zilongwang/ReadingBank huggingface dataset:
O2 20.95 H20 0 to 4 Ar 0.93 CO2 0.036 Which two of these gases/ vapours are produced when a fossil fuel is burned? The amount of water vapour present in the air is the most variable. Suggest a reason for this. [2008 OL][2009 OL][2012 OL] Name any three gases normally found in clean air. [2012] Describe an experiment, using a labelled diagram to show the presence of carbon dioxide in air. [2012] Give a test to show that the droplets formed on the outside of a glass containing a cold drink are water. [2006] The composition of air can be investigated in different ways. Two experiments are shown in the diagram. In Experiment A the air was pushed repeatedly over the heated copper powder and only 79 cm3 of gas remained at the end of the experiment. Why is it necessary to let the apparatus cool down before measuring the volume of the remaining gas? Why did the volume of gas decrease and then remain steady? is the remaining gas mainly composed of? Experiment B is less accurate than Experiment A. Give a reason why this is so. [2006 OL] What happens when a “glowing splint” (very hot piece of wood) is placed in a gas jar of oxygen? Give one property of oxygen that this demonstrates. [2012] What substance is formed when carbon is burned in oxygen? Give the effect of this substance on moist litmus paper. [2008][2010 OL][2008 OL] The diagram shows magnesium being burned in oxygen to form magnesium oxide (MgO). What colour was the flame? Pieces of moist blue and red litmus paper were mixed with the product of the combustion. What result was seen? conclusion can be made from the result of the litmus test? [2011] The apparatus shown in the diagram was used to strongly heat 2.4 g of magnesium in a crucible. The lid of the crucible was lifted a little during the heating. A white powder, with a mass of 4.0 g, was produced.
Vocabulary KEY WORDS ESSENTIAL TO UNDERSTANDING WORDS WORTH KNOWING TEACHER PROVIDES DEFINITION not enough contextual clues provided in the text Page 496 - gymnastics Page 499 - limelight Page 500 - vinyl Page 496 - jealous Page 499 - disdain Page 499 – nutrients Page 499 - envied Page 500 - skidded Page 500 - hesitation STUDENTS FIGURE OUT THE MEANING sufficient context clues are provided in the text Page 495 - gymnast Page 496 - somersault Page 496 - cartwheels Page 496 - back flip Page 496 - yap Page 500 - bandages Page 500 - wincing Page 500 - slippers Page 503 – throbbing Page 503 - summery
UNITED STATES DISTRICT COURT CENTRAL DISTRICT OF CALIFORNIA , Plaintiff(s), v. , Defendant(s). Case No. WITNESS LIST [JUDGE TEMPLATE] Witness’s Name*, Phone Number, Address Summary of Testimony / Why Testimony Unique Time for Direct Exam (hours) Time for Cross Exam (hours) Dates of Testimony Jane Doe 1111 Main St., Los Angeles., CA 99999 213-999-9999 Will testify what she saw at accident. Unique in that she is the only eye-witness 2 hours 1 hour [To be filled in during trial] *Indicates that witness will be called only if the need arises.
Phase 1 Deliverable Description E.g. Technical Design Document E.g. Describes the key infrastructure components of the CRM system and the key interface points E.g. Test Strategy Document E.g. Describes the testing strategy for the CRM system from unit testing through to user acceptance testing E.g. Support Model E.g. Describes the support model for CRM E.g. Post Project Review document E.g. Details the post project review. Phase 2 Deliverable Description 8 Critical Success Factors, Assumptions, Constraints and Dependencies 8.1 Critical Success Factors Critical Success Factors (CSF) are events or activities that have to take place, or be in place, to ensure that the project is a success. Define the CSF’s below. Critical Success Factors Measure/Approver E.g. Technical design fully agreed E.g. Requirements signed off in a timely manner 8.1 Assumptions Assumptions are factors that are believed to be true, although these factors are not confirmed to be true. Assumptions add risk to a project since it is possible that they will turn out to be false. Assumptions can impact any part of your project life cycle and resulting solution implementation, so it is important to document and analyze them. The project assumptions are: 8.2 Constraints A constraint is something that will affect the performance of the project e.g. a key resource required for this project is also required to work on another project and therefore the time allocated will be restricted. The project constraints are: 8.3 Dependencies Project dependencies establish the links, and the type of links, between all the tasks of a project. There are also dependencies with other projects. The project is dependent on:
12 mark questions Discuss how far sociologists would agree that teenage criminal and deviant behaviour results from parents failing to socialise their children correctly. Agree Disagree Parents should be the main way children learn right from wrong. If children don’t learn this the parents must be to blame Functionalists say the main job of the family is to socialize children, if this doesn’t happen children wont know norms and values Many anti-social or criminal adults then have children who are the same, non-criminal parents have non-criminal children Parents are a big role modern for most children. Children learn the norms and values from their parents whether they are good or bad. Children don’t commit as much crime as it seems. Most of it is exaggerated by the media Interactionists say - Children get labeled by the media and police. This creates a self fulfilling prophecy which is why youngsters commit crime Young people commit crime because of status frustration. They don’t have any power or influence in society and think that by committing crimes they can get some sort of sense of power They may be badly influenced by peer group Violent images in the media influence children to behave violently Discuss how far sociologists would agree that working class males are more likely to commit crimes than other sections of society. Agree Disagree Statistics show men commit more crimes than women Feminists say this is because men have more opportunities to commit crimes than women (women have to stay in and look after kids) It may be because men are more violent and aggressive than women Statistics are innacurate – Women commit crimes but get away with them more often because of the chivalry factor Women get away with crimes because they commit crimes which are non-violent and they are more likely to get away with e.g fraud
Gender monitoring Would you describe yourself as: Male Female Non-binary Prefer not to say If you prefer to use your own term, please specify here ……………………. Age monitoring To which age band do you belong? 16 – 19 20 – 24 25 – 29 30 – 34 35 – 39 40 – 44 45 – 49 50 – 54 55 – 59 60 – 64 65 – 69 70 – 74 75 + Prefer not to say Disability monitoring The Equality Act 2010 (Disability Discrimination Act 1995) has defined disability as follows; “A physical or mental impairment which has a substantial and long-term adverse effect on your ability to carry out normal day-to-day activities” Do you consider yourself to have a disability or a long-term health condition? Yes No If yes, what is the effect or impact of your disability or health condition? Prefer not to say
the resource owner is prompted to authenticate to the resource server’s authorisation server (responsible for protecting the resource) once authenticated, the resource owner must consent to the permissions requested from the third party application client if approved, the authorisation server provides the application client with an access token the third party application client presents the access token when making requests to the protected resource. Central delegation across resources for party-to-party (person-to-person and sharing – user controlled consent (UMA Protocol) The diagram on page 9 depicts the five primary roles of resource owner, resource server, authorisation server, application client and requesting party, their relationships and domain boundaries. The roles are intended to work in an interoperable fashion where each is operated by an independent party (for example, different organisations). The notable differences to the single resource delegation model are: authorisation is managed centrally for multiple resource domains the central authorisation service may be provided by another entity chosen by the individual delegations can be managed/established at any time and ahead of time the requesting party (an individual or business) is known and can be authenticated (if required) The authorisation server will authenticate the resource owner, or may federate with an IdP for authentication. In this case, the OAuth-based OpenID connect protocol can be used as a means of collecting identity claims from a requesting party in order to attempt to satisfy the authorising user's access policy. The table below outlines some examples of central resource delegation and the respective actors of each role: Resource owner Resource domain/s Central authorisation manager service Third party consuming domain Organisation Resource Organisation Application client Requesting party Use case: A patient provides consent/authorisation for clinicians or healthcare providers to access their health record Patient Queensland Health Health record (e.g. discharge summary) MyGov Healthcare provider Medical Record system Healthcare provider or individual clinician Patient Healthcare provider Health record (e.g. discharge summary) MyGov Queensland Health Integrated electronic medical records (IEMR) Queensland Health or individual clinician
Section to be completed BEFORE THE MOBILITY I. PROPOSED MOBILITY PROGRAMME Main subject field: …………………. Level (select the main one): Short cycle (EQF level 5) ; Bachelor or equivalent first cycle (EQF level 6) ; Master or equivalent second cycle (EQF level 7) ; Doctoral or equivalent third cycle (EQF level 8) Number of students at the receiving institution benefiting from the teaching programme: ……………… Number of teaching hours: ………………… Language of instruction: ……………………………………… Overall objectives of the mobility: Added value of the mobility (in the context of the modernisation and internationalisation strategies of the institutions involved): Content of the teaching programme: Expected outcomes and impact (e.g. on the professional development of the teaching staff member and on the competences of students at both institutions):
Natural Selection on Polygenic Traits Type of Selection Description Example Directional Selection Individuals at one __________ of the curve have higher _____________________ than individuals in the ________________ or at the other __________ Stabilizing Selection Individuals near the _______________ of the curve have higher ______________________ than individuals at either end. ___________________________________ Disruptive Selection Individuals at the _______________ and ___________________ ends of the curve have higher fitness than individuals near the middle. Can create ________ distinct _______________________.
Types of Reproductive Isolation: Behavioral Isolation Occurs when that are capable of interbreeding develop in courtship rituals or other behaviors Geographic Isolation Occurs when are separated by ______________________________ such as rivers, mountains, or bodies of water. Temporal Isolation Happens when two or more species ___________________________ at different times Patterns and Processes of Evolution Gradualism Punctuated Equilibrium
 = tan-1 (Ry/Rx)  = tan-1 (12.76/5.85)  = tan-1 (2.181)  = south of east PTS: 1 DIF: Bloom’s Level 4 REF: p. 123 NAT: B.4 STA: P3.4e 23. ANS: Fnet = F kFN = F kmg = ma k = (F ma) / (mg) k = [68 N (53 kg)(0.10 m/s2)] / [(53 kg)(9.8 m/s2)] k = (62.7 N) / (519.4 N) k = 0.12 PTS: 1 DIF: Bloom’s Level 5 REF: pp. 126-127 NAT: B.4 STA: P3.2C | P3.4e 24. ANS: Fnet = F - kFN = F k mg = ma k = (F ma) / mg k = [80.0 N (250 kg)(0.08 m/s2)] / [(250 kg)(9.8 m/s2)] k = (80.0 N 20 N) / (2450 N) k = 0.024 PTS: 1 DIF: Bloom’s Level 5 REF: pp. 126-127 NAT: B.4 STA: P3.2C | P3.4e
2.3 Set out below the following information in relation to every bank, building society, National Savings account or other account in credit in which you hold or in respect of which you have an interest including PEPs, ISAs and TESSAs. For joint account(s) give the name of the other account holder(s). Please provide the most recent 12 months’ statements for each account listed. Continue on a separate sheet if necessary. Name of bank, building society or other account including branch name Type of account e.g. current, deposit etc Account number Name of other account holder(s) if applicable and extent of share Balance at date of this statement Total current value of your interest in the account Total value of your interest in all accounts listed in 2.3) £
General organisational matters relating to first aid will be communicated to staff at the beginning of each year. First aid training and revisions of recommended procedures for responding to asthma, diabetes and anaphylaxis will also be undertaken each year. It is recommended that all students have personal accident insurance and ambulance cover. Renewal and Approval: This policy will be reviewed as part of the school’s four-year review cycle
Type of Mutation Germ Mutation Somatic Mutation Cell(s) Affected Impact Types of Mutations Gene Mutation Chromosomal Mutation Mutagens: Chemical: Physical: What is a point mutation? It is a (gene/chromosomal) mutation (circle one). Gene Mutations Type of Point Mutation Description
Figure 5.1.2 Percentage of Victorian population that visited a park in the previous 12 months Source: Parks Victoria Community Perception Monitor Demographic profile of park visitors Visitors to parks are more likely to be older, employed, married, have white collar jobs, be university educated, have higher incomes, and be from an English speaking background. A major effort has been made to increase engagement and access to parks for people from culturally diverse backgrounds, and people with disabilities. Figure 5.1.3 Demographic profile of park visitors National and state parks Metropolitan parks Marine parks Gender Males (52%) more than females (48%) Females (54%) more than males (46 %) Males (60%) more than females (40%) Age Aged 50 and over (37%) more than aged 35-49 (31%) more than aged 25-34 (18 %) People aged 35-49 (31%more than those aged 50 and over (30 percent) People aged 50 and over (67%) Marital status Married people (49 %) more than those who have never been married (23%) Married people (50 percent) Married people (62 %) Employment Full time workers (39%) more than non-workers (33%) and part time workers (27%) Full time workers (43 percent) more than part time workers (32 percent), followed by non-workers (22 percent) Non workers (39%) Employment type White collar households (57%) more than those in blue collar households (43 %) White collar households (62 percent), more than blue collar households (38 percent) White collar households (62 %) more than blue collar households (38%) Household income Households with a combined annual income of $110,000 (25 %) more than lower income households Households with a combined annual income of $110,000 and over (39 percent) mote than lower income households n/a Education University educated (41%) more than college/apprenticeship (31%) and primary/secondary school (26%) University educated (55%) more than college / apprenticeship (30 %) and primary / secondary (13 %) University educated (60%) more than other education Children Households without children (60%) more than households with children. Note households with 3 Households without children (53 %) compared to households with children. Households with 3 or more children (4 Households without children (72%) compared to households
BGE expectations Evidence/Comments Theme 3: Programmes and courses • They are planning for appropriate progression through breadth, challenge and application in learning and further developing realistic and manageable approaches to assessing progress and achievement across all curriculum areas at early to fourth curriculum levels. • The BGE promotes young people’s independence, responsibility and collaboration in learning engaging them in applying their learning and developing their skills. • Staff provide a range of progression routes through the BGE to meet young people’s needs allowing young people to progress at different rates and in different ways at a good pace appropriate to their prior learning in line with the highest aspirations. • How well do we provide a long-term overview of planned learning within and through levels in each curriculum area that can be used flexibly to plan for a consistent and progressive learning experience to meet all our learners’ needs? • How well are our programmes of learning designed to use a range of learning and teaching methodologies (eg active learning, open-ended problem solving, collaborative challenges, outdoor learning and using technologies) to support progression and meet a range of learners’ needs? • How well do our BGE programmes of learning develop skills, including higher order thinking skills and the attributes and capabilities of the four capacities? • How well do our programmes of learning build in an appropriate range of assessment approaches including periodically providing opportunities to draw together and link and apply learning? • How well do our programmes of learning provide opportunities for learners to revisit, extend and apply their learning in new and more challenging contexts? Overall Evaluation of 5.1 1 2 3 4 5 6
Conclusion Before You Make Ice-Cream Questions What does applied chemistry have to do with making ice cream? What happens when you add salt to ice? Why? Why happens when you add salt to very cold ice? Why? For this activity, do you add the salt to the ice or to your ice cream ingredients? Why are we going to use salt to make ice cream? How can melted ice be colder than an ice cube? Predict how long it will take your group to mix the ingredients before it becomes ice cream.
ADJOURNMENT MOVED by Alderman Pecoraro SECONDED by Alderman Zadzilka That this regular session of the Common Council be and hereby is adjourned. CARRIED. ____________________________ Time of Adjournment: 7:28 P.M. Respectfully submitted, Daniel R. Quinn City Clerk-Treasurer
The “Windows Easy Transfer is complete on this computer.” screen appears. Click Close. Step 3 Locate and delete the “For Transferring” folder that is located on the desktop. Empty the Recycle Bin. Step 4 Click Start > All Programs > Accessories > System Tools > Windows Easy Transfer. The “Welcome to Windows Easy Transfer” screen opens. Click Next. The “What do you want to use to transfer items to your new computer?” screen appears. Select An external hard disk or USB flash drive. The “Which computer are you using now?” screen appears. Select This is my new computer. The “Has Windows Easy Transfer already saved your files from your old computer to an external hard disk or USB flash drive?” screen appears. Click Yes. Locate and open the “Transfer data files” folder saved on the USB flash drive, select the Windows Easy Transfer – Item from old … file, and then click Open. The “Choose what to transfer to this computer” screen appears. Click Transfer. The “Transfer items to this computer” screen appears.
Click Use a CD, DVD, or other removable media. The “Choose how to transfer files and program settings” screen appears. Click USB flash drive. The “Plug in an empty USB flash drive” screen appears. Since you are simply transferring the files back to the same computer, a password is not required. Note: Since you will only transfer a small amount of data the USB does not have to be empty. Click Next. The “What do you want to transfer to your new computer?” screen appears. Click Advanced options. The “Select user accounts, files, and settings to transfer” screen appears. Remove the check mark from each box shown in the window. Click Add files. Locate the “For Transferring” folder. This will be the location where files are transferred from. Select the Data file and click Open. The “Select user accounts, files, and settings to transfer” screen appears. Click Next. The “You’re ready to transfer files and settings to your new computer” screen appears. Click Close.
Click Show me everything that was transferred. The “Windows Easy Transfer Report” window appears. What do you notice about the location of the new Data file? Click OK. Close the “Detail View” window and the “Windows Easy Transfer Reports” window. When the “Window Easy Transfer” window appears click Close. Step 5 Navigate to and open the “For Transferring” folder located on the desktop. Notice the folder and “Data” file have been restored. If advised by the instructor, delete all folders and files created on the computer desktop and USB flash drive during this lab.
Step 3 Open the “For Transferring” folder located on the desktop and delete the file called “Data”. Empty the Recycle Bin. Step 4 Click Start > All Programs > Accessories > System Tools > Files and Settings Transfer Wizard. When the “Files and Settings Transfer Wizard” opens, click Next. The “Which computer is this?” screen opens. Select New computer, and then click Next. The “Do you have a Windows XP CD?” screen opens. Select I don’t need the Wizard Disk. I have already collected my files and settings from my older computer and then click Next. The “Where are the files and settings?” screen appears. Select Other (for example, a removable drive or network drive). Click Browse and locate the “Transfer data files” folder on the USB flash drive. Select the Transfer data files folder. Notice there is another folder with the extension UNC. The files that were transferred are located there. Click OK. The “Where are the files and setting?” screen appears. Click Next. The “Transfer in progress…” screen appears. The “Completing the Files and Settings Transfer Wizard” screen appears.
Click Finish. Step 5 Navigate to and open the “For Transferring” folder located on the desktop. Notice the Data file has been restored. If advised by the instructor, delete all folders and files create on the computer desktop and USB flash drive during this lab.
g. Relative min coordinate: h. Relative max coordinate: i. Increasing interval: j. Decreasing interval: k. Positive interval: l. Negative interval: m. f(1) = 5. Given the graph below, find the following. a. Domain: b. Range: c. y-intercept: d. Zeroes: e. Absolute min: f. Absolute max: g. Relative min coordinate: h. Relative max coordinate: i. Increasing interval: j. Decreasing interval: k. Positive interval: l. Negative interval: m. f(x)= 4; x = 6. Create your own graph and have your partner find the following. a. Domain: b. Range: c. y-intercept: d. Zeroes: e. Absolute min: f. Absolute max:
Parents have a right to be notified of meetings and to participate in all meetings with respect to the identification, evaluation, and delivery of services to the child. The school must also provide the child’s parent(s) with a copy of the evaluation report and documentation of its decision regarding eligibility. Note: if the adoptive/biological parent retains education rights, foster parents are still encouraged to be present at the MET meeting unless a judicial order would otherwise prevent them from attending. Child is found eligible for services. If the parents and other members of the MET Team decide the child is eligible for special education, they will develop an Individual Education Program (IEP) for the child. An IEP must be developed within 30 calendar days of the determination that the child needs special education. The IEP must be based on the child’s individual needs, and must respond to the concerns raised by the child’s evaluations. Special education services may not be provided until an IEP has been developed and the parents have provided written consent. An IEP meeting is scheduled. The school system schedules and conducts the IEP meeting. The school staff must: Schedule the meeting at a mutually agreed upon time and place Notify parents of the meeting early enough to ensure that they will have the opportunity to attend Inform the parents that they may invite people to the meeting who have knowledge or special expertise about the child IEP is written. Many people come together to develop a child’s IEP. This group is called the IEP team and includes many of the same individuals who were involved in the child’s MET meeting. The team members could include: the child’s parents; at least one regular education teacher of the child; at least one of the child’s special education teachers or special education providers; the child, when appropriate; other individuals (invited by the parents or the school) who have knowledge or special expertise about the child. For example, a foster parent, a relative who is close to the child, a child care provider, or related services personnel. During the IEP meeting, the members of the IEP team share their thoughts and suggestions. If this is the first IEP meeting after the child’s evaluation, the team may discuss the evaluation results, so the child’s strengths and needs are clear. IEP meeting at a glance: School staff reviews area of eligibility/services; presents the level of academic performance, goals, accommodations/modifications, assessment needs, and
A) 320 pages B) 240 pages C) 260 pages D) 300 pages A) 3 gallons B) 9 gallons C) 12 gallons D) 27 gallons 6.NS.3 (8.95L) There is some cooking oil in a bottle and Army uses 0.53 liters of oil per day. If there is 5.24 liters of oil left after a week, what is the original capacity of the oil? 6.NS.3 (B) A student is growing plants for a science project. Plant 1 is 12.45 cm tall. Plant 2 is 4.5 cm is taller than Plant 1 and Plant 3 is 3.75 cm shorter than Plant 2. How tall is Plant 3? A) 12.25 cm B) 13.2 cm C) 20.7 cm D) 25.45 cm
week of 9/14 and we’ll do some brainstorming and some game jamming to decide on the class project (s). The German students will do some downstate touring the week of the 21st while the US team preps for the development phase and readies for full-on development. The German team will begin their classes on 10/06 and at that point the rest of the course will then be spent on project work. This course will be followed in the Spring by the seminar in the German game industry. Students in that course will travel to Germany at the end of May. This class will be restricted in size based on the number of students Paderborn can take in an exchange program, so a one-to-one mapping of RIT students from the first class to the second is not a certainty and additional fees for travel will be part of the registration for that course. Production Studio: Professor Egert, IGME 580-02, TR 8-9:15am Students will develop their own ideas for interactive games and digital experiences. The focus of the section will be KickStarter based approaches, incorporating promotion and marketing into the development cycle and getting the most from any type of KickStarter style exposure. Students will be responsible for producing a credible prototype of their idea and will also be required to produce materials over the semester that mirror the production cycle of an online campaign. Students are NOT required to actually create a KickStarter, but will understand the process. Job Opportunities Opportunity for summer: Students offered a position should contact Prof. Schwartz to confirm that it covers a Mobile Game Programming (2 coops): Building an Audio Game for the Blind using Java/APK on Eclipse Contact Professor Jacobs at with the subject “Audio Game” Job is Offered through Simone Center for Innovation and Invention Crowd-Sourced News Reporting App “Yeller" for WXXI Search Job Zone for WXXI Front-end (1 person) and Back End Web (one person) Programming for UNICEF Innovation Working on/adapting an instance of the Open Source project MIDAS. MIDAS Web Page , GitHub Repo
Name: _____________________________________ December 19, 2017 Kobrin/Losquadro Math 8 Systems of Equations Word Problems – Day 3 A music store sold a told of 27 used trumpets and clarinets in one month. Trumpets cost $149 and clarinets cost $99. If total sales were $3223, how many clarinets did they sell? Haley and Nicole stopped at the school bookstore for extra supplies. Haley bough 8 pencils and 3 folders and spent $10.39. Nicole bought 5 pencils and 4 folders and spent $10.51. How much does a folder cost? The local bookstore is having a sale on used books. Nate bought 3 hardcover books and 7 paperback books and spent $29.50. Mia bought 2 hardcover books and 5 paperback books and spent $20.50. What is the cost of a hardcover book?
Keys to the House It is very developmentally appropriate to give a child a key to the house, especially a child being trusted to be alone in the home for a period of time. You can decide whether or not to provide a house key to a foster child in your care. If you decide not to provide the child a key, you must make provisions for the child to have immediate access if arriving home before others or in an emergency situation. Public Destinations without Supervision Children who are 12 years of age or older may be allowed to visit public destinations without an accompanying adult. However, you must determine if that is appropriate given the child’s developmental and maturity level, history and other such factors. You also have to determine that the area is safe, appropriate and that the child has reliable means of communication. You and the child should have a clear understanding of the time to be picked up or when to return home. Curfews Once you determine that a child can safely travel in the community without being accompanied by an adult, a curfew should be established for that child. As with other decisions, you must take into account factors such as any legally required curfews in the city or municipality, the child’s age, developmental and maturity level, history of behaviors, extracurricular activities and your level of familiarity with the child. The curfew must be determined and understood by all parties and it is recommended to be included in the written social agreement or plan. A child must be provided with transportation home even when they have stayed out past curfew. If you are not available to pick up the child, you must make other arrangements. Refusing transportation home or reporting a child as missing should not be used as a punishment for exceeding curfew. It may, be appropriate to report a child as missing if he or she has not returned home after a reasonable amount of time past their curfew and if a current safe location cannot be verified.
§ 13-3721(A) This law does not apply to the ear piercing of a child who has written or verbal permission from a parent or legal guardian. (A.R.S. 13-3721(B) Personal space and belongings Caregivers are encouraged to help children personalize their living spaces to express their individual preferences and to ensure that their possessions are kept safe. If the caregiver takes personal property as a consequence for actions, house rules or for safekeeping, the caregiver assumes sole responsibility for the property. If the property, while in the possession of the caregiver is lost or damaged, the caregiver will repair or replace the item with one of similar age, value and condition. Personal Allowance All children in foster care, starting at age 3, are given a personal allowance stipend by DCS. The caregiver will distribute the personal allowance to the child not less than once per month. The personal allowance is to be paid directly to the child or deposited directly to the child's personal account. The personal allowance cannot be used a "payment" to the child for chores, or as a means of reward or punishment. If the child is not of age or developmentally capable to spend the allowance on his/her own as agreed by the DCS Child Safety Specialist, the caregiver may purchase items on behalf of the child with the child's allowance. Providing toiletries, toys or other tangible items in lieu of money is not permitted. Allowance money should also not include money needed to The personal allowance stipend by DCS is not to be reduced or withheld for any reason. The caregiver is to use a Personal Allowance Ledger to account for the monthly funds. It is recommended that a personal bank account be set up for the child.
Time Agenda Item Facilitator 8:30am Welcome + Agenda Carlyn Cox 8:30-9:30am New Learning: Purpose + Practices of Grading Carlyn Cox + Anna Taggart 9:30-11:45pm Break New Learning: Ken O’Connor 15 Fixes for Grading Group Process Presentations Connection to DMPS Grading Practices Mike Lord + Barry Jones + Wayne Knutson 11:45-12:30pm Organizational Updates: FAST in Tableau District Assessment Data Entry in Infinite Campus Kim Martorano Coach’s PLC 1:30-2:15pm New Learning: Lexia Core 5 Overview of the Teacher + Student System Views Collaboration Time – Supporting Teacher Use Jenny Inman 2:30-3:30pm New Learning: Teach TCI Overview of the Teacher + Student System Views Collaboration Time – Supporting Teacher Use Amber Graeber
Name: ____________________________ Section: _______________________ Extra Credit – HOMEWORK 5.1 A gasoline tank for a certain car is designed to hold 15 gallons of gas. Suppose that the actual capacity of a randomly selected tank has a distribution that is approximately normal with a mean of 15.0 gallons and a standard deviation of 0.15 gallons. (USE FOR PROBLEMS 1-4) Problem 1: The manufacture of this gasoline tank considers the largest 2% of these tanks too large to put on the market. How large does a tank have to be, to be considered too large? HINT: USE INVNORM : Area to the left will be 1 - .02 Problem 2: What proportion of tanks will hold between 14.75 and 15.10 gallons of gas? Problem 3: If a simple random sample of four tanks is selected, and their capacities can be considered independent, what is the probability that all four will hold between 14.75 and 15.10 gallons of gas? Hint: Use Binomial Distribution with X = 4 Problem 4: If four tanks are randomly selected, what is the probability that their average capacity will be between 14.75 and 15.10 gallons? Problem 5: Chocolate bars produced by a certain machine labeled 8.0 oz. The distribution of the actual weights of these chocolate bars is claimed to be normal with a mean of 8.1 oz and a standard deviation 0.1 oz The quality control manager plans to take a simple random sample of size n from the production line. How big should n be so that the sampling distribution of xbar has standard deviation 0.01 oz?
Math 3 5.1 Multiplying and Dividing Rational Expressions Unit 5 EQ: How do you simplify the multiplication and division of rational expressions by factoring? Example 1: Simplify the following. b) You Try! Simplify the following. b) Multiplying Rational Expressions When multiplying rational functions, meaning you are multiplying two factions together, you multiply straight across the top and straight across the bottom, simplifying (i.e. canceling, like we did above) where you can. Example 2: Simplify completely. Example 3: Simplify Completely. You Try! Multiply the following and state the restrictions. Dividing Rational Expressions When dividing rational functions, you multiply the first fraction by the reciprocal of the second fraction, simplifying (i.e. canceling, like we did above) where you can. We call this SAME-CHANGE-FLIP! Example 1: Simplify completely and state the restrictions.
Fifth Grade Reading Street Unit 5.2 Week 1: At the Beach: Abuelito's Story Genre: Realistic Fiction Selection Vocabulary algae - a group of living things, mostly found in water, that can make their own food concealed - put out of sight; hidden driftwood - wood carried along by water, or washed ashore by the water hammocks - hanging beds or couches made of canvas, cord, or other material lamented - felt or showed grief sea urchins - small, round sea animals with spiny shells sternly - strictly; firmly tweezers - small pincers for picking up small objects Spelling Words shovel southern northern chapter hyphen chosen establish although challenge approach astonish python shatter ethnic shiver pharmacy charity china attach ostrich emphasis* sophomore* athlete* phenomenal* chimpanzee* *Challenge Words Amazing Words integrity frank honorable moral principled oath candid guilt justice deceit Spelling Digraphs th, sh, ch, ph Grammar Regular and Irregular Plural Nouns Writing Trait of the Week Sentences Vocabulary Strategy Context Clues - Unfamiliar Words Comprehension Skill Compare and Contrast Comprehension Strategy Visualize Speaking and Listening Skill Talk Show
Fifth Grade Reading Street Unit 5.2 Week 2: Hold the Flag High Genre: Literary Nonfiction Selection Vocabulary canteen - a container that holds drinks confederacy - a group of people, states, or countries that work together glory - praise, honor quarrel - a fight rebellion - a conflict that leads to war stallion - a male horse union - states that are united as one country Spelling Words staffs ourselves pants scissors loaves volcanoes chiefs buffalos flamingos beliefs echoes shelves quizzes sheriffs dominoes thieves measles avocados chefs pianos bailiffs* wharves* mosquitoes* armadillos* desperadoes* *Challenge Words Amazing Words poses officers unwavering cooperation maneuver nation trembling sacrifice audacity brazen Spelling Irregular Plurals Grammar Possessive Nouns Writing Trait of the Week Voice Vocabulary Strategy Dictionary/Glossary - Unknown Words Comprehension Skill Sequence Comprehension Strategy Inferring Speaking and Listening Skill Informational Speech
Reprinted from “Engineering Drawing and Sketching” by Ernesto E. Blanco, et. al., MIT University (2017). http://www.me.umn.edu/courses/me2011/handouts/drawing/blanco-tutorial.html Introduction One of the best ways to communicate one's ideas is through some form of picture or drawing. This is especially true for the engineer. The purpose of this guide is to give you the basics of engineering sketching and drawing. We will treat "sketching" and "drawing" as one. "Sketching" generally means freehand drawing. "Drawing" usually means using drawing instruments, from compasses to computers to bring precision to the drawings. This is just an introduction. Don't worry about understanding every detail right now - just get a general feel for the language of graphics. We hope you like the object in Figure 1, because you'll be seeing a lot of it. Before we get started on any technical drawings, let's get a good look at this strange block from several angles. Figure 1 - A Machined Block Isometric Drawing The representation of the object in figure 2 is called an isometric drawing. This is one of a family of three-dimensional views called pictorial drawings. In an isometric drawing, the object's vertical lines are drawn vertically, and the horizontal lines in the width and depth planes are shown at 30 degrees to the horizontal. When drawn under these guidelines, the lines parallel to these three axes are at their true (scale) lengths. Lines that are not parallel to these axes will not be of their true length. Figure 2 - An Isometric Drawing Any engineering drawing should show everything: a complete understanding of the object should be possible from the drawing. If the isometric drawing can show all details and all dimensions on one drawing, it is ideal. One can pack a great deal of information into an isometric drawing. However, if the object in figure 2 had a hole on the back side, it would not be visible using a single isometric drawing. In order to get a more complete view of the object, an orthographic projection may be used. Orthographic or Multi-view Drawing
Perpendicular and Angle Bisectors 5-2 Use the figure at the right for Exercises 1–3. 1. What is the value of x? 4x = 2. Find AB. 3. Find BC . Use the figure at the right for Exercises 4–7. 4. is the perpendicular bisector of 5. Find MP. 6. Find NO. 7. Find NP. Use the figure at the right for Exercises 8–13. 8. How far is M from ? 9. How far is M from ? 10. How is related to JKL? 11 Find the value of x. 12 Find mMKL. 13 Find mJMK and mLMK.
Name Class Date 5-2 Practice (continued) Perpendicular and Angle Bisectors Use the figure at the right for Exercises 14–16. 14. What are the lengths of and ? 15. Find the value of y. 16. Find mGEH and mGEF . Algebra Find the indicated values of the variables and measures. 17. x, BA, BC 18. x, EH, EF 20. x, mUWV, mUWT 19. x, mTPS, mRPS
Activity Procedures: 1-Students will analyze their Google SketchUp drawing of their bench. They will determine what materials they will need to build the bench they designed. 2-Students will go online to Home Depot/Lowe’s website and find the materials they need and write down the item # and unit cost. 3-Students will create a spreadsheet in Excel and will list the name of the materials, item #, the unit cost of the material, the total cost for each material and the total cost for the bench. Students will also list any tools that they will need to build the bench. Differentiation: This activity will help students with a variety of learning styles. First, students who learn best by seeing will use their Goggle SketchUp model to order the necessary materials. Students who are kinesthetic will benefit from having the boards available when ordering off of the website. Students who learn best with logical/mathematical will benefit from the Excel spreadsheet and having the list of the materials organized. Reflection: Reflect upon the successes and shortcomings of the lesson.
Step 4 The “Windows Updates” dialog box appears. Click Change settings. The “Choose how Windows can install updates” dialog box appears. Select the Install updates automatic (recommended) radio button. Click OK to accept the change. Click Continue if asked for permission and close the dialog box.
Step 9 The “Windows needs to restart to continue” screen appears. Your computer will automatically restart or you can click Restart now. If you get the message “Press any key to boot from CD or DVD.”, do not press any key and Windows will boot from the hard disk to continue the installation. Step 10 The “Setup is updating registry settings” message appears. Step 11 The “Setup is starting services” message appears. Step 12 The “Installing Windows…” screen appears again. Windows may reboot a few more times. This may take several minutes. The Installing Windows section of the installation is completed. Step 13 The “Set Up Windows” section begins. Type the user name and computer name provided by your instructor. Click Next. Step 14 The “Set a password for your account” screen appears. Type the password provided by your instructor. Retype the password and enter the password hint. Click Next.
Step 8 The “Where do you want to install Windows?” screen appears. Select the hard drive or partition on which Windows Vista will be installed. Click Next to select “Disk 0 Unallocated Space”, which is the default setting. The Collecting information section of the installation ends. Step 9 The Installing Windows section begins. The “Installing Windows …” screen appears. Windows Vista Setup may take up to 50 minutes to configure your computer. Step 10 The “Windows needs to restart to continue” screen appears. Your computer will automatically restart or you can click Restart now. If you get the message “Press any key to boot from CD or DVD.”, do not press any key and Windows will boot from the hard disk to continue the installation. Step 11 The “Please wait while Windows continues setting up your computer ...” message appears. Step 12 The “Installing Windows …” screen appears again. Windows may reboot a few more times. This may take several minutes. The Installing Windows section of the installation is completed.
Reason(s) for proposed service change Some of these changes were deferred from both the delivery into the main UK Link implementation and Future Release 1.1; therefore they have been included in Future Release 2. Status of related UNC Mod Only one change included within this Change Proposal relates to a UNC Mod. Change Proposal No. XRN4299 - Title: Reports required under UNC TPD V16.1 in Nexus (reports required by MOD 520A) – MOD Implemented Full title of related UNC Mod Only one change included within this Change Proposal relates to a UNC Mod. Change Proposal No. XRN4299 - Title: Reports required under UNC TPD V16.1 in Nexus (reports required by MOD 520A) Benefits of change The change will deliver items of scope from the UK Link Programme which were not identified or not delivered as part of the main UK Link implementation and Future Release 1.1. More specifically, the changes detailed within the Change Proposal will enhance reporting requirements and enable required data to be readily available for all parties. Required Change Implementation Date Targeting June 2018 (UNC implementation date, subject to completion of Detailed Design Please provide an High (8 Changes)
Appendix A : Detailed Design Costs: Existing Change Proposal Number Xoserve Change Request Number Change Request Title Service Area Details Service Area Details Shipper Users Transporters National Grid NTS Distribution DN Operators and Independent Gas Transporters DN Operators Independent Gas Transporters XRN4288 UKLP147 DDS/DDU file amendment Service Area 21 - Data flows and services to Network Operators 6% 94% XRN4290 UKLP194 Billing History by all NTS capacity / commodity related charges (from Nexus implementation onwards) Service Area 21 - Data flows and services to Network Operators 6% 94% 0% XRN3995 UKLP222 Theft Risk Assessment Service Tip-off Hotline Data Provision – Enduring Solution Service Area 18 - Provision of user reports and information 34% 7% 59% XRN4299 UKLP251 Reports required under UNC TPD V16.1 in Nexus (reports required by MOD 520A) Service Area 18 - Provision of user reports and information 34% 7% 59%
Existing Change Proposal Number Xoserve Change Request Number Change Request Title Service Area Details Service Area Details Shipper Users Transporters National Grid NTS Distribution DN Operators and Independent Gas Transporters DN Operators Independent Gas Transporters XRN4288 UKLP147 DDS/DDU file amendment Service Area 21 - Data flows and services to Network Operators 100% XRN4290 UKLP194 Billing History by all NTS capacity / commodity related charges (from Nexus implementation onwards) Service Area 20 System and Services 100% 3995 UKLP222 Theft Risk Assessment Service Tip-off Hotline Data Provision – Enduring Solution Service Area 18 - Provision of user reports and information 34% 7% 59% XRN4299 UKLP251 Reports required under UNC TPD V16.1 in Nexus (reports required by MOD 520A) Service Area 18 - Provision of user reports and information 34% 7% 59% XRN4248 Quarterly smart Metering reporting for HSE and DNs Service Area 16 - Provision of supply point information services and other services required to be provided under condition of the GT Licence 100%