zilongwang/ReadingBank huggingface dataset:
Bringing it together Drawing on ideas from the session, students work on the following activities according to their capabilities at the teacher’s discretion. Provide students with access to resources , and to complete the following activities. The CFA’s may also be useful. Create a visual display/ labelled diagram : Students to draw a labelled diagram to show how radiant heat is dangerous in a bushfire and what steps can be taken to reduce the risks of radiant heat. Preparing for a bushfire role play: Have students role-play sitting around a campfire, and discuss how radiant heat relates to this. Discuss and ask: Discuss the fire being small and where they would sit. Discuss the fire beign a bit bigger and what this means to where they are sitting. Discuss what would happen if they put something inbetween them and the campfire, and what this would mean. The action in the play needs to show reducing the effect of radiant heat. Extending N/A
State Transition Table Analysis Now let’s look at how the State Transition Table was generated from the State Graph. For each state, there must be 4 sets of inputs that cause a transition. So with 4 possible states, there are actually 8 sets of inputs that must be checked on each clock signal to determine if the state is held or if a transition to the next state will take place. In the first line of the transition table (S0), the gate is closed. In the second line of the transition table (S0), the Open Switch Pushbutton is pressed by the operator. Without looking at the notes on the previous page, begin on LINE 2 and see if you can accurately predict the NEXT STATE and the outputs as you move down each consecutive line. Below each line in the transition table is a box where you can describe (in your own words) what is happening at the tollbooth. The first few descriptions have been given as examples to get you started. After you have worked through the table you can go back and put in the “Don’t Care” comments. Note: This handout is meant to be a tool that helps you understand the tollbooth state machine design. It is for your use only. You should be documenting all of your work for final evaluation in your engineering notebook or project portfolio. Tollbooth State Transition Table Analysis PRESENT STATE Operator Pushbuttons Limit Switches NEXT STATE* Outputs State Qa Qb Open Switch Close Switch Open Limit Close Limit State Qa* Qb* Motor Open Motor Close Gate Open Gate Closed S0 0 0 0 0 S0 0 0 1 The gate is closed with no inputs from the operator. S0 0 0 1 0 S1 0 1 0 1 The operator has pressed the pushbutton “OPEN SWITCH” but the gate is still closed. “MOTOR OPEN” should be the next state. S1 0 1 0 S1 0 1 1 0 0 The gate is opening but has not reached the “OPEN LIMIT”. Hitting the “OPEN LIMIT” should be the next state. S1 0 1 1 S2 1 0 1 0 0 The gate has reached the “OPEN LIMIT” but the “MOTOR OPEN” is still on. “GATE OPEN” with motor off should be the next state. S2 1 0
Children’s Autism Outreach team Level 4 of document Child is/ or may be at risk of significant harm or family break down and parents/carers require a break from: Disturbed nights Persistent challenging behaviour Supervision of the child's complex health care needs Complex manual handling tasks Reception into care via Section 20 or 31 of Children Act 1989. Short breaks service All universal inclusive services Voluntary/Community Groups Direct Payments Occupational therapy service Somerset Supporters Service Children’s Autism Outreach team
Project identification Project name/description Investigator Trial site Sponsor's representative Identification in continuous record of project activities MEDICINAL DEVICES RECEIVED AT TRIAL SITE Name / code designation Batch / lot number Numbers of medical devices Description ACCOUNT FOR MEDICINAL DEVICES USED FOR TRIAL SUBJECTS Name / Code ID Trial subject Date Numbers of medical devices used for trial subject Numbers of medicinal devices returned Description Handed over / received by
PUBLIC NOTICE Notice of Quorum Glendale Elementary School District Honor Band Performance 6:30 p.m. April 11, 2018 Challenger Middle School Gymnasium 6905 West Maryland Avenue Members of Glendale Elementary School District’s Governing Board will attend the GESD Honor Band Performance April 11, 2018, at Challenger Middle School’s Gymnasium. Members who will be in attendance include: Ms. Brenda Bartels, Ms. Sara Smith, Ms. Monica Pimentel and Ms. Mary Ann Wilson. Governing Board business will not be discussed during the event.
Who is your primary care physician (family doctor)? Please list any physicians you see and their specialty (refer to medical information for list of disorders): Dr. Specialty: Patient since: (MM/YY) Last visit: Dr. Specialty: Patient since: (MM/YY) Last visit: Dr. Specialty: Patient since: (MM/YY) Last visit: Dr. Specialty: Patient since: (MM/YY) Last visit: 2. Diabetes N/A Do you have diabetes? Yes No If no, please skip to next section. Which type? Type I – Insulin-dependent (insulin injections only) Type II – Non-insulin-dependent (diabetic pills) Type II – Insulin-dependent (diabetic pills and insulin) Is your blood sugar level monitored? Yes No If so, how often? If so, by whom? Myself Physician Other – please specify: Do you tend to be hypoglycemic? Yes No NOTE: If you are currently on Sodium-Glucose Co-Transporter inhibitor medication (SGLT-2), which include Ebymect, Edistride, Forxiga, Invokana, Jardiance, Synjardy, Vokanamet and Xigduo, YOU CANNOT START OR BE ON IDEAL PROTEIN’S REGULAR PROTOCOL. Please speak to your coach about our Alternative Protocol. 3. Cardiovascular Function N/A Have you had any of the following conditions? Arrhythmia (NPA) Hyperkalemia (High potassium) (NPA) Blood Clot (NPA) Hypokalemia (Low potassium) (NPA) Coronary Artery Disease (NPA) Hypertension (High blood pressure) (NPA) Heart attack (NPC) Pulmonary Embolism (NPA) Heart Valve Problem (NPA) Stroke or Transient Ischemic Attack (NPA) Heart Valve Replacement (porcine/ mechanical) (NPA) Congestive Heart Failure (NPC) Hyperlipidemia Please select one (if applicable): (High cholesterol/triglycerides) History of Congestive Heart Failure Current Congestive Heart Failure (NPC) 3. Cardiovascular Function (cont.) N/A Have you ever had any type of heart surgery? Yes No If so, which type? Other conditions:
Date: Day: Daily Learning Goal(s): To progress with language, math, science, social studies, health, careers, and self-determination skills toward students’ maximum potential. Activities Classwork: Language: writing prompt, what is your favorite pair of shoes, and reading time on IREADY Careers / self-determination: lesson on reading food lables Math: group work according to level, IREADY math, gridding, and leveled worksheets Science: reading vocabulary and comprehension questions about nutrition Social Studies: lesson about ancient Africa with geography vocabulary and reading from the book How Dare the Sun Rise Unique skills, HOPE: walking for HOPE credit Ms Bidwell is out for a few weeks due to injury. Daily ongoing Activities Super Brain Yoga Meditation CNN Student news Some students go to speech classroom on Thursdays throughout the day on THurThursday Standards or Frameworks: Goals are being met through access courses according to each student’s individual needs and the current IEP daily.
plus non-appropriated expenses depreciation and amortisation expenses 980 931 746 853 779 Total comprehensive income (loss) attributable to the agency (478) 311 566 282 14 Table 3.2.2: Budgeted Departmental balance sheet (as at 30 June) Estimated actual 2011-12 $'000 Budget estimate 2012-13 $'000 Forward estimate 2013-14 $'000 Forward estimate 2014-15 $'000 Forward estimate 2015-16 $'000 ASSETS Financial assets Cash and cash equivalents 36 36 36 36 36 Receivables 6,850 6,626 6,793 6,718 6,638 Total financial assets 6,886 6,662 6,829 6,754 6,674 Non-financial assets Land and buildings 108 98 898 698 498 Property, plant and equipment 217 301 209 135 124 Intangibles 1,240 865 711 1,216 748 Other 64 64 64 64 64 Total non-financial assets 1,629 1,328 1,882 2,113 1,434 Total assets 8,515 7,990 8,711 8,867 8,108 LIABILITIES Payables Suppliers 425 424 425 425 325 Other payables - - - - - Total payables 425 424 425 425 325 Provisions Employees 1,523 1,222 1,303 1,344 1,385 Other provisions - - - - - Total provisions 1,523 1,222 1,303 1,344 1,385 Total liabilities 1,948 1,646 1,728 1,769 1,710 Net Assets 6,567 6,344 6,983 7,098 6,398 EQUITY Contributed equity 1,366 1,763 2,582 3,268 3,333 Reserves 206 206 206 206 206 Retained surpluses or accumulated deficits 4,995 4,375 4,195 3,624 2,859 Total equity 6,567 6,344 6,983 7,098 6,398 Table 3.2.3: Departmental statement of changes in equity — summary of movement (Budget year 2012-13) Retained earnings $'000 Asset revaluation reserve $'000 Other reserves $'000 Contributed equity/ capital $'000 Total equity $'000 Opening balance as at 1 July 2012
Name __________________________________ Date ___________________ CC Algebra – System of Linear Equations & Inequality Word Problems Classwork The cost of three notebooks and four pencils is $8.50. The cost of five notebooks and eight pencils is $14.50. Determine the cost of one notebook and the cost of one pencil. You can work at most 20 hours next week. You need to earn at least $92 to cover you weekly expenses. Your dog- walking job pays $7.50 per hour and your job as a car wash attendant pays $6 per hour. Write a system of linear inequalities to model the situation. Jonah is going to the store to buy candles. Small candles cost $3.50 and large candles cost $5.00. He needs to buy at least 20 candles, and he cannot spend more than $80. Write a system of linear inequalities that represent the situation.
Every effort will be made to ensure that employees, making complaints will not be victimised. Any complaint of victimisation will be investigated and will be dealt with promptly and confidentially in line with the principles of natural justice. These procedures do not detract from the right of the employees to pursue complaints under the Employment Equality Acts (1998 and 2004), the Equal Status Act (1999) and other relevant legislation. Any volunteer, service user or visitor to the Centre who believes that they have suffered any form of discrimination, harassment or victimisation are entitled to approach the Coordinator and be advised how to pursue their complaint through the Centres complaints procedure. 4. MONITORING AND EQUALITY PROOFING Progress on the implementation of this Policy will be reviewed every 2 years through review and planning procedures and by using the Equality Proofing Template process outlined below in Appendix 1. This Policy was discussed and ratified at a meeting of the Voluntary Board of Directors on: Date: Signed by the Chairperson: Signed by Director:
Plan for a Ten Week Course of Yoga for (Your Name) Theme Philosophy Specific Preparatory practices/postures Main postures Counter poses and winding down Breathing practices Relaxation Meditation Week 1 ADD DATES Week 2 ADD DATES Week 3 ADD DATES Week 4 ADD DATES Week 5 ADD DATES
Detail Business Process Model Description Determine Schedule Requirements Actor/Role: Field Operations Description: The Field Operations Officer determines requirements for the service schedule. Determination of the schedule requirement involves analysis of measurement cycles, measurement cycle routes and when they should be downloaded, estimated or read by the customer. Send Service Schedule to Utility Actor/Role: Field Operations Description: The Field Operations Officer sends the updated measurement cycle schedule to the Utility organization. Enter Service Schedule Actor/Role: CSR or Authorized User Description: The CSR or Authorized User receives the updated measurement cycle schedule from Field Operators and updates the service schedule. This is a manual task. There are different data requirements depending on whether it is an update to an existing measurement cycle schedule or it is the creation of a new measurement cycle schedule. This information is entered directly via the screen. Measurement Cycle Measurement Cycle Route Type Configuration required (Y) Entities to Configure: Update Service Schedule Actor/Role: C2M(MDM) Description: The updated schedule is stored in C2M(MDM). The Scheduled Selection Date on the Service Schedule will now be used to determine the date the system downloads eligible service points in the nominated cycle. In addition, it will now be used by Billing to determine when a meter read is expected. Measurement Cycle Measurement Cycle Route Type Configuration required (Y) Entities to Configure:
Customizable process N Process Name: Configuration required Y Entities to Configure: Apply Rates to Calculate Additional Charges Group: Create Bill Segment Group: Batch Billing Actor/Role: C2M(CCB) Description: If there is a need to add flat charges to the charges sent by Third Party Service Provider or calculate taxes, C2M(CCB) also applies rates. This step could be executed from online and batch processing. Process Plug-in enabled Y Available Algorithm(s): Customizable process N Process Name: Configuration required Y Entities to Configure: Create BS details and Bill Segment(s) Group: Create Bill Segment Group: Batch Billing Actor/Role: C2M(CCB) Description: System creates a bill segment for each unbilled billable charge. This step could be executed from online and batch processing. Process Plug-in enabled Y Available Algorithm(s):
Description: The CSR or Authorized User reviews the bill segment and determines next steps. Request Cancel Frozen Segment(s) Actor/Role: CSR or Authorized User Description: It’s recommended to cancel Billable Charges associated with Cancelled Bill Segment. If the original billable charges (Pass Through Charges) were incorrect, the Third Party Service Provider would send both a reversal of the charges and a newly revised set of information. These could be passed as two separate billable charges or they could be combined on a single billable charge. If Bill Segment is for one time charge has been canceled, typically the associated Billable Charge is also canceled. The CSR or Authorized User creates new as applicable. Update Bill Segment(s) to Pending Cancel Actor/Role: C2M(CCB) Description: When the CSR or Authorized user requests Initiate Cancel, the system updates the Bill Segment to Pending Cancel. 3.4 Request Undo Cancel Bill Segment(s) Actor/Role: CSR or Authorized User Description: The CSR or Authorized User has the option to undo the pending Cancel Bill Segment(s). Prior to the cancellation the CSR or Authorized User determines the should not be canceled, and uses the Undo function. 3.5 Return Original Bill Segment(s) to Frozen Actor/Role: C2M(CCB) Description: The original is returned to Frozen in C2M(CCB). There is no impact to financial transactions Request Finalize Cancel Bill Segment(s) Actor/Role: CSR or Authorized User Description: The CSR or Authorized User confirms the cancellation of Bill Segment(s). Configuration required Y Entities to Configure:
Parallax student DE bundle with Arduino Arduino Uno Microcontroller Board PIR Sensor (Passive Infra-Red) 2-Axis Joystick Arduino IDE Software Breadboard #22 Gauge solid wire Resistors (220Ω) (10 kΩ) LED Pushbutton or VEX bumper switch VEX potentiometer Procedures Sketch 1: “Blink” Open the Arduino software and create the “Blink” sketch. Title the project and add a description. Save. Define constant integer, named ledPin, assigned to pin 13. void setup() Add a pinMode function so that variable ledPin is an OUTPUT. void loop() Add a digitalWrite function to make ledPin HIGH for delay 1000 ms. Add a digitalWrite function to make ledPin LOW for delay 1000 ms. Save the code as “Blink”. Have your instructor verify the circuit works as expected. The LED on the Arduino (pin 13) should be blinking. Sketch 2: “AltBlink” Create the circuit “AltBlink” using: an Arduino Microcontroller Board an LED 220Ω resistor Modify the “Blink” code to create a new sketch called “AltBlink” Circuit “AltBlink” “AltBlink” Circuit With LED A defined as the resistor on the Arduino, and LED B defined as the LED on the breadboard: Make the two LEDs blink in alternating pattern. LED A (on Arduino) is “off” when LED B (on breadboard) is “on”. LED A (on Arduino) is “on” when LED B (on breadboard) is “off”. Sketch 3: “Pushbutton”
50° 60° 70° 80° Compare the ideal range and the actual range of the device. Input the values gathered into the Excel® spreadsheet to create a graph that illustrates the contrast between the calculated (ideal) range of the ballistic device and the actual range of the device at the selected firing angles.
Activity 4.2 Puzzle Cube Package Rubric Topics 4 points 3 points 2 points 1 point Development (Pattern Layout) Neatly and correctly laid out. Pattern laid out correctly but neatness needs improvement. Pattern has a few errors but neatly done. Pattern has several errors; neatness needs improvement. Tabs and Flaps All tabs and flaps are correctly drawn and functionally correct. Most tabs and flaps are correctly drawn and functionally correct. Several of the tabs and flaps are not in the correct position but are drawn correctly. Many of the tabs and flaps are not in the correct position and were not drawn correctly. Size 2 ½” x 2 ½” x 2 ½” as directed. Unique design and puzzle fits in package but puzzle parts are not necessarily in a cube arrangement. Puzzle Cube fits in the package but much too tight or much too loosely. Puzzle Cube fits in the package with some difficulty. Puzzle Cube does not fit in the package. Printed Information: selection, layout, application Well laid out and neatly applied with an appropriate selection of information. Selection, layout, and application completed, but one of the three areas needs improvement. Selection, layout, and application completed, but several areas could be improved. No thought was given to selection, layout, and application of printed information, but some attempt was made. Package Construction Neatly creased, folded, and constructed. Creases and folds neat, but overall construction of package is slightly off. Construction complete, but creasing and folding of the package need improvement. Creased, folded, and constructed haphazardly. Overall Design Exceptional design. You want to pick it up and buy it. Very pleasing to the eye. Average appearance and construction. Not very inviting to pick up.
University Systemwide Executive Policy, , Integrated Long-Range Planning Framework Exhibits and Appendices No Exhibits and Appendices found. Approved: _____________________________ ___________ John Morton Date Vice President for Community Colleges
4.21. Evidence of Crimes and Wrongs (Molineux) Evidence of crimes, wrongs, or other acts committed by a person is not admissible to prove that the person acted in conformity therewith on a particular occasion or had a propensity to engage in a wrongful act or acts. This evidence may be admissible when it is more probative than prejudicial to prove, for example: motive, opportunity, intent, preparation, common scheme or plan, knowledge, identity, absence of mistake or accident, or conduct that is inextricably interwoven with the charged acts; or to provide necessary background information or explanation; or to complete the narrative of the subject event or matter. (2) In a criminal proceeding, where the defendant interposes a defense, the People on rebuttal may prove the defendant’s commission of other crimes or wrongs when such crimes or wrongs are relevant and probative to disprove the defense. Note Subdivision (1). This rule sets forth what is generally known as the Molineux rule, after the seminal case of People v Molineux (168 NY 264 [1901]). The first sentence sets forth the general rule, applicable in both civil and criminal proceedings, that when evidence of other crimes, wrongs or acts committed by a person is offered for the purpose of raising an inference that the person is likely to have committed the crime charged or the act in issue, the evidence is inadmissible. (Molineux, 168 NY at 291-293; People v Morris, 21 NY3d 588, 594 [2013] [“(E)vidence of uncharged crimes is inadmissible where its purpose is only to show a defendant’s bad character or propensity towards crime”]; People v Bradley, 20 NY3d 128, 135 [2012] [“Without some better developed theory of relevance,” evidence of a stabbing incident more than 10 years before defendant fatally stabbed her estranged boyfriend was “resonant solely for what (it) seemed to disclose about defendant’s violent propensity and the manner of its expression”]; Matter of Brandon, 55 NY2d 206, 210-211 [1982] [“A general rule of evidence, applicable in both civil and criminal cases, is that it is improper to
business organization, whose membership is composed of enterprises from all sectors and regions, ICC is especially pleased to provide business of all sizes this simple, clear guide to help business play their part in addressing the increasingly serious challenge of cyber security. ICC is an organization dedicated to facilitating trade and investment, including to foster confidence in the digital economy and to increase the considerable opportunities that it brings to business, consumers, governments and society. Interconnectivity has transformed not just the marketplace but has changed the fabric of society. The benefits that flow from greater access to knowledge, information, goods and services are made possible by a global and open Internet. It needs to be trusted and secured. Therefore, any cyber security strategy should be appropriate, justified and proportionate, to preserve these benefits. Because security – like perfection – is an elusive goal with multiple trade-offs, it can also be a daunting topic. Fear or lack of awareness can be a barrier to ensuring businesses evaluate risks and take suitable actions. This guide makes awareness a simple set of steps and takes down the intimidation barrier. ICC has produced the Cyber security guide for business to reach a broad audience with its over six million members in mind. It is intended to be accessible to business owners, staff or executives, not just limited to information technology teams, and it should be shared with business partners in the supply chain of goods and services and with the public sector to enhance resilience as broadly as possible. The guide will be distributed through ICC’s global network of national committees, member companies, business associations and chambers of commerce via the ICC World Chambers Federation, spanning over 130 countries. ICC believes that collective, global business action by its network and partners can make an essential contribution to reducing cyber risks for businesses and society at large. Read this first Cyber Security Starts with You Modern information and communications technologies are enabling businesses of all sizes to innovate, reach new markets and drive efficiencies that benefit customers and society. Yet, increasingly, business practices and policies are challenged by having to adapt to the direct and indirect impacts of pervasive communication environments and network information flows that are required in the delivery of goods and services. Many enterprises adopt modern information and communications technologies without fully realizing that new types of risks must be managed as a result. This guide addresses this gap and outlines how enterprises of all sizes can identify and manage cyber security risks.
person whom he or she had observed on the first or incriminating occasion, may, in addition to making an identification of the defendant at the criminal proceeding on the basis of present recollection as the person whom he or she (the witness) observed on the first or incriminating occasion, also describe his or her previous recognition of the defendant and testify that the person whom he or she observed or whose pictorial, photographic, electronic, filmed or video recorded reproduction he or she observed on such second occasion is the same person whom he or she had observed on the first or incriminating occasion. Such testimony and such pictorial, photographic, electronic, filmed or video recorded reproduction constitutes evidence-in-chief. Part III. Identification by means of previous recognition, in absence of present identification [CPL 60.25] (1) In any criminal proceeding in which the defendant’s commission of an offense is in issue, testimony as provided in subdivision two may be given by a witness when: (a) Such witness testifies that: (i) He or she observed the person claimed by the people to be the defendant either at the time and place of the commission of the offense or upon some other occasion relevant to the case; and (ii) On a subsequent occasion he or she observed, under circumstances consistent with such rights as an accused person may derive under
Calculate a Chi-Square to support or reject the null hypothesis. The null hypothesis is your expected phenotypes of the offspring. What conclusions can you make based on the chi-square results? Part B: What are the parents’ genotypes and phenotypes of Gene 1?
April 27, 2017 LM HOA minutes Accounts Receivable Approval granted to file 3 liens as 15 day demand letters were sent last month. Approval to send 15 day demand letters to 11 properties who are overdue on fees by two years Website Financials – Added to website? Pool rules – need to have the rules section updated to include no smoking. Currently remains with the copied text from the letter that was sent out. Ask for minutes ot be pulled from previous website and added to current website Pool Chairs – Should consider ordering Line Reel – order a similar replacement (Cheaper option) Swim team start date – I think we need to update Pool company with this info. Old Business Website Addition of financials for community will be added shortly Joey to update website dates Joey to update pool rules AR Collection Review 15 day demand properties next month – wait till 4/15 and review to see if AR comes down Violation enforcement focus for 2017 Faded paint Trim/Fascia upkeep Yards – weeds/grass Playground Review playground replacement after most dues have been paid Trees Charlotte Ian needs to follow up and see status of seedling installation for creek Landen Park Review cost for 3 disc golf goal and approve next meeting Investigate material cost for walkway to field Pool bands Board approves ordering of 1750 pool bands. Vernon to pick colors. Pool Rules update Greg ordering no smoking signs Board to update pool rules to include no smoking and post on website and mail with pool band request
Date: Day: Daily Learning Goal(s): To progress with language, math, science, social studies, health, careers, and self-determination skills toward students’ maximum potential. Activities Classwork: Language: practice with compound words, and reading time on IREADY Careers / self-determination: lesson about calories and activity with some math practice Math: group work according to level, IREADY math, gridding, and leveled worksheets Science: reading about the water cycle, drawing of a food chain, and water cycle Social Studies: reading practice with a lesson about Linda Brow Unique skills, HOPE: free choice for social skills Ms Bidwell is out for a few weeks due to injury. Daily ongoing Activities Super Brain Yoga Meditation CNN Student news Some students go to speech classroom on Thursdays throughout the day on THurThursday Standards or Frameworks: Goals are being met through access courses according to each student’s individual needs and the current IEP daily.
Success stories, such as: Best Practices for Teaching People with Visual Impairments One Bank’s Way of Promoting Financial Education Through Summer Employment Submissions are welcome Slide 45: Money Smart Alliance Alliance members can assist by: Teaching Hosting classes Facilitating program implementation Promoting Money Smart Funding local efforts Evaluating Money Smart efforts Increasing delivery and distribution networks. Slide 46: FDIC’s Role Distribute the curriculum to potential instructors Provide technical assistance, possibly including linking sites interested in delivering financial education with potential instructors Publications We want to hear what questions educators have on the curriculum Slide 47: Implementation Promising program elements: Timely and relevant content
4.2 - Inscribed Angles Find each measure. 1. mCED  _________ 2. mFGI  _________ _________ _________ 3. _________ 4. mXVU  _________ _________ mVXW  _________ 5. mBAC  __________ 6. mIHJ __________ __________ __________ Find each value. 7. x  __________ 8. z  __________ 9. mVUS  __________ 10. mZWY  __________ Find the angle measures of each inscribed quadrilateral.
11. mB  __________ 12. mF  __________ mC  __________ mG  __________ mD  mH  __________ mE  __________ mI  __________ 13. mX  ________ 14. mC  ________ mY  mD  ________ mZ  ________ mE  ________ mW  ________ mF  ________ 15. mT  ________ 16. mK  ________ mU  ________ mL  ________ mV  ________ mM  ________ mW  ________ mN  ________ 17. Lyla has not learned how to stop on ice skates yet, so she just skates straight across the circular rink until she hits a wall. She starts at P, turns 75° at Q, and turns 100° at R. Find how many degrees Iyla will turn at S to get back to her starting point. _________________________
direct contracting, etc.), the legal basis (provision of relevant law or internal rule) and reasons that led to this choice Legal basis: Reasons: In case of in-house contracting and cooperation between public organisations or any other exemption from procurement law was applied, indication of the applicable legal provision and relevant considerations Exemption rule applied (e.g. in-house, public bodies cooperation, R&D-services, etc.) Legal basis: Justification: IMPLEMENTATION OF PROCUREMENT PROCEDURE Prior publication (obligatory advertisement in media as foreseen by the applicable procurement rules or voluntary publication, including a clear description of the subject of the tender and a correct and sufficient deadline for submitting offers) Obligatory publication: (media used; date, duration and proof of publication (copy, screenshot, etc.); deadline for submission of applications/offers) Voluntary publication: (media used; date and duration of publication, deadline for submission of applications/offers) Criteria and procedure used to identify the best or cheapest offer indication of selection/award criteria, description and results of assessment Applicants/bidders participating in the procurement procedure Name of company Date of receipt of the offer Offered price Reasons for rejection or selection Date and way of information to all involved applicants/bidders about the procurement decision
Assessor's comments Qualification BTEC Level 3 Subsidiary Diploma in Applied Science Assessor name Mrs N Turner-Smith Unit number and title Unit 4; Scientific Practical Techniques. 4.1 Analytical Techniques Learner name Criteria reference To achieve the criteria the evidence must show that the learner is able to: Achieved? P1 Demonstrate the use of quantitative and qualitative techniques. M1 Ensure accuracy in both quantitative and qualitative analysis. Aspects of good volumetric technique should be discussed and the need to avoid contamination in the spot tests explained. D1 Be critical of the way they carried out the practical’s. They should explain the consequence of particular errors in technique, e.g. not mixing solutions, overshooting the endpoint, not cleaning the wire properly in flame tests. They may also justify improvements to the methods given to carry out the practical. Learner feedback Assessor feedback Assessor signature Date Learner signature Date
Center Time/ Reading Groups Centers **10 Min. on Timer for all 6 groups 1. AR Test/Library 2. Review Worksheet 3. Popcorn Word Game 4. Magnetic Letters 5. Ipads 6. Reading Groups 1. AR Test/Library 2. Review Worksheet 3. Popcorn Word Game 4. Write words 5x 5. Ipads 6. Reading Groups 1. AR Test/Library 2. Review Worksheet 3.Popcorn Word Game 4. Spelling WS 5. Ipads 6. Reading Groups 1. AR Test/Library 2. Review Worksheet 3. Popcorn Word Game 4. Words in a sent. 5. Ipads 6. Running Records 1. AR Test/Library 2. Review Worksheet 3.Popcorn Word Game 4. Magnetic Letters 5. Ipads 6. Running Records Orange: What is the vowel sound in these words? read, see, sleep; may, say, rain; tree, be, clean; pain, cake, day. Read: Fox and the Green Grapes Blue: Have kids read words: each, green, sleep, me, please, read, field, creep, we, she, clean, sneeze, teach, tree, leaf. Decodable Reader: Read: Fox and the Green Grapes Green: Talk about bossy R. Have kids read: oar, storm, wore, horse, thorn, more, soar, fork, porch, shore, for, born, chore, boar, bore. Have them search for OR words. *RF.1.3d, RF.1.3, RF.1.4 Orange: Black and White Blue: Debbie's Good Night Pals Green: What's In the Bag? *RF.1.3, RF.1.4 Orange: Read: You Can't Smell a Flower with your Ear From old reading book. Blue: Read: You Can't Smell a Flower with your Ear From old reading book. Green: Read: You Can't Smell a Flower with your Ear From old reading book. *RF.1.3, RF.1.4 Running Records for all groups. * RF.1.3, RF.1.4 Finish Running Records. If students are done, they may read their extra readers. * RF.1.3, RF.1.4
1:00-1:20 Writing Begin to research about presidents together on KIDREX.com *W.CCR.10, W.1.3, W.1.8 Continue to do research about presidents together on KIDREX.com *W.CCR.10, W.1.3, W.1.5 Continue to do research about presidents together on KIDREX.com *W.CCR.10, W.1.5, W.CCR.4 Write Paper in best handwriting. *W.CCR.10 W.1.5 Finish writing papers to be published. *W.CCR.10 W.1.6 1:20-2:00 Activity Library Mrs. Willock PE Coach Setzer PE Coach Setzer Art Mrs. Fisher Music Mrs. Carr Take Students to their activity and pick them up. 2:00-2:15 Recess - Take students to recess and stay on duty. 2:15-3:00 Science / Social Studies/ Health and Safety Students will need to take a bathroom break. While students are doing a bathroom break, send them to AR test with Mrs. Mary Jean on the Shared Reading Story for the day and let them test on their extra readers. Discuss barter as a method of exchange E.9.1.1 Review bartering E.9.1.1 Recognize money as a medium of exchange E.9.1.2 Discuss the role of a financial Institution E.9.1.3 Discuss the role of a financial Institution E.9.1.3
4.1.1 Species are groups of organisms that can potentially interbreed to produce fertile offspring. 4.1.2 Members of a species may be reproductively isolated in separate populations. 4.1.3 Species have either an autotrophic or heterotrophic method of nutrition (a few species have both). 4.1.4 Consumers are heterotrophs that feed on living organisms by ingestion. 4.1.5 Detritivores are heterotrophs that obtain organic nutrients from detritus by internal digestion. 4.1.6 Saprotrophs are heterotrophs that obtain organic nutrients from dead organic matter by external digestion. 4.1.12 Classify species as autotrophs, consumers, detritivores, or saprotrophs from a knowledge of their mode of nutrition. 4.1.7 A community is formed by populations of different species living together and interacting with each other. What defines a species? What makes up a population? Define the following terms and give one example for each: Autotroph: Heterotroph: What is a Consumer and what does it mean to ingest food? Give one example. What is a Detritivore? Give one example. Give examples of dead organic matter, or detritus, that a detritivore might ingest: What is a Saprotroph? Give one example. Complete the diagram, below, filling in definitions/ descriptions: What makes up a community?
3. Create a table of values for each linear relation and then graph the relation. Use values of x from –2 to 2. x y a) y =2x+ 1 b) y = 5 – 2x x y Jumpstart Your Thinking 4. Create a table of values for each linear relation and then graph the relation. Use values of x from –2 to 2. y = 3x-2 x y
Name: ___________________________ Honors Geometry 4.2Homework Date: _________________ Hour: _____ Show ALL Work to earn full credit!! 4.2: Practice B:1-10, page 180: 34, Enrich/Ext: :1-6 4.2 Practice B In Exercises 1 and 2, graph and its image after a reflection in the given line. 1. 2. In Exercises 3 and 4, graph the polygon and its image after a reflection in the given line. 3. x-axis 4. In Exercises 5 and 6, graph with vertices and its image after the glide reflection. 5. Translation: 6. Translation: Reflection: in the line Reflection: in the line 7. Determine the number of lines of symmetry 8. Find point P on the x-axis so that for the figure. is a minimum. 9. Is it possible to perform two reflections of an object so that the final image is identical to the original image? If so, give an example. If not, explain your reasoning. 10. A triangle undergoes a glide reflection. Is it possible for the sides of the triangle to change length during this process? Explain your reasoning. _______________________________________________________________________________________________
Page 180: 34 a) b) c) d) Explain: Name Date Reflections 1. Reflect points F and G in the y-axis. Name the coordinates and connect the points to form a polygon. Give the most specific name for the polygon. 2. Reflect points F and G in the x-axis. Name the coordinates. 3. Reflect the points A and B in the line Connect the points to form a polygon. Give the most specific name for the polygon. 4. Reflect the points A and B in the line Connect the points to form a polygon. Give the most specific name for the polygon. The vertices of are Reflect in line 1 to obtain Then reflect in line 2 to obtain Graph triangles 5. Line 1: Line 2: 6. Line 1: Line 2: 4.2: Practice B:1-10, page 180: 34, Enrich/Ext: :1-6
JULIET: Farewell!—God knows when we shall meet again. I have a faint cold fear thrills through my veins That almost freezes up the heat of life. I’ll call them back again to comfort me.— Nurse!—What should she do here? My dismal scene I needs must act alone. Come, vial. (holds out the vial) What if this mixture do not work at all? Shall I be married then tomorrow morning? No, no. This shall forbid it. Lie thou there. (lays her knife down) What if it be a poison, which the friar Subtly hath ministered to have me dead, Lest in this marriage he should be dishonored Because he married me before to Romeo? I fear it is. And yet, methinks, it should not, For he hath still been tried a holy man. How if, when I am laid into the tomb, I wake before the time that Romeo Come to redeem me? There’s a fearful point. Shall I not, then, be stifled in the vault To whose foul mouth no healthsome air breathes in, And there die strangled ere my Romeo comes? Or, if I live, is it not very like The horrible conceit of death and night, Together with the terror of the place— As in a vault, an ancient receptacle, Where for these many hundred years the bones Of all my buried ancestors are packed; Where bloody Tybalt, yet but green in earth, Lies festering in his shroud; where, as they say, At some hours in the night spirits resort—? Alack, alack, is it not like that I, So early waking, what with loathsome smells, And shrieks like mandrakes torn out of the earth, That living mortals, hearing them, run mad—?
Example 2: Determine the period, phase shift, vertical shift, and the equations of at least two vertical asymptotes of each. Then graph. a. b. Example 3: Derive an equation with the given characteristics then graph each. a. cotangent: period , phase shift left b. tangent: period , phase shift left The secant function: The secant function exhibits the following properties: It’s period is 2 For all x, sec (-x) = sec x. It is an even function. Its graph is symmetric with respect to the y-axis. Its domain: the secant is undefined at all odd multiples of and has vertical asymptotes at every line with equation Its range is (-, -1] [1, )
c. For the functions and , the constants a, b, c, and d affect the graphs. Since amplitude does not apply to these functions, a vertically dilates the graph, period is , phase shift is (to the left if c < 0 and to the right if c > 0) and vertical shift is (downward if d < 0 and upward if d > 0). Example 5: Find the period, phase shift, vertical shift, and the equations of at least two vertical asymptotes of each. Then graph. a. b. Homework: pp. 205 – 206: Practice Exercises 1, 4, 7, 8, 10, 12, 14, 17, 19 (day 1) pp. 206 – 207: Practice Exercises 21 – 23; 34, 37, 39 (day 2) pp. 205 – 207: Practice Exercises 11, 13, 15, 35 (day 3) pp. 205 – 207: Practice Exercises 2, 3, 5, 36, 38 (day 4)
4-3 Practice Writing Equations in Point-Slope Form Write an equation in point-slope form for the line that passes through each point with the given slope. 1. (2, 2), m = –3 2. (1, –6), m = –1 3. (–3, –4), m = 0 4. (1, 3), m = 5. (–8, 5), m = 6. (3, –3), m = Write each equation in standard form. 7. y – 11 = 3(x – 2) 8. y – 10 = –(x – 2) 9. y + 7 = 2(x + 5) 10. y – 5 = (x + 4) 11. y + 2 = (x + 1) 12. y – 6 = (x – 3) 13. y + 4 = 1.5(x + 2) 14. y – 3 = –2.4(x – 5) 15. y – 4 = 2.5(x + 3) Write each equation in slope-intercept form. 16. y + 2 = 4(x + 2) 17. y + 1 = –7(x + 1) 18. y – 3 = –5(x + 12) 19. y – 5 = (x + 4) 20. y – = – 3(x + ) 21. y – = –2(x – ) 22. CONSTRUCTION A construction company charges $15 per hour for debris removal, plus a one-time fee for the use of a trash dumpster. The total fee for 9 hours of service is $195. a. Write the point-slope form of an equation to find the total fee y for any number of hours x. b. Write the equation in slope-intercept form. c. What is the fee for the use of a trash dumpster? 23. MOVING There is a daily fee for renting a moving truck, plus a charge of $0.50 per mile driven. It costs $64 to rent the truck on a day when it is driven 48 miles. a. Write the point-slope form of an equation to find the total charge y for a one-day rental with x miles driven. b. Write the equation in slope-intercept form. c. What is the daily fee?
Example 1 Report Element Business Logic for Constructing Report Element Result Construct Data Element 1 Result Construct Data Element 2 Result Construct Data Element 3 Report Element 1, Form 1, Table A, Question 1 Using the Date Range provided, find all Enrolled Clients during the reporting period. Then Identify Marital Status Identify Service Referral Using Marital Status and Referral for Service create an aggregate, count for each column (Service Referral) and row (Marital Status). Then Add all counts for each row Then Add all counts for each column Then Total all counts for rows and columns Person is an Enrollee Data Source Location: {Table A, Enrollee Flag indicated} Data Field Location: {Screen Name and Field Location} Marital Status Single, Never Married Married Separated Divorced Widowed Unknown/Did Not Report Data Source Location: {Table A, Marital Status} Data Field Location: {Screen Name and Field Location} Service Referral Housing TANF Early Intervention Mental health treatment Substance abuse treatment Data Source Location: {Table A, Service Referral} Data Field Location: {Screen Name and Field Location} Example 2 Report Element Business Logic Data Element 1 Data Element 2 Data Element 3
Report Element 1, Form 1, Table B, Question 5 Using the Date Range Provided, find all Enrolled Clients during the reporting period. Then Identify Marital Status Identify Race Using Marital Status and Race, create an aggregate count for each column (Race) and row (Marital Status). Then Add all counts for each row Then Add all counts for each column Then Total all counts for rows and columns Person is an Enrollee Data Source Location: {Database Table, Enrollee Flag indicated} Data Field Location: {Screen Name and Field Location} Marital Status Single, Never Married Married Separated Divorced Widowed Unknown/Did Not Report Data Source Location: {Database Table, Marital Status} Data Field Location: {Screen Name and Field Location} Race American Indian or Alaska Native Asian Black or African American Native Hawaiian or Other Pacific Islander White More than one category selected Unanswered/Did Not Report Data Source Location: (Database Table, Race) Data Field Location: {Screen Name and Field Location}
Name: Thomas Haas Contact Info: tmhaas@roadrunner.com Date:18-Jul-14 Lesson Title: Challenge Unit #: 4 Lesson #: 3 Activity #: 2 Worksheet: b Activity Title: Challenge Worksheet Title: Grading Rubric Rubric 6 4 2 0 CO2 Car Back end of car barely missed getting hit by the golf ball on 1st strike Car was >1 meter past zone before golf ball struck or the ball barely hit the back of the car Car was hit directly by golf ball or the golf ball hit just before the car got to the zone Car was > 1 meter before the zone before the golf ball struck Safety Harness Egg was saved without any cracks Egg was saved but with minor cracks Egg broke Function and Equation (x2) Both function and equation representing the function were correct Function was correct, but the equation representing the function had some errors Function was incorrectly chosen or the equation was completely wrong Function was incorrectly chosen and the equation makes no sense for the situation Graph (x2) All labels, functions, scaling, and intersection point are clearly identified Most requirements are met for the graph Some requirements are met for the graph There is no graph or the graph is completely wrong Total from Rubric: _______/36
Manage Bill. Refer 4.2.2 C2M.CCB.Manage Bill processes Actor/Role: C2M(CCB) Description: When Automatic Payment option comes into effect, C2M(CCB) initiates Automated Payment process when batch or online Billing process takes place. Automated Payment process is triggered when the following processes take place: 4.2.2.2 C2M.CCB.Manage Meter Charges 4.2.2.3 C2M.CCB.Manage Item Charges 4.2.2.4 C2M.CCB.Manage External and Miscellaneous Charges 4.2.2.5 C2M.CCB.Manage Loan Charges 4.2.2.6 C2M.CCB.Manage Deposit Charges 4.2.2.10a CC& Bv2.5 Manage Budget Billing 4.2.2.10b C2M.CCB.Manage Monitored and Unmonitored Non-Billed Budget Billing Note: Automated Payment process is triggered when Account’s bill is getting completed. (See Bill Completion Group for details)
Contents 4 1 5 2 6 7 17 18 19 Control Central Search 19 Admin Menu / Installation Options Control Central Alerts 19 Control Central / Dashboard 19 Account Financial 19 Billing History 19 Account/Credit & Collection 20 Payment Portal 20 Payment Event Quick Add 20 Payment Quick Add 20 Payment Event Add 20 Payment Event 20 Payment 21 Payment/Tender Search 21 Payment Portal Tender 21
1:00-1:20 Writing Finish Writing "Mama do you love me" writings *W.CCR.10, W.1.3, W.1.8 Present "Mama, do you love me" writings to the class *W.CCR.10, W.1.3, W.1.5 Talk about how to research topic on Presidents. What questions do we have about presidents? Write questions down on chart paper *W.CCR.10, W.1.5, W.CCR.4 Begin to research about presidents together on KIDREX.com *W.CCR.10 W.1.5 Write paper together about president from research done on KIDREX.com *W.CCR.10 W.1.6 1:20-2:00 Activity Library Mrs. Willock PE Coach Setzer PE Coach Setzer Art Mrs. Fisher Music Mrs. Carr Take Students to their activity and pick them up. 2:00-2:15 Recess - Take students to recess and stay on duty. 2:15-3:00 Science / Social Studies/ Health and Safety Students will need to take a bathroom break. While students are doing a bathroom break, send them to AR test with Mrs. Mary Jean on the Shared Reading Story for the day and let them test on their extra readers. Martin Luther King Jr. Day! Video and Booklet. Incomplete Metamorphosis LS.3.1.2 Incomplete Metamorphosis LS.3.1.2 Incomplete Metamorphosis *LAB* LS.3.1.2 Incomplete Metamorphosis LS.3.1.2