zilongwang/ReadingBank huggingface dataset:
PART II – DURING READING: DOUBLE-ENTRY JOURNAL While you read you will record your thinking about and interactions with the text using the double-entry journal format. Your double-entry journal must contain at least 10 entries. The left column is used to record significant quotations from the text. The quotations you choose do not have to be character dialogue. A quotation can range from a single sentence to a short paragraph, as long as it is important or meaningful to your understanding of the book. Place this text excerpt in quotation marks and include the page number. The right column is used for commenting on the quotations; your commenting options are listed below. Effective readers respond to text in a variety of ways; therefore, YOU MUST USE EACH OF THE OPTIONS BELOW AT LEAST ONCE. Your comments on the right must include: Analysis of the quote’s connection to plot, character development, conflict, or theme Connections / Associations (to similar themes or topics in other books, authors, historical events) Questions about the book (meaning, character motivations, plot, etc.) Predictions or inferences Template: Quotations from Text My notes (reactions/questions/analysis) “Quotation from the text” (page #). Connections To the plot To a character To a conflict To a theme “Quotation from the text” (page #). Questions Why did the author/character do…? I wonder why… “Quotation from the text” (page #). Predictions/Inferences Based on what happened here, I can infer… Last time this happened, the character…so I can predict… EXAMPLE: “It takes a great deal of courage to stand up to your enemies, but even more to stand up to your friends” (142). EXAMPLE RESPONSE (prediction): In this quote, Dumbledore has noticed Neville's bravery. Neville is brave, just as brave as anyone else in Gryffindor. Dumbledore reminds us that "all kinds of courage" exist in the world and Neville's been participating in an important one: standing up to his friends. He's faced enemies, too, but sometimes it's just as difficult to face down your companions. Sometimes small acts of bravery are the most important, and I predict that later in the book, one of the main characters will have to stand up to his or her friends in a difficult situation that might even destroy a friendship.
6th Grade Team Supplies 2017 - 2018 Homeroom 2 Boxes of tissues 1 Hand sanitizer Clorox wipes Band aids Copy/printer paper 6 Packs of notebook paper 1 Roll of paper towels General Supplies for All Classes: Pencils, pencils, pencils (with erasers) Notebook paper Colored pencils Cap erasers Hand-held pencil sharpener (with cover) USB Drive Earbuds Pencil pouch Glue sticks Expo markers (4-pack) Highlighters (4 different colors) Scissors 2 packs of index cards Science 2 Rolls paper towels 2 composition notebooks 8 Three-pronged pocket folders Summer Suggestion: Practice using a combination lock Math 6 rolls clear tape with plastic dispensers (for interactive notebooks) 2 100-sheet composition books 1 pack of SMALL sticky tabs Basic calculator 2 Single-subject spiral notebooks (for warm ups) Folder or small binder Language Arts Black and blue pens 1 Spiral Notebook 1-inch 3-Ring Binder Dividers Social Studies 1-inch 3-Ring Binder PE/Health: T-shirt (any color) Gym shorts or athletic pants (any color) Tennis shoes Composition book for Health Combination locks (boys only)
Suzie’s Sour Lemonade Lemon: 2 Sugar: ¼ cup Water: 2 cups Servings: 1 Polly’s Puckering Lemonade Lemon: 4 Sugar: 2/3 cup Water: 4 cups Servings: 2 Piers Perfect Lemonade Lemon: 1 Sugar: 1/2 cup Water: 2 cups Servings: 2 Jenny’s Just-Right Limeade Lime: 4 Sugar: 1 cup Water: 12 cups Servings: 6 Sal’s Sugary Limeade Lime: 1 Sugar: ½ cup Water: 2 cups Servings: 1 Tran’s Tart Limeade Lime: 3 Sugar: ½ cup Water: 2 cups Servings: 2 Conrad’s Cool Lemonade Lemon: 16 Sugar: 2 cups Water: 8 cups Servings: 4 Jeanetti’s Juicy Lemonade Lemon: 9 Sugar: 1 ½ cups Water: 6 cups Servings: 3 Sofia’s Super Lemonade Lemon: 2 Sugar: 1/2 cups Water: 4 cups Servings: 2 Renee’s Radical Limeade Lemon: 6 Sugar: 2 cups Water: 8 cups Servings: 4 Christal’s Ice Cold Limeade Lemon: 6 Sugar: 3 cups Water: 6 cups Servings: 3 Leo’s Luscious Limeade Lemon: 4 Sugar: 1 cup Water: 2 cups Servings: 2
Dulce’s Delicious Lemonade Lemon: 2 Sugar: 2 cups Water: 2 cups Servings: 2 Pavel’s Punchy Lemonade Lemon: 1 Sugar: ½ cup Water: 4 cups Servings: 2 Yesenia’s Yummy Lemonade Lemon: 2 Sugar: 3 cups Water: 4 cups Servings: 2 Meuy’s Mouthwatering Limeade Lemon: 4 Sugar: 2 cups Water: 6 cups Servings: 4 Armando’s Amazing Limeade Lemon: 6 Sugar: 3 cups Water: 9 cups Servings: 6 Tommy’s Tasty Limeade Lemon: 8 Sugar: 4 cups Water: 12 cups Servings: 8 Ratio Relationships – Lesson 4 Unit Title: Ratio Relationships Lesson: Graphing Ratios Approx. time: CCSS-M Content Standards:6.RP.1, 6.RP.3a, 5.OA.3 CCSS-M Standards for Mathematical Practice: 1, 2, 6, 7 A. Focus and Coherence Students will know… Appropriate use of mathematical strategies for solving problems involving ratios and rates such as tables of equivalent ratios, tape diagrams, double number lines, graphs or equations Students will be able to… Plot pairs of values on the coordinate plane Make and manipulate tables of equivalent ratios Student prior knowledge: Multiplication and division Plotting pairs of points on a plane from a table B. Evidence of Math Practices What will students produce when they are making sense, persevering, attending to precision and/or modeling, in relation to the focus of the lesson? SMP 1 Students will make sense and persevere by… Creating tables of equivalent values Scaling the axes on their graph to fit the data from the tables. SMP 2 Students will reason abstractly and quantitatively by … connecting their knowledge of the sugar: lemon ratio to the data points in
“The windmill, however, had not after all been used for generating electrical power” (129). “Many animals had been born to whom the rebellion was only a dim tradition, passed on by word of mouth, and others had been bought who had never heard mention of such a thing before their arrival” (128). “They accepted everything that they were told about the rebellion and the principles of animalism, especially from clover, from whom they had an almost filial respect; but it was doubtful whether they understood very much of it” (128). “Their sole wish, now and in the past, was to live at peace and in normal business relations with their neighbors. This farm which he had the honour to control, he added, was a co-operative enterprise” (139). “None of the old dreams had been abandoned” (131). “It might be that their lives were hard and that not all of their hopes had been fulfilled; but they were conscious that they were not as other animals” (131). “He was, he said, teaching them to sing a new song, for which privacy was needed” (132). “Not one of them, not even the youngest, not even the newcomers who had been brought from farms ten or twenty miles away, ever ceased to marvel at that. And when they heard the gun booming and saw the green flag fluttering at the masthead, their hearts swelled with imperishable pride[...]” (131).
09.15 -09.45 Coffee and Scottish Music Session 3: Papers/Presentations/Workshops Room: Room: Room: Room: Room: Room: Room: Room: Theme Creativity History/Social Studies Social STEM Foreign Language Teacher Ed. 09.50 - 10.25 Workshop 9 Sharon Ahlquist in the Language Class Workshop 10 Carla Wilson Enhancing Storyline through Music PP 3.1a Bjorg Eriksdottir L.B. Hefsteinsdottir PP 3.2a Rebecca Plaskitt PP 3.3a Hannah McFadyen PP 3.4a Matilda Ostman PP 3.5a Anna Basinska Urzula Zielinska PP 3.6a Ozlem Yigit Cemil Ozturk 10.30 - 11.00 PP 3.1b Sallie Harkness PP 3.2b Sarah Clark PP 3.3b Anna-K P-Eveli PP 3.4b Ann-Catherine Henricksson PP 3.5b Tamara Budlova PP 3.6b Soyong Lee 11.05 - 11.35 PP 3.1c Carol Omand PP 3.2c Pirie Park PS PP 3.3c Misha Therrian PP 3.4c Eva Marsh PP 3.5c Shane Corbett PP 3.6c Johanna Karlsdottir 11.35 - 11.50 Break Round Tables/Poster Presentations 11.50 - 12.50 RT1 Planning Storylines RT2 Storyline in Secondary Schools RT3 Storyline in Foreign Language teaching RT4 Whole-School approaches RT5 What Teachers Like About Storyline RT6 Storyline and Teacher Education RT7 History/Social Subjects Though Storyline RT8 Storyline Research RT9 Creativity and the Arts Posters 12.55 - 13.45 Final Keynote: Professor Brian Boyd, Tapestry and Conference Plenary 13.45 - 15.00 Lunch, informal discussions and farewells 15.00 Conference Close based
Standards 6.EE.A.1 6.EE.A.2a 6.EE.A.2b 6.EE.A.2c 6.EE.B.6 6.NS.B.3 Estimated Time 17 days **Lesson 7.2 simplifying radicals on page 477 through #12 on page 479, and cube roots on page 480 go beyond 6th grade standards 7.6 Problem 2 beyond 6th grade standards **Suggest using the terminology – term, coefficient, sum, product, factor, quotient – when expressions are introduced Standards 6.EE.A.2.a 6.EE.A.2.b 6.EE.A.2.c 6.EE.A.3 6.EE.A.4 6.EE.A.1 6.EE.B.6 6.NS.B.3 6.NS.B.6.c Estimated Time 19 days **8.4 – graphing expressions goes beyond 6th grade standards Routines: Focus 4 Equations and Inequalities Big Ideas: Reason about and solve one variable equations and inequalities (6.EE.B) Learning Goal & Scale:
Learning Goal & Scale: Pre-requisite clusters/skills: Gain familiarity with factors and multiples (4.OA.B) Perform operations with multi-digit whole numbers and with decimals to hundredths (5.NBT.B) Graph points on the coordinate plane to solve real world and mathematical problems (5.G.A) Principal Resource Carnegie Course 1 Chapter 10 - Integers Principal Resource Carnegie Course 1 Chapter 11 - The Cartesian Coordinate Plane Standards 6.NS.C.5 6.NS.C.6.a 6.NS.C.6.c 6.NS.C.7.a 6.NS.C.7.b 6.NS.C.7.c 6.NS.C.7.d Estimated Time 9 days Standards 6.NS.B.3 6.NS.C.5 6.NS.C.6.b 6.NS.C.6.c 6.NS.C.7.c 6.NS.C.8 6.EE.C.9 6.G.A.3 6.RP.A.3.b Estimated Time 8 days **Lesson 11.4 goes beyond 6th grade standards Routines:
Standards 6.G.A.2 6.G.A.4 6.RP.A.3 Estimated Time 9 days ** Portions of lesson 14.2 align to lower grade level standards ** Portion of 14.3 & 14.5 align to above grade level standards. Routines: Focus 9: Statistical Thinking
Material: Small White Boards w/dry erase markers Math Workbook Worksheets – Bell work & Homework Practice White Copy Paper Chromebooks Yoga CD & Yoga or Day 4 & 5 Yoga Challenge on YouTube Resources/books/websites/other information sources: IXL.com Prodigy (Word Problems using Variables) GoNoodle - Kidz Bop Shuffle YouTube Line Dance & Just Dance & Yoga Challenge Google Classroom YOGA - DVD Experiential Learning & Climate Steps/Process: (You may share by using this form, video, photo story, PowerPoint, etc.) Please attach rubric, checklist or other assessment tool, if applicable. ADVISORY Monday - Google Classroom Calendar / Show Tutorial Names & GE Lesson (Esprit of Corps) Tuesday – TUTORIAL Wednesday – Students put Grades in their Google Classroom Document & Goal Sheet Thursday – TUTORIAL FRIDAY – Educational Websites 6 – Plus YOGA for Teens DVD (M & W) & Tue/Th/Fri - Learning in sync, rhythm, & dancing moves dancing ISTE standards Check all that apply: X Empowered learner X Digital citizen X Knowledge constructor X_Innovative designer X Computational thinker X Creative communicator __Global collaborator
BELL WORK – Review Wrks Complete 6.A.3.2 MC Practice 6.A.3.1/3.2 REVIEW BELL WORK – Get Ready for Test MC UNIT 6 TEST NO BELL WORK – Prodigy Beginning of UNIT 7: Angles – Smart Notebook Lesson IXL CC.13 BELL WORK – Review Wrks Lesson: Angles – Complementary-Vertical-Supplementary Practice Smart Notebook – Hands-on IXL CC.13 BELL WORK – Review Wrks Build a Robot – Wrks Math Websites
DAY Bell Work Activities Resources Homework Assessment Monday Study for test Prisoner B-3087 test Voc. 11B flashcards Sadlier Vocabulary Workshop Verbal Written Tuesday (Substitute) R.L. standards practice packet Sadlier Vocabulary Workshop Performance Series Verbal Written Wednesday Voc. 11B Choosing the Right Word Finish R.L. standards practice packet Grade packet in class to review answers Sadlier Vocabulary Workshop Performance Series Voc. 11 synonyms/antonyms/context worksheet Verbal Written Thursday Voc. 11B Completing the Sentence Finish grading R.L. standards packet Main idea/supporting details quiz Sadlier Vocabulary Workshop Performance Series Voc. 11 synonyms/antonyms/context worksheet Verbal Written Friday Study for test Voc. 11 test Academic words activity Sadlier Vocabulary Workshop Verbal Written
Grade 6: Part of the Tested Curriculum as Identified by TEA Source: Margret Kilgo Obj. Strand SE Main Concept Cognitive Content 1 Reading/Vocabulary Development 6.2A (A) determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots and affixes 6.2B (B) use context (e.g., cause and effect or compare and contrast organizational text structures) to determine or clarify the meaning of unfamiliar or multiple meaning words Reading /Comprehension of Literary Text/Fiction 6.6A (A) summarize the elements of plot development (e.g., rising action, turning point, climax, falling action, denouement) in various works of fiction Reading/Comprehension of Informational Text/Expository Text 6.10A (A) summarize the main ideas and supporting details in text, demonstrating an understanding that a summary does not include opinions Metacognitive Skills Figure 19 Fig. 19 (E) (E) summarize, paraphrase, and synthesize texts in ways that maintain meaning and logical order within a text and across texts Obj. Strand SE Main Concept Cognitive Content 2 Reading/Comprehension of Literary Text/Fiction 6.6 Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding. 6.6A (A) summarize the elements of plot development (e.g., rising action, turning point, climax, falling action, denouement) in various works of fiction Reading/Comprehension of Literary Text/Sensory Language 6.8A (A) explain how authors create meaning through stylistic elements and figurative language emphasizing the use of personification, hyperbole, and refrains
Obj. Strand SE Main Concept Cognitive Content 4 Reading/Comprehension of Literary Text/Sensory Language 6.8A (A) explain how authors create meaning through stylistic elements and figurative language emphasizing the use of personification, hyperbole, and refrains Reading/Comprehension of Informational Text/Expository Text 6.10B (B) explain whether facts included in an argument are used for or against an issue 6.10C (C) explain how different organizational patterns (e.g., proposition-and-support, problem-and-solution) develop the main idea and the author's viewpoint 6.10D (D) synthesize and make logical connections between ideas within a text and across two or three texts representing similar or different genres Metacognitve Skills Figure 19 Fig. 19 (D) (D) make inferences about text and use textual evidence to support understanding Fig. 19 (E) (E) summarize, paraphrase, and synthesize texts in ways that maintain meaning and logical order within a text and across texts Fig. 19 (F) (F) make connections (e.g., thematic links, author analysis) between and across multiple texts of various genres, and provide textual evidence
Relationship Practices Establishing relationship To what extent has the teacher established a positive relationship with the student that is characterized by trust, connection, and understanding 0 = Not at all 1 = Slight extent 2 = Moderate extent 3 = Great extent Maintaining relationship To what extent does the teacher implement the 5 to 1 ratio of positive to negative interactions with the student? 0 = Not at all 1 = Slight extent 2 = Moderate extent 3 = Great extent Restoring relationship To what extent does the teacher engage in a restorative conversation with the student after a negative interaction to repair any lingering harm done to the relationship? 0 = Not at all 1 = Slight extent 2 = Moderate extent 3 = Great extent Proactive Strategies Positive greetings at the door To what extent does the teacher positively greet, welcome, and provide encouragement to the student each day when transitioning into the classroom? 0 = Not at all 1 = Slight extent 2 = Moderate extent 3 = Great extent Behavioral expectations: established, taught, and posted To what extent have 3-5 positively stated, crystal clear behavioral expectations been established, systematically taught to the students, and are posted in order to prompt and cue the students when to exhibit them? 0 = Not at all 1 = Slight extent 2 = Moderate extent 3 = Great extent Precorrection To what extent is the student reminded of and encouraged to exhibit the behaviors that will result in success in the class before the class begins? 0 = Not at all 1 = Slight extent 2 = Moderate extent 3 = Great extent
Multiply by 10, 100, 1000, etc. Strategy __________________________ Mental Math Strategy When to use this strategy: Use this strategy when multiplying by 10, 100, 1000, ... (a power of 10). How to use this strategy: To use this strategy tack on zeros or move the decimal place (to the right because you are making it larger). Examples: 378 x 100 = 37800. 5.6 x 1000 = 5600. Use this (new) strategy on the following: Use any strategy you know on the following: (1.) 479 x 100 = (2.) 10 x 4,296 = (6.) 859 – 200 = (7.) 24,270 x 10 = (3.) Solve (5.) The population of is 6,500. is 10 times bigger than . What is the population of Hartford? (8.) 94.175 x 100 = (9.) Solve 30 + x = 9543 (10.) For Internet downloads, dialup speed is .049 megabits per second. High Speed Internet is advertised to be 100 times faster than dialup. How fast are High Speed Internet downloads? (4.) 85.7 x 1000
Do You Have or Use… #1: Names Program A separate sprite for each letter in your name? At least 3 different interesting behaviors? A behavior for each letter in your name? A “When green flag clicked” block? The “Forever” block for each sprite? Extra Credit: Reinitialize all sprites in your name when green flag is clicked. #2: Knock Knock Program 2 sprites talking in dialogue? A 3rd sprite talking in dialogue? All sprites taking turns speaking? All sprites saying at least 3 things? The dialogue beginning when the green flag is clicked? Your sprites reinitializing when the green flag is clicked? Correct grammar, punctuation, etc.? Extra Credit: Add a 4th sprite to the dialogue. #3: Baseball Program Your sprite moving from home to 1st? Your sprite moving from 1st to 2nd? Your sprite moving from 2nd to 3rd? Your sprite moving from 3rd to home? Your sprite facing the right way as it runs? Your sprite running forever until the stop sign is hit? Your sprite reinitializing at home? Extra Credit: Change costumes on your sprite so that it simulates running.
TOC MASTER SUBMITTAL REGISTER (MSR) 1. MSR Number (COMPLETED BY DOCUMENT CONTROL): 2. REV: 3. Requisition: 4. Subcontract-Release No.: 5. Purchase Order: 6. Title: 7. Vendor Name: MR-16-02984 DOT 7A Type A, Carbon Steel Shipping Container, 6 FT. LG x 3 FT. WD x 3 FT. HT 8. Responsible Person: Scott Bergman 9. Project No.: N/A 10. Date: 7/6/2016 11. Submittal Number 12. Specification 13. SOW Section Number 14. Description 15. Purpose 16. Submittal Schedule 17. When Required 18. Date Submittal Due From Vendor 19. Turnaround Times 20. Number of Copies E / H External (Vendor) Internal (WRPS) CHPRC-02975 Rev. 0 4.1 Proposal Data Submittal: Container design/assembly drawings Supporting test reports/engineering evaluations APP PP / CHPRC-02975 Rev. 0 4.2 Prefabrication Submittal Gasket material specifications and MSDS Final design drawings Fabrication and delivery schedule Welding procedures and welder qualifications Documentation of certification of CWI Draft of Closure instructions label Identification of paint to be used and MSDS APP PF / CHPRC-02975 Rev. 0 4.3 Shipment Data Submittal Certificate of conformance Final as built container drawings Final test reports/engineering evaluation Control of graded fasteners APP WS /
≈ Fair 4 pts Acceptable 7 pts Exceptional 10 pts Creativity/Overall Impression 10 pts Fair Not the best effort but certainly not the worst Acceptable Effort is definitely evident - maybe not the most creative idea but suitable Exceptional Looks as if a substantial amount of work and effort was put into it --- very creative idea. Mathematical Basis 10 pts Fair Mathematics is not apparent with major mistakes and zero understanding. The student is obviously over their head. Acceptable Mathematics is loosely apparent with minor mistakes and poor understanding. Exceptional Mathematics is obvious with no mistakes and an exceptional understanding. Understanding and ability to explain topic 10 pts Fair Unable to explain topic or answer questions. Little attention is given to detail. Acceptable Able to answer most details and answer questions but not completely and/or with correct vocabulary. Attention to detail is not first concern. Exceptional Student explains and answers all questions in a clear and succinct manner with correct vocabulary. Much attention is given to detail. The project challenges you and the audience. Final Presentation 10 pts Fair Visual and Presentation are ok Acceptable Visual and Presentation are good Exceptional Visual and Presentation remarkable IMPRESSIVE Eye Contact, Speaking Clearly, Enthusiasm, Comprehensibility, Audio/Visual Aid Grading scale:
AP or IB Exam Did you score at least a 3 or higher in an AP exam or a 4 or higher in an IB exam? PSAT/ACT PLAN/SAT/ACT Did your PSAT score qualify you as a National Merit Commended Scholar or higher? Did you meet a college readiness standard on at least 2 of 4 subject tests on the ACT PLAN exam? Did you earn a 480 on the Evidence Based Reasoning AND a 530 on the Math section of the SAT? Did you earn a score of a 28 or higher (without writing) on the ACT? Nationally or Internationally Recognized Business or Industry Certifications Did you earn any of the following certifications? PC Pro Certification - Adobe Dreamweaver/Flash/Photoshop/Indesign - American Welding Society - Precision Video Production - ASE (Automotive Service Excellence) - Autodesk Inventor OR SolidWorks - Animal Science & Veterinary Medical Application - Cosmetology State Operator - TNLA - Livestock Selection & Evaluation - Certificate Medical Billing and Coding - Microsoft Office Specialist - NAED 911 Dispatcher & Security Level II - Pharmacy Technician - Quickbooks - ProStart A@ - Texas Substitute Certificate
2017-18 Test Administration Dates Deadlines expire at 11:59 p.m. Eastern Time, U.S *Pick up your SAT or ACT testing waiver at the Go Center *You could be eligible for TWO SAT & TWO ACT waivers during your high school term *Testing with a waiver QUALIFIES YOU for 4 College Application FEE Waivers (can waive the fee at the end of your Apply Texas or Common App; if the university accepts waivers) NEED PRACTICE?
Helpful Career Research Resources RESOURCE DESCRIPTION WEBSITE Texas Career Check Assess interests, explore job and education options Reality Check Evaluate the cost of lifestyle choices, check out jobs and education requirements to support those choices Texas Occupational Wages Pay data for over 800 jobs by region in Texas www.texaswages.com Texas CREWS Education outcomes, jobs, earnings, debt by major and public college www.txcrews.org Texas Labor Market & Career Information State, regional and local labor market information http://www.lmci.state.tx.us/ Texas Internship Challenge Research statewide internship opportunities Career Outlook Interest Assessment Additional career interest assessment Career One Stop Additional career research tool https://www.careeronestop.org/ O*Net Additional career research tool https://www.onetonline.org/ Occupational Outlook Handbook Additional career research tool ASVAB (Armed Services Vocational Aptitude Battery) Additional career exploration program http://www.asvabprogram.com/ SWAP (Strategic Workforce Assessment Program) State occupational and industry projections and research tool
Mr/Ms/Mrs ……………………… APPENDIX 1.- STUDY BUDGET PROTOCOL CODE: STUDY TITLE: ▪ SUMMARY OF THE STUDY BUDGET ESTIMATED NUMBER OF PATIENTS TO RECRUIT PAYMENT COMPLETE AND EVALUABLE PATIENT € TOTAL COST OF STUDY € ▪ BREAKDOWN FOR VISITS DESCRIPTION NUMBER OF VISITS COST PER VISIT TOTAL WITHOUT EXTRAORDINARY COSTS Screening Visit Baseline Visit Treatment Visit Follow-up Visit Final Visit Screening Failure Visit/ Others TOTAL COST PER SUBJECT € €
ADDITIONAL TESTS UNITS PAYMENT€ TOTAL € (*) ADDITIONAL TESTS carried out for this type of patient in usual care EXTRAORDINARY DIRECT COSTS UNITS COST TOTAL € (*) ADDITIONAL TESTS that have an extra cost for the Hospital and are performed outside of usual care 1.1 FOUNDATION FIBHULP may designate this quantity to address the expenditures directly related to the trial: compensation for the research team’s activity and the study support staff’s activity; purchasing equipment and other expenditures of the Research Unit. 1.2 CONTRACT MANAGEMENT The SPONSOR shall pay the Foundation €1500 for Administrative and Contract Management Expenses on signing the agreement.
French and Indian War DBQ Directions: Question 1 is based on the accompanying documents. The documents have been edited for the purpose of this exercise. In your response you should do the following: State a relevant thesis that directly addresses all parts of the question. Support the thesis or a relevant argument with evidence from all, or all but one, of the documents. Incorporate analysis of at least four documents into your argument. Focus your analysis of each document on at least one of the following: intended audience, purpose, historical context, and/or point of view. Support your argument with analysis of historical examples outside the documents. Connect historical phenomena relevant to your argument to broader events or processes. Synthesize the elements above into a persuasive essay that extends your argument, connects it to a different historical context. Develop and support a cohesive argument that recognizes and accounts for historical complexity by explicitly illustrating relationships among historical evidence such as contradiction, corroboration, and/or qualification. Evaluate the extent to which the Seven Years’ War (French and Indian War, 1754-1763) marked a turning point in American relations with Great Britain, analyzing what changed and what stayed the same from before the war to the period after it. Document 1 Document 2 Document 3 Document 4 Document 5 Document 6 Document 7
Final volume (mL) 12.8 25.3 37.9 -- Initial volume (mL) 0.2 12.8 25.3 -- Volume of HNO3(aq) used (mL) -- 4. Nitric acid is titrated with potassium hydroxide. a) What is average volume used in the titration? b) Calculate the concentration of potassium hydroxide.. c) Identify the Acid/Base pairs for the titration above. HNO3 (aq) + KOH (aq) KNO3 (aq) + H2O (l) 5. What volume of 0.100 mol/L NaOH(aq) is required to neutralize 25.0 mL of 0.0875 mol/L HCl (aq)? 6. What is the concentration of HNO3 (aq) if 18.3 mL is used to neutralize 24.0 mL of 1.00 mol/L baking soda, NaHCO3 (aq)?
Unit Plan and Pacing Guide Unit 6 Industry and Ideology, 1815-1850 ASSIGNMENTS DAY ONE 1/23/18 Europe After Napoleon Kagan, 594-597, 615-624 or 641-643, 683-686 (Metternich Memoirs) (“Isms”) DAY TWO 1/25/18 The Industrial Revolution Landes, The Wealth and Poverty of Nations, , (Industrial Britain) [Familiarize] DAY THREE 1/29/18 The Industrial Revolution [Continued] (Tocqueville in Manchester) Landes, The Wealth and Poverty of Nations, , (Industrial Britain) [QUIZ] DAY FOUR 1/31/18 The Romantic Reaction Kagan, 597-611 OR 643-654 (Goethe, Sorrows of Young Werther) DAY FIVE 2/2/18 Socialism (Industrial Revolution Game) (The Communist Manifesto) DAY SIX 2/6/18 Liberal Reform, Socialism and the Working Class Kagan, 646-669 OR 690 -710 (Tocqueville, “Privileges of Wealth”) (Chartist Petition) DAY SEVEN 2/8/18 Nationalism and Greek Independence Kagan, 615-626 OR 657-668 (Address to the German Nation) (Greek Declaration of Independence) ASSESSMENT 2/12/18 MULTIPLE CHOICE TEST DBQ STUDY GUIDE Last Pages of Unit Guide
Map 6.1 Industrial Britain NAME: ________________________ Regions Cities Bodies of Water England Ireland Scotland Wales France Birmingham Glasgow Leeds Liverpool London Manchester English Channel Irish Sea North Atlantic Ocean North Sea
Integer Answer (if necessary) m = y-intercept: (0, ) 3. y = -4x – 5 Graph: Slope: Fractional Answer m = Integer Answer (if necessary) m = y-intercept: (0, ) 4. Graph: Slope: Fractional Answer m = Integer Answer (if necessary) m = y-intercept: (0, ) 5. Graph: Slope: Fractional Answer m = Integer Answer (if necessary) m = y-intercept: (0, ) Graph each of the following functions by transforming to slope-intercept form. Show all work. State the slope and y-intercept for each function and match with the correct graph. You will not use all graphs. (A) (B) (C)
(D) (E) 6. 5x – 4y = 12 Graph: Slope: Fractional Answer m = Integer Answer (if necessary) m = y-intercept: (0, ) Show work here: 7. -2x + y = 6 Graph: Slope: Fractional Answer m = Integer Answer (if necessary) m = y-intercept: (0, ) Show work here: 8. 5x + 5y = 10 Graph: Slope: Fractional Answer m = Integer Answer (if necessary) m =
y-intercept: (0, ) Show work here: 9. Jose and Arthur were comparing answers on their homework. They came to the problem y = x. You can see the two graphs below. Jose’s Graph Arthur’s Graph Whose graph is correct? Why or why not? Explain in detail. In your answer, you should include information about the slope and y-intercept of each graph.
Name: Date: School: Facilitator: 6.04 Writing Equations Given each graph, determine the slope, y-intercept, and equation. There are two different blanks for your answer. Use the blank with the fraction if your slope is rational number. Use the other blank if your slope is an integer. 1. m = m = y-intercept: (0, ) Equation of your line: y = x + or y = 2. m = m = y-intercept: (0, ) Equation of your line: y = x + or y = 3. m = m = y-intercept: (0, ) Equation of your line: y = x + or y = 4. m = m = y-intercept: (0, ) Equation of your line: y = x + or y =
Determine the equation of the function with each slope and passing through the given point. Show all work. 5. m = 2 passing through (-3, 3) y-intercept: Equation in slope- intercept form y = x + or y = Show work here: 6. passing through (4, -8) y-intercept: Equation in slope- intercept form y = x + or y = Show work here: 7. m = -3 passing through (-2, -2) y-intercept: Equation in slope- intercept form y = x + or y = Show work here: 8. passing through (3, 4) y-intercept: Equation in slope- intercept form y = x + or y = Show work here:
Activity 6.1a Visual Design Principles and Elements Matrix Elements of Design Point Line Color Value Shape Form Space Texture Description of Use of Element of Design n/a Straight edges and curved top surface Bright green and red n/a Geometric shapes - rectangular and circular Solid forms created by rectangles and circles Space around circular openings in top. Depth evident in holes. Smooth Principles of Design Balance Formal Balance created by symmetry Formal Balance created by symmetry Formal Balance created by symmetry Emphasis Red color emphasized against green background Contrast Curved top edge contrasts with straight edges on sides Red and green colors contrast Rhythm Regular rhythm created by repeated use of circular holes Proportion All shapes seem proportional and appropriate for function All forms seem proportional and appropriate for function Unity Consistent use of geometric shapes Consistent smooth texture Economy Simple lines Simple shapes – no extraneous elements
Korea Workshop Schedule（August 28~September 1, 2017） Date Schedule Hotel Etc. August 27(Sun) Arrive at Incheon International Airport Free choice (Hotel near the airport) Paid afterward Maximum 15000 Yen per day 28 (Mon) 11:45 Meet at the Airport entrance Gate 7 12:10 Airport Limousine start 16:20 Arrive at Andong City 18:30 meet at the hotel lobby for dinner Hotel in Andong Richell Hotel 29 (Tue) 08:30 meet at the hotel lobby Workshop at Anndong University /Improving the Energy-Water-Material Nexus toward sustainable future in East Asia/ Hotel in Andong Andong Park Hotel Global Seminar Room 1411, Faculty of Social Science 30 (Wed) 09:10 meet at the hotel lobby Andong tour(Andong Deam, Water Culture Center, Dosan Seowon, Hahoi Village) Leave for Daegu City around 5pm Daegu Grand Hotel Tour Guide Young-mi Shin (010)4088-3209 31 (Thur) 09:10 meet at the hotel lobby Seminar at Daegu-Kyungbuk Institute 13:00～17:30 Daegu Industry tour(water , energy and water business) Daegu Grand Hotel Septem- ber 1(Fri) 09:30 meet at the hotel lobby Leave for Seoul by Super express train(KTX) 10;25 at East Daegu Railway Station Arrival time at Seoul Railway Station 12:05 Free time from Seoul after lunch Lunch together At Kyung-bok Gung 2(Sat) Leave Seoul by Incheon Airport ●Emergency contact: +81-90-3587-9654 or ○August 28,29：Andong Richell Hotel : 346-69, Tourist Complex-ro, Andong-si, Gyeongsangbuk-do, Korea : +82-54-850-9700
SANARE Restaurant (サムゲタン) 840-6974 ﾃﾞｸﾞグランドホテル泊 （木） 09:10 ホテルロビー集合 大邱慶北研究院で合同ワークショップ 13:00～18:30 ＊エネルギーと水産業視察, 環境公団と文化探訪 ﾃﾞｸﾞグランドホテル泊 貸切バス利用 （金） ①ソウルへ移動 09:30 ホテルロビー集合 ②昼食後解散 ホテルは 各自予約もしくは帰国 景福宮韓定食 02-722-7713 ソウル（仁川もしくは金浦空港）→帰国 帰国 緊急連絡先：李の携帯 +81-90-3587-9654 Richell Hotel )( : 346-69, Tourist Complex-ro, Andong-si, Gyeongsangbuk-do, Korea : +82-54-850-9700 Grand Hotel Daegu : 563-1 Beomeo-dong, Suseong-gu, 대구광역시 : KTX
List of Participants ﾘﾑｼﾞﾝ 28 29 30 31 2 通信欄 予約済 予約済 藤川清史／名古屋大学 × ○ ○ ○ × × × 李態妍／龍谷大学 × ○ ○ ○ ○ × 出 陳禮俊／山口大学 予 ○ ○ ○ ○ 予出 × 吉田央／東京農工大学 × ○ ○ ○ ○ × × 知足章宏／フェリス女子大学 予 ○ ○ ○ ○ 予 出 何彦旻／京都大学経済研究所 予 ○ ○ ○ ○ 予出 × 金丹／東北大学 予 ○ ○ ○ ○ 予 出 大沼あゆみ／慶応大学 予 ○ ○ ○ ○ 予 出 李秀澈／名城大学 予 ○ ○ ○ ○ 予 × Unnada Hey／Cambridge 予 ○ ○ ○ ○ 予 ○ Beibei Liu/南京大学 予 ○ ○ ○ ○ 予 出 林俊旭／中華経済研究所 予 ○ ○ ○ ○ 予 出 溫麗琪／中華経済研究所 予 ○ ○ ○ ○ 予 出 Yongsung CHO／高麗大学 × ○ ○ 出 × × ×
Abscess formation or foci of consolidation with intense PMN accumulation in bronchioles and alveoli Evidence of lung parenchyma invasion by fungal hyphae or pseudohyphae Table of Events Date Hospital Day Date of Event Infection Window Period RIT Unit Intubated Imaging Tests Fever WBC (< 4,000 or >12,000) Confusion Sputum Cough, dyspnea, tachypnea Rales/ bronchial sounds Worsening gas exchange Blood cx
Sample 1: Amy In question 1, what method did Amy use to find the cost of the Jeans? Why did she divide 27 by 5 to get 5.4? How did she get $21.60? Is this the cost of the jeans? In question 2, how did Amy find 1/5? Is this the cost of the jeans? What is $10.80 in this problem? Are the equations Amy wrote in question 3 correct? Does this mean that Shannon is correct? Did Amy justify her reasoning? Did she justify her reasoning with a model?
information about the individual’s health condition – why they are taking the medication clear information about medication administration including the 6 R’s of medication administration right medication right person right dose right time, this includes the frequency and duration of the prescribed order right route and administration method as prescribed right documentation information about any recent changes in the individual’s medications information about possible side effects and what to do how to sign out or collect the medication on departure and how to sign in the medication upon homecoming specific instructions relating to transport and storage instructions relating to recording of medication administration in the MAR instructions about what to do and who to contact if they are uncertain or there is an error or incident related to medication administration. 9.5 Admission to Hospital It is very common for medication errors to occur when moving between different ‘care’ settings. This is a time when clear and open communication is particularly important. During the hospital pre-admission and admission processes it is essential that the individual or person responsible provides information about all medications which are being used by the individual including prescription, non-prescription and CAMs. Information about the conditions for which they are being used and any specific instructions should also be provided. History of allergies and adverse reactions to medications should be provided. It is recommended that a copy of the MAR is provided. Other information relating to the individual’s health should also be provided to assist with the hospitals management of the individual. These may include copies of the MAR, Health Support Plan, Meal Management Plan, Medicine List and assessments relating to consent or competency. Individuals should also bring all medications they are currently prescribed with them upon admission. They should also bring with them any concession or entitlement cards. The Royal Hobart Hospital has the following advice for patients – “Bring any medications and supplements that you take, or have taken recently, with you to hospital. This includes anything that you may have purchased from a pharmacy, supermarket or health food store. This will assist the medical staff make an appropriate assessment of your future drug therapy requirements. Please also bring any eye drops, puffers, patches or creams/ointments that you are using. These medications will be checked by hospital staff and stored safely until you are ready to leave. Do not take your own medications while you are an inpatient unless specifically told to by the RHH nurse, pharmacist or medical practitioner. The RHH provides the majority of the medications you will require”.
Colorado Court of Appeals 2 East 14th Avenue Denver, CO 80203 Appeal from: District Court County: {Enter County} District Court Judge: The Hon. {Enter Name} District Court Case Number: {Enter Number} In the Case of: Plaintiff/Petitioner: {Enter Names}, Appellant or Appellee &. Defendant/Respondent: {Enter Names} Appellant or Appellee Filing Party Name: {Enter your Name} Address: {Enter Street Address} {City}, {State} {Zip Code} Phone: {Enter Number with area code} E-Mail: {Enter E-Mail FOR COURT USE _________________________ Court of Appeals’ Case Number: Answer Brief Certificate of Compliance I certify that this brief complies with the requirements of Colorado Appellate Rules (C.A.R.) 28 and 32. Including:
CQI requested that Michael submits a GForge request against the FHIR Measure Report. Bryn will evaluate how best to handle the request and will report back at a future CQI call. CMS MACRA – Merit-Based Incentive Payment System (MIPS) NPRM Discussion occurred concerning the comments that had been collected today and the following 2 items were added: CQI requests clarification concerning the use of QRDA for submitting program objectives and measures from QCDRs and qualified registries. The rule is not specific concerning whether QRDA Category I (patient-level data) or QRDA Category III (aggregate data) will be utilized. We recommend the use of standards to share information with QCDRs that address HL7 FHIR® Implementation Guide: Structured Data Capture (SDC), Release 1 DSTU. Such standards encourage sharing of electronic data rather than merely allowing manual data entry to manage measurement while avoiding adherence to interoperability standards. Ben West moved to approve these items and Patty Craig seconded No Further Discussion Opposed: 0; abstentions: 1; approved: 10 Approved DSTU Comment Review These items were not covered due to timing constraints. They will be covered during next weeks meeting. Project Updates Negation project Richards provided a brief update and feels that he will be able to show what is being discussed in a couple of weeks for CQI comment. Reminders: a. June 26, 2016 – Initial Harmonization Proposal Submissions due b. July 3, 2016 – Notification of Intent to Ballot (NIB) Deadline c. July 10, 2016 – Final Harmonization Proposal Submissions due d. July 12-13, 2016 – Harmonization Conference Call e. August 7, 2016 – Final Content Deadline for September Ballot f. August 12, 2016 – Provisional Ballot Opening (need to sign up for ballots prior to opening) Future Meetings: Combined CQI/CDS Ballot Reconciliation – CDS WG Call – June 8, 12–1 PM ET CQI WG Meeting June 10, 1-3 PM ET Meeting Adjourned: 3:00pm ET
Vice-Chair Stone, Jeff Members Allen, Benjamin Atkins, Toni G. Hueso, Ben Jackson, Hannah-Beth Monning, Bill Stern, Henry I. Vidak, Andy NATURAL RESOURCES AND WATER ROBERT M HERTZBERG CHAIR Principal Consultant Dennis O'Connor Chief Consultant William Craven Consultant Domonique Jones Katharine Moore Mike Peterson Committee Assistant Patricia Hanson State Capitol Room 5046 (916) 651-4116 AGENDA Monday, June 5, 2017 1:45 p.m. -- Room 112 1. AJR 15 Aguiar-Curry Federal public lands.
2017 Qualified Energy Conservation Bond Allocation Request for Information New Application Process The State of Michigan is releasing this Request for Information (RFI) to assess the interests and general preparedness of potential applicants to move forward with a Qualified Energy Conservation Bond (QECB) allocation application. The application will require a more detailed description of the project implementation plan, benefits and evidence that it can be financed during Calendar Year 2017. A public or private sector energy project will not be awarded a QECB allocation based on RFI response alone. Only responders to this RFI are eligible to submit a 2017 QECB Allocation Application. The 2017 Michigan QECB Allocation Application form will be posted soon after RFI responses are due. Completed applications are due by July 10th. Allocations are to be awarded in mid-August. These application and selection dates are estimated for planning purposes and may vary from dates to be announced at the once the Request for Applications (RFA) file is posted. Please send RFI responses to Jan Patrick at ; or mail for delivery to The Michigan Agency for Energy, Attn: Jan Patrick, 7109 W. Saginaw Highway, P.O. Box 30221, Lansing MI 48909 by 12 pm (noon) on Friday, June 2, 2017. Responses must address all categories of information in the order listed below; and, may be presented in a table or narrative format. 1. Name of Applicant Organization 2. Prospective Bond Issuer 3. Estimated Project Cost 4. Project Location (e.g. County/City) 5. Public or Private Activity Issue 6. Briefly describe the EE, RE, or Water Technology to be included or the general scope of work for each project. 7. Approximate Financing Date 05-22-17
Provide three details to explain how women and slaves were treated in Athens. Answer the challenge question. Section 7 – Spartan Government Sparta was different from Athens in almost every way, beginning with its government. While Athens was a democracy, Sparta was an oligarchy. In an oligarchy, the ruling power is in the hands of a few people. Sparta’s government—as well as Spartan society—was dedicated to military strength. Founded in the 800s B.C.E., Sparta was the leading military power in the Mediterranean area until about 370 B.C.E. Like Athens, Sparta had an Assembly. But the important decisions were actually made by a much smaller group called the Council of Elders. The Council of Elders consisted of two kings and 28 other men. The two kings inherited their position and shared equal powers. The other 28 members of the council were elected by members of the Assembly. To be elected to the Council of Elders, men had to be at least 60 years old and from a noble family. Some scholars believe that members of the Assembly voted for candidates by shouting. Those men who received the loudest support were elected. Once elected, they served for life. The Council of Elders held the real power in Sparta. It prepared laws for the Assembly to vote on, and it had the power to stop any laws passed by the Assembly that council members didn’t like. The Assembly in Sparta was made up of male citizens. Because the Assembly was large, it met in a spacious outdoor area away from the center of the city. The Assembly had little power. Unlike the Assembly in Athens, it did not debate issues. Members of the Assembly could only vote yes or no on laws suggested by the Council of Elders.
Tuesday Objective: Students will discuss various types, forms, and sources of energy transformations and energy transfers Mods/Enrichment: Enrichment: Mods: peer assistance, repeated review, visual/auditory cues, small group, cornell/guided notes Summative Assessment: TEKS / Knowledge and Skill Statement(s): (Please indicate Category—Readiness / Supporting/Process) Marcia Tate: visuals 6.9 Force, motion, and energy. The student knows that the Law of Conservation of Energy states that energy can neither be created nor destroyed, it just changes form. 6.9C Demonstrate energy transformations such as energy in a flashlight battery changes from chemical energy to electrical energy to light energy. Supporting Standard Kagan Structures: All Write RoundRobin C-Scope UA Carousel Feedback 4 Wk. Exam Resources/Materials: Inside-Outside Circle 9 Wk. Exam C-Scope Unit 6 Lesson 1 Teacher created power point Jot Thoughts Compass Learning: Mix-Pair-Share Pairs Compare Other: Quiz-Quiz-Trade Formative Assessment: Classroom Procedures: RallyRobin/Table RoundRobin/Table x Stand Up-Hand Up-Pair Up Active Vote Students will take notes-on energy transformations and energy transfers—video clips will be shown to illustrate each concept. Discuss with the class- during energy transfers, forms of energy may also be transformed into other forms of energy. For example, a battery has chemical energy stored inside and can change into electrical energy that can change into light and heat. Write the following on the board- battery (chemical)is transformed into electrical and transformed to radiant (light) and transformed to thermal (heat). Have students come up with some energy transformations. Closing task: Have students work with a partner to generate examples and record the examples in their notebooks. Ask for student volunteers to share their examples with the class. Timed-Pair-Share Quiz Other(s): Observation x Interpersonal Academic Exit Tkt. CB KB x Coop Learning x TB PL Poll/Survey SS Proc. Info Other: CS Pres. Info x
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