………………………69 -Presentation Length of at least 4 minutes and no more than 7 minutes -Presentation effectively and thoroughly addresses the driving questions -Evidence of PBL process being followed (packet being filled-out) -At end of presentation, the presenter satisfactorily answers any audience questions -Presenter has chosen a different presentation style than they did first semester -Presenter provides a Works Cited/Bibliography Page of at least 3 different sources in APA or MLA format 70……………………………89 In addition to meeting the PROFICIENT criteria -Presenter demonstrates creativity in their presentation -Presenter finds more than 3 different sources and at least one of them is not an internet-based source 90……………………100 -Speaker reads directly word for word from the visual most of the time and does not face their audience -Visuals include distracting spelling or grammatical errors -Speakers are difficult to hear or understand. 0…………………………27 -Content is well-organized -Sentence strips are free from spelling or grammatical errors -Speakers were easily heard and understood and had good eye contact. 28……………………………35 In addition to meeting the PROFICIENT criteria -Content was presented in a memorable way. -Visuals were highly polished and professional. -Presenter appears to be enjoying the experience, including moving throughout the room 36……………………40 Name:____________________________________________________________
prompt them to discuss their developing thoughts about the lesson content. between 2 and 6?” (Answer: The relationship demonstrates an increase of 4.) Then the instructor asks, “How would a multiplicative thinker see the relationship between 2 and 6?” (Answer: The relationship demonstrates 2 being multiplied by 3 to get 6.) “How would a proportional thinker see the relationship between 2 and 6?” (Answer: students who think proportionally know that a group of 2 children growing to 6 children would be equivalent to a group of 100 children growing to 300 because they see numbers in relative terms, rather than absolute terms.) 4. Mathematical concepts are made explicit through explanation, modeling and/or examples. An Adult Secondary Education (ASE) Math Instructor wants her students to develop geometric reasoning skills. Prior to covering formulas for calculating surface area, she explains and demonstrates the use of electronic nets (shapes that form by unfolding three-dimensional figures) to virtually “unfold” geometric figures. Students work individually to fold and unfold paper nets of 3-dimensional shapes. They then assign dimensions to the shapes and calculate surface area. 5. Precision is demonstrated and expected regarding mathematical calculations, terminology, symbols, graphs, etc. Students play a matching game to demonstrate mastery of precise geometry terminology. Students compete in small groups to match cards showing a particular shape with the appropriate definition card and label card, in a timed environment.
Annex 2: Practice Thematic Summary of Learning Template Minimising the Harms of Poly-Pharmacy Practice identification and metrics Practice Name Practice W code GP Cluster Practice lead Date submitted (dd/mm/yyyy) __/__/____ Practice Summary of learning points Learning Point Themes Specific learning points identified in each case 3. Number of cases with these themes (expressed as fraction of the medication reviews – e.g. 4/15) 4. Action prompted at practice level 5. Action prompted at cluster level Need and Indication Open Questions (patient compliance)
1Learning Point Themes Specific learning points identified in each case 3. Number of cases with these themes (expressed as fraction of the medication reviews – e.g. 4/15) 4. Action prompted at practice level 5. Action prompted at cluster level Testing and Monitoring Evidence and Guidelines Adverse Events Risk Reduction or prevention Simplification or Switching
Minimising the harms of Polypharmacy; Cluster summary of learning points and actions Learning point themes Specific learning points identified per case No. of cases with these themes (expressed as fraction of the medication reviews – e.g. 4/15) Actions prompted at practice level Actions prompted at cluster level Need and Indication Open Questions (patient compliance) Testing and Monitoring Evidence and Guidelines Adverse Events Risk Reduction or prevention Simplification or Switching Other themes not covered above Here the practice may identify issues not covered in the grouped themes above Learning point themes Specific learning points identified per case No. of cases with these themes (expressed as fraction of the medication reviews – e.g. 4/15) Actions prompted at practice level Actions prompted at cluster level e.g. Particular problem drugs noted
Effective Date…………………………………………………………4 : 3 Application……………………………………………………………5 : 3 Statement of Purpose…………………………………………………6 : 3 Industry Terms and Definitions……………………………………...7 : 4 Title 1.1 This Guidance Note may be cited as FSC Guidance Note No. 5.00 ‘Industry Terms and Definitions’. Guidance Note and Commentary 2.1 The guidelines set out in this Guidance Note are shown in bold print. Commentary is shown in normal print immediately after the guideline to which it relates, as an aid to interpretation of the guidelines.
QSP/8.5.1/Adm/06:F-01 Issue / Rev. No. 05/00 Date : 03 October 2017 Date: LIST OF E-WASTE GENERATED / STORED IT Equipment / Consumer Electricals, Electronics & Telecommunication Equipment * Period (_________________) Sr. No. Category Item Code Item Description Quantity Weight (in Kgs) Remarks (Store In-charge) Signature Counter Signature *Strike off whichever is not applicable
Patty Patriot spent $18.00 on movie rentals from Green Box last week. How many movies did Patty Patriot rent? Since the total cost or price was $18, we have that y=18. Substituting this value into our direct variation equation we obtain the following: 18 = 1.50 x x = 12. Hence, Patty Patriot rented 12 movies.
maturity. Identity and Independence in Jane Eyre discusses the novel’s coming of age classification when stating, “Jane Eyre is a Bildungsroman; it is a novel that narrates the story of protagonist’s growth and internal development on her search for a meaningful existence in society.” When discussed, the novel and its main character can often be confused, and it is difficult to say where the story is different from Jane, since it is written as her own narrative. Jane’s name itself is often related to in the phrase “plain Jane”, which is how Jane is at the beginning of the story, just a simple girl tossed around by society. As the story progresses and Jane starts to be more in tune with herself and the world around her, she denounces this old self. When speaking to Mr. Rochester, Jane gets very defensive about this and says, “Do you think, because I am poor, obscure, plain and little, I am soulless and heartless? You think wrong!” (Brontë 272). At the end of her trifles, Jane realizes that she is the most influential character in her own story. This is why the title does not include any other names of characters or places or any references to the plot. An entirely new layer is added to the story through Brontë’s clever nomenclature as expressed through the settings, characters, and title. Every person or place that has touched Jane’s life in some way are all parts of a greater force which propels the fortunes and tribulations of life. These pieces of the story shape Jane from a lost and lonely orphan girl into a brave, and intelligent young woman. By feeding the reader these extra details, Brontë opens up intuitive ways of analyzing the novel and relating it to real life situations. Also, the fact that these people and places all are representations make Jane all the more relatable as a protagonist going through life and growing up. All this is created through names, which are simple words to designate an object, but also powerful tools for creating a chain of recognition in the mind.
the utility and oil companies save you enough for your payment! Many states are coming out with fuel credits that often cover costs. Hybrid Fuel use. Medium and larger units are made to allow optional use of several types of fuel. Natural and renewable fuels that were not possible for use in quality coffee roasting are possible (i.e. soy or corn oils) or ???. Advanced touch screen PLC control system with profiling and PC link. Our control system was the first in the industry with advanced 15 second profiling and learn features built in! Semi-automatic or operate manually. Advanced safeties in control system report problems with motors; burners and other components are built in and included. System is optionally expandable. UL Listed 508-a control system and US manufacture insures you for the finest quality and long life of your investment. Heavy gauge Stainless Steel Roasting Drum and Cooler for long life. Lower Heating and cooling costs in roasting room due to less make up air needs. External temperatures run 25 –30 percent less than other roasters! Face the challenges that declining energy availability, which is causing, climate change, and environment decay today. Be a friend to the environment How much will you be saving when fuel costs more-than triple again in the next ten years? The operational costs of an old fashioned roasting system could be putting you out of business instead of just eating your bottom line. It is the end of the line for the old polluting and fuel hog old world style roaster! Get better roasts today!
Administrative and Support Personnel E. Dean Frederick, Principal (281) 252-2265 Kristine Stewart, Counselor (281) 252-2265 Gay Bostick, Principal’s Secretary (281) 252-2265 Virginia Duron, Registrar/Attendance (281) 252-2265 Kendra Bullock, Registered Nurse (281) 252-2265 Sydney Ollison, Attendance Officer (281) 252-2265 Follow the campus directory to reach any of the persons listed above. Please visit the ALPHA Website for any additional information regarding staff and programs offered at ALPHA Academy. Bell Schedule Begin End Minutes
Key Terms Old Order Enlightenment Estate System Third Estate Louis XVI/Marie Antoinette Estates General National Assembly Tennis Court Oath Emmanuel Joseph-Sieyes Storming of Bastille Declaration of Rights of Man Radical/Moderate/Conservative Emigres Jacobins Maximillian Robespierre Reign of Terror Guillotine Directory Napoleon Bonaparte Coup d’état Lycees Napoleonic Code San Dominque/Haiti Louisiana Purchase Battle of Trafalgar Puppet Government Blockade Continental System Peninsular War Guerillas Invasion of Russia Scorched Earth Elba Hundred Days St. Helena Congress of Vienna Klemens von Metternich Balance of Power Containment of France Legitimacy Holy Alliance Concert of Europe What were the causes of the French Revolution? Political Economic Social Cultural
GDS’ potential studies have assumed that rebates (or other forms of assistance to customers) will be set at 50% of measure incremental cost. Their estimation of achievable potential is made in that context. Applying standard economic models to find the optimum rebate strategy for any given budget level leads to the conclusion that rebates should be zero for measures whose energy use is above market average for substitute measures and that rebates for measures whose energy usage is below market average should be proportional to avoided energy costs relative to market average. Since modeling market shares does not appear to be within GDS’ standard practice, a reasonable approximation to this strategy is to set rebates such that the UCT ratio is constant across all beneficial measures and zero for those for which the resulting rebate would be trivially small. I therefore recommend that you ask GDS to redo the potential calculations on this basis, beginning with the same total budget level as results from rebates equal to 50% of measure incremental cost. I consider that modeling measure adoption rates in relation to rebate levels is the weakest aspect of GDS’ practice, so the results of this analysis will warrant scrutiny for reasonable results. If the results of the preceding analysis appear reasonable, then it would be useful to model the achievable energy waste reduction and budget levels at a series of different UCT ratios so as to construct an energy waste reduction supply curve for use in integrated resource planning. Customer interest in energy efficiency measures is affected by customer avoided cost of electricity, which is affected by rate design. Since time-of-use rate designs will be amongst the options examined in the demand response potential study, I further recommend that once a rate design for evaluation in the demand response potential study is established, GDS should be requested to analyze the achievable potential under that rate design. Significant additional economic and achievable potential may be available for utilities that adopt on-bill repayment programs. An analysis of that potential could be a very useful additional work product.
Explore – Bird Beak Activity Type of Beak # of goldfish # of raisins # of sunflower seeds # of gummy worms Spoon Hair Clip Tooth Pick Chopsticks Explore – Bird Beak Activity Type of Beak # of goldfish # of raisins # of sunflower seeds # of gummy worms Spoon Hair Clip Tooth Pick Chopsticks Bird Beak Activity CER
Critical Friends listen and ask incisive questions that encourage presenting instructors (those seeking guidance) to define and articulate the rationale and intended outcomes of their work. This refining technique has been called a “tuning process,” in which instructors adjust assignments to promote optimal learning gains for their students, much as musicians tune their instruments to achieve optimal sound quality. Process The Annenberg Institute used adult learning theory as the basis for the Critical Friends process, especially the principle that adults can engage successfully in autonomous, group learning. To promote such learning: The instructor seeking guidance poses a question or presents a challenge to the group and describes desired outcomes to guide the group’s work. The other instructors in the group raise questions and provide feedback, encouraging all members to gain new perspectives on their instructional practice. Principles Examine teaching and student learning. Use data to inform the process. Share work so that colleagues can learn from one another. Commit time and energy to the group process. Be honest, reflective, and open to input from group members. Develop trust in, and respect and personal regard for, fellow group members. Recognize the competence and expertise that each group member brings to the process. Honor the norms established by the group. Structural Features for Success Groups are small (4–6 members) to permit open discussion and foster participation by all members. Meetings are facilitated. Meetings are held regularly (at least once monthly, scheduled in advance) and for a substantial duration to maintain momentum and address pressing needs. Space is designated for the group meetings in a place convenient for instructors. Guiding Questions for All Group Members What am I thinking now about my classroom and my teaching? What do I want to do to improve both? What am I learning about my teaching practice today? What strategies will I try in my classroom?
PINC Instructions to Mother Date: _________ Name ________________ Wt gm __________ Lbs __________ L ____________ HC ___________ Name ________________ Wt gm __________ Lbs __________ L ____________ HC ___________ Name ________________ Wt gm __________ Lbs __________ L ____________ HC ___________ Special Instructions Remember—Mom, you are important. Taking care of yourself is also helping to take care of your baby. Call if you have any questions or problems: UCSD Helpline 619-543-7149
2-125. Decide whether each of the following functions is even, odd, or neither. Show or explain your reasoning. y = (x + 2)2 2-126. For each of the following functions sketch the graph of the original and of y = f (–x). (Desmos). . Is either of these functions odd or even? Justify your answer. 2-127. A parabola has vertex (2, 3) and contains the point (0, 0). Find an equation that represents this parabola. 2-128. For each equation below, find the x- and y-intercepts and the locator point (h, k), then write the equations in graphing form. y = 7 + 2x2 + 4x – 5 x2 = 2x + x(2x – 4) + y 2-129. Consider the system of equations at right:
Flat Lady Rebels Fast Pitch Softball 2018 DATE OPPONENT LOCATION TIME 2/23 – Fri. Thrasher Thrasher / (JV/V) 2/27 – Tue. Ripley Ripley / (JV/V) 3/1 – Thur. Byhalia Flat / (V/JV) 3/3 – Sat. Houlka Houlka Tournament (V-only) 3/3 – Sat. Wheeler Houlka Tournament (V-only) 3/6 – Tue. Pine Grove Pine Grove / (V/JV) 3/8 – Thur. Ripley Flat / (V/JV) 3/10 – Sat. #TBA Flat Tournament TBA 3/10 – Sat. #TBA Flat Tournament TBA 3/16 – Fri. TBA NEMCC Tournament TBA 3/16 – Fri. TBA NEMCC Tournament TBA 3/20 – Tue. Pine Grove Flat / (V/JV) 3/22 – Thur. Myrtle Flat / (JV/V) 3/23 – Fri. Byhalia Byhalia 5:00/7:00 (V/JV) 3/27 – Tue *Potts Camp Potts Camp (V-only) 4/3 – Tue. * Flat / (V/V) 4/5 – Thur. Houlka Flat / (V/JV) 4/7 – Sat. TBA Wheeler Tournament TBA 4/7 – Sat. TBA Wheeler Tournament TBA 4/10 – Tue. *Potts Camp Flat (V-only) 4/12 – Thur. *Byers Flat (Senior Night) / (V/V) 4/13 – Fri. Myrtle Myrtle / (JV/V) 4/16 – Mon. Open 4/17 – Tue. Thrasher Flat / (V/JV) * Denotes Division Games # Flat Tournament MHSAA Softball Playoffs: Play-in Dates – April 20-21 Round 1 – April 24-26 Round 2 – April 30-May 1 – May 4-5 Championship – May 10-12
Table 2: Entrepreneur’s Responses and Analysis Entrepreneur and demographic information Identity Animal Categories Identity Animal Categories Assessment Ent #1 | male |white White Dove 1Collective1 and 1Solitary1 and Overlap1 Ent #2 | male |white Insufficient information1 Ent #3 | male | white Insufficient information2 Ent # 4 | male | white Bull 1Collective1 and Non-Predator2 Insufficient information3 Ent #5 | male | white Insufficient information4 Ent #6 | male | white Lion 1Collective2 and Predator1 Swan 2Collective2 and Non-Predator3 Overlap2 Ent # 7| female | white Cat 1Solitary1 and Predator2 Cougar 1Solitary2 and Predator1 Coherence1 Ent #8 | female | black 2Solitary2 and Predator3 Wolf in sheep’s clothing 1Collective3 and Predator2 3Collective4 and Non-Predator4 Overlap3 Dissonance1 Ent #9 | male | white Lion 2Collective5 and Predator3 Insufficient information5 Ent #10 | male | white Insufficient information6 Ent #11 | male | black Polar Bear 2Solitary3 and Predator4 Insufficient information7 Ent #12 | male | white Wolf 2Collective3 and Predator4 Tortoise 2Solitary4 and Dissonance2 Ent #13 | male | white Alligator 3Solitary3 and Predator5 Chicken 4Collective6 and Non-Predator6 Dissonance3
Ent # 14 | male | white Tiger 4Solitary4 and Predator6 Oyster 5Collective7 and Non-Predator7 Dissonance4 Ent #15 | male | black Badger 5Solitary5 and Predator7 Bear 3Solitary5 and Predator5 Coherence2 Ent #16 | male | white/ hispanic Ant 2Collective4 and Bee 6Collective8 and Non-Predator8 Coherence3 Ent #17 | male | white Ant Bees Mosquito Tiger 7Collective9 and Non-Predator9 8Collective10 and Non-Predator10 3Collective11 and Predator6 4Solitary6 and Predator7 Insufficient information8 Ent #18 | male | white Dog 3Collective5 and Predator8 Dog Cougar 4Collective12 and Predator8 5Solitary7 and Predator9 Coherence4 Overlap4 Ent #19 | female | white Jaguar 6Solitary6 and Predator9 Insufficient information9 Ent #20 | male | white Lizard 7Solitary7 and Predator10 Cougar 6Solitary8 and Predator10 Coherence5 Ent #21 | male | white Dove Pheasant Tortoise Oyster 3Collective6 and 4Collective7 and 1Solitary8 and 5Collective8 and Pheasant Owl Zebra 9Collective13 and Non-Predator11 7Solitary9 and Predator11 10Collective14 and Non-Predator12 Coherence6 Coherence7 Dissonance5 Coherence8 Coherence9 Dissonance6 Overlap5 Overlap6 Overlap7 Coherence10 Coherence11 Dissonance7
Character Graphic Organizer: Daisy(pages 8-9, 10-12) 1. 2. 3. Traits: Details from the Story: __________________________________ __________________________________
Setting: The Great Gatsby Gatsby’s Mansion Tom’s Mansion Nick Carraway’s Home Valley of Ashes (Location of Wilson’s Shop) Eye of Dr. T.J. Eckleberg Billboard Tom’s Apartment (where he stays with Myrtle) Setting Graphic Organizer: Tom’s Mansion Four Parts of the Setting:
Time: Place: Weather: Social Conditions: Comprehension and Analysis Questions Chapter 1 How would you describe Nick Carraway’s feelings about society at the beginning of the chapter? (pages 1-3) 2. Paraphrase the following quote: “Whenever you feel like criticizing any one […] just remember that all people in this world haven’t had the advantages that you’ve had?”
Wilson’s Shop called “Repairs.” 3. Why does Tom go to Wilson’s garage? Give two reasons. (page 25) 4. How would you describe Tom and Myrtle’s relationship? Please discuss what others knows about her. (page 24)
KHYBER MEDICAL UNIVERSITY Date sheet for DPT 5TH Semester (Special) Final-Term Examination Fall 2015 S.NO Day Date Subject 1 Tuesday 02-02-2016 Pathology & Microbiology-I 2 Wednesday 03-02-2016 Therapeutic Exercise & Techniques 3 Thursday 04-02-2016 Pharmacology-I 4 Friday 05-02-2016 Sociology 5 Saturday 06-02-2016 Health & Wellness 6 Monday 08-02-2016 Physical Agents & Electrotherapy-I 7 Tuesday 09-02-2016 Clinical Practice-I Timing: 09:00 AM to 10: 30 AM Center: NCS Controller of Examinations-KMU
Genre: Realistic Fiction Focus: Plot & Characters TEKS: 5.6A, 5.6B Review: Realistic Fiction Anchor Chart and the Noticings. Refer back to the Book Examples from your mentor text. STAAR STRATEGY Reteach: Plot using a new Anchor Chart, specifically the parts of a plot and the characters’ roles in the plot. *see handouts Resource: The Case of the Glowing Glove, #1, 4 Genre: Realistic Fiction Focus: Summarizing TEKS: Fig. 19E Review: Realistic Fiction Anchor Chart and the Noticings. Refer back to the Book Examples from your mentor text. STAAR STRATEGY Reteach: Summary using a new Anchor Chart, emphasizing that the best summary in fiction ALWAYS includes the character who had a problem and the resolution. *see handouts Resource: The Case of the Glowing Glove, #6 Genre: Realistic Fiction Focus: Inferring TEKS: Fig. 19D Review: Inferring using previous Anchor Charts. Refer back to texts when you Anchored inferences. STAAR STRATEGY Reteach: Inferring about Characters using a new Anchor Chart, ensuring you teach BOTH ways this is assessed (given an inference OR given text evidence). Resource: The Case of the Glowing Glove, #5, 3 *see handouts Genre: Persuasive Focus: Genre Noticings & Inferring TEKS: 5.12/Fig. 19D Review: Persuasive Anchor Chart and the Noticings. Refer back to the Book Examples from your mentor text. STAAR STRATEGY Reteach: Persuasive Genre Study and Book Examples, using a new Anchor Chart, clarifying misconceptions about author’s viewpoint, author’s argument, author’s position, and sources used to support. *see handouts Resource: Teachers Belong in the Classroom, #1, 3, 4, 6, 7, 9 Genre: Poetry Focus: Genre Noticings & Inferring TEKS: Fig. 19D Review: Poetry Anchor Chart and the Noticings. Refer back to the Book Examples from your mentor text. STAAR STRATEGY Reteach: Poetry Genre Study and Book Examples, using a new Anchor Chart, and filling in Book Examples the poem lends itself to, which will not be all of them. *see handouts Resource: Ernie Gondry Did the Laundry, #1, 2, 3, 4, 5
SPI 0506.2.4 Solve problems involving the division of two- and three-digit whole numbers by one- and two-digit whole numbers. GLE 0506.2.3 Develop fluency with division of whole numbers. Understand the relationship of divisor, dividend, and quotient in terms of multiplication and division.  0506.1.3 Explore different methods of estimation including rounding and truncating. BrainPOP BrainPOP BrainPOP BrainPOP Grade 5 Mathematics Pacing Guide Instructional Week 4 Continued Academic Vocabulary: Truncate, divisibility, remainder Grade Level Expectations/Checks For Understanding/State Performance Indicators Resources
fractional data. SPI 0506.5.2 Make predictions based on various data representations, including double bar and line graphs. GLE 0506.1.4 Move flexibly between concrete and abstract representations of mathematical ideas in order to solve problems, model mathematical ideas, and communicate solution strategies. GLE 0506.1.5 Use mathematical ideas and processes in different settings to formulate patterns, analyze graphs, set up and solve problems and interpret solutions. BrainPOP BrainPOP BrainPOP BrainPOP BrainPOP Homework Helper - BrainPOP BrainPOP
Grade Level Expectations/Checks For Understanding/State Performance Indicators Resources **Include Embedded Inquiry and Technology & Engineering Standards as applicable.** 0507.9.1 Observe and measure the simple chemical properties of common substances. 0507.9.1 Compare the simple chemical properties of common substances. SPI 0507.9.1 Distinguish between physical and chemical properties. -------------------------- GLE 0507.Inq.3 Organize data into appropriate tables, graphs, drawings, or diagrams. 0507.Inq.3 Maintain a science notebook that includes observations, data, diagrams, and explanations. CONTINUED FROM WEEK 15 Loose in the Lab Activity—EcoPeanut Puzzle - PowerPoint BrainPOP Discovery Education Video Clips: -------------------------------------------------- Grade____5_____ Science Pacing Guide Instructional Week ____17____ Academic Vocabulary: potential energy, kinetic energy
Grade Level Expectations/Checks For Understanding/State Performance Indicators Resources **Include Embedded Inquiry and Technology & Engineering Standards as applicable.** GLE 0507.12.3 Provide examples of how forces can act at a distance. 0507.12.3 Design and explain an investigation exploring the earth’s pull on objects. SPI 0507.12.3 Use data to determine how shape affects the rate at which a material falls to earth. --------------------------- GLE 0507.Inq.6 Compare the results of an investigation with what scientists already accept about this question. BrainPOP BrainPOP Loose in the Lab Activity—Levitating Magnets Loose in the Lab Activity—Magnet Strength ---------------------------------- Grade____5_____ Science Pacing Guide Instructional Week ____29____ Academic Vocabulary: applied force*, kinetic energy, potential energy
Grade Level Expectations/Checks For Understanding/State Performance Indicators Resources **Include Embedded Inquiry and Technology & Engineering Standards as applicable.** GLE 0507.T/E.4 Recognize the connection between scientific advances, new knowledge, and the availability of new tools and technologies. SPI 0507.T/E.2 Recognize the connection between a scientific advance and the development of a new tool or technology. --------------------------------------- GLE 0507.T/E.5 Apply a creative design strategy to solve a particular problem generated by societal needs and wants. 0507.T/E.4 Evaluate an invention that solves a problem and determine ways to improve the design. 0507.T/E.3 Determine criteria to evaluate the effectiveness of a solution to a specified problem. Discovery Education Video Clips: BrainPOP BrainPOP BrainPOP BrainPOP BrainPOP BrainPOP BrainPOP BrainPOP BrainPOP BrainPOP BrainPOP ------------------------------------------- Interactive BrainPOP . Grade____5_____ Science Pacing Guide Instructional Week __32-33______ Academic Vocabulary:
(B) describe the phenomena explained in origin myths from various cultures; and (C) explain the effect of a historical event or movement on the theme of a work of literature. W.5.3; TEKS 5.17 Produce a Personal Narrative Students write about their own experiences. Students are expected to write a personal narrative that conveys thoughts and feelings about an experience. Quarter 3 RL.5.4,5,7; TEKS 5.5 Drama Students understand, make inferences and draw conclusions about the structure and elements of drama and provide evidence from text to support their understanding. Students are expected to analyze the similarities and differences between an original text and its dramatic adaptation. RffI.5.1,5,2; TEKS 5.7 Literary Nonfiction Students understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and provide evidence from text to support their understanding. Students are expected to identify the literary language and devices used in biographies and autobiographies, including how authors present major events in a person's life. RI.5.8; TEKS 5.12 Informational/ Persuasive Texts Students analyze, make inferences and draw conclusions about persuasive text and provide evidence from text to support their analysis. Students are expected to: (A) identify the author's viewpoint or position and explain the basic relationships among ideas (e.g., parallelism, comparison, causality) in the argument; and (B) recognize exaggerated, contradictory, or misleading statements in text. L.5.2-4,6; Spell words with Latin Roots and Suffixes TEKS 5.22 B ii & iv W.5.1; TEKS 5.19 Produce a Persuasive Text Students write persuasive texts to influence the attitudes or actions of a specific audience on specific issues. Students are expected to write persuasive essays for appropriate audiences that establish a position and include sound reasoning, detailed and relevant evidence, and consideration of alternatives. W.5.2; TEKS 5.18B Produce a Formal and Informal Letter Students write expository and procedural or texts to communicate ideas and information to specific audiences for specific purposes. (B) write formal and informal letters that convey ideas, include important information, demonstrate a sense of closure, and use appropriate conventions (e.g., date, salutation, closing);
Solve consumer math problems with both historical and current price lists. Use oral dine language to reenact a visit to the trading post in historical times. Include the use of money. Describe a historical event using multiple resources. Business plan for future community store. development of Navajo communities? What is the relationship between the trading post and the current business in our community? 1,2,3 1,2,3,4, 1,2,3 1,2,3 1,2, context. Determine the meaning of general and academic and domain specific words and phrases in a text relevant to history and economics of Dine communities. Identify words in text Use strategies to determine meaning of words. Conduct a short research project. Ask research questions Identify research sources Interpret information derived from various sources. Conduct short research project Conduct interviews to inform research questions. Present a report on a topic sequencing ideas logically, and using appropriate facts and relevant descriptive details to support main ideas or themes, speak clearly at an understandable pace. Clearly identify topic and main ideas Speak clearly Sequence ideas logically Support main ideas with details I will develop my cultural knowledge to build self worth. Identify my families values I will explain the Dine historical timeline. Identify major events in my community Identify major events in Navajo Reservation Identify major events the Untied States Explain historical events understanding of the subject under investigation. 5.SL.4 Report on a topic or text or present an opinion sequencing ideas logically and using appropriate facts and relevant descriptive details to support main ideas or themes, speak clearly at an understandable pace. Dine Culture: Concept 1: PO1. I will develop my cultural knowledge to build self worth. Dine History: Concept 1: PO 3. I will explain the Dine historical timeline. PO 4. I will retell Dine oral narratives. Dine Character Building: Concept 1.PO2: I will demonstrate respect and value of my immediate family. Concept 4. PO4: I will practice life skills from my relatives.
1,2,3,4 1,2,3,4, I will retell Dine oral narratives. Collect dine oral narratives Retell dine oral narratives I will demonstrate respect and value of my immediate family. Identify roles that you have as a family member Identify responsibility that you have as a family member. Demonstrate responsibilities to your family I will practice life skills from my relatives. Identify life and survival skills: Mental, physical, emotional and spiritual Critical Vocabulary Accurate Appropriate sales whole cost sell clerk merchandise merchants Narrative Analyze Chronological span period primary resource secondary resource time line span historical context point of view values Weaving Cattle livestock tokens wealth jewelry Interest Profit Loan Retail Debt Bargain accounts Consumer product Coupons pawn Dine Language Place names Names of money/ colors of coins. Buying and selling in Dine language. Verbs, objects, handling stems. Suggested Topics of study
Academic Standards Career Education and Work Standard Arts & Humanities (5) Civics& Government (7) Geography (8) History Economics Environment & Ecology Family & Consumer Science Health Safety & Physical Education Math , Writing, Speaking & Listening Science & Technology 13.1.5 Career Awareness and Preparation – Grade 5 A. Describe the impact of individual interests and abilities on career choices. 4.4.4.A 10.1.6.A 10.4.6.D 1.1.5.G R5.A.1.3 R5.A.1.4 R5.A.1.5 R5.A.2.3 R5.A.2.4 R5.A.2.5 R5.A.2.6 R5.B.1.1 1.5.5.B,C,E,F 1.6.5.D,E,F 1.8.5.A,B,C B. Describe the impact of personal interest and abilities on career choices. 7.3.6.A 10.4.6.D
Academic Standards Career Education and Work Standard Arts & Humanities (5) Civics& Government (7) Geography (8) History Economics Environment & Ecology Family & Consumer Science Health Safety & Physical Education Math , Writing, Speaking & Listening Science & Technology 13.1.5 Career Awareness and Preparation – Grade 5 C. Relate the impact of change to both traditional and nontraditional careers. 9.2.5.B,C,D, E,J 8.1.6.A 8.2.6.C 8.3.6.C 4.5.4.B 4.6.4.C 1.2.5.A R5.A.1.3 R5.A.2.3 R5.A.2.4 R5.A.2.5 R5.A.2.6 R5.B.3.1 R5.B.3.2 R5.B.3.3 1.5.5.B,C,E,F 1.6.5.D,E 1.8.5.A,B,C D. Describe the range of career training programs in the community such as, but not limited to: Two-and-four year colleges Career and technical educational programs at centers (formerly AVTS) and high schools CareerLinks Community/recreation centers Faith-based organizations Local industry training centers Military Registered apprenticeship Vocational rehabilitation centers Web-based training 7.3.6.D 1.4.5.B 1.5.5.B,C,E,F 1.6.5.D,E,F 1.8.5.A,B,C 3.6.4.C
Community service involvement/projects Interests/hobbies Personal career goals Selected school work Self inventories E. Apply to daily activities, the essential workplace skills, such as, but not limited to: Commitment Communication Dependability Health/safety Personal initiative Scheduling/time management Team building Technical literacy Technology 9.1.5.E,H,J,K 4.2.4.C,D 4.3.4.A,B 4.4.4.D 4.5.4.B,C 4.8.4.D 4.9.4.A 10.4.6.F 3.7.7.A,B Academic Standards Career Education and Work Standard Arts & Humanities (5) Civics& Government (7) Geography (8) History Economics Environment & Ecology Family & Consumer Science Health Safety & Physical Education Math , Writing, Speaking & Listening Science & Technology 13.3.5 Career Retention and Advancement – Grade 5 A. Explain how student attitudes and work habits transfer from the home and school to the workplace. 9.1.5.G 10.4.6.F 1.6.5.D,E
A Correlation of the Louisiana Comprehensive Curriculum to Pearson Science Textbook 2011-2012 Please use additional resources for GLEs not addressed thoroughly in the textbook. Scientific Inquiry should be addressed in each unit. Grade 5 GLEs Louisiana Comprehensive Curriculum Pearson Textbook PS: 1, 2, 3, 4, 6 SI: 1, 3, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 19, 22, 23, 28, 35 Unit 1 – Properties Activities: Science and Safety in the Classroom Qualitative Observations of Physical Properties Measure to Measure: Making Quantitative Observations* Types of Measurements* Property Discovery Magnetism, Heat, and Electricity Atoms Become an Element Consultant* Human Models of Elements LCC Blackline Masters pgs 1 - 3 Refer to General and *Activity-Specific Assessments Chapter 1(addresses science inquiry) Lesson 1: What do scientists do? Lesson 2: How do scientists investigate? Lesson 3: How do scientists collect and interpret data? Lesson 4: How do scientists support their conclusions? Lesson 5: What is technology? Chapter 2 Lesson 1: What makes up matter?
GLEs Louisiana Comprehensive Curriculum Pearson Textbook PS: 4, 5, 6, 12 SI: 4, 5, 6, 7, 10, 12, 13, 15, 16, 19, 21, 22, 23, 37 Unit 2 – Reactions Activities: Going through the Phases How Are They Different? Condensation Example – Water Cycle* What Is Rust?* Physical Change or Chemical Change? Chemistry in Cooking* LCC Blackline Masters pgs 4 - 7 Refer to General and *Activity-Specific Assessments Chapter 2 Lesson 2: What are solids, liquids, and gases? Lesson 3: What are the properties of solids, liquids, and gases? Lesson 4: What are physical changes? Lesson 5: What are chemical changes? PS: 7, 8, 9, 10, 11, 12, 13, 14 ESS: 39, 41 SI: 1, 2, 4, 5, 7, 9, 11, 12, 13, 14, 16, 18, 19, 20, 22, 23, 28, 31, 32, 33, 36, 38 Unit 3 – Force, Motion, and Energy Transformations Activities: You Were Going How Fast? Speed It Up or Slow It Down Balanced and Unbalanced Forces* Paper Race Parachute Drop Kinetic/Potential* Classify Energy Resources that Live Up to Their “Potential” Sun: The Primary Source of Energy Taking a Close Look at Electric Circuits* Transformations in Energy Shadow Clock LCC Blackline Masters pgs 8 - 13 Refer to General and *Activity-Specific Assessments Chapter 3 Lesson 1: How can you describe and measure motion? Lesson 2: How are forces combined? Lesson 3: What are Newton’s laws? Lesson 4: What are some forms of energy? Lesson 5: How are shadows formed?
GLEs Louisiana Comprehensive Curriculum Pearson Textbook PS: 5, 12 ESS: 36, 37, 38, 39, 46 SE: 49, 50, 51 SI: 1, 3, 4, 5, 7, 10, 11, 13, 14, 15, 16, 18, 19, 20, 21, 22, 23, 29, 30, 33, 37, 38, 39, 40 Unit 7 – Cycles and Climates Activities: Round and Round It Goes!* Water Cycle Interaction Go Flow* Other Important Earth Cycles Nature’s Cycles In Action: The Carbon Cycle and the Nitrogen Cycle Zones Climate Zones around the World Weather Symbols Weather Watch* Predicting the Weather LCC Blackline Masters pgs 24 - 28 Refer to General and *Activity-Specific Assessments Chapter 10 Lesson 1: What is the water cycle? Lesson 2: What are some other natural cycles? Lesson 3: How can you read a weather map? Lesson 4: What is climate?