zilongwang/ReadingBank huggingface dataset:
At the other end, a lot of personal trainers, physiotherapists and nutritionists who have gained an online following are charging far more for their services than in previous years. In London, for example, it used to be that only a rarified few could command a £100hr fee; that kind of money is now more commonplace, as health professionals use their websites and social media accounts to highlight their credentials and the kind of results they get. What we're now starting to see is that there's a squeezed middle between these two magnetic poles. Health pros who do not yet have a following are competing on price and forcing one another out of the industry. It's becoming harder for consumers to find quality personal training options without paying top dollar. 2. Better together Group fitness classes have evolved markedly in recent years – symptomatic, perhaps, of the difficulty of finding good personal trainers at a reasonable price. It used to be that group classes amounted to legs, bums and tums at your local, municipal leisure complex. Now, you can get a range of different classes, whether they're at a specialist centre or simply in a meeting room at work. HIIT, movement, yoga, pilates, cross training, spinning: there should be something for everyone. And, importantly, because these classes are devised by influential experts in the industry and delivered via partnerships with large gym chains, they work from good, thoughtful syllabuses. A great way to get in shape. 3. Wear your heart on your sleeve Wearable technology is on the up and up, allowing us to track our hours of sleep, daily steps, calories burned and a myriad other metrics related to performance and workout tracking. The great news is that we’re firmly out of the gimmicky stage. For the first time, I now find I trust the stats provided by modern devices – which means we can actually embrace them as legitimate fitness tools that can bring about significant improvements in our health and fitness endeavours. However, a word of warning: we still need to ignore the arbitrary goals set by some devices, like step count and flights of stairs climbed. These are often too impersonal to provide any reasonable use; they're also completely redundant if they don't talk to your principle objectives. Who cares if you've completed 10,000 steps today when actually your main objective is to strengthen your core to help your office worker's back?
Santa Barbara Wildlife Care Network The Santa Barbara Wildlife Care Network exists to support the present and future health of wildlife species and communities by providing quality rescue, treatment, rehabilitation and release services to injured, sick, oiled, orphaned and displaced wildlife. SBWCN also educates the public about the needs of at-risk wildlife, the challenges faced by wildlife in the region, and effective ways to help ensure the health and survival of wild animals. “This money will help us pay for medical treatments and supplies, food, special infant formulas, caging materials, and utilities,” Executive Director Julia Parker said. “During the busy spring and summer months, thousands of animals are brought to SBWCN for care. We are so grateful to the Santa Ynez Band of Chumash Indians.” Lompoc Family YMCA The Lompoc Family YMCA mission is to strengthen the community through a variety of programming and membership opportunities. The main goal and outcome is making sure that no individual/family/child is ever turned away from the YMCA for the inability to pay. “The Lompoc Family YMCA appreciates all of the support over the years provided by the Santa Ynez Band of Chumash Indians and is honored to be the designated recipient of the 2014 Chumash Charity Golf Classic,” branch manager Thomas Speidel said. “The funds raised and designated in this tournament to the Lompoc Family YMCA goes to help provide financial assistance so that no individual or family are ever turned away from life changing YMCA membership and program opportunities.” Boys & Girls Club of Santa Barbara The mission of Boys & Girls Club of Santa Barbara is to inspire and enable all young people, especially those who need it most, to reach their full potential as productive, caring, responsible citizens. The club serves over 1,500 youth annually in the Santa Barbara area by providing kids a safe, affordable and professionally supervised place to go every day after school and throughout the entire summer.
(1) citing the authority of this subsection; (2) declaring the election of such State that this Act shall not apply, as of a date certain, to such civil action in the State; and (3) containing no other provisions. SEC. 4. LIMITATION ON LIABILITY FOR VOLUNTEERS. (a) LIABILITY PROTECTION FOR VOLUNTEERS—Except as provided in subsections (b) and (d), no volunteer of a nonprofit organization or governmental entity shall be liable for harm caused by an act or omission of the volunteer on behalf of the organization or entity if— (1) the volunteer was acting within the scope of the volunteer’s responsibilities in the nonprofit organization or governmental entity at the time of the act or omission; (2) if appropriate or required, the volunteer was properly licensed, certified, or authorized by the appropriate authorities for the activities or practice in the State in which the harm occurred, where the activities were or practice was undertaken within the scope of the volunteer’s responsibilities in the nonprofit organization or governmental entity; (3) the harm was not caused by willful or criminal misconduct, gross negligence, reckless misconduct, or a conscious, flagrant indifference to the rights or safety of the individual harmed by the volunteer; and (4) the harm was not caused by the volunteer operating a motor vehicle, vessel, aircraft, or other vehicle for which the State requires the operator or the owner of the vehicle, craft, or vessel to— (A) possess an operator’s license; or (B) maintain insurance. (b) CONCERNING RESPONSIBILITY OF VOLUNTEERS TO ORGANIZATIONS AND ENTITIES—Nothing in this section shall be construed to affect any civil action brought by any nonprofit organization or any governmental entity against any volunteer of such organization or entity. (c) NO EFFECT ON LIABILITY OF ORGANIZATION OR ENTITY— Nothing in this section shall be construed to affect the liability of any nonprofit organization or governmental entity with respect to harm caused to any person. (d) EXCEPTIONS TO VOLUNTEER LIABILITY PROTECTION—If the laws of a State limit volunteer liability subject to one or more of the following conditions, such conditions shall not be construed as inconsistent with this section:
Quality Units of Service Face to face office visits of less than one hour duration. Outcome % of clients will maintain medical care after accessing legal services as reported every 6 months; % of clients retained in care (total number clients retained/total number clients); % of clients entering care (total number of new clients/total number clients). Indicators Clients accessing legal services are maintained in the medical continuum of care; Permanency planning requires drafting of wills or delegating powers of attorney prior to deceased; Referrals to access services within the continuum of care of support and core medical needs of client. Performance measure Outcome Measure Numerator Denominator Data Source Goal/Benchmark Outcomes Clients accessing legal services are medically adherent. Documentation in client files. Number of clients with two or more medical visits by prescribing provider at least three months apart. Number of clients who accessed legal services. Client Files ECOMPAS % of clients accessing legal services have documentation of two or more medical visits by a prescribing provider at least three months apart in client file. Clients accessing legal services for pre-decease permanency planning have legal counsel or social service counseling Documentation in client files of permanency planning with plan to draft will and/or power of attorney. Number of clients who accessed legal services with completed wills/power Number of clients who accessed legal services. Client Files ECOMPAS 75% of clients accessing legal services for permanency have a plan or drafted will and/or power of attorney in place.
available for drafting of wills or delegating powers of attorney. of attorney. Clients accessing legal services who are not in medical care are referred to Early Intervention Services and/or Medical Case Management agencies to link into the continuum. Documentation of referral to continuum of care for clients who are not accessing medical care for their HIV/AIDS progression. Number of clients referred. Number of clients who accessed legal services (out of care population). Client Files ECOMPAS 100% of clients accessing legal services who are NOT in medical care are referred to such services to engage in medical interventions.
[2009] s/ cm 30 50 70 90 110 130 150 t/ms 247 310 377 435 473 514 540 In an experiment to measure the acceleration due to gravity, the time t for an object to fall from rest through a distance s was measured. The procedure was repeated for a series of values of the distance s. The table shows the recorded data. Draw a labelled diagram of the apparatus used in the experiment. Indicate the distance s on your diagram. Describe how the time interval t was measured. Calculate a value for the acceleration due to gravity by drawing a suitable graph based on the recorded data. Give two ways of minimising the effect of air resistance in the experiment. [2004] In an experiment to measure the acceleration due to gravity g by a free fall method, a student measured the time t for an object to fall from rest through a distance s. This procedure was repeated for a series of values of the distance s. The table shows the data recorded by the student. s/cm 30 40 50 60 70 80 90 t/ms 244 291 325 342 371 409 420 Describe, with the aid of a diagram, how the student obtained the data. Calculate a value for g by drawing a suitable graph. Give two precautions that should be taken to ensure a more accurate result. Exam solutions Velocity is the rate of change of displacement with respect to time. Acceleration is the rate of change of velocity with respect to time. v = u + at a = ( v – u ) ÷ t a = (30 – 10) ÷ 5 a = 4 m s-2. v = u + at  0 = 60 + a (120)  a = - 0.5 m s-2 See diagram v = u + at 28 = 0 + a (4) a = 7 m s-2 See diagram Distance (s) = area under curve s = ½ (3)(9.2) + 2 (9.2) / 13.8 + 18.4 / 32.2 m 12 m s-1. v = u + at but u = 0  a = v/t = 20/10 = 2 m s-2. v = s/t  s = vt = 20 × 5 = 100 m
t2 /s2 0.060 0.085 0.106 0.117 0.138 0.167 0.176 Calculation of t2(at least five correct values) Axes s and t2 labelled At least five points correctly plotted Straight line with good fit Method for slope Correct substitution g = 10.0 ± 0.2 m s−2 Measure from bottom of sphere; avoid parallax error; for each value of s take min t;; adjust ‘sensitivity’ of trap door; adjust ‘sensitivity’ of electromagnet (using paper between sphere and core); use large values for s (to reduce % error); use millisecond timer
SHIVAJI UNIVERSITY, KOLHAPUR M.A (Political Science) Part-I, Admissions 2016-2017 Second Round of Admission At the end of First Round of Admissions held on 5th July, 2016 some seats under various categories in various subjects as detailed below are vacant / have become vacant due to cancellation. The Second Round of Counseling-cum-Admission to fill these vacant seats and the seats which may fall vacant for following M.A (Political Science) Part-I, courses will be conducted on 8th July, 2016. Candidates as per the following General Merit Numbers as well as Category Merit Numbers will be considered for Second Round of Counseling-cum-Admission at the respective Departments. Day and Date Friday 8th July, 2016. Time:- 11.00 A.M. sharp Venue : Department of Political Science , Shivaji University, Kolhapur Second Round Merit List Reserved Category Sr.No Students Name Percentage 1 KAMBLE NITIN RAMESH 68.6 2 KOKARE BHIKURAM SAMBHAJI 66.8 3 SARVODAY AJAYKUMAR SUNIL 66.4 4 HAKE VARSHATAI KERUBA 64.2 5 WAGHMARE VARSHA BHIMARAO 62.8 6 KAMBLE VASANT BHIKAJI 61.2 7 KAMBALE RAHUL SURESH 59.6 8 SATPUTE PUSHPA DNYANDEO 54.8 9 RAHUL SHANKAR KHADE 53.2 10 KOLI SUJATA ANANDA 75 11 KOLI MAYUR BALASO 71.8 12 UTTURE VISHWAJIT VILAS 62.6 Open Sr. No Students Name Percentage 1 PAWAR DIPALEE NANASO 75.4 2 KALE CHAITANYAKUMAR JAYAWANT 73.6 3 PATIL RUSHIKESH VISHNU 73.2
Tier II/Academic Vocabulary These words require less time to learn (They are concrete or describe an object/event/ process/characteristic that is familiar to students) These words require more time to learn (They are abstract, have multiple meanings, are a part of a word family, or are likely to appear again in future texts) Meaning can be learned from context scruffy mazy hedge immense frantic simultaneously sopping staked trafficked reverted spherical embarked compelled impelled improvising exhilirated dismayed obscure cherishing Meaning needs to be provided wholeheartedly crenellated prow piecemeal translucent labyrinths perfuntorily redundant dismembered exalting righteous
Table-7: Micro Pocket wise Indicative Work Quantities included in the Work Package (The Authority to provide a full list of all Micro Pockets and other details for this work package as per the scope of the work) Work Package No. ______ ( _____ no. of micro pockets) Residential Area Details Main Roads Sweeping, Litter Picking and Drains Cleaning ( Areas abutting the micro pocket ) Sl. No. Ward No Micro Pocket No. No .of Gates No of Waste Generators ( HH + petty shops + street vendors) Names of the locality / roads, streets, lanes and Bi-lanes and other public utility places abutting the micro pocket Start Point of the Micro Pocket with Landmarks End Point of the Micro Pocket with Landmarks Street Sweeping Drains Cleaning Main and Arterial Roads Length (in meters) Shallow Surface Drains Length (in meters) Road Sweeping and Drains Cleaning Schedules Length of the Streets, lanes and Bi lanes (in meters) Length of the shallow surface drains (in meters) 1 2 3 4 5 6 7 8 10 12 13 14 15 1 2 3 4 5 n
Table -8: Service Level Key Performance Indicators (KPIs) for Micro-Pocket Management and Formula for Penalties and Contract Termination Key Performance Indicators Field Evidence Service Level Benchmark Formula for Levying Penalties and Contract Termination Coverage 100% collection coverage daily is the key to prevent indiscriminate littering & disposal - Providing collection service at least 6 out of 7 days is the top priority 100% 20% Daily Performance will be recorded and service failure ( deviation from the benchmark levels) will be calculated on monthly basis Formula for levying monthly penalties from the monthly contractor payment. Penalty to be levied : = (Monthly Contractor Payment X Weightage of the Indicator ) X % of Service Failure Illustration for Failure in Coverage Indicator ( Rs. 2, 00,000 X 20 %) X 10% = Rs. 4,000 Termination Condition : Continuous failure to achieve 80% satisfaction in all the indicators, for three months will result in termination of contract with a notice period of one month. Segregated Collection at Micro Pocket Transfer Point and at the Designated Place Collection of the dry and wet waste in the quantities within the range as specified by the ULB ( to ensure that the coverage targets are achieved fully) 80% (75% Wet 20% Dry 5% hazardous) 20% Dust free and litter free roads, Free flow drains without chocking Sweeping and removal of dust creates clean and aesthetic look to the ULB and is a top priority Manual Collection of Litter at regular intervals and sweeping of pavements, Road margins, Bus Stops, FOBs, Subways and areas where mechanical sweeping is not possible. 80% 10% Citizen Complaints & Resolution Within 24 hours Complaint and redressal reports 90 % 10% Payment of Salary, PF, ESI, Protective Wears and One day Weekly Off Payment receipts 100% 20% Worker and Supervisor Absenteeism 100% attendance of allotted manpower is a priority as there is provision for reserve PHWs 100% 10% Social Audit / IVRS Satisfaction Levels Audit Reports, IVRS reports ( Generated by ULB) 90% 10% End of the Document
process/characteristic that is familiar to students) of a word family, or are likely to appear again in future texts) Meaning can be learned from context Page 694 – shingled Page 694 – mechanical Page 694 – circled Page 694 – swivel Page 694 – maneuvered Page 694 – runty Page 696 – withering Page 696 - obnoxious Page 697 – assortment Page 697 – grieving Page 697 - tragedies Page 695 – buxom Page 695 – superstructure Page 696 - persistently Meaning needs to be provided Page 694 – reassuring Page 694 – roll-top Page 694 – barrio Page 694 - Mazatlan Page 694 – contraption Page 695 – flanked Page 696 – mobilized Page 696 – without further ado Page 696 – recitations Page 696 – phonetic Page 698 - astounded Page 695 – menace Page 695 – formidable Page 696 – idiocies Page 696 – anchorage Page 697 – sampling Culminating Task Prompt
Meaning can be learned from context shingled mechanical circled swivel maneuvered runty withering obnoxious assortment grieving tragedies buxom superstructure persistently Meaning needs to be provided reassuring roll-top barrio Mazatlan contraption flanked mobilized without further ado recitations phonetic astounded menace formidable idiocies anchorage sampling Culminating Task Prompt
Monitoring is focused on tracking, while evaluation is focused on verification. Some of the key features of monitoring and evaluation are presented below (Table 1). Table 1. Monitoring Evaluation Data collection Ongoing Systematic Data availability Accessible Existing records Inventories Primary focus: input, activities, outputs, outcomes – performance Internal efforts Systematic tracking key components (inputs, activities, progress, etc.) Assess the alignment of implementation with original intent and design Identifies need for modification/adaptation Identify what has changed Tracking change (performance) in relation to outcome targets Data collection Baseline Post program comparisons Data availability Requires measurement specific to hypothesized outcomes Primary focus: outcomes, impact, sustainability Often incorporates external efforts Episodic assessment of change associated with implementation Determine the effectiveness and efficiency of implementation process Assessment of inputs, activities other components to identify contribution to outcomes Assessment of outcome and impact in terms of investment, substance and value Aiming to assure effective and efficient monitoring it is of utmost importance to adequately define the monitoring indicators. One of the most common approaches in defining the monitoring indicators is SMART approach: Specific: precisely defined objectives; Measureable: progress toward objectives can be measured; Achievable: expectations that indicators are able to be tracked and will change given the environment and existing resources and time; Relevant: program outcomes support organizational mission and goals and be realistic and feasible to collect; Timely: clear statements of when objectives will be accomplished, knowledge of time taken to collect data, lag between activities, outputs and outcomes. Once the M&E indicators are defined it is necessary to decide on frequency of measurement. The role of measurement is to provide credible information and to inform decisions. Through monitoring and measurement decision makers are getting informed about: Program and/or intervention effectiveness;
c. ___ Pope d. ___ Christ 13. When was the church established? a. ___ Will be built during the 1000 years reign. b. ___ The church is only figuratively. c. ___ During the lifetime of apostles and disciples. 14. The most important person in the church is: a. ___ Pope. b. ___ Bishop, Pastor, Elder, Overseer, Shepherd. c. ___ Deacon. d. ___ Every Christian is of equal importance. e. ___ Preacher 15. Whose choice is it for one to receive eternal life? a. ____ Man does not have any choice b. ____ It is the church one attends that determines. c. ____ Every individual makes their own choice
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Trademark Is this TM necessary to carry out the project? NO Explain: YES Owner Description Lis of classes (Nice classification) Territorial Scope of the TM* Filing date Filing number Type of mark * Registration date TM origin ** Expiration date Owner * If the same sign has been protected through different TM registrations please provide details for each application/registration B) List of licences granted with regard to the above trademark Licensee Type of licence Expiration date Countries Royalty Payment terms Exclusivity Registered? Type of the trade marks Trade Mark origin Word Figurative 3D Colour Sound Hologram Olfactory International Application National Application Community Trade mark Declaration Form (Background Intellectual Property Right) - KNOW HOW & TRADE SECRETS
Tier II/Academic Vocabulary These words require less time to learn (They are concrete or describe an object/event/ process/characteristic that is familiar to students) These words require more time to learn (They are abstract, have multiple meanings, are a part of a word family, or are likely to appear again in future texts) Meaning can be learned from context talkative immortal fate embraces lingering vanished reflection enchanted scornfully curse feasting vainly cast pined Woe Meaning needs to be provided misfortune intend contempt
Students complete final draft. Sample Answer: Is our fate predetermined or do we actually have control over what happens to us? Are we our own worst enemy? Is karma fair or unjust? In the Greek myth, “Echo and Narcissus” retold by Roger Lancelyn Green, the author attempts to answer these life questions through his characterization of the two main characters—Echo and Narcissus. This mythological tale of Echo and Narcissus teaches the idea that often times we are our own worst enemies and that we are the sole contributor of our own fate. By developing Echo’s character throughout the myth, the author is able to show that “we are our worst enemy.” Echo, the most beautiful and most talkative, of all the nymphs in the Oreades surmises her eventual lonely fate when she unapologetically lies to Hera, Zeus’s wife, to protect Zeus. Echo’s loyalty towards Zeus is evident when she shamelessly protects Zeus’s infidelity from his wife every time he “ would come down to earth and wander with the nymphs on the mountains.” Echo would deceive Hera by keeping her “listening for hours to end to her stories and her gossip,” in order to distract Hera from her suspicion of Zeus’s whereabouts. Echo’s shameless loyalty, deception, and gossiping ways caused Hera to punish Echo with her own character traits—by condemning her to “be able only to repeat what other people say—and never speak unless someone else speaks first”. Her inability to speak openly is further crippled when she can across “a beautiful youth called Narcissus.” The author reveals a central theme—we are our worst enemy—when Echo, who uses her talkative ways to deceive others, is now unable to utter a single word to profess her love for Narcissus. Eventually Echo was able to speak “…the happiest words that had left her lips since the curse” to let Narcissus know how she feels about him by repeating only the part of Narcissus’s cruel responses—“Let us meet!”, “I would have you touch me!”, “Kiss me! Kiss me!”. Finally Echo realizes that her love for Narcissus would never be returned because he furiously detest that just a single touch
"When Elizabeth became queen upon Mary's death, she said she hoped religion would not prevent her people from living together in peaceful unity." …"Pope Pius V excommunicated her, denied her right to the throne, and declared her subjects owed her no allegiance." "A directive from the pope's office decreed that the assassination of Queen Elizabeth would not be regarded as a sin.” 516 517 When Mary, who was Catholic, reigned before Elizabeth, she reconciled England with Rome. In doing so, she executed any English Protestants who refused to conform. When Elizabeth became Queen she wanted English Catholics and Protestants to live together peacefully. In taking this stand, she made an enemy of the Catholic church. So much so, that the pope declared it sinless to murder her, giving half of her subjects the right to kill her. This is just one example of how Elizabeth sacrificed her personal safety to bring peace and prosperity to her people. Evidence Quote or paraphrase Page number Elaboration / explanation of how this evidence supports ideas or argument "In her mature years she gave free rein of her love of jewels…" "Her dresses were decorated with large rubies, emeralds, and diamonds and she wore jeweled necklaces, bracelets, and rings." "She moved from one great house to another all season long, always at the enormous expense of her hosts." 515 These passages show the privilege Elizabeth wielded. She was showered in riches and comfort, often at the expense of others hoping for political favor. "She learned history, geography, mathematics, and the elements of astronomy and architecture. She mastered four languages…." 511 Most people, especially women, were not educated at this time. Elizabeth's education shows the great privilege she enjoyed. Once students have completed the evidence chart, they should look back at the writing prompt in order to remind themselves what kind of response they are writing (i.e. expository, analytical, argumentative) and think about the evidence
“Where have you laid him?” They said to him, “Sir, come and see.” And Jesus wept. So the Jews said, “See how he loved him.” But some of them said, “Could not the one who opened the eyes of the blind man have done something so that this man would not have died?” So Jesus perturbed again, came to the tomb. It was a cave, and a stone lay across it. Jesus said, “Take away the stone.” Martha, he dead man’s sister, said to him, “Lord, by now there will be a stench; he has been dead for four days.” Jesus said to her, “Did I not tell you that if you believe you will see the glory of God?” So they took away the stone. And Jesus raised his eyes and said, “Father, I thank you for hearing me. I know that you always hear me; but because of the crowd here I have said this, that they may believe that you sent me.” And when he had said this, he cried out in a loud voice, “Lazarus come out!” The dead man came out, tied hand and foot with burial bands, and his face was wrapped in a cloth. So Jesus said to them, “Untie him and let him go.” Now many of the Jews who had come to Mary and seen what he had done began to believe in him. The Gospel of the Lord. READING #16a [Long Form] A reading from the holy gospel according to John [12:23-28] If a grain of wheat falls on the ground and dies, it yields a rich harvest. Jesus told his disciples: “The hour has come for the Son of Man to be glorified. Amen, amen, I say to you, unless a grain of wheat falls to the ground and dies, it remains just a grain of wheat; but if it dies, it produces much fruit.
Multipoint Conferencing Server (BRI/PRI) Class A Terminal Adapter Class B ISDN Gateway Class A Note-1: For checking compliance with the above EMC requirements, the method of measurements shall be in accordance with TEC Standard No. and the references mentioned therein. SECTION II Safety Requirements The safety requirements shall be as per TEC letter no. TEC/R/Safety/2015 dated 15.04.2015 as below: Sr. No Requirements Testing requirements The equipment shall conform to IS 13252 part 1: 2010 “Information Technology Equipment Part 1: General Requirements” [equivalent to IEC 60950-1 {2005} “Information Technology Equipment –Safety- Part 1: General Requirements” or IEC 62368] Test results from Designated CAB of TEC to be submitted for compliance. SECTION III Technical Requirements Technical Requirements of equipment & its variants are mentioned in the table. Name of Equipment Variant 1 Variant 2 Variant 3 Variant 4 Variant 5 Variant 6 ISDN CPE (Customer Premises Equipment) ISDN Terminal PC card based ISDN Terminal ISDN NT-1 (Network Termination) Multipoint Conferencing Server (BRI/PRI) Terminal Adapter ISDN Gateway –
Table 1: List of Interfaces for products and their variants Applicable to→ Interface↓ ISDN Terminal PC card based ISDN Terminal ISDN NT-1 ( Network Termination) Multipoint Conferencing Server (BRI/PRI) Terminal Adapter ISDN Gateway BRI-S Y Y Y Y Y Y BRI-U Y Y Y Y PRI Y Y Y 10/100/1000 BASE-T Ethernet Electrical Interface Y 2-Wire Y (Mandatory) Table 2: List of Test Parameters Applicable to Interfaces and their international standards Applicable to→ Test Parameter↓ Standard BRI-S BRI-U PRI 10/100/1000 BASE-T Ethernet Electrical Interface 2-Wire Nominal Bit Rate G.703 Y Bit Rate Accuracy G.703 Y Bit Code G.703 Y Output Jitter G.823 Y Input Jitter Tolerance G.823 Y Pulse Mask G.703 Y Input port return Loss G.703 Y Layer III specification Q.931 Y Y Y Throughput IEEE 802.3/ Cl. 26.1 of RFC 2544 Y Latency IEEE 802.3/ Cl. 26.2 of RFC 2544 Y Frame Loss IEEE 802.3/ Cl. 26.3 of RFC 2544 Y Return Loss Q.552 Y Impedance unbalance about earth (ICL)/LCL Q.552 Y Cross Talk Q.552 Y Idle State noise (Single Frequency noise) Q.552 Y Transmission Loss Q.552 Y Weighted Noise Q.552 Y Total Distortion Q.552 Y Group Delay Q.552 Y Table 3: List of Test Parameters Applicable to product variants and their international standards
Tier II/Academic Vocabulary These words require less time to learn (They are concrete or describe an object/event/ process/characteristic that is familiar to students) These words require more time to learn (They are abstract, have multiple meanings, are a part of a word family, or are likely to appear again in future texts) Meaning can be learned from context Page 574 – astonished, mechanical, penmanship, penmeister, stripped Page 576 – hedge Page 578 – deed, wonderment, thrived, disorder Page 573 – precisely Page 574 – consistently, precision, numerous, routine, association Page 575 – spunk, merchants, emerged, spanned, splayed Page 576 – equivalent, ventures Page 577 – injustice, verdict, reinstated, committed, defied Page 578 – conformed, components, conformed Meaning needs to be provided Page 575 – matinee Page 577 – capitulate Page 578 – swooning, hickory, ruminate Page 575 – serial Page 576 – devotion, paranoia Page 577 – endeavors, deterred, consequences, banishment Page 578 – contrary, tendency, tolerate, solitude, aptitude, bearing
Culminating Writing Task Prompt In this autobiographical piece Jerry Spinelli, the author, shares his attention to neatness. Write an essay in which you analyze the author’s experiences with neatness as a boy, and discuss the influence those events have on Jerry as he grows up. Be sure to use text evidence to support your response. Teacher Instructions Students identify their writing task from the prompt provided. Students complete an evidence chart as a pre-writing activity. Teachers should remind students to use any relevant notes they compiled while reading and answering the text-dependent questions. Evidence Quote or paraphrase Justification of Events’ Placements “First I would measure a perfect shape with my ruler, then draw it with a sharp pencil. Then with my scissors I would cut it out. But not just cut it out. I would cut precisely along the right edge of the pencil line…” He shares that he “…astonished my shop teacher, Mr. Rohn, with the precision of my mechanical drawings and the perfection of my hand-lettering.” He won “…numerous Palmer Method penmanship certificates and was declared the outstanding boy penmeister.” He had to use colored pencils, not crayons. His “…frequently sharpened points The author uses multiple examples of how he was “neat” and a perfectionist.
Number of people benefitting directly from your project Achievements against your targets – people benefitting directly Please tell us the number of people benefitting directly from the project (N.B. this is not the numbers you have reached or trained but the numbers you know have benefitted). Shaded areas should be copied from your agreed start-up form. Type of people benefitting directly Description Overall project targets People benefitting directly this year People benefitting directly since the start of the project Total Male Female Gender defined differently Total Male Female Gender defined differently Total Male Female Gender defined differently Core target groups From start up form From start up form From start up form Total number of people benefitting from core target groups Frontline workers From start up form From start up form From start up form Total number of frontline workers Other groups benefitting directly From start up form From start up form From start up form Total number of people benefitting from other groups
Tier II/Academic Vocabulary These words require less time to learn (They are concrete or describe an object/event/ process/characteristic that is familiar to students) These words require more time to learn (They are abstract, have multiple meanings, are a part of a word family, or are likely to appear again in future texts) Meaning can be learned from context policy brutality profound generations grimmest extinguished isolated comrades abided yearned chains liberated enhanced transformations obligations civil commitment incomprehensible hunger potential obstructed transformed prejudice devotion Meaning needs to be provided apartheid defies illusion monk falter vista linger oppression resiliency inclinations humane inevitably twilight existence dignity animated liberate narrow-mindedness virtuous self-sacrificing indivisible oppressor
Sample Answer In an excerpt from his memoir, Long Walk to Freedom, Nelson Mandela explains his shifting understandings of freedom based on different stages in his life. His perceptions of freedom evolved from wanting freedom for just himself to fighting for freedom for others. He concludes that denying freedom to others robs the oppressors of their own freedoms. As a child, Mandela “was not born with a hunger to be free. I was born free – in every way that I could know”. Clearly, Mandela did not hunger for freedom because he was free in every way that he knew. He was “Free to run in the fields…, free to swim in the clear stream…, free to roast mealies…, and ride the broad backs of slow-moving bulls”. These are all things that young children might associate with the simple freedoms in life. As long as he “obeyed his father” and “abided by the customs of his tribe”, Mandela viewed himself as totally free. As a young man, Mandela realized that his freedom had already been taken from him, and he then began to hunger for it. As a student, he longed for freedom only for himself such as “being able to stay out at night, read what I pleased, and go where I chose”. Mandela reacted to freedom as many young people might at this stage of his life. He was totally focused on how he could establish himself and enjoy his own success. Others’ freedoms were not of paramount concern to him at this time. Later he longed for “the freedom not to be obstructed in a lawful life”. At this point in his life, Mandela realized that not only was he not free, but his brothers and sisters were also not free. He joined the African National Congress which stimulated his desire for his own freedom into a desire for freedom for all black South Africans. This desire “transformed a frightened young man into a bold one that drove a law-abiding attorney to become a criminal that turned a family-loving husband into a man without a home that forced a life-loving man to live life like a monk”. Mandela realized that he could not enjoy the limited freedoms he was allowed when he knew his own people were not free. At this stage, he realized “the oppressor must be liberated just as surely as the oppressed”. He became even bolder and more determined that he would never be satisfied until all his people were free.
Tier II/Academic Vocabulary These words require less time to learn (They are concrete or describe an object/event/ process/characteristic that is familiar to students) These words require more time to learn (They are abstract, have multiple meanings, are a part of a word family, or are likely to appear again in future texts) Meaning can be learned from context Page 61 – transfixed Page 62 – flustered Page 63 – reflectively (WP) Page 64 – persistently, fringe, optimism Page 66 – at bay, momentarily (WP) Page 67 – incriminate Page 70 – sentrylike (WP), Dark Ages Page 72 – menace Page 74 - converging Page 75 – illuminated, explicit Page 76 – conquest, variations Page 64 – instill, conscious Page 66 – revelation, metamorphosis Page 70 – pervading Page 72 – apprehensive Page 75 – shrouded Meaning needs to be provided Page 63 – assent, knit Page 64 – murmur, defiant Page 65 – inexplicably Page 72 – crucify, scapegoat Page 73 – contorted Page 74 – converging Page 75 – shrouded Page 76 – variations (WP) Words marked WP are selected for morphology. Page 61 - relief Page 62 – indistinct, intelligible Page 65 – antagonism Page 66 – incisive Page 70 – timorously Page 70 – idiosyncrasy Page 75 – morass Page 75 – explicit
Tier II/Academic Vocabulary These words require less time to learn (They are concrete or describe an object/event/ process/characteristic that is familiar to students) These words require more time to learn (They are abstract, have multiple meanings, are a part of a word family, or are likely to appear again in future texts) Meaning can be learned from context transfixed flustered reflectively (WP) persistently, fringe, optimism at bay, momentarily (WP) incriminate sentrylike (WP), Dark Ages menace converging illuminated, explicit conquest, variations instill, conscious revelation, metamorphosis pervading apprehensive shrouded Meaning needs to be provided assent, knit murmur, defiant inexplicably crucify, scapegoat contorted converging shrouded variations (WP) Words marked WP are selected for morphology. relief indistinct, intelligible antagonism incisive timorously idiosyncrasy morass explicit
up by this revelation and somehow, illogically, wildly, frightened.” (stage notes) immediate start to their suspicion as fear. Their suspicion grows as they wonder why Goodman didn’t seem interested in whatever flew over them and didn’t go out with the rest of them to look. It grows into the identification of Goodman as an “oddball.” Suspicion Their suspicion emerged from surprise, immediately changed to fear, and now they’re identifying other differences between him and others, finally (in short order) identifying him in a negative way: an oddball. This shows the immediate destruction of suspicion. “In this brief fraction of a moment they take the first step toward a metamorphosis from a group into a mob. They begin to head purposefully…toward the house at the end.” (stage notes) Scapegoat Already, their suspicion moves into some sort of thoughtless action. Their would-be action at the house is unclear, but the shift from group to mob makes it obvious that the result would have been negative, potentially violent, had Steve not intervened. Despite Goodman’s protestations, the accusations continue, including the possibility that he’s “waiting for something” while star-gazing. Scapegoat In their fear and search for a scapegoat, they continue to build evidence against Goodman, despite the existence of logical explanations, and despite the wildness of their accusations. “As God is my witness…you’re letting something begin here that’s a nightmare!” (Goodman) Scapegoat and Suspicion This is a quote from Les Goodman, in which he identifies their irrational and fear-filled search for a scapegoat as the beginning of something terrible. “Let’s pick out every idiosyncrasy of every single man, woman, and child on the street. And then we might as well set up some kind of a kangaroo court. How about a firing squad at dawn?” (Steve) Suspicion and Scapegoat Although Steve’s speech is hyperbolic and sarcastic, he is describing the mad and dangerous path the people are on, searching for everything that makes anyone different and using those normal differences to fire suspicion.
Tier II/Academic Vocabulary These words require less time to learn (They are concrete or describe an object/event/ process/characteristic that is familiar to students) These words require more time to learn (They are abstract, have multiple meanings, are a part of a word family, or are likely to appear again in future texts) Meaning can be learned from context bins remained in spite of afford ignored blubbery mumbled sobbed furnace perch instead (of) shipments Meaning needs to be provided batch clusters merely
Additional Tasks Using evidence from the scientific article, write a well developed paragraph explaining why Harry’s behavior in Papa’s Parrot is normal for an early adolescent. See article at . Answer: When Harry enters middles school and chooses to spend more time with his friends, he is showing normal emotional development for an early adolescent. According to the article, as kids become more independent, they may show less affection and spend more time with friends. Use the suggestions in the attached article to help give advice to Harry about his problem. Set up your response in the form of an advice letter. See article at . [Possible source for examples of advice letters: (use this website with discretion, print out a few quality examples, rather than providing the whole website to students)] Answer: Dear Advice Person, My father just bought a parrot and talks to this bird all the time. I’m so embarrassed every time I walk by his store, I don’t even want to go in. What should I do? I want to hang out with him, but I don’t want to hang out with the bird! –Embarrassed Teen. Dear Embarrassed Teen, It is important to try to tell your dad how you feel and how you miss spending time with him. To avoid the embarrassment of the bird, perhaps you could ask your dad to hang out with you outside of the shop. – Advice Person
24(a). Which best describes how you and the other parent are currently communicating: _____ We aren’t speaking/communicating at all _____ We have limited communication _____We argue when we try to communicate _____ Communication is not a problem for us Comments: (b). What do you believe would improve parental communication? 25. Do you think the child(ren) should keep in touch with the other parent when with you? If so, what will you do to make this happen? If not, explain why. 26. Do you think that you and the other parent can make major decisions together affecting your child(ren) such as schooling religion, child care, non-emergency medical care, and extracurricular activities? 27. What is the current or proposed plan for the following areas? Where are you going to live? Any anticipated future changes? Child(ren)’s education? Please provide contact information for your child(ren’s) school, including name of school, address, phone number, principal’s name, and name(s) of teacher(s). Your employment? Child care while you are working? Out socially? Child(ren)’s health care provider? Child(ren)’s religious involvement? Periods of placement with each parent during the school year, summer, school breaks, holidays, and vacations? 28. What areas of the child(ren)’s life/lives would be important to discuss with the other parent? 29. How do you foresee settling disagreements over the child(ren) in the future?
What is the tone of the poem? Provide examples from the poem that illustrate the tone. The tone is humorous. Some examples include rubbery, blubbery, gloppy, globs of gluey bubble gum, gooey, and gristly. How does the author’s use of lines versus stanzas contribute to the tone? The lines create a list which creates the literary device of repetition. Repetition creates a humorous sing song pattern. A theme is a life lesson, meaning, moral, or message about life or human nature that is communicated by a literary work. Based off Sarah Cynthia Sylvia Stout’s decisions and actions (or lack thereof) determine a theme for this poem. Use lines from the poem to support this theme. Answers will vary. Sample answer could be “one small decision can have many large consequences” based off lines 5-6 and lines 35-36. “And though her daddy would scream and shout, She simply would not take the garbage out” = small decision/ “And all the neighbors moved away, And none of her friends would come out to play” = large consequences Review parts of a plot with students (exposition, rising action, climax, falling action, resolution). Have them map out the progression of events in the poem by placing them within these different categories. Exposition: Refusing to take the garbage out Rising Action: Garbage grows out of control Climax: The garbage reached across the state/Cynthia is in the garbage Resolution: Sarah met an awful fate. The poem has two clear rhyme patterns. What are the two rhyme patterns of the poem? (Teacher note #3) In lines 1-36, every two lines rhyme (couplets). In lines 39-45, every line rhymes. What impact does the change in rhyme pattern have on the poem? (Teacher note #3) The change in rhyme pattern highlights the consequences Sarah faces due to her reluctance to take the garbage out.
SPED: Deaf and Hard of Hearing: Program Standards Standard 3: Candidates demonstrate knowledge and skills related to models of practice, and growth and improvement indicators for students who are deaf or Courses Assessments Clinical Practices SPED: Deaf and Hard of Hearing: Program Standards Standard 4: Candidates demonstrate knowledge and skills related to the impact that disabilities have on the cognitive, physical, emotional, social, and communication development of an individual and to create opportunities that support the communication, intellectual, social, and personal development of all students. Courses Assessments Clinical Practices SPED: Deaf and Hard of Hearing: Program Standards Standard 5: Candidates demonstrate knowledge and skills related to the educational assessment process and to utilize Courses Assessments Clinical Practices