zilongwang/ReadingBank huggingface dataset:
The next few questions are a little more personal as they are about your feelings. Please remember that we will not tell anyone about any answers you give and if there are any questions that make you uncomfortable or that you would prefer not to answer, that is fine. Please read the statements that follow and tick the box for the statement that best describes your situation. I experience a general sense of emptiness Yes □ More or less □ No There are plenty of people I can rely on when I have problems Yes □ More or less □ No There are many people I can trust completely Yes □ More or less □ No There are enough people I feel close to Yes □ More or less □ No I miss having people around Yes □ More or less □ No I often feel rejected Yes □ More or less □ No
Name/Group Members: _________________________________ Inquiry Question: Conclusions: Answer the inquiry question and relate it to the dependent and independent variables. Evidence: Describe the specific observations and data that support the conclusion(s). Reasoning: Explain your reasoning by connecting the evidence to the conclusion(s), as well as to known scientific rules and principals.
consideration to reasonable adjustments – please use the space below to provide details of anything you wish to bring to the panel’s attention: Faith/religion Buddhist Christian Hindu Jewish Muslim Sikh None Prefer not to say Any other religion: Please Specify Ethnic origin ASIAN OR ASIAN BRITISH: Indian Pakistani Bangladeshi Other Asian – Please Specify: BLACK OR BLACK BRITISH: Caribbean African Other Black – Please Specify: CHINESE: Chinese Other – Please Specify: WHITE: British Irish Other White – Please Specify: MIXED: White & Black Caribbean White & Black African White & Asian Other Mixed – Please Specify: OTHER ETHNIC GROUP: Please Specify: Sexual orientation Bisexual Gay Man Heterosexual Lesbian Prefer not to say
AT expectation for year level of training ABOVE expectation for year level of training UNABLE to assess After completing the TAR which includes the Summative Assessment Report, it is mandatory to send all the Consultant Assessment of Trainee forms to Subspecialties Services, College House for confidential storage: Subspecialties Services DOMAIN – CLINICAL EXPERTISE Competencies Description Below At Above Unable to access Specific attributes that need further development Demonstrates responsibility, reliability and initiative in undertaking clinical and other duties and follow up Demonstrates an ability to: prioritise urgent and other tasks deal with allotted duties manage clinics and wards organise appropriate testing and follow up of tests results provide a safe and effective management plan be readily available when on duty Manages clinical load effectively in consultation with other members of the multidisciplinary team Demonstrates an ability to: consult effectively with the team where necessary manage work load effectively in different clinical settings consult with and manage health care services Demonstrates appropriate gynaecological oncology (GO) procedural and surgical skills Demonstrates an ability to: proficiently manage and technically perform routine GO procedures identify and proficiently manage GO complications seek assistance from appropriate colleagues Competencies Description Below At Above Unable to access Specific attributes that need further development Demonstrates Demonstrates an ability to:
MMD Summit Cohort 1 Districts Sharing Examples Aligned to District MMD Implementation Checklist District Name Focus/Guiding Questions MMD Topic/Title Notes Belton Communicate How might we go about sharing MMD concepts with all stakeholders? Introducing MMD Through Effective Internal Communication McDonald County Leadership What roles might the District Leadership Team (DLT) play in the district system? System-wide Implementation Practices Hayti Alignment What might be challenges in moving from non-CW buildings to MMD? Actions?0 Going Into MMD Without CW Background Ft. Zumwalt Alignment What are perspectives of MMD work at different system levels? Piece of the Puzzle
Commitment What tools/data might districts use to & assess MMD progress? I Can, You Can, We Can… Poplar Bluff Performance /Outcomes What might it look like in real practice when components of MMD (CT, CFA, and DBDM) are implemented? Using Common Formative Assessments and DBDM in Collaborative Teams Willow Springs Performance /Outcomes What might it look like when ACL is deeply implemented? ACL Journey Meramec Valley Performance /Outcomes How might we support students in ACL Students Self-assessing Mound City Performance /Outcomes How might we build capacity of teachers and students toward peer to peer feedback and coaching? Small School, Big Impact: Our Journey from ACL to SBIC
State-Required Objective Student Learning Outcome Assessment Method Data Collection Frequency Sem Results 1 Critical Thinking Skills 1 Artifact/Instrument: Criterion for Success: Related Documents: Fall Spring Fall Sample Size: Findings: Outcome: Acceptable Needs Improvement Spring Sample Size: Findings: Outcome: Acceptable Needs Improvement 2 Artifact/Instrument: Criterion for Success: Related Documents: Fall Spring Fall Sample Size: Findings: Outcome: Acceptable Needs Improvement Spring Sample Size: Findings: Outcome: Acceptable Needs Improvement Student Learning Outcome Name Student Learning Outcome Assessment Method Data Collection Frequency Sem Results
2 Communication Skills * * Must address at least 2 of the 3 types of communication (written, oral, visual). Written: Oral: 1 Artifact/Instrument: Criterion for Success: Related Documents: Fall Spring Fall Sample Size: Findings: Outcome: Acceptable Needs Improvement Spring Sample Size: Findings: Outcome: Acceptable Needs Improvement 2 Artifact/Instrument: Criterion for Success: Related Documents: Fall Spring Fall Sample Size: Findings: Outcome: Acceptable Needs Improvement Spring Sample Size: Findings: Outcome: Acceptable Needs Improvement Visual: 3 Artifact/Instrument: Criterion for Success: Related Documents: Fall Spring Fall Sample Size: Findings: Outcome: Acceptable Needs Improvement
Spring Sample Size: Findings: Outcome: Acceptable Needs Improvement Student Learning Outcome Name Student Learning Outcome Assessment Method Data Collection Frequency Sem Results 3 Empirical & Quantitative Skills 1 Artifact/Instrument: Criterion for Success: Related Documents: Fall Spring Fall Sample Size: Findings: Outcome: Acceptable Needs Improvement Spring Sample Size: Findings: Outcome: Acceptable Needs Improvement 2 Artifact/Instrument: Criterion for Success: Related Documents: Fall Spring Fall Sample Size: Findings: Outcome: Acceptable Needs Improvement Spring Sample Size: Findings: Outcome: Acceptable Needs Improvement
Student Learning Outcome Name Student Learning Outcome Assessment Method Data Collection Frequency Sem Results 4 Teamwork 1 Artifact/Instrument: Criterion for Success: Related Documents: Fall Spring Fall Sample Size: Findings: Outcome: Acceptable Needs Improvement Spring Sample Size: Findings: Outcome: Acceptable Needs Improvement 2 Artifact/Instrument: Criterion for Success: Related Documents: Fall Spring Fall Sample Size: Findings: Outcome: Acceptable Needs Improvement Spring Sample Size: Findings: Outcome: Acceptable Needs Improvement
b. c. Find the volume. b. Volume of Prisms Homework A jewelry store buys small boxes in which to wrap items that they sell. The diagram below shows one of the boxes. Find the volume of the box. Find the volume of the Rectangular Prism. Find the volume of the box w/ triangular prism removed. Find the volume of the Triangular Prism b.
Blaise A Aguirre (Aug. 12, 2010) Valerie Porr Pat Harvey Relationships Alan Fruzzetti Gottman & Silver Smartphone Applications FREE AZUMIO HEART RATE MONITOR This FREE application provides a quick and easy way to tell if you are too upset to have an effective conversation with your partner (flooded) and/or could benefit from using some distress tolerance skills to bring down the intensity of your emotions. DBT DIARY CARD AND SKILLS COACH A handy application for DBT clients that allows you to create a customized diary card. As the application is on your phone, it increases the frequency and ease with which you can record relevant information. In addition, this app functions as a "skills coach," and recommends skills to try based on your needs. Cost: $4.99. INSIGHT TIMER - MEDITATION TIMER An invaluable tool for those who aim to deepen their practice. With 6 singing bowl sounds to choose from, this app allows you to set an alarm that can sound at intervals throughout your practice or at its conclusion. Cost: $2.99. JKZ SERIES 1 MOOD LOG RELAXATION
John Kabat-Zinn's iphone app makes the trainings provided in his 8-week Stress Reduction class available to anyone with a smart phone. His guided meditations include a sitting meditation, yoga, and body scan meditation. Each is about 45 minutes. If you are serious about establishing or developing a meditation practice, this is a must have! Cost: $3.99. A simple and FREE way to monitor emotions across days, weeks, and months. For folks working on developing mindfulness of current emotions, or on their ability to regulate emotions, I highly recommend this application. An excellent resource for those new to Progressive Muscle Relaxation and/or deep breathing. There are options for guided and exercises. This FREE app isn't bogged down with a lot of unnecessary features, making it easy to use in a crisis or on the go. LIVE OCD FREE This is an EXCELLENT tool for individuals who are using Exposure and Response Prevention to treat disorder. The app provides a nice compliment to the work we would be doing in session and provides clients with a quick and easy space in which to track and monitor treatment progress. Cost: $29.99. BREATHE 2 RELAX A must have for anyone working on flooding, anxiety, or emotion regulation. This FREE app provides many customizable options for various breathing exercises. Regardless of whether you are a new or seasoned practitioner of deep breathing, this is an invaluable tool for establishing and sustaining your practice! GOTTMAN INSTITUTE APPLICATIONS The Gottman Institute provides a nice collection of applications to supplement the work you will be doing in couple's therapy. These apps are also straightforward enough to be used by folks who aren't in couple's therapy, but would like to improve the quality of their relationships. Cost: Free - $2.99.
5.1 Mild Hypothermia As the medic offshore you should prevent further heat loss. Keep the casualty horizontal at all times, and raise the legs as you would for shock. Remove all wet clothing and pat the skin dry, taking great care as cold skin is easily damaged. Remember the effects of wind chill, especially on someone who is still soaked. A foil blanket only prevents heat loss; it will not warm the injured person up. Once the casualty is dry and in warm clothing and blankets it will then be a useful idea to cover these in a foil blanket to prevent heat escaping. As soon as possible start warming from the inside by giving hot drinks. Remember the use of a bath for re-warming patients is no longer accepted practice. Rapid re warming has been associated with Cardiac Arrhythmias. 5.2 Moderate Hypothermia Once again it is important to remove wet clothing and cover the patient with blankets. You can apply mild heat to the head, neck, chest, armpits, and groin using wrapped thermal pads, hot water bottles or warm towels. Give warm sweetened drinks if the patient is conscious and able to swallow. 5.3 Severe Hypothermia Remove injured person/crewmember from the cold and wet environment and use whatever means are available to reduce a further drop in temperature. Remove wet clothing Replace with dry clothing and or blankets Use the rescuers body heat - skin to skin is the best contact. (There are some who would argue this practice is not a good idea if the person doing the warming is the medic or only other person to hand as they might put themselves at risk.) There is also a gender issue. Use exhaled warm air near the patients nose and mouth Avoid active external warming to prevent metabolic release Remember to avoid unnecessary movement to reduce the risk of precipitating cardiac arrhythmia. Only commence CPR if the patient is in full cardiac arrest and has no evidence of a carotid pulse after a two minute check. Baseline measurements of rectal temperature, pulse and blood pressure are essential as soon as possible. “It may be difficult to detect a pulse as extreme Bradycardia could be present in these circumstances. A pulse should be felt for a full two minutes at least, before deciding it is absent.
New Knowledge Declarative Knowledge Procedural Knowledge (skills/reasoning) Key Terms (for word wall): Hundreds 3-digit number Compare Key content specificity: Students will understand 3 digit numbers and the value of each place in a 3 digit number. Students can record the results of comparing 3 digit numbers. Skills: Compare 3-digit numbers. Solve comparison word problems Write or illustrate how to compare 3 digit numbers Apply understanding of comparing 3 digit numbers to larger numbers Identify the place value of each digit in a 3 digit number. *students have had an introduction and some practice with comparing 3 digit numbers in grade 1 but need to be proficient with it by the end of grade 2. Key Pre-Requisites Declarative Knowledge Procedural Knowledge (skills/reasoning) Key Terms (for word wall): Ones Tens Digit 2-digit number Greater than Less than Equal to <, >, = symbols Skills: Compare 2-digit numbers. Solve comparison word problems Identify the place value of each digit in a 2 digit number. How will students provide evidence of their developing understandings? (formative assessment) Teacher will informally check in with students as they are working to check who is successful with the daily tasks. Circulate the classroom with check list to make notes on observations of student work. During the group lesson, teacher will ask questions and ask various students to demonstrate examples. Students will engage in think-pair-share times to share their understandings with either another student or the teacher. Exit slip questions will be required throughout the year to check in on understanding. Recording sheets from games will help guide the teacher as to student’s success on the activities. Math boxes in student journals will provide quick written check-ins with students. *** refer to unit outline below to see where opportunities are provided throughout the
ADDENDUM TO AGREEMENT BY AND BETWEEN (TYPE IN CONTRACTORS NAME) AND TENNESSEE STATE UNIVERSITY The following terms and conditions, as applicable, shall amend the above-referenced agreement between (TYPE IN CONTRACTOR’S NAME) (“Contractor”) and TENNESSEE STATE UNIVERSITY (“Institution/Buyer”), a Tennessee Board of Regents (“TBR”) system institution, and are incorporated by reference and made an integral part of the Agreement. The terms and conditions of this Addendum shall control in the event of any conflict with any term or condition of the Agreement or any other additional terms and conditions thereto: Governing Law. This Agreement shall be governed by the laws of the State of Tennessee and federal law. Term. The term of this Agreement shall be one (1) year commencing upon execution and shall renew automatically for additional one year terms, unless notice of termination is given by Institution. Such notice of termination must be given in writing no less than thirty (30) days prior to renewal date. Under no circumstances shall the term of this contract extend beyond five (5) years from the effective date. The Institution shall have the right to terminate the agreement at the end of any fiscal year in the event that sufficient funds are not appropriated by the General Assembly and/or budgeted for continuation of the agreement. Termination for Convenience. The Institution may terminate this Contract without cause for any reason. Termination under this section shall not be deemed a Breach of Contract by either party. The Institution shall give the Contractor at least 90 days written notice before the effective termination date. The Contractor shall be entitled to receive compensation for satisfactory, authorized service completed as of the termination date, but in no event shall the institution be liable to the Contractor for compensation for any service which has not been rendered. Upon such termination, the Contractor shall have no right to any actual general, special, incidental, consequential, or any other damages whatsoever of any description or amount. Remedies. The State is liable for actual damages only. The Institution, as a State entity, shall not, under any circumstances, indemnify the Contractor or any party or be liable for attorney’s fees, punitive damages, or the costs of litigation.
Waiver Documentation for HOMEMAKER/PERSONAL CARE SERVICES Waiver Recipient: Mickey Mouse Provider Name: Disney World Service Location: , Tallmadge Medicaid #: 100900500500 Provider #: 7712345 County: *Staffing ratio is 1:1 (staff to recipient) unless otherwise noted *All services provided in the home (service location) unless otherwise noted Month/Year: October 2012 *All services are routine HPC unless noted otherwise Initial boxes when services are provided or write: A-Absent, S-Sick, R-Refused Services Description Identify Frequency and Duration 1 2 3 4 5 6 7 8 9 1 0 1 1 1 2 1 3 1 4 1 5 1 6 1 7 1 8 1 9 2 0 2 1 2 2 2 3 2 4 2 5 2 6 2 7 2 8 2 9 3 0 3 1 Provide auditory supervision in home and community L W L W L W L W L W Assist with doing Laundry 1x/week up to 2 hours L W Encourage eating slowly at each meal/snack L W L W L W Encourage exercise 1x/week L W Assist with dressing for the weather and/or activity appropriately as needed L W L W L W Assist w/tooth brushing by guiding him to brush top and bottom teeth L W L W L W L W L W
organised. Specialist terminology is either absent or inappropriately used. 0 No relevant content. Please note that although the content for this mark scheme remains the same, on most mark schemes for the new AQA Specification (Sept 2015 onwards) content appears as a bulleted list. AO1 Work on early attachment styles and their link to adult relationships eg Hazan & Shaver, Bowlby’s internal working model and critical period. Note that ‘adolescence’ is acceptable as part of childhood. AO3 Findings discussed in the context of the question, eg whether they support or contradict the influence of childhood on adult relationships Discussion may also refer to the complex nature and range of relationships that adults may have; the in/consistency of attachment styles over time or gender and cultural aspects. The general implications of findings e.g. in relation to child rearing practices and later relationships. M2. Marks for this question: AO1 = 6, AO3 = 10 Level Marks Description 4 13 – 16 Knowledge is accurate and generally well detailed. Discussion / evaluation / application is thorough and effective. The answer is clear, coherent and focused. Specialist terminology is used effectively. Minor detail and / or expansion of argument sometimes lacking. 3 9 – 12 Knowledge is evident. There are occasional inaccuracies. Discussion / evaluation / application is apparent and mostly effective. The answer is mostly clear and organised. Specialist terminology is mostly used effectively. Lacks focus in places. 2 5 – 8 Some knowledge is present. Focus is mainly on description. Any discussion / evaluation / application is
Education, Health and Care Plan Workshop (EHCP) APPEALS AGAINST THE CONTENTS OF AN EHC PLAN – PARTS TO APPEAL AND HOW Led by: Eleanor Wright - SOS!SEN coordinator and Solicitor SATURDAY 3 FEBRUARY 2018 9.30/10 to 4.00 Workshop details: Suitable for parents and young people issued with an EHCP following assessment or amendment or following transfer from a statement. It will cover how to appeal with tips on drafting appeal grounds, and will deal with tribunal procedure and strategy. Venue: SOS!SEN Office, 11a Creek Road, East Molesey, Surrey. KT8 9BE We are located opposite Hampton Court train station. Parking is available in side streets or at the train station. Easy access from A3 or M3. Booking & donation details: £85.00 per person to include a sandwich lunch and useful documentation. Payment can be made by cheque or bank transfer. See booking form. Email for a booking form or further information or download a booking from our website About us: SOS!SEN is an independent charity giving impartial advice based on legal information. We welcome donations of good quality bikes, prams, scooters, games, and clothes for our two charity shops in Hampton Hill & Worcester Park, to keep our free advice centres and term time helpline running. Donations can be dropped at our office when attending this workshop. Booking form Please use a separate form for each person attending
DAILY LESSON PLAN – GRADE 5 TERM 1 STRAND – LIFE AND LIVING TOPIC 1 – PLANTS AND ANIMALS ON EARTH DURATION – 2½ WEEKS = 8¾ HOURS LESSON NO : CONTENT TIME: WEEK NO: TOPIC PLANTS AND ANIMALS ON EARTH SUGGESTED ACTIVITIES EQUIPMENT AND RESOURCES TEXTBOOK(S) (PAGE NO: ) CONTENT & CONCEPTS MANY DIFFERENT PLANTS AND ANIMALS • counting the number of plants in a given area and distinguishing them apart by looking at the shapes and colours of their leaves or flowers or fruits • Pictures of plants and animals OTHER Magazine Newspaper Internet TEXTBOOK(S) (PAGE NO: ) OTHER Magazine Newspaper Internet ANIMAL TYPES • describing -- animals without bones, such as worms, millipedes, insects, spiders, scorpions, crabs -- animals with bones, such as fish, frogs, reptiles, birds, mammals TEXTBOOK(S) (PAGE NO: ) OTHER Magazine Newspaper Internet
DAILY LESSON PLAN – GRADE 5 TERM 1 STRAND – LIFE AND LIVING TOPIC 2 – ANIMAL SKELETONS DURATION – 1½ WEEKS = 5¼ HOURS LESSON NO : CONTENT TIME: WEEK NO: TOPIC ANIMAL SKELTONS SUGGESTED ACTIVITIES EQUIPMENT AND RESOURCES TEXTBOOK(S) (PAGE NO: ) CONTENT & CONCEPTS SKELETONS OF VERTEBRATES • looking at examples of skeletons including - fish, frogs, birds, reptiles, mammals (including humans), and identifying the following parts: -- the skull -- the backbone -- ribs -- limbs -- shoulder and hip girdles** • Pictures and examples of animal skeletons / bones OTHER Magazine Newspaper Internet MOVEMENT • describing how different vertebrate animals move (including humans) TEXTBOOK(S) (PAGE NO: ) OTHER Magazine Newspaper Internet
DAILY LESSON PLAN – GRADE 5 TERM 2 STRAND – MATTER AND MATERIALS TOPIC 1 – METALS AND NON-METALS DURATION – 2 WEEKS = 7 HOURS LESSON NO : CONTENT TIME: WEEK NO: TOPIC METALS AND NON-METALS SUGGESTED ACTIVITIES EQUIPMENT AND RESOURCES TEXTBOOK(S) (PAGE NO: ) CONTENT & CONCEPTS PROPERTIES OF METALS • Investigating, comparing and recording the properties of some metal objects (such as copper wire, coins, nails, cooking pots, knives and forks) and some non-metal objects (such as a piece of chalk, a stone, a pile of sand, a piece of coal) • Investigating ways to make old and dull metal objects shiny again • Examples of metal objects such as copper wire, coins, nails, cooking pots, knives and forks • Examples of non-metal objects such as a piece of chalk, a pile of sand, a piece of coal OTHER Magazine Newspaper Internet PROPERTIES OF NON-METALS TEXTBOOK(S) (PAGE NO: ) OTHER Magazine Newspaper Internet
ASSESSMENT: Check the learner’s knowledge and that they can: • demonstrate the Earth’s movement in its orbit around the Sun • describe the Earth’s movement on its own axis • identify the main elements (soil, air, water, sunlight) that support life on Earth • identify and describe different soil types correctly • explain the formation of sedimentary rock • distinguish between body and trace fossils • explain aspects of South Africa’s fossil record LEARNER HOMEWORK: (PAGE NO: ) CLASS: ________ DATE LESSON TAUGHT: ____________ REFLECTION: CLASS: ________ DATE LESSON TAUGHT: ____________ REFLECTION: CLASS: ________ DATE LESSON TAUGHT: ____________ REFLECTION: *Note areas of concern; concepts to reinforce in next lesson; other comments.
DAILY LESSON PLAN – GRADE 6 TERM 1 STRAND – LIFE AND LIVING TOPIC 3 – NUTRITION DURATION – 1½ WEEKS = 5¼ HOURS LESSON NO : CONTENT TIME: WEEK NO: TOPIC NUTRITION SUGGESTED ACTIVITIES EQUIPMENT AND RESOURCES TEXTBOOK(S) (PAGE NO: ) CONTENT AND CONCEPTS BALANCED DIETS • evaluating a given diet to determine if it contains food from all nutrient groups • finding out about a disease that could be diet related, such as tooth decay, obesity, diabetes or deficiency diseases • Lists of different diets • Pictures and information about food-related illnesses OTHER Magazine Newspaper Internet LESSON CONTENT CIRCLE RELEVANT PROCESSES / DESIGN SKILLS: Accessing and recalling information / Observing / Comparing / Measuring / Sorting and classifying / Identifying problems and issues / Raising questions / Predicting / Hypothesizing / Planning investigations / Doing investigations / Recording information / Interpreting information / Designing / Making/Constructing / Evaluating and Improving Products / Communicating ASSESSMENT: Check the learner’s knowledge and that they can: • explain how plants make their own food (photosynthesis) • sort food into the four nutrient groups • describe a balanced diet • process food in some way • describe an ecosystem • elaborate on feeding relationships (food webs) LEARNER HOMEWORK: (PAGE NO: )
DAILY LESSON PLAN – GRADE 6 TERM 1 STRAND – LIFE AND LIVING TOPIC 4 – FOOD PROCESSING DURATION – 2½ WEEKS = 8¾ HOURS LESSON NO : CONTENT TIME: WEEK NO: TOPIC FOOD PROCESSING SUGGESTED ACTIVITIES EQUIPMENT AND RESOURCES TEXTBOOK(S) (PAGE NO: ) CONTENT AND CONCEPTS NEED FOR PROCESSING FOOD • Pictures and information about how food is processed • Foods for processing OTHER Magazine Newspaper Internet METHODS FOR PROCESSING FOOD • researching how to process food (raw material) by combining, cooking, freezing, pickling, fermenting, drying and salting to make a product, including indigenous ways of processing of food in different communities • choosing a food and processing it in some way TEXTBOOK(S) (PAGE NO: ) OTHER Magazine Newspaper Internet LESSON CONTENT CIRCLE RELEVANT PROCESSES / DESIGN SKILLS:
DAILY LESSON PLAN – GRADE 6 TERM 1 STRAND – LIFE AND LIVING TOPIC 5 – ECOSYSTEMS AND FOOD WEBS DURATION – 2 WEEKS = 7 HOURS LESSON NO : CONTENT TIME: WEEK NO: TOPIC ECOSYSTEMS AND FOOD WEBS SUGGESTED ACTIVITIES EQUIPMENT AND RESOURCES TEXTBOOK(S) (PAGE NO: ) CONTENT AND CONCEPTS DIFFERENT ECOSYSTEMS • selecting an ecosystem on/near the school grounds for this study. Roughly measure an area of 5m x 5m square. • drawing and writing about three plants and three animals that are found there - describing the food, water, amount of sunlight and shelter available - describing the feeding relationships (food webs) - identifying the possible threats to this ecosystem and possible ways to overcome them • Pictures of ecosystems such as rivers, mountains, sea, rocky shore, ponds, wetlands, grasslands, forests and deserts OTHER Magazine Newspaper Internet LIVING AND NON-LIVING THINGS IN ECOSYSTEMS TEXTBOOK(S) (PAGE NO: ) OTHER Magazine Newspaper Internet FOOD WEBS • drawing and labelling simple food webs TEXTBOOK(S) (PAGE NO: ) OTHER Magazine Newspaper Internet
DAILY LESSON PLAN – GRADE 6 TERM 2 STRAND – MATTER AND MATERIALS TOPIC 1 – SOLIDS, LIQUIDS AND GASES DURATION – ½ WEEK = 1¾ HOURS LESSON NO : CONTENT TIME: WEEK NO: TOPIC SOLIDS, LIQUIDS AND GASES SUGGESTED ACTIVITIES EQUIPMENT AND RESOURCES TEXTBOOK(S) (PAGE NO: ) CONTENT AND CONCEPTS ARRANGEMENT OF PARTICLES • drawing and writing about how particles are arranged in a solid, liquid and gas • Video clips from the internet OTHER Magazine Newspaper Internet
DAILY LESSON PLAN – GRADE 6 TERM 3 STRAND – ENERGY AND CHANGE TOPIC 1 – ELECTRIC CIRCUITS DURATION – 2½ WEEKS = 8¾ HOURS LESSON NO : CONTENT TIME: WEEK NO: TOPIC ELECTRIC CIRCUITS SUGGESTED ACTIVITIES EQUIPMENT AND RESOURCES TEXTBOOK(S) (PAGE NO: ) CONTENT AND CONCEPTS A SIMPLE CIRCUIT • investigating how to make a simple circuit using cell/battery, conducting wires, light bulb and design and make a switch to control the circuit • Equipment such as cells/batteries, conducting wires, light bulbs and switches OTHER Magazine Newspaper Internet CIRCUIT DIAGRAMS • drawing simple electrical closed circuit diagrams including the symbols for cell/battery, bulb, conducting wire, switch TEXTBOOK(S) (PAGE NO: ) OTHER Magazine Newspaper Internet LESSON CONTENT CIRCLE RELEVANT PROCESSES / DESIGN SKILLS: Accessing and recalling information / Observing / Comparing / Measuring / Sorting and classifying / Identifying problems and issues / Raising
DAILY LESSON PLAN – GRADE 6 TERM 4 STRAND – PLANET EARTH AND BEYOND TOPIC 1 – THE SOLAR SYSTEM DURATION – 2½ WEEKS = 8¾ HOURS LESSON NO : CONTENT TIME: WEEK NO: TOPIC THE SOLAR SYSTEM SUGGESTED ACTIVITIES EQUIPMENT AND RESOURCES TEXTBOOK(S) (PAGE NO: ) CONTENT AND CONCEPTS THE SUN, PLANETS AND ASTEROIDS • researching/reading information about the planets focusing on size, distance from the Sun, average temperature, number of moons** and any other features • making models of the Solar System taking into account position in relation to the Sun, size and features of the planets*** • describing and drawing the objects in our Solar System • Detailed pictures and models of the Solar System • Pictures of the Moon OTHER Magazine Newspaper Internet MOONS TEXTBOOK(S) (PAGE NO: ) OTHER Magazine Newspaper Internet LESSON CONTENT CIRCLE RELEVANT PROCESSES / DESIGN SKILLS: Accessing and recalling information / Observing / Comparing / Measuring / Sorting and classifying / Identifying problems and issues / Raising
DAILY LESSON PLAN – GRADE 6 TERM 4 STRAND – PLANET EARTH AND BEYOND TOPIC 4 – SYSTEMS FOR LOOKING INTO SPACE DURATION – 1 WEEK = 3½ HOURS LESSON NO : CONTENT TIME: WEEK NO: TOPIC SYSTEMS FOR LOOKING INTO SPACE SUGGESTED ACTIVITIES EQUIPMENT AND RESOURCES TEXTBOOK(S) (PAGE NO: ) CONTENT AND CONCEPTS TELESCOPES • reading a case study about telescopes such as simple telescopes, SALT (Southern African Large telescope), SKA (Square Kilometre Array) • Pictures and information about telescopes OTHER Magazine Newspaper Internet LESSON CONTENT CIRCLE RELEVANT PROCESSES / DESIGN SKILLS: Accessing and recalling information / Observing / Comparing / Measuring / Sorting and classifying / Identifying problems and issues / Raising questions / Predicting / Hypothesizing / Planning investigations / Doing investigations / Recording information / Interpreting information / Designing / Making/Constructing / Evaluating and Improving Products / Communicating ASSESSMENT: Check the learner’s knowledge and that they can: • describe objects in our Solar System (planets, moons, the Sun, Asteroids) • demonstrate the Earth’s rotation and revolution • explain the movements of the Moon • identify the essential differences between the Earth, Sun and the Moon • explain the uses of telescopes and the important telescopes in South Africa • make and evaluate a model vehicle featuring wheels and axles LEARNER HOMEWORK: (PAGE NO: )
Making a submission The ACMA invites comments on the issues set out in this discussion paper or any other issues relevant to the 3.4 GHz band spectrum licence technical framework. Submissions should be made: By email: By mail: The Manager Spectrum Planning Section Spectrum Planning and Engineering Branch Australian Communications and Media Authority PO Box 78 Belconnen ACT 2616 The closing date for submissions is COB Friday 6 February 2015. Each submission should specify: the name of the individual or organisation making the submission their contact details (such as a telephone number, postal address or email address). A submitter may claim confidentiality over their name or contact details (see Publication of submissions below) or may make a submission anonymously or through use of a pseudonym (see Privacy below). Effective consultation The ACMA is working to enhance the effectiveness of its stakeholder consultation processes, which are an important source of evidence for its regulatory development activities. To assist stakeholders in formulating submissions to its formal, written consultation processes, it has developed . This guide provides information about the ACMA’s formal written public consultation processes and practical guidance on how to make a submission. Publication of submissions In general, the ACMA publishes all submissions it receives. The ACMA prefers to receive submissions that are not claimed to be confidential. However, the ACMA accepts that a submitter may sometimes wish to provide information in confidence. In these circumstances, submitters are asked to identify the material over which confidentiality is claimed and provide a written explanation for the claim. The ACMA will consider each confidentiality claim on a case-by-case basis. If the ACMA accepts a claim, it will not publish the confidential information unless authorised or required by law to do so. Release of submissions where authorised or required by law Any submissions provided to the ACMA may be released under the Freedom of Information Act 1982 (unless an exemption applies) or shared with other Commonwealth Government agencies under Part 7A of the Australian Communications and Media Authority Act 2005. The ACMA may also be required to release submissions for other reasons including for the purpose of parliamentary processes or where otherwise required by law (for example, under a court subpoena). While the ACMA seeks to consult submitters of confidential information before that information is provided to another party, the ACMA cannot guarantee that confidential information will not be released through these or other legal means.
10. The "conflicted" identities of young Asian men showed in their… becoming delinquent. rioting. studying hard. studying their parents' culture. 11. Both young men and women were actually looking for… an authentic identity of their own. religious enlightenment. the perfect partner. wisdom and wealth. 12. Tick the one claim that the speaker did NOT hear in discussions with her friends: "Islam… praises sex between husband and wife." had the first modern scientists." has equal rights for women." is morally superior to clubbing and drug taking." 13. This new outlook on life made Yasmin Hai's friends change their looks. The men …………………………………….. and the women …………………………………….. . 14. For many of these young people, radical Islam was a way to feel morally superior to their parents. true false 15. When their children turned religious, many parents were not worried because they… did not want to see their children taking drugs. generally rejected western lifestyles. had already given up on their children. shared their children's political opinions. 16. Radical preachers failed to give those alienated young people a structure for their lives. true false 17. Radical Islam prevented these young people from taking revenge on their local communities. true false 18. When looking for the causes of Muslim radicalization, Yasmin Hai says, western societies tend to ….………………………………….. rather than ………………………………………… 19. Yasmin Hai claims that once young radicals get married and have children they will become more moderate. true false 20. In short, in Yasmin Hai’s view the true reasons why young Muslims turn radical are… nothing we know anything about. psychological rather than political. purely religious. the mosques young Muslims go to. Download from – –
Is my resource valid? Chart Source Credibility—Does this resource have a trustworthy author? Is it backed by a government entity or a respected organization? Accuracy—Is this resource timely, factual and does it provide the full story? Reasonableness—Does this resource contain bias? Is this author concerned with finding the truth? Support—Are there additional sources that support this resources findings? Should I use this resource?
Name: ______________________________ Date: _______________________________ Lesson 3-4: Practice What have we learned so far in Unit 3? Slope-Intercept Form of a Line _________________________ Point-Slope Form of a Line _________________________ Graphing a Line in this form: Graph the y-intercept, then use the slope to find 3 more points! Connect with a straightedge and use arrows! Graphing a Line in this form: Graph the coordinates of the point, then use the slope to find 3 more points! Connect with a straightedge and use arrows! Intercepts x-intercepts: the coordinates of the point where the line crosses the x-axis! y-intercepts: the coordinates of the point where the line crosses the y-axis! Calculating Slope In Words: On a Graph: With the formula: Practice Time! Check in with me when you see the STOP sign!
Fred Douglas III Bank of America Home Loans 7116 College Boulevard Overland Park, Ks 66210 913.693.4201 Office 866.310.6291 Fax NMLS #492483 Reginald J. Smith Mo Bank 1710 Ne Douglas Rd, Lee’s Summit, Mo 64086 816.347.7018 Office 816.719.6610 Cellular 816.323.8506 Fax NMLS ID#000000492451 Rigoberto Jurado Capitol Federal Savings 4242 Main Street Kansas City, Mo 64111 816.584.4180 Office 816.931.4968 Fax NMLS #1115029 Beverly Smith Capitol Federal Savings 9500 Nall Ave Overland Park, Ks 66207 913.652.2389 Office 913.652.2259 Fax Besmith@capfed.com NMLS #544213 Maria Porta Bilingual Lending Specialist Capitol Federal Savings 5501 Johnson Drive Mission Kansas 66205 913.652.2364 Office 913.384.2933 Fax NMLS #556757 Hablo español LaDonna Ali Community Affairs Officer Central Bank of the Midwest 4668 Blue Ridge Blvd Kansas City, MO 64133 816-521-2543 Office 816-214-1191 Cell 816-353-2893 Fax NMLS #488983 Hablo español Leticia Matthys Commerce Bank 922 Walnut Street Kansas City, Mo 64106 816.760.1347 Office 816.234.2511 Fax Hablo español Richard T. Merker First Federal Bank of Kansas City 711 Minnesota Avenue Kansas City, Kansas 66101 913.233.6100 Office 913.371.1779 Fax
Three little wolves and the big bad pig Who? When? Where? What happened? What did they do? Action words (verbs) Black wolf One day Very next day No sooner The next day house of bricks bricks concrete barbed wire iron bars armour plates metal padlocks Plexiglass marigolds daffodils cherry blossoms sunflowers daisies lilies buttercups built a house beware locked grunted smashed lit the fuse blew up smelt the fragrance invited Grey wolf garden used a sledgehammer White wolf house of concrete Used a pneumatic drill Mother wolf house of metal Used dynamite Big bad pig house of flowers Kangaroo with red and yellow bricks outside Beaver with concrete Rhinoceros with metal items Flamingo with a wheel barrow of flowers
Topic: Interdependent Relationships in Ecosystems Performance Expectation: 3-LS4-1. Analyze and interpret data from fossils to provide evidence of the organisms and the environments in which they lived long ago Disciplinary Core Idea: Some kinds of plants and animals that once lived on Earth are no longer found anywhere. (Note: Moved from K–2) (3-LS4-1) Fossils provide evidence about the types of organisms that lived long ago and also about the nature of their environments. (3-LS4-1) Science and Engineering Practice: Analyze and interpret data to make sense of phenomena using logical reasoning. (3-LS4-1) Cross Cutting Concept: Observable phenomena exist from very short to very long time periods. (3-LS4-1) Science assumes consistent patterns in natural systems. Literacy: RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea. RI.3.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect. W.3.1 Write opinion pieces on topics or texts, supporting a point of view with reasons.
Identify the environment in which the fossils are found. Reasoning: Explain why fossils are found in environments where they could no longer exist. Describe how fossils provide evidence of the type, size, and distribution of certain organisms from long ago. Key Vocabulary: Fossil Environment Extinct Species Marine Fossils Tropical Plant Fossils Animal Fossils Formative Assessment Plan Target Target Type Assessment Type Formative Assessment Options I can identify the types of fossil organisms found in an area. Knowledge Reasoning Skill Product Selected Response Constructed Response Personal Communication Performance Assessment I can identify the environment in which the fossils are found. Knowledge Reasoning Skill Product Selected Response Constructed Response Personal Communication Performance Assessment
I can explain why fossils are found in environments where they could no longer exist. Knowledge Reasoning Skill Product Selected Response Constructed Response Personal Communication Performance Assessment Describe how fossils provide evidence of the type, size, and distribution of certain organisms from long ago. Knowledge Reasoning Skill Product Selected Response Constructed Response Personal Communication Performance Assessment Activities:
How many people live per square mile in your area? (Explain)? How is the land used in your area? (Explain)? What are the physical features in your area? (Explain)? What is the climate in your area? (Explain)? What is the water availability in your area? (Explain)? What is the average rainfall in your area? (Explain)? What is the major export in your area? (Explain)? What is primary economic activity in your area? (Explain)?
Name: Weekly Homework Sheet Q2:3 Date: Monday Tuesday Compare the numbers using >, <, or =. 127,489____127,874 2,843,928____3,999,487 Write this number in expanded form. 208,000,478 Find the Sum. 892,422 + 54,770 Find the Difference. 21,807 - 10,739 Find the product. 827 x 23 Find the Quotient. 5,389 ÷ 6 Find the product. 9,874 x 7 Find the Quotient. 9,276 ÷ 8 There are 22,456 pine trees in the park. The park workers are going to plant 6,478 more trees this year. How many trees will there be when they are done? A furniture store received an order for 8,367 tables. They can fit 7 tables in a large shipping box. How many shipping boxes will they need to ship all of the tables? List the first 5 multiples, and find ALL the factors of 18. Multiples: Factors: Prime or Composite? List the first 5 multiples, and find ALL the factors of 21. Multiples: Factors: Prime or Composite? Complete the pattern and find the rule. 1, 2, 4, 7, 11, __, __, __ 1, 3, 9, 27, 81, ___ Rule: Complete the pattern and find the rule. 1, 3, 6, 10, 15, __, __, __, __ 1, 2, 4, 8, 16, __, __, __, __ Rule: Name the Fractions below. 1. 2. 3. Equivalent fractions are fractions that are __________. Use the model below to list 3 fractions that are equivalent to 1/2.
Summary of entry provisions for new starters Contract of three months or more Contract of less than three months Scheduled Body Employee Right Automatic Entry Employee Right By Election Designating Body Employer Choice Automatic Entry Employer Choice By Election Admission Body (Open) Employer Choice Automatic Entry Employer Choice By Election Admission Body (Closed) No right to membership No right to membership Summary of entry provisions for eligible existing staff not already in the scheme Contract of three months or more (or becomes such) Contract of less than three months Scheduled Body Employee Right By Election Employee Right By Election Designating Body Employer Choice By Election Employer Choice By Election Admission Body (Open) Employer Choice By Election Employer Choice By Election Admission Body (Closed) Employer Choice By Election n/a Re-employed Deferred Beneficiary or Pensioner If a member becomes re-employed with an employer that offers membership of the Local Government Pension Scheme, then this will have an impact on any benefits already accrued under the scheme, whether they are being paid or not. There are two types of re-employment: a re-employed member with deferred benefits (benefits that have not yet come into payment) a pensioner member (where benefits are already in payment). There can also be situations where a member has both deferred benefits and pension benefits. However they are treated separately and the rules apply individually to each. Re-employed members with preserved benefits If an employee who has a deferred (preserved) benefit re-joins the Local Government Pension Scheme they will have the option to join their earlier benefits with their new record. They have 12 months from re-joining the scheme to make their decision (although the employer has the discretion to extend this time limit). If the member elects not to add their periods of membership together, then two records will be held for the member and on retirement two pensions will be payable. Separate Annual Benefit Statements will be sent for each record.
Total 6.0 T.E.L. = Total  x le = 6.0 x 0.7 = 4.2 m Press. Available = 60.15 – (7,625-19.6) = 72.125 kPa D 0.3 22 4.0 1No. Angle valve bath tap = 5.0 T.E.L. = Total  x le = 5.0 x 0.7 = 3.5 m 4.0 + 3.5 = 7.5 m 0.625 4,69 kPa 4.69 kPa Static pressure = 1m x 9.810 = 9.81 Press. Available = 32.79 – ( 4,69 + 9.81)= 18.29 kPa 22* add pump or raise the cistern 1m above or use circular tank with 2m height E 0.3 22 3.0 1No. Angle valve bath tap = 5.0 T.E.L. = Total  x le = 5.0 x 0.7 = 3.5 m 3.0 + 3.5 = 6.5 m 625 4,063 4,063 Static pressure = 6m x 9810 = 58,860 Press. Available = 58,860 – 14,683 = 44,177 Pa – 4,063 = 40,114 Pa 24 Re-calculate pipe ref. C for 15mm pipe C 0.3 15 7.0 1No. 28 x 15 x 22 tee (already included) with 2 No.28 x 15 reducers: A2 / A1 =  x 0.00752 /  x 0.0142. = 0.287 gives  = 0.47 2No. Reducers = 0.94 1No.Bend = 1.0 1No. Angle valve bath tap = 5.0 ----------- Total 6.94 T.E.L. = Total  x le = 6.94 x 0.5 = 3.47 m 7.0 + 3.47 = 10.47 m 4000 estimated 41,880 41,880 + 14,683 = 56,563 Static pressure = 9 m x 9810 = 88,290 Press. Available = 88,290 – 56,563 = 31,727 Pa 15
Hot and Cold Water Pipe Sizing Table 1 2 3 4 5 6 7 8 9 10 11 12 Ref Demand Units if required Flow Rate (l/s) Estimated Pipe Dia. (mm) Measured Pipe Run (m) Length of Pipe Equal to Resistance’s (m) Effective Pipe Length Col . 5 + 6 (m) Pipe Pressure Loss (Pa/m) Pressure Consumed Col. 7 x 8 (Pa) Total Pressure Consumed (Pa) Pressure Available at End of Section (Pa) Final Pipe Size (mm)
Pipe Sizing table Pressurised Cold Water Pipe Sizing Table 1 2 3 4 5 6 7 8 9 10 11 12 13 14 Ref Demand Units if required Flow Rate (l/s) Estimated Pipe Dia. (mm) Measured Pipe Run (m) Length of Pipe Equal to Fittings Resistance’s (m) Effective Pipe Length Col . 5 + 6 (m) Pipe Pressure Loss (kPa/m) Pressure Consumed due to Friction Col. 7 x 8 (kPa) Friction loss + Static pressure loss = Total Pressure Consumed (kPa) Pressure at Start of Section (kPa) Pressure Available at End of Section (kPa) Pressure Required at End of Section (Pa) Final Pipe Size (mm)
Example 1 Calculate an appropriate pipe size for the system shown above. Use Copper Table X pipework for water at 10oC.. Answer The maximum allowable pressure drop along the length of pipe = 300,000 Pa – 250,000 Pa = 50,000 Pa Pressurised Cold Water Pipe Sizing Table 1 2 3 4 5 6 7 8 9 10 11 12 13 14 Ref Demand Units if required Flow Rate (l/s) Estimated Pipe Dia. (mm) Measured Pipe Run (m) Length of Pipe Equal to Fittings Resistance’s (m) Effective Pipe Length Col . 5 + 6 (m) Pipe Pressure Loss (Pa/m) From CIBSE Tables Pressure Consumed due to Friction Col. 7 x 8 (Pa) Friction loss + Static pressure loss = Total Pressure Consumed (Pa) Pressure at Start of Section (Pa) Pressure Available at End of Section (Pa) Pressure Required at End of Section (Pa) Final Pipe Size (mm) A none 0.8 22 50 none 50 3500 175,000 175,000 300,000 125,000 250,000 Too small A none 0.8 28 50 none 50 1000 50,000 50,000 300,000 250,000 250,000 28 Pipe Sizing Procedure 1. Reference the pipe section - section A. 2. Calculate demand units or loading units from Tables in CIBSE guide (attached). – not required, see No.3 below.
Day 5 OWL TE pg.: Activity: Scaffold: PK Guidelines: OWL TE pg.: Activity: Scaffold: PK Guidelines: OWL TE pg.: Activity: Scaffold: PK Guidelines: OWL TE pg.: Activity: Scaffold: PK Guidelines: OWL TE pg.: Activity: Scaffold: PK Guidelines: OWL TE pg.: Activity: Scaffold: PK Guidelines: OWL TE pg.: Activity: Scaffold: PK Guidelines: OWL TE pg.: Activity: Scaffold: PK Guidelines: