zilongwang/ReadingBank huggingface dataset:
If you are using an iPads and digital books, please see Sections 1 and 3 only. If you are using physical books, whether purchased or book rental, please see Sections 2 and 3 only. Section 1 Section 2 Section 3 Subject iPad & e-Books Book Purchase or Book Rental (for students not availing of iPads and Stationary & Supplies (for all students) Purchase online from Wriggle Purchase from bookshop English Great Expectations 2 (Educate.ie)(Print & Digital) Great Expectations 2 Student Porrtfolio (Educate.ie)(Print) Of Mice and Men (Penguin) The Merchant of Venice (Edco) Of Mice and Men (Penguin) Great Expectations 2 (Educate.ie) Great Expectations 2 Student Porrtfolio (Educate.ie) The Merchant of Venice (Edco) 2x hardback notebooks Irish Ordinary Level - Iontas 2 (Edco) (Print & Digital) Higher Level - Iontas 3 (Edco) (Print & Digital) *print version delivered in school at the end of September Ordinary Level - Iontas 2 Workbook (Edco) Higher Level - Iontas 3 Workbook (Edco) *do not purchase until end of September Ordinary Level - Iontas 2 (Edco) Higher Level - Iontas 3 (Edco) Ordinary Level - Iontas 2 Workbook (Edco) Higher Level - Iontas 3 Workbook (Edco) *do not Folder 2x hardback notebooks, 1x exercise copy.
purchase until end of September Maths None Text & Tests 2 JC Ordinary Level (Ordinary Level only) Text & Tests 2 Practice Book Ordinary Level (Ordinary Level only) Text & Tests 2 JC Higher Level (Higher Level only) Text & Tests 2 JC Ordinary Level (Ordinary Level only) Text & Tests 2 Practice Book Ordinary Level (Ordinary Level only) Text & Tests 2 JC Higher Level (Higher Level only) Hardback A4 Project Maths Copy Formulae and Tables Book Set of Mathematical Instruments Casio Natural Display Calculator Geogebra App (Free) History Timeline (Edco) * keep from 1st year Resource and Revision (Mentor) Timeline (Edco) * keep from 1st year Resource and Revision (Mentor) 1x A4 manuscript copy, 1x exercise copy
Geography Geography in Action (Educate.ie) * keep from first year Geography in Action Workbook (Educate.ie) Geography in Action (Educate.ie) Geography in Action Workbook (Educate.ie) 1x A4hardback A4, 1x A4 Pocket Display Book 120 page, Pencils & colouring pencils. CSPE Make A Difference (Folens) * keep from first year Make A Difference Workbook (Folens) * keep from first year Make A Difference (Folens) Make A Difference Workbook (Folens) * keep from first year 1x A4 manuscript copy. Religious Education Light the Way (3 Year) (Mentor) * keep from first year None Light the Way (Mentor) * keep from first year Science Exploring Science (Edco) (Print & Digital) * keep from first year Exploring Science Workbook (Edco) Exploring Science Experiment Book (Edco) * keep from first year Exploring Science (Edco) Exploring Science Workbook (Edco) Exploring Science Experiment Book (Edco) * keep from first year A4 Hardback science notes copy
REGISTRATION FORM OF 2IM 2019 May 9-11, 2019 | Sanya, China Thanks for your support in 2IM 2019! Please read this information carefully before completing the form. 1, Please select the type of registration identity: Author: Submit full paper, publish on Conference Proceeding, present it on conference. Presenter: Submit abstract, present it on conference, without publication. Listener: Attend the conference only, without submission or publication. 2, Please fill in the form according to the identity you chose. A. Author: Part I, Part II, Part III, Part IV, Part V, Part VI; B. Presenter: Part I, Part II, Part III, Part IV, Part V, Part VI; C. Listener: Part II, Part IV, Part V, Part VI. 3, All the materials of participation will be prepared under this form. Any changes, please inform conference secretary 30 days before the conference, or the participant should be responsible for the consequences. 4, One person one form, company should fill in the form separately. 5, Please send in a completed Registration Form, Final Papers (.doc & .pdf) and payment proof to before March 30, 2019. Part I. Corresponding author INFORMATION * Full Name: *Position: Prof. Assoc. Prof. Asst. Prof. 口 Dr. Mr. Ms. 口 * Affiliation & Country: (Organization or University): *E-mail: * Tel: Part II. ATTENDEE INFORMATION * Will you attend the conference? YES 口 NO 口 * Which type of presentation do you prefer? Oral Presentation 口 Poster Presentation 口 Online Presentation(Skype) 口 Video口 *Participant’s Full Name: One-inch-Photo
CCSSRI.2.1 Answer and inferential. What traits are important to help people to live and work together in a community? (Responses may be based on experience and readings.) SL2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. ONGOING Integrate the use of visuals/videos/books with a BIG question of the week. (Applies CCSSR7.2—tell how visuals help you understand a text) Explanatory CCSSW2.2 and Conventions (sentence) Assess writing abilities to set specific priorities. Describe yourself in sentences and drawings. Provide complete sentences to respond to questions—orally and in writing (SL2.6)—in all subjects. In addition to scheduled sight words include phrases such as the Fry Phrases. PHONICS FOCUS: Assess knowledge of phonics; set priorities Sight Words: Assess knowledge Proper nouns: Assess use in writing. PHONICS FOCUS: Sight Words: Proper nouns: Expand knowledge and use What character traits are most important to our classroom community? Example--You can set up a display—choose traits and ask students to illustrate them. careful helpful cooperative
p RECIPIENT City of Ropesville P.O. BOX 96 * ROPESVILLE, TX 79358 T: (806) 562-3531 F: (806) 562-4026 CITY OF ROPESVILLE P.O. BOX 96 ROPESVILLE, TX 79358 POSTED/DELIVERED ON: MAY 2018
OREGON TRACK & CROSS COUNTRY COACHES ASSOCIATION Recognizes <Athlete Name> of <School Name> As SECOND TEAM ALL STATE in Track & Field for the 2019 Season OTCCCA Officers 6A – Greg Letts – Centennial 5A – Dave Barkley – Wilsonville 4A – Chris Johnson – Siuslaw 3A – Scott Ball – Westside Christian Coach 2A – Steve Ritchie – Kennedy 1A – Steve Hills – Southwest Christian
17. According to the Declaration of Independence, the people have the right to alter or abolish a government if that government A. is a limited monarchy B. violates natural rights C. becomes involved in entangling alliances D. favors one religion over another 18. Which fundamental political idea is expressed in the Declaration of Independence? A. The government should guarantee every citizen economic security. B. The central government and state governments should have equal power. C. If the government denies its people certain basic rights, that government can be overthrown. D. Rulers derive their right to govern from God and are therefore bound to govern in the nation’s best interest. “The only representatives of the people of these colonies are persons chosen therein by themselves; and that no taxes ever have been, or can be constitutionally imposed on them but by their respective legislatures.” -Statement by the Stamp Act Congress, 1765 19. What is a valid conclusion that can be drawn from this quotation? A. The colonial legislatures should be appointed by the English King with the consent of Parliament. B. Only the colonists’ elected representatives should have the power to levy taxes. C. The English King should have the right to tax the colonists. D. The colonists should be opposed to all taxation. 20. The Mayflower Compact is important to the concept of a democratic society because it represents A. an effort by the colonists to use force to resist the King B. a clear step toward self-government C. an early attempt to establish universal suffrage D. an attempt by the colonists to establish freedom of religion 21. This courtroom summation helped establish which democratic principle in colonial America? A. trial by jury B. equal voting rights C. protection of private property D. freedom of the press “It is not the cause of one poor printer, nor of New York alone, which you are now trying. No! It may in its consequence affect every free man that lives under a British government on the main [continent] of America. It is the best cause. It is the cause of liberty. . . . Nature and the laws of our country have given us a right to liberty of both exposing and opposing arbitrary power (in these parts of the world at least) by speaking and writing the truth.” — Andrew Hamilton, 1735 -Trial of Peter Zenger
Be the sole or main author of the paper concerned Judging The award is made on the basis of evidence that the paper makes a significant, relevant and original contribution to the field of Mathematics, Science or Technology Education. The evidence is assessed through interrogating the quality of the qualifying papers identified, the supporting documentation (CV and letter describing the process of the paper development). The AJRMSTE Editorial Team proposes candidates for the SAARMSTE Early Career Publication Award, for ratification by SAARMSTE’s Executive Committee. Awards are not necessarily given on an annual basis; i.e. they are awarded only where candidates are considered deserving of the award. The decision of the SAARMSTE Executive Committee is final. Acknowledgement: The above award is adapted from the MERGA Early Career research award. 2. SAARMSTE SERVICE AWARD This award is in acknowledgement of a SAARMSTE member who is found to have made a substantive contribution to a range of SAARMSTE activities and to SAARMSTE as an organisation. Nominations for either award, (accompanied by a letter of motivation), should be sent to the Association Secretariat at: The deadline for nominations: 31 October 2018 for the 2019 awards. CONFERENCE ACCOMODATION and OTHER INFORMATION Accommodation - Durban. Kindly direct bookings and/or queries to the supplier of your choice Venue Rating (google rating ) Telephone Single Room Further information Website Southern Sun Elangeni & Maharani (Conference Venue) 4 star +27 (0)31 362 1300 R1450.00 bed and breakfast R1825.00 per room, per night includes breakfast Ref: required when booking: 1331038 Garden Court Marine Parade 167 OR Tambo Parade 3 star +27 (0)31 337 3341 R1245.00 bed and breakfast R1520.00 per room, per night includes breakfast Ref: required when booking: 1331047 Garden Court South Beach 73 OR Tambo Parade 4 star +27 (0)31 337 2231 R1180.00 R1455.00 per double room Ref: required when booking: 1331048 Pavilion Hotel (conference price) Book by 15th Nov 2018 3 star (3.8) R803.00 (extra: breakfast at R130 pp - buffet) R 904.00 (double bed /twin) (extra: breakfast at R130 pp) 2/3/4 sleeper rooms with single beds Parade Hotel 2 +27 (0)31 3374565 R600.00 per night per person sharing
EAST ALABAMA EMS Presents Cardiac Emergencies At our 2ND FRIDAY LECTURE SERIES FRIDAY, October 14, 2016 10:30 AM – 2:30 PM (CST) Joe Ford Center Campus of Gadsden State 405 Korner Street Gadsden, AL 35903 Room 210 Sponsored by Riverview Regional Medical Center OBJECTIVES During the course, the participant will: Review of the cardiovascular system; Discuss Acute Coronary Syndromes; Review12 lead placement; Analyze and understand ECG readings Understand the roles the and in-hospital providers play in early interventions. AGENDA 1030-1035 Introductions 1035-1100 Review of Anatomy 1100-1125 Acute coronary syndromes 1125-1155 Lunch (will be served) 1155-1220 12 Lead Placement 1220-1245 ECG Readings 1245-1335 Analysis of ECG information 1335-1425 Role of early interventions of pre-hospital and in-hospital personnel 1425-1430 Evaluations SPEAKER INFORMATION Tim Pesnell, BSN Mr. Pesnell is a Registered Nurse working at Gadsden Regional Medical Center. He is also a Nationally Registered Paramedic and flight nurse with Lifesaver/Air Methods. He has over 30 years of experience in the field of emergency medicine. There is no charge for attendance but is strongly encouraged. 4.0 contact hours will be awarded to those who complete this program. No partial credit will be awarded. You must attend the course in its entirety to receive credit. EAEMS will be providing continuing education credits to ’s and nursing contact hours to nurses. East Alabama EMS is an approved provider of continuing education for nurses by the Alabama Board of Nursing. Provider Number ABNP 1456 expires: 08.25.2019. Nurses must bring their current Alabama Board of Nursing license to the program to be scanned in order to receive contact hours. TO REGISTER OR FOR MORE INFORMATION: Contact East Alabama EMS 205.763.8400 or
Next Steps: Date #14: Data Sources: Summary: Next Steps: Date #15: Data Sources: Summary: Next Steps: Date #16: Data Sources: Summary: Next Steps: Date #17: Data Sources: Summary: Next Steps: Date #18: Data Sources: Summary: Next Steps:
Next Steps: Date #13: Data Sources: Summary: Next Steps: Date #14: Data Sources: Summary Next Steps: Date #15: Data Sources: Summary: Next Steps: Date #16: Data Sources: Summary Next Steps: Date #17: Data Sources: Summary: Next Steps: Date #18: Data Sources: Summary Next Steps:
because we will already have it.” (Note that those called on last may have little to share. Remind them that this is a collaborative affair!) R.A.N. Option A: Put facts on the poster board under the “What We Think We Know” section. Before session 2, if necessary, re-write them on large clearly written Post-it notes, index cards or sentence strips. R.A.N. Option B: Have students place their favorite fact on the class R.A.N. chart under “What We Think We Know” and the correct category. Provide assistance as needed. Before session 2, if necessary, re-write them on large clearly written Post-it notes, index cards or sentence strips. Summarize “Now we’ve done what a writer of a Descriptive Report does to get started. We checked what we think we know about a topic. We called it: checking our [prior knowledge]. We wrote what we think we know.” “Let’s begin a list to keep track of what we do to create a Descriptive Report. We can call this chart ‘How to Write a Descriptive Report’. Our first entry will be to ‘write a list of what you think you know about the topic’.” “Tomorrow, we’ll start researching to confirm what we think we know about xxx is correct.” Lesson Plan 1 – Whole Class Exploration, Continued Sample Anchor Chart:
9 stream A small flowing body of water. Example: The stream moves slowly. 10 plains A large flat area of land. Example: The plains are a good place for farming. 11 mountain Very high land with steep sides. Example: The mountain is the tallest one in our state. 12 characteristic A quality of something. Example: A characteristic of the land is that it is dry. 13 wildlife Wild animals in an area. Example: There is wildlife in the pond. 14 vegetation Plants in an area. Example: This area has a lot of vegetation.
15 bird’s eye view A view from above. Example: This map is a bird’s eye view of France. 16 physical relief map A map that shows the Earth’s features. Example: This is a physical relief map of France. 17 erosion Wearing away of the earth’s surface by wind or water. Example: Erosion is wearing away the land. 18 ocean A large body of salt water. Example: The ocean is rough today. 19 desert A dry sandy area with few trees. Example: The days are hot and dry in the desert. 20 sand dune A hill of sand built up by the wind. Example: The sand dunes are hard to climb.
21 adobe A building material made from dried clay. Example: The house is made of adobe. 22 globe A model of the Earth. Example: The globe shows how much water and land is on the Earth. 23 glacier A large mass of ice. Example: The glacier is sliding into the sea. 26 model A representation of something else. Example: The map is a flat model of the Earth. Questions Chart for Unit 3 Question Answer What are landforms? Surface features are landforms on the Earth’s surface. What is a bird’s eye view? A bird’s eye view is a view from above. What are two things that can change the shape of the land? Wind and water can change the shape of the land. What are oceans? Oceans are large bodies of salty water.
How do people survive in the desert? People live in adobe houses, wear white clothing, and stay out of the sun as much as possible. Is there more land or more water on the Earth? There is more water on the Earth. What is water without salt called? Water without salt is called freshwater. What changes the shape of a river? Rocks change the shape of a river. What are the surface features of the Earth? The surface features of the Earth are hills, fields, lakes, rivers, valleys, ponds, streams, mountains, plains, oceans, deserts, and glaciers. What is a model? A model is a representation of something else. Graphic Organizer for Unit 3 Graphic Organizer for Lesson 3 Graphic Organizer for Lesson 6
Result Unknown There are 29 students. Then 18 more show up. How many in all? 29 + 18=___ Change Unknown There are 29 students. Some more show up. Now there are 47. How many students came? 29 + ___=47 Start Unknown There are some students. Then 18 left. Now there are 47. How many at the beginning? __ - 18 = 47 Three Types of Addition and Subtraction Problems CCGPS.OA.1 con’t
CCGPS.2.0A.3 CCGPS.2.0A.3 con’t ODD 9 5 + 4 = 9 EVEN 10 5 + 5 = 10 15 6 + 8 +1 = 15 6 3 + 3 = 6
I can count by 5s, 10s, and 100s to 1000 from any given point. 5s …955, 960, 965, 970, 975, 980…. 10s ….950, 960, 970, 980, 990, 1000 100s …500, 600, 700, 800, 900, 1000 CCGPS.2.NBT.2
I can fluently add and subtract within 100. 67+28 = 63–32 = Place Value Strategy Break 67 and 28 into tens and ones. 6tens + 2tens = 8tens 7ones + 8ones = 1ten5ones 8tens + 1 ten + 5ones = 95 Commutative Property I broke 67 and 28 into tens and ones. 60 + 7 + 20 + 8 60 + 20 = 80 80 + 7 = 87 87 + 8 = 95 Relationship between Addition and Subtraction I know 2 + 1 = 3 so = 1. And, I know 3 + 3 = 6 so 6 – 3 = 3. The answer is 31. CCGPS.2.NBT.5
If you have 2 dimes and 3 pennies, how many cents do you have? 23 What are some possible combinations of coins that equal 37 cents? 1 quarter 1 dime 2 pennies 3 dimes 7 pennies 37 pennies What are some possible combinations of dollar bills that equal 12 dollars? 1 ten dollar bill 2 dollar bills 2 five dollar bills 2 dollar bills CCGPS.2.MD.8
Link - Continued “Review with me. Three ways we could rehearse/say it: Put up one finger and say, “Self (point to chest).” Put up two fingers and say, “Partner (two hands together).” Put up three fingers and say, “Touch each page of story booklet (motion with index finger pointing to each page).” “Practice the process with more than one story idea.” Teaching Point Select a routine or ritual to review with your class See Rituals and Routines: Building a Community of Independent Writers section Independent Writing and Conferring Share As a class, revisit the steps and gestures used today See Resource Materials Packet for other share options Lesson Plan - Session 2, Continued Anchor Chart Rehearsal Bookmark Oral *Self *Partner *Story Hand *Story Across Pages --Touch pages Sketch Story timeline Workshop
The 2nd day was case sharing session. There were 14 presenters shared 15 real examples. The examples are from chemical engineering, steel making, equipment development, electronics, printing equipment… China has about 10 years’ experience in promoting TRIZ. However, there were not many TRIZ real cases shared and which caused the concern of TRIZ users. Could TRIZ be used for solving real problems? The successful real cases removed the concerns in their mind and gave them more confidence of applying TRIZ in their own projects. The conference was successfully closed with fruitful results and the next session is planned to be held in Hongkong.
13.2 Members noted: a) the statement issued in mid-August from the Chair of the EHRC ahead of the UN’s examination of the UK’s track record on disabled people’s rights had received widespread media coverage and that the Commission live ‘Tweeted’ from the event itself. b) the statement issued in late August on the UNCRPD’s disability report which said “This is a damning assessment by UN experts of the failure to protect disabled people’s rights across many areas of life in the UK.” This was featured in the press and on radio and well as on our social media channels. c) the CRPD ‘Concluding Observations’ report being produced in BSL and EasyRead versions to help people engage with the recommendations and help stakeholders in their influencing work. This should be ready early in the new year. Action –Rachel Fox: to confirm to members when this has been done. d) Communications plans for the Housing Inquiry report, which would include filmed case studies. In addition, stakeholder engagement was underway and suppliers appointed to develop content for toolkits aimed at local authorities, disabled people and disabled people’s organisations. e) In relation to the Accessible Stadia project, that a statement had been issued in mid-October and ran in the broadsheets which said “Today’s report from the Premier League is a step in the right direction, but it is clear that some clubs still have a way to go to meet the needs of disabled supporters. We (The Commission) have met with every single Premier League club and are now in the final stages of discussions to agree on specific action they will need to take to avoid facing legal action.” The Commission’s own report has been delayed but should be published by the end of November. Action –Sam Cook: to share the report with members when published. f) interest from Channel 4’s ‘Dispatches’ programme makers in covering our work on Clinical Commissioning Groups that may be breaching the human rights of disabled people.
2ND MEETING OF THE PRIORITY AREA 10 STEERING GROUP OF THE EU STRATEGY FOR THE DANUBE REGION (EUSDR) Date: March 29 - 30, 2012 Venue: Center of Excellence in Finance – CEF, Ljubljana (Slovenia) Participants: Razvan Apopei (RO), Elean Gagov (BG), Dana Mitea (AT), Irena Lorkova (SVK), Aniko Turi (HU), Snežana Filipović (RS), Marko Žabojec (CRO), Roland Arbter (AT), Tina Fink (SI), Walter Stoeckl (AT), Marlene Hahn (AT), Kurt Puchinger (PAC – AT), Irena Lukač (PAC – SI). OBJECTIVES OF THE MEETING As the implementation of the EUSDR gained momentum in the beginning of 2012, many issues needed to be tackled by the PA10 Steering Group (SG). The meeting took place over two days, its objectives were to: review the developments in the implementation of the EUSDR; review and discuss organizational aspects of PA10; report on the work of the PA10 working groups (intuitional capacity, civil society, regional cooperation and financing) and the 1st Danube Financing Dialogue; report on the work of the members of the Steering group of PA10; review project proposals submitted to the PA10; discuss and establish guidelines on how to administer project proposals; decide on next steps. TOPICS DISCUSSED DAY 1 Opening Session The SG received a copy of email with comments made by Mr Johannes Urban (DE) who was not able to participate at the meeting. Adopting the Minutes of the Kick-off Meeting of the PA10 Steering Group meeting Minutes of the kick-off meeting that took place on July 1, 2011 were unanimously adopted. Adopting the Rules of Procedure of the PA10 Steering Group Proposal of the Guidelines of the functioning of the PA10 Steering Group were sent to SG members in advance of the meeting. The Section (2) c) of the Guidelines was amended:
English II Syllabus August 9, 2017 Ms. Hunter Room 124 Welcome to English II and room 124. This syllabus will outline the course and the rules/ procedures of our class. We will write often in this class to strengthen our writing and grammar skills. This year you will be taking the LEAP 2025, so we will prepare extensively for it. I hope you enjoy the class and the journey that we will take together through it. Have a great tenth grade year! GOALS: By the end of the year, students will: 1. Literature: read literature in various forms. 2. Writing: be proficient writers in grammar, style, and composition. 3. : be competent, analytical readers who use their critical thinking skills. 4. LEAP 2025: pass the LEAP with a good or above. Technical Writing Course Outline: The following is a general guide for the course curriculum. Unit 1: Introduction (Class rules, procedures, icebreakers, goals, diagnostics); Rhetoric Unit 2: Henrietta’s Last Dance Unit 3: Metamorphosis Unit 4: Macbeth The grades are broken down as follows: 40% Tests 25% Daily Assignments 20% Final Exam 15% Quizzes 100-93 A 92-85 B 84-75 C 74-67 D 66-0 F MATERIALS: 1. 1 Binder or pronged folder 2. 1 Composition Notebook 3. blue/black pens or pencils 4. Red Pen 5. Loose leaf paper 6. Subject Dividers 7. One green highlighter and one yellow highlighter PROCEDURES: 1. When you enter the class, begin your Do Now. Students who are tardy will receive a School Wide Detention (SWD). I will take roll and check assignments/ homework/ Do Now. The Do Now will be graded often. 2. Restroom breaks: please use the restroom before or after class. During class, we will follow the 20/20 Rule for bathroom breaks. This is school policy. 3. If you have finished your class work early, please use your time wisely, by reading, beginning homework or working on extra credit.
Latin Junior Certificate Latin Poetry (NOT eBook - please purchase printed edition) Edna Folens Roman History, Social Life and Civilisation (NOT eBook - please purchase printed edition) Classical Teacher's Association Available in school in September Prescribed Vocabulary List (NOT eBook - please purchase printed edition) NCCA Available in school in September Junior Certificate Exam Papers - (to include 2017) Available in school in September Mathematics Casio Natural Display Calculator (FX-83gt plus) Geometry Set Maths Tables Ordinary Level Text and Test 2 - Ordinary Level (Printed book & eBook) O.D. Morris, Paul Cooke and Paul Behan The Celtic Press 2016 Higher Level Text and Test 2 - Higher Level (Printed book & eBook) O.D. Morris, Paul Cooke and Paul Behan The Celtic Press 2016 Music Sounds Good! Set B Edco. 2007 Sounds Good Core (Printed book & eBook) Mary McFadden, Katherine Kearns Edco. 2007 3 A4 Woodstock Manuscripts. Religion Religion for Living (Retain from last year) Connie Duffy Alpha Press Science The Nature Of Science (Printed book & eBook) (Retain from last year) Tim Gill, Claire Grant, Vicky Meredith, Sheena Odongo Mentor Spanish Vamos a Escuchar 1, CDs & Workbook (NOT eBook - please purchase printed edition) Rosemary Graham. Folens. 2009 Primer Paso 2 (Printed book & eBook) Ann Harrow Folens. Primer Paso 1 (Printed book & eBook) (retain from last year) Ann Harrow Folens. Spanish textbooks can be purchased from: International Books, 18 South Frederick Street, Dublin 2 or Rosalin’s, Dunville Avenue, Ranelagh, Dublin 6.
On behalf of my colleagues we very much hope that you will be able to attend this event. On arrival please follow the signs to the Amey Theatre. If there are any questions prior to the evening please contact me at . I am looking forward to meeting with you in due course. With best wishes for the upcoming summer holidays. Andrew Crisp - Middle Master
Exam Format SA2 Components Weightage Date Remarks Paper 1 50% Term 3 Week 3/4 Duration: 1hr 15 minutes Chapter examinable: Chapter 1 to 11 40 Marks Answer on the spaces provided Calculator allowed Paper 2 50% Absence from tests Medical certificates must be produced if student is absent for the test. Parent’s letter is strongly discouraged and its validity will be approved based on a case-by-case basis. Absence from any test without a valid reason will result in zero mark for the test. Do note that student will have to do a make-up test on the day he/she returns to school. With this information, we hope all students will better prepare themselves for the heavy academic demands this year. Do feel free to contact the respective mathematics teachers should further clarification be needed on this matter. 2T Band 1: Mr Daryl Chong 2T Band 2: Mdm Mavis Lee
2.Mr. Pulley and Mr. Tice went to a football game. They each bought a ticket for $123.47. They also purchased a beverage at $4.50 each and a nacho supreme for $5.00 a piece. What was the total they spent altogether at the game? 3. Mark and his four brothers won a raffle for the amount of $1,025.55. They plan to share the amount equally. How much money will each brother receive? 4. What is the difference between 32 and 15.105? SOL 5.7 (Order of Operations) 1.Solve using the order of operations. Show your work. (12 ÷ 6 x 3) + 17 = 2. Solve using the order of operations. Show your work. 12 - 6 + 60 ÷ 4 = 3. What would 15 + 24 – (58 – 13) ÷ 1 look like after completing the first step? a. 39 – (58 – 13) ÷1 b. 15 + 24 – 45 ÷ 1 c. 15 + 24 – (58 – 13) 4. What is the first step in solving this problem? 5 x (18 – 12) + 24 a. 5 x 24 b. (18 -12) c. 12 + 24 d. 5 x 18 SOL 5.19 (Distributive Property) Which equation shows the distributive property of multiplication over addition? (5 x 7) + (5 x 4) = (7 x 5) + (4 x 5) 5 (7 + 4) = (5 x 7) + (5 x 4) 5 x 7 x 4 = 4 x 7 x 5
4. The manager of a local movie theater kept a record of sales for the morning children’s movie for two weeks. This lists the results. 18 15 26 22 30 44 38 13 19 27 24 22 53 42 Which of the following stem-and-leaf plots shows this same information? A. Stem Leaf 1 3, 5, 8, 9 2 2, 4, 6, 7 3 0, 8 4 2, 4 5 3 C. Stem Leaf 1 3, 5, 8, 9 2 2, 2, 4, 6, 7 3 0, 8 4 2, 4 5 3 B. Stem Leaf 1 3, 5, 8, 9 2 2, 2, 4, 6, 7 3 8 4 2, 4 5 3 D. Stem Leaf 1 0, 3, 5, 8, 9 2 2, 2, 4, 6, 7 3 0, 8 4 2, 4 5 3
The circuit to the right is a completed 4 Bit ALU. The sensor input at the bottom will select the ALU function, to implement subtract, the 2’s complement requires that the A input be inverted, which was taken care of in the circuit above, but also the addition of a +1. This is accomplished by forcing the carry in to bit 0 of the ALU to 1, hence the reason for the decoder on the bottom right. LEDs have been placed on the carry outs and the ALU outs to make it easier to see what is happening. As a quick exercise replace that decoder with explicit logic gates, which will output a 1 when the input is 2.
4.a build and upgrade education facilities that are child, disability and gender sensitive and provide safe, non-violent, inclusive and effective learning environments for all 4.b by 2020 expand by x% globally the number of scholarships for developing countries in particular LDCs, SIDS and African countries to enrol in higher education, including vocational training, ICT, technical, engineering and scientific programmes in developed countries and other developing countries 4.c by 2030 increase by x% the supply of qualified teachers, including through international cooperation for teacher training in developing countries, especially LDCs and SIDS Proposed goal 5. Achieve gender equality and empower all women and girls 5.1 end all forms of discrimination against all women and girls everywhere 5.2 eliminate all forms of violence against all women and girls in public and private spheres, including trafficking and sexual and other types of exploitation 5.3 eliminate all harmful practices, such as child, early and forced marriage and female genital mutilations 5.4 recognize and value unpaid care and domestic work through the provision of public services, infrastructure and social protection policies, and the promotion of shared responsibility within the household and the family as nationally appropriate 5.5 ensure women’s full and effective participation and equal opportunities for leadership at all levels of decision-making in political, economic, and public life 5.6 ensure universal access to sexual and reproductive health and reproductive rights as agreed in accordance with the Programme of Action of the ICPD and the Beijing Platform for Action and the outcome documents of their review conferences 5.a undertake reforms to give women equal rights to economic resources, as well as access to ownership and control over land and other forms of property, financial services, inheritance, and natural resources in accordance with national laws 5.b enhance the use of enabling technologies, in particular ICT, to promote women’s empowerment 5.c adopt and strengthen sound policies and enforceable legislation for the promotion of gender equality and the empowerment of all women and girls at all levels Proposed goal 6. Ensure availability and sustainable management of water and sanitation for all 6.1 by 2030, achieve universal and equitable access to safe and affordable drinking water for all 6.2 by 2030, achieve access to adequate and equitable sanitation and hygiene for all, and end open defecation, paying special attention to the needs of women and girls and those in vulnerable situations
Directional plans identify general guidelines. They provide focus but do not tie managers to specific objectives or courses of action. In the above example the University may decide not to follow a specific plan to increase admissions by 3% next academic year. Rather the University might opt for a directional plan to increase admission by 1 to 2% every year for say five years. Standing and single-use plans When plans are categorized according to their frequency of use, there are two types: Standing plans and single-use plans. Standing Plans They are designed to deal with organizational issues or problems that managers face frequently. In this sense the manager avoids the need to re-invent the wheel every time a particular situation occurs. For example managers may be concerned about employees’ absenteeism, a problem that may occur often in the entire workforce. The manager may decide to develop a standing policy to implement automatically each time an employee is late for work. Standing plans include policies, procedures and rules. Let’s examine each in turn. Policies: are general statements that guide decision making. They define the boundaries within which decisions are made. Policies provide guidance to managers who must make decisions about circumstances that occur frequently within the organization. Most organizations establish policies to provide direction for For example the has policies which govern sick leave, vacation leave, study leave and benefit options. The Academic Affairs Directorate of the University maintain policies on admission to various academic programmes, grade appeals, the minimum period allowed to complete a programme etc. The Human Resource and Organizational Development Directorate (HRODD) have policies in the areas of selecting, training, compensating employees, working conditions, employee service and industrial relations. The procurement office establishes policies for procurement, inventory management and quality control. Let’s look at a few examples of policies. When recruiting employees, consider only those candidates who are technically competent or show promise of becoming technically competent and who show good personal character and motivation. Sexual harassment will not be tolerated in any form in this institution, whether committed by a Senior Member, a Junior Member, a Senior Staff, or a Junior Staff. No employees at the procurement office shall accept gifts and/or
Ways to Say "Said" - Vocabulary Word List A acknowledged added admitted advised affirmed agreed alleged alluded announced answered apologized appealed argued articulated asserted assured avowed B babbled bargained barked bawled began begged bellowed blurted boasted bragged C cajoled cautioned challenged chanted chided claimed commanded commented complained conceded concluded concurred confessed C cont. corrected countered cried criticized croaked cross-examined crowed cursed D debated decided declared decreed demanded denied dictated digressed directed disclosed divulged drawled droned E echoed elaborated emphasized enjoined enunciated equivocated exaggerated exclaimed exhorted explained extolled F faltered foretold fretted fumed G gasped growled H hinted hissed hooted howled I implied implored inquired insisted instructed interjected interrupted intoned J jabbered jeered jested joked K kibbitzed L lamented laughed lectured lied M maintained marveled mentioned moaned mumbled murmured muttered N nagged noted O objected observed offered ordered P panted pleaded pledged pointed out pondered postulated prayed preached predicted proceeded proclaimed professed promised proposed protested Q queried questioned quipped quoted R railed ranted raved recalled recited recommended reiterated related remembered reminded repeated replied reported reprimanded retorted revealed roared S scoffed scolded screamed S cont. snapped snarled sneered snickered snorted sobbed speculated sputtered stammered stated stipulated stressed stuttered suggested surmised swore sympathized T tattled taunted teased testified theorized threatened told U urged uttered V ventured voiced volunteered vouched W waffled wailed warned whimpered whispered wondered Y
It is not clear in the Oracle of Nathan why David is prohibited from building the temple. In fact, Nathan’s initial reaction to the proposal is quite positive: “Go, do all that you have in mind; for the LORD is with you” (v. 3). It is only after the word of the LORD came to Nathan at night, that the prophet changed his mind. God seems to have two objections to the proposal. The first objection is to the idea of the temple as a permanent structure. From the time of the Exodus God had contented Godself with living in a tent or tabernacle, and God had never asked the tribal leaders (v. 7) to build a temple. The parallel passage in 1 Chr 17:6 states that God had never asked one of the judges to build a temple. The words for tribal leaders and judges are quite similar in Hebrew. To some in Israel building a temple may have been seen to be an attempt to control God or to limit God’s freedom. Even the proposal to rebuild the temple after the exile is met with this rhetorical question: “Heaven is my throne and the earth is my footstool; what is the house that you would build for me” (Isa 66:1)? There is also the problem that a temple built by a king might lead the temple establishment to endorse all the king’s policies, in an unhealthy mixture of church and state. That danger becomes clear in the northern kingdom when Amos is rebuked by the king’s priest Amaziah (Am 7:10-17). Congregations who put too much value on their church building may have an “edifice complex.” But the second objection is to David’s role in building a temple: “Are you the one to build me a house to live in (v. 6)? That too is surprising since Samuel had anointed David to be king, and the southern and northern tribes had anointed him as king in in 2 Samuel 2 and 5. Solomon addressed the question of why David could not build the temple in 1 Kgs 5:3-5,
Total A + B Milestones/Timelines S. No. Milestones Month of start of activity Month of end of activity Required financial input (Rs. In Lakhs) 1. Acceptance of Undertaking under GLA And Fulfillment of fund release requirements (30% of SBIRI and 30 % Company of Company input if any ) 2. Status report on ( Technical Milestone to be specified) And Submission of UC/SOE for the corresponding milestone certified by internal finance. (20% of SBIRI and 20 % Company of Company input if any ) 3. Status report ( Technical Milestone to be specified) And Submission of UC/SOE for the corresponding milestone certified by internal finance. (20% of SBIRI and 20 % Company of Company input if any ) 4. Status report ( Technical Milestone to be specified) And Submission of UC/SOE for the corresponding milestone certified by internal finance. (20% of SBIRI and 20 % Company of Company input if any ) 5. Submission of final completion report and consolidated Utilization Certificate (UC) and Statement of Expenses (SOE) certified by internal finance. (10% of SBIRI and 10 % Company of Company input if any ) Note:- Utilization Certificate (UC) and Statements of Expenses (SOE) duly audited by a chartered accountant for the expenditure incurred towards the Project for every half
Word of the Week Vocabulary Program Hampstead Elementary School 2015-16 Week of Word Text (Tumblebook) Oct 19 Exotic The Night I Followed the Dog Oct 26 Astonished Clever Boy & the Terrible, Dangerous Animal Additional Words: timidly Nov 2 Ravenous The Mystery of Eatum Hall Nov 9 Crisis Mercy Watson to the Rescue Nov 16 Anonymously Roberto, the Insect Architect Nov 30 Incredible Martin MacGregor’s Snowman Additional Words: Essence Dec 7 Snickered Clever Trevor Dec 14 Meager Moishe’s Miracle Additional Words: scold, frail, swooned, fret, astonishment Jan 4 Curious Olive the Other Reindeer Jan 11 Crucial Casey and Derek on the Ice Additional Words: clinched, suspense Jan 19-28 Routine Scaredy Squirrel Feb 1 Impression Scaredy Squirrel Makes a Friend Feb 8 Coaxed Ma, I’m a Farmer Additional Words: dejectedly Feb 22 Ridiculous Chicken Big Additional Words: humongous, naughty, squawk Feb 29 Daring You Think It’s Easy Being the Tooth Fairy March 7 Contrary Coriander the Contrary Hen Additional Words: discourteous, scruffy March 14 Boast Rumpelstiltskin Additional Words: marvel April 4 Risky Tops and Bottoms Additional Words: harvest, scowled April 11 Grazing Marsupial Sue April 18 Arrogant Marsupial Sue Presents the Runaway Pancake April 25 Venture Block the Sun, Not the Fun May 2 Feverish Monet Paints a Day Additional Words: impressionist, trudge, lugging, palette May 9 Triumphant Oliver’s Game Additional Words: nostalgia, rummaged, glorious May 16 Determined Camping Spree With Mr. Magee May 23 Strength Clever Beatrice
Covalent bond formulas and names KEY Fill in the tables below with the missing names and formulas. Formul a Name Formula Name CBr4 Carbon tetrabromide P2Cl4 Diphosphorus tetrachloride CCl4 Carbon tetrachloride SO3 Sulfur trioxide CF4 Carbon tetrafluoride P2O3 Diphosphorus trioxide CH4 Carbon tetrahydride PCl3 Phosphorus trichloride CO Carbon monoxide S3I4 Trisulfur tetriodide CO2 Carbon dioxide CI4 Carbon tetriodide H2O Dihydrogen monoxide N3O5 Trinitrogen pentoxide H2O2 Dihydrogen dioxide SO2 Sulfur dioxide N2O3 Dinitrogen trioxide CBr4 Carbon tetrabromide N3Cl5 Trinitrogen pentachloride H2O2 Dihydrogen dioxide N3O5 Trinitrogen pentoxide N2Cl3 Dinitrogen trichloride NO2 Nitrogen dioxide S2F5 Disulfur pentafluoride P2Cl4 Diphosphorus tetrachloride Se2F3 Diselenium trifluoride P2O5 Diphosphorus pentoxide N4O6 Tetranitrogen hexoxide P2S6 Diphosphorus hexasulfide S3F5 Trisulfur pentafluoride P3F5 Triphosphorus pentafluoride CO Carbon monoxide PCl3 Phosphorus trichloride SiO2 Silicon dioxide S2F6 Disulfur hexafluoride NO Nitrogen monoxide S2I3 Disulfur triiodide N3Cl5 Trinitrogen pentachloride S3Cl4 Trisulfur tetrachloride S2O6 Disulfur hexoxide S3F5 Trisulfur pentafluoride CO2 Carbon dioxide S3F6 Trisulfur hexafluoride SO2 Sulfur dioxide S3I4 Trisulfur tetriodide PBr5 Phosphorus pentabromide SeO4 Selenium tetroxide ICl4 Iodine trichloride SO2 Sulfur dioxide H2O Dihydrogen monoxide SO3 Sulfur trioxide CCl4 Carbon tetrachloride
WORLD RELIGIONS, FOODS PRACTICES AND RESTRICTIONS, AND RATIONALE FOR BEHAVIOR Type of religion Practice or restriction Rationale Buddhism • Refrain from meat, vegetarian diet is desirable • Moderation in all foods • Fasting required of monks • Natural foods of the earth are considered most pure • Monks avoid all solid food after noon Eastern Orthodox Christianity • Restrictions on Meat and Fish • Fasting Selectively • Observance of Holy Days includes fasting and restrictions to increase spiritual progress Hinduism • Beef prohibited • All other meat and fish restricted or avoided • Alcohol avoided • Numerous fasting days • Cow is sacred and can't be eaten, but products of the "sacred" cow are pure and desirable • Fasting promotes spiritual growth Islam • Pork and certain birds prohibited • Alcohol prohibited • Coffee/tea/stimulants avoided • Fasting from all food and drink during specific periods • Eating is for good health • Failure to eat correctly minimizes spiritual awareness • Fasting has a cleansing effect of evil elements Judaism • Pork and shellfish prohibited • Meat and dairy at same meal prohibited • Leavened food restricted • Fasting practiced • Land animals that do not have cloven hooves and that do not chew their cud are forbidden as unclean (e.g., hare, pig, camel) • Kosher process is based upon the Torah
Mormonism • Alcohol and beverages containing caffeine prohibited • Moderation in all foods • Fasting practiced • Caffeine is addictive and leads to poor physical and emotional health • Fasting is the discipline of self-control and honoring to God Protestants • Few restrictions of food or fasting observations • Moderation in eating, drinking, and exercise is promoted • God made all animal and natural products for humans' enjoyment • Gluttony and drunkenness are sins to be controlled Rastafarianism • Meat and fish restricted • Vegetarian diets only, with salts, preservatives, and condiments prohibited • Herbal drinks permitted; alcohol, coffee, and soft drinks prohibited • Marijuana used extensively for religious and medicinal purposes • Pigs and shellfish are scavengers and are unclean • Foods grown with chemicals are unnatural and prohibited • Biblical texts support use of herbs (marijuana and other herbs) Roman Catholicism • Meat restricted on certain days • Fasting practiced • Restrictions are consistent with specified days of the church year Seventh-day Adventist • Pork prohibited and meat and fish avoided • Vegetarian diet is encouraged • Alcohol, coffee, and tea prohibited • Diet satisfies practice to "honor and glorify God"
Monday Tuesday Wednesday Thursday Friday October 3 October 4 - A October 5 - B October 6 – A October 7 - B Staff Holiday District Checkpoint #1 Start Lesson 2.5/2.6 Lesson 2.5 – Day 2 - Proving Statements about Angles Lesson 2.6 - Proving Geometric Relationships Preparing for G.6.A, G.6.B, G.6.D, G.6.E October 10 – A October 11 – B October 12 – A October 13 – B October 14 – A Lesson 3.1 – Pairs of Lines and Angles Lesson 3.2 - Parallel Lines and Transversals Preparing for G.5.A, G.6.A Lesson 3.3 and 3.4 - Proofs with Parallel and Perpendicular Lines (Do not complete construction, page 139) G.2.B , G.5.B, G.5.C, G.6.A Test #1 Skills Review #4: Maintaining Mathematical Proficiency – page 123 October 17 - B October 18 – A October 19 – B October 20 – A October 21 – B Constructions: Parallel Lines, page 139, Perpendicular Lines, page 149, Perpendicular Bisectors, page 149 PSAT Lesson 3.5 - Slopes of Lines G.2.A, G.2.B October 24 October 25 – A October 26 – B October 27 – A October 28 – B Staff Professional Day (No Classes) Lesson 3.6 - Equations of Parallel and Perpendicular Lines G.2.B, G.2.C Cumulative Activity **Complete constructions for classes not seen on Oct. 19. October 31 – A November 1 – B November 2 – A November 3 – B November 4 - A 6 Weeks Test Skills Review #5: Maintaining Mathematical Proficiency – page 233 Lesson 4.1 – Translations GT/Pre-Ap Only – Vectors – Examples 1 - 3 Lesson 4.2 – Reflections G.3.A, G.3.B, G.3.C, G.3.D Begin 3rd 6 Weeks Lesson 4.3 – Rotations GT/Pre-Ap Only 1 Lesson 4.4 – Congruence and Transformations
Homework for Week 25 = 3/7-3/11 Monday Tuesday Wednesday Thursday Writing/ELA none none none None Spelling -Wk 20 packet due tomorrow -Wk 20 test tomorrow -Idiom Def- due Thursday -Idiom Def-due Thursday -Idiom next Tuesday Same -Study for test Tuesday Idiom packet History none Three Paragraph Report Due Monday Same None Literature Starting Wanderings of Odysseus Check Planner for HW Same Same Same Math: Groff Muyanja Javier Wilson G: check planner M: check planner J: check planner W: Math Interest Inventory G: check planner M: check planner J: check planner W: Starting Course 2 1.1.2 G: check planner M: check planner J: check planner W: 1.1.3 G: check planner M: check planner J: check planner W: None Science None Study Guide sent home today for quiz on Thursday None Science Quiz on Life Cycle of a Star – Specials: Reading 20-30 Minutes Same Same Same Week 20 Vocab- none check Idiom packet (sent home Tuesday) S=Science L= Literature H=History M=Math W=Writing/ELA
WARRANTY Equipment manufacturer warrants that all goods supplied are free of in workmanship and materials for one year from date of initial operation, but not more than eighteen months from date of shipment. FIELD TEST Check tightness of all accessible mechanical and electrical connections to assure they are torqued per manufacturer’s recommendations.