zilongwang/ReadingBank huggingface dataset:
Relationship between the product life cycle, investment, profit and cash flow Introduction •New product launched on the market •Low level of sales •Low capacity utilisation •High unit costs - teething problems occur •Usually negative cash flow •Distributors may be reluctant to take an unproven product •Heavy promotion to make consumers aware of the product Growth Expanding market but arrival of competitors •Fast growing sales •Rise in capacity utilisation •Product gains market acceptance •Cash flow may become positive
•Unit costs fall with economies of scale •The market grows, profits rise but attracts the entry of new competitors Maturity •Slower sales growth as rivals enter the market = intense competition + fight for market share •High level of capacity utilisation •High profits for those with high market share •Cash flow should be strongly positive •Weaker competitors start to leave the market •Prices and profits fall Decline Stage Common features at this stage include: •Falling sales •Market saturation and/or competition •Decline in profits & weaker cash flows •More competitors leave the market •Decline in capacity utilisation –switch capacity to alternative products
Concepts of financial liberalization and globalization; Currency Crisis- Meaning and effects with reference to East Asian currency crisis; European Monetary Union and the Euro Area Debt Crisis - Restructuring sovereign debt: challenges and issues; Global Financial Crisis (2007-09). BIBLIOGRAPHY: Appleyard Dennis and Alfred j Field, Jr, International Economics, 2001, 4th Edition, Tata McGraw-Hill Education Private Limited Asian Currency Crisis: perspective and implications, (2005), The ICFAI University Press. Bhagwati, Jagdish, Arvind Panagariya, and T.N Srinivasan, (2004), “The muddles over outsourcing”. Journal of economic perspectives, 18(4): 93-104 Bharti Pathak: Indian Financial System Cherunilam Francis, International Economics, 2009, 5th Edition, Tata McGraw-Hill Education Private Limited, New Delhi Eichengreen, Barry (2003). “Restructuring sovereign debt”. Journal of Economic Perspectives, 17(4): 75-98 H.R.Machiraju, ‘International Financial Markets and India’, Second Edition, New Age International (P) Ltd, Publishers (Chapter 9) Jhingan, M.L., International Economics,2009,6th Revised and Enlarged Edition, Vrinda Publications, New Delhi Joseph Stiglitz (2002), ‘Globalization and its discontents, Penguin books (chapter 4,8 & 9) Kaminsky, Graciela L, Carmen M. Reinhart, and Carlos A. Vegh, (2003), “The unholy trinity of financial contagion.” Journal of Economic Perspectives 17(4): 51- 74 Lane, Philip R, (2006), “The real effects of European Monetary Union.” Journal of Economic Perspectives, 20(4): 47-66 Krugman R Paul, Maurice Obstefeld, International Economics Theory and Policy, 2009, 8th Edition, Pearson Salvatore, Dominick, International Economics,2008, 8th Edition, Wiley India Sodersten, Bo and Geoffery Reed, International Economics,2006, 3rd Edition S. AshokKumar, ‘Global financial and Indian economy’ , New Century Publications, New Delhi (chapter 6 & 7)
I acknowledge that untruthful/false declarations can be prosecuted under the applicable penal code, in addition to leading to administrative sanctions and the obligation of reimbursing any unduly received aid. Date and place Signature ------------------------------ ------------------------------ Function of the signatory Full name of the signatory ------------------------------ ------------------------------ Official stamp of the undertaking (if it exists)
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 word has a different vowel sound? grow, snow, keep; eat, own, oat; cold, rain, most; hold, float, stop. Read: Grow and Grow Blue: Have kids read words: bolt, coal, stow, cloak, bow, toe, loaf, so, blown, foam, moan, toast, post, groan, poach. Decodable Reader: Read: Grow and Grow Green: Talk about oi, and oy say /OI/. 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
Findings for all important outcomes reported for the main comparison(s), including information about harm? (i.e. consistent with the outcomes reported in the SoF table) Clear and accurate summary of narrative results (where appropriate) No unusually high or low mean/SD/count data (look at comparability of SDs for studies using same scale; check that sample sizes for same studies are similar across key outcomes; look at weights of individual studies relative to sample size) There an estimation of the certainty (or quality) of the body of evidence using GRADE for each outcome reported in the abstract Quality ratings presented for narrative results (where appropriate) Absolute effects used to illustrate the relative effects where appropriate GRADE ratings are clearly justified (supported by clear and appropriate quality assessment criteria in Footnotes) Key findings consistent across the summary versions of the review (compare abstract, PLS, SoF table, Effects of interventions and Data tables) Reporting of results avoids emphasizing statistical significance to determine presence or absence of an effect Conclusions are an accurate reflection of the evidence presented in the GRADE SoF table(s) and do not make direct recommendations Time taken to Triage: Decision (e.g. Proceed to full screen; Return to CRG for amendment; Proceed for publication): Main Points of Note:
NAME_______________________________ -Time marker -Connector words -Prepositional phrase -Circumstances Who (subject) Participants Action words (verbs/ verb phrases) Who, What, Where Message Questions or conclusions- What connections can you make from this information? Since the discovery of gold in miners used many methods to recover gold. As a result of theses methods there was damage to the environment. Round iron pans enabled the miners to separate gold from the soil at the bank of the river. Because of this (difficulty of finding gold with pans) rockers and cradles became a popular tool. By gently rocking the cradle-like box, miners were able to remove gold pieces from mud.
4-4 Practice Parallel and Perpendicular Lines Write an equation in slope-intercept form for the line that passes through the given point and is parallel to the graph of the given equation. 1. (3, 2), y = x + 5 2. (–2, 5), y = –4x + 2 3. (4, –6), y = x + 1 4. (5, 4), y = x – 2 5. (12, 3), y = x + 5 6. (3, 1), 2x + y = 5 7. (–3, 4), 3y = 2x – 3 8. (–1, –2), 3x – y = 5 9. (–8, 2), 5x – 4y = 1 10. (–1, –4), 9x + 3y = 8 11. (–5, 6), 4x + 3y = 1 12. (3, 1), 2x + 5y = 7 Write an equation in slope-intercept form for the line that passes through the given point and is perpendicular to the graph of the given equation. 13. (–2, –2), y = x + 9 14. (–6, 5), x – y = 5 15. (–4, –3), 4x + y = 7 16. (0, 1), x + 5y = 15 17. (2, 4), x – 6y = 2 18. (–1, –7), 3x + 12y = –6 19. (–4, 1), 4x + 7y = 6 20. (10, 5), 5x + 4y = 8 21. (4, –5), 2x – 5y = –10 22. (1, 1), 3x + 2y = –7 23. (–6, –5), 4x + 3y = –6 24. (–3, 5), 5x – 6y = 9 25. GEOMETRY Quadrilateral ABCD has diagonals and . Determine whether is perpendicular to . Explain. 26. GEOMETRY Triangle ABC has vertices A(0, 4), B(1, 2), and C(4, 6). Determine whether triangle ABC is a right triangle. Explain.
Water has a heat capacity than land. Therefore it takes to heat and cool. This means land close to oceans has a Review Questions In the space below, draw a water cycle systems model. Make sure that you include inputs, outputs and storages. Also include any transformations or transfers Explain how oceans currents can influence climate.
Physical Education: one-half (1/2) unit Note: While one-half (1/2) unit is required for graduation, no more than one (1) unit may be applied toward fulfilling the necessary units to graduate. Health and Safety: one-half (1/2) unit Economics – one half (½) unit – dependent upon the licensure of the teacher teaching the course, this can count toward the required three (3) social studies credits or the six (6) required Career Focus elective credits.7 Fine Arts: one-half (1/2) unit CAREER FOCUS: - Six (6) units All career focus unit requirements shall be established through guidance and counseling based on the student’s contemplated work aspirations. Career focus courses shall conform to the curriculum policy of the district and reflect state curriculum frameworks through course sequencing and career course concentrations where appropriate. CORE: Sixteen (16) units English: four (4) units – 9, 10, 11, and 12 Oral Communications: one-half (1/2) unit Mathematics: four (4) units Algebra or its equivalent* - 1 unit Geometry or its equivalent* - 1 unit All math units must build on the base of algebra and geometry knowledge and skills. (Comparable concurrent credit college courses may be substituted where applicable) one unit of computer science chosen from ADE Essentials of Computer Programming, ADE Computer Science and Mathematics, AP Computer Science, AP Computer Science Principles, IB Computer Science, or other options approved by ADE may be substituted for a math credit beyond Algebra I and Geometry *A two-year algebra equivalent or a two-year geometry equivalent may each be counted as two units of the four (4) unit requirement. Science: three (3) units at least one (1) unit of biology or its equivalent; and Two units chosen from the following three categories: Physical Science; Chemistry; Physics; or
Identify the slope (m) and y-intercept (b) of each graph. Then write the equation of the line (y=mx+b) 1. slope __________ y-intercept ______ equation ______________ 2. slope __________ y-intercept ______ equation ______________ 3. slope __________ y-intercept ______ equation ______________ 4. slope __________ y-intercept ______ equation ______________ 5. slope __________ y-intercept ______ equation ______________ 6. Write the equation of the line whose graph has a slope of -3 and y-intercept of 4. HW: (4.4A) p. 170 #4 – 15 (Solutions on p. A22) Follow Up Questions to 4.4A Notes What do you notice about the slope of the line and its equation? Can you identify the slope of the line without graphing? Explain. What is the value of x at the y-intercept? ____________________________________________ What do you notice between the point of intersection with the y-axis (y-intercept) and its equation? Can you identify the y-intercept of the line without graphing? Explain.
Table 4 Sl. No. Thematic Area Academic Partner Coordinating State 1 Accelerating the implementation of Act East Policy RIS, New Delhi Mizoram 2 Realizing the Hydel dream NERIST, Itanagar Arunachal Pradesh 3 Promoting Tourism IIM, Shillong Nagaland 4 Rail, Road and Air Connectivity; and Waterways NEC, Shillong Meghalaya 5 Integrated Value Chain for boosting Production/ Productivity in Agriculture and allied Activities. ICAR, Shillong Sikkim 6 Industrialization in NER IIT Guwahati Assam 7 Skill Development, Entrepreneurship and Sports Promotion (i) ICRIER for Skill Development and Entrepreneurship Manipur (ii) SAI Regional Centre, Imphal for Sports Promotion 8 Sustainable exploitation of bamboo resources – Green Gold ICFRI, Dehradun (Jorhat Centre) Tripura
End Behavior: Defined by what is going on at the ends of a graph. Even Degree Polynomial Odd Degree Polynomial Positive Leading Negative Leading Coefficient Example 1: Find the end behavior based on your knowledge of the function. Degree: LC: End Behavior: Degree: LC: End Behavior: Degree: LC: End Behavior: Degree: LC: End Behavior: Degree: LC: End Behavior: Degree: LC: End Behavior: Degree: LC: End Behavior: Degree: LC: End Behavior: Degree: LC: End Behavior:
My PICTURE Information: Picture Information Point #1 (End point of line) Point #2 (End point of line) Slope of Line (Positive, Negative, Zero, or Undefined) Slope(m) SHOW WORK! Line #1 Line #2 Line #3 Line #4 Line #5 Line #6 Line #7 Line #8 Line #9
SSPC-PA 9 Measurement of Dry Coating Thickness on Cementitious Substrates Using Ultrasonic Gages by SSPC SSPWC 210-2.3.3 & 211-2 Chemical Resistance Test (Pickle Jar Test) Standard Specifications for Public Works Construction (SSPWC) (Greenbook) SSPWC 500-2 Manhole and Structure Rehabilitation by SSPWC 2.2 Qualification Requirements 2.2.1 Manufacturer Manufacturer shall be certified in compliance with ISO 9001/14001 Quality standards for formulation, manufacturing and technical support. 2.2.2 Product For a product to be commercially acceptable, the product must have a minimum 2,000,000 square feet and ten (10) year history of successful water/wastewater system installations in the United States. The products must be verified by third party test results supporting the long-term performance and structural strength of the product and such data shall be satisfactory to the Owner. 2.2.3 Installer For an installing Contractor to be considered commercially acceptable, the Contractor must satisfy all insurance, financial and bonding requirements of the Owner. The Contractor must have a certification from the manufacturer as a licensed and fully trained installer of the product. The Contractor must have a minimum 1,000,000 square feet of successful water/wastewater system installations and five (5) years of rehabilitation experience. 2.3 Warranty Contractor shall provide five (5) years of warranty (including labor) from the manufacturer against any defects in materials and workmanship. Unless otherwise specified, the warranty periods shall begin after the Certificate of Acceptance is issued for the Contract.
Sense-o-Gram As you read or listen to the selection, jot down any words or phrases that activate your senses. SIGHT SOUND SMELL TASTE TOUCH Sensory Poem Developing Skills The students will express their feelings in a sensory poem, following a prescribed pattern. Resources/Materials
_______ tastes like…. _______ smells like…. _______ feels like…. _______sounds like …. _______ looks like…. (Students may rearrange format to suit their needs) POETRY FRAME (Topic) is (the sound of)____________ It is the (smell of) _______________ The (taste of)___________________ A (sight or vision of)_________________ (Topic) is a (touch of)_____________ (Students may choose to insert sense identifying word in each blank along with a word or phrase or just use sensory phrase to create an image.) I
3.5 External Incident Notification There are legislative requirements related to notification of incidents to external regulators. At client premises, all notifiable incidents must be communicated to external regulators by the Client Sponsor or Supervisor. Incidents on Gastech premises must be notified to external regulators by the Gastech Director. 3.6 Incident Investigation Team Table 1 is a guide to assist in selection of the Incident Investigation Team. Table 1: Guidance for Investigation Team Selection Incident Category Team Composition Serious Gastech Director Gastech Supervisor External Specialist Moderate Gastech Supervisor Selected employees/contactors Minor Gastech Supervisor Selected employees/contractors 3.7 Incident Investigation This section provides guidance on effective incident investigation. The level of detail to be assessed will be dependent on the circumstances of the incident and classification. 3.7.1 Evidence and Data Collection Evidence and data collection involves collection of physical data, incident data, witness statements, and records of interview. Investigation Team Leaders must ensure that a clear plan is in place for data collection. This plan must include, dependent on the type of incident and classification: a list of people to be interviewed, interview schedule and assigned interviewers a prepared list of (open ended) interview questions requirements for documentation, eg: Process and Instrument Diagrams Process Flow Diagrams Work Instructions and Operating Instructions Job Safety Analyses External regulations
medically monitored to determine whether they are physically capable of working while wearing the required respiratory protection without suffering adverse health effects. In addition, the Contractor shall submit document that personnel have received medical monitoring as is required in compliance with applicable rules and regulations. The Contractor shall submit to Owner’s Representative documentation of respirator fit testing for all Contractor’s employees and agents, who must enter the work area. This fit testing shall be in accordance with qualitative procedures as detailed in the OSHA Standard 29 CFR 1910.134. The Contractor shall submit the name of the OSHA monitoring consultant/lab. The Contractor shall be responsible for air monitoring as required to meet OSHA requirements. The Contractor shall submit proof satisfactory to Owner’s Representative that required permits, site location, and arrangements for transport and disposal of ACWM have been made. 2.2.2 During Asbestos Disturbance Activities: Submit copies to Owner’s Representative of all transport manifests, trip tickets, and disposal receipts for all ACWM removed from the work area during the project. The Contractor shall sign manifests as the generator of the ACWM and provide copies to Owner’s Representative. Upon completion of the AC pipe project, an abatement report shall be prepared by the Contractors’ Asbestos Consultant. Copies of the final abatement report shall be provided to the Owner. PART 3: EXECUTION Delivery, Storage and Handling Construction Requirements: The Work includes all work specified herein, to include mobilization and demobilization, labor, materials, overhead, profit, taxes, transportation, disposal fees, administrative fees, incidental cost, etc. Estimating areas, quantities, weight, etc., are the sole responsibility of the Contractor.
enrolls in the District so long as the student meets all other eligibility requirements and the extracurricular activity is still ongoing. A student and the parent or legal guardian of the student shall sign and return an acknowledgement of receipt and review of an information sheet regarding signs and symptoms of sudden cardiac arrest before the student may participate in an athletic activity and before each school year the student participates in an athletic activity. Notes: 1 State Board of Education Standards for Accreditation 10.05 require a policy that "shall limit and control interruptions of instructional time in the classroom and the number of absences for such activities." You could replace “one per week per extracurricular activity” with a specific number of days per semester that could also allow the student to "bank" or accumulate days in anticipation of a major event. 2 Fill in the blank with the position of the person you wish to make responsible for the decision, e.g. principal or superintendent. 3 Make sure your student handbook matches this language. 4 This sentence is optional but it would keep the policy from having "zero tolerance" (which we do not support) and give you latitude to accommodate instances beyond the student's or parent's control such as a car accident, serious illness, or other acts of God. If you choose to include the sentence, you may change "Superintendent" to "Principal" if that would work better in your district. Be sure to align your decision for this footnote with the decision you have made on the same issue that exists in policies 4.55 and 4.56. 5 This paragraph is entirely optional. Participation in extracurricular activities is not a right, and districts may legally place conditions on a public school student’s eligibility for participation (such as testing compliance), but districts cannot deny a diploma to an otherwise qualified student or deny a student the ability to attend school. If you choose to include the paragraph, the third to the last sentence may be amended to apply to a timeline of your choice. Cross References: 4.55—STUDENT PROMOTION AND RETENTION 4.56—EXTRACURRICULAR ACTIVITIES – SECONDARY SCHOOLS Legal References: State Board of Education Standards for Accreditation 10.05 and 10.06 A.C.A. § 6-4-302 A.C.A. § 6-15-2907 A.C.A. § 6-18-712 Date Adopted: Last Revised:
Floats is the verb and then is the adverb. IT tells us when he floats. Jim swims first and then he floats. Jim floats after he swims. First, Jim climbs up the steps to the diving board. Next, he walks to the end of the diving board. Before Jim dives, he waves to his Dad. Finally, Jim dives into the water. Underline First, Next, Before, and Finally, and explain their meaning. Have them identify the adverbs: First, the school of fish swims to the left. Then, the fish swim to the right. Next, they see an enemy. After they swim away from the enemy, they see a plant. Finally, the fish swim home. *Grammar Practice Book pg. 96 *L.1.2b Identify adverbs together. Write: First, the goby fish and the shrimp see an enemy. Next, they hide in a hole. Before they leave the hole, they check that it is safe. Finally, they swim out of the hole. Grammar Practice pg. 97 *L.1.1j Yesterday is the adverb. Write: The clown fish hid in the sea anemone yesterday. Today, it swims in and out. A big fish then tries to hurt the sea anemone. Finally, the clown fish chases it away! Have partners list the adverbs on their marker boards. APOSTROPHES IN CONTRACTIONS Review that contractions are shortened forms of words. Write: The clown fish does'nt feel the sting of the sea anemone. The clown fish is'nt afraid of the sea anemone. What animal doesnt want to feel safe? Safety isnt' always easy to find. Grammar Practice pg 98 *L.1.1j, L.1.2b Grammar Practice pg 99 *L.1.1j Have the students to make contractions in the sentences. Continue with: The boy wasnt home The cat isnt hungry. This shirt doesnt go with my pants. Why cant we play ball? She didnt want to play today. He wouldnt run. Grammar Practice pg 100 *L.1.1j, L.1.2b
1:00-1:20 Writing Learn how to write a letter. *W.CCR.10, W.1.3, W.1.8 Continue to Learn how to write a letter. *W.CCR.10, W.1.3, W.1.5 Continue to Learn how to write a letter. *W.CCR.10, W.1.5, W.CCR.4 Learn how to write a letter. *W.CCR.10 W.1.5 Finish writing letters to be published. *W.CCR.10 W.1.6 1:20-2:00 Activity Library Mrs. Willock PE Coach Setzer PE Coach Setzer Art Ms. Love 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.
Student success at completing activities 2 1 0 Teacher familiarity with lesson formats and progression through activities 2 1 0 Teacher encouragement of student effort 2 1 0 Transitions between activities were smooth 2 1 0 Notes: I certify that everything reported on this form is accurate and correct and that interventions are being implemented with integrity at least 80% of the time. signature
Drawings As-built drawings of the corrosion control test stations shall be maintained by the Contractor during installation and construction. Drawings shall be revised to show exact locations of all wiring, connections, and terminal boxes. All items of equipment and material shall be properly identified. The original as-built drawings shall be submitted to Dallas Water Utilities or its designated representative. PART 3: PRODUCTS 3.1 Flush Mount Test Stations Test stations shall consist of test wires, a terminal box and a traffic box as shown on the drawings. The terminal box shall be a five terminal Big Fink as manufactured by Cott Manufacturing Company or approved equal. The concrete traffic box shall be an 8.75-inch diameter I-RT with a cast iron cover marked "CP Test" as manufactured by Brooks Products, Inc or approved equal. 3.2 Above-Grade Test Stations At test station locations where flush mounted structures cannot be installed, an above-grade test station shall be used, and placed such that possible damage from vandalism, traffic, etc. is minimized. The test station shall be a five terminal Big Fink as manufactured by Cott Manufacturing or approved equal. Terminal boxes shall have a lockable, corrosion-proof plastic cover and shall be mounted on a 5-foot length of 3-inch diameter UV-resistant plastic conduit. The test station shall be installed adjacent to a permanent structure, if available, for physical protection. Test Station Lead Wires Test station lead wires shall be No. 12 AWG, solid copper with white TW, THW or THHN insulation. All terminal boards shall be wired by the installer as shown on the drawings.
Science 10: Chemistry Name: ______________________________ Text: Chapters 4-7 Biology Learning Outcomes C1. Differentiate between atoms, ions and molecules using knowledge of their structure and components. C2. Classify substances as acids, bases or salts based on their characteristics, name and formula. C3. Distinguish between organic and inorganic compounds. C4. Analyze chemical reactions, including reference to conservation of mass and rate of reaction. C5. Explain radioactivity using modern atomic theory. Science 10: 4.1 Atomic Theory and Bonding Text: Chapter 4, pages 168-183 Part A: The Atomic Theory -Subatomic particles make-up atoms, which in turn combine to form elements and compounds. -The table below outlines the various subatomic particles that make up an atom.
4-7 Skills Practice Inverse Linear Functions Find the inverse of each relation. 1. x y –9 –1 –7 –4 –5 –7 –3 –10 –1 –13 2. x y 1 8 2 6 3 4 4 2 5 0 3. x y –4 –2 –2 –1 0 1 2 0 4 2 4. {(–3, 2), (–1, 8), (1, 14), (3, 20)} 5. {(5, –3), (2, –9), (–1, –15), (–4, –21)} 6. {(4, 6), (3, 1), (2, –4), (1, –9)} 7. {(–1, 16), (–2, 12), (–3, 8), (–4, 4)} Graph the inverse of each function. 8. 9. 10. Find the inverse of each function. 11. f (x) = 8x – 5 12. f (x) = 6(x + 7) 13. f (x) = x + 9 14. f (x) = –16 + x 15. f (x) = 16. f (x) = 17. LEMONADE Chrissy spent $5.00 on supplies and lemonade powder for her lemonade stand. She charges $0.50 per glass. a. Write a function P(x) to represent her profit per glass sold. b. Find the inverse function, (x). c. What do x and (x) represent in the context of the inverse function? d. How many glasses must Chrissy sell in order to make a $3 profit?
Information about the trial Project identification UiO Project name/description Number of trial subjects Planned inclusion date for first trial subject Planned end-date for last trial subject Planned date for close-out of trial site Information about the trial site Trial site Principal Investigator Contact information for trial site Contact 1 Telephone E-mail Fax Contact 2 Telephone E-mail Fax Information about the Sponsor Sponsor's representative Monitor Sponsor's contact information for reporting adverse events Contact Telephone E-mail Fax Project-specific information for monitoring Planned number of monitoring visits Planned monitoring frequency Time of first monitoring visit in relation to first trial subject included
21 Again Jesus said, “Peace be with you! As the Father has sent me, I am sending you.” 22 And with that he breathed on them and said, “Receive the Holy Spirit. 23 If you forgive anyone’s sins, their sins are forgiven; if you do not forgive them, they are not forgiven.” 24 Now Thomas (also known as Didymus), one of the Twelve, was not with the disciples when Jesus came. 25 So the other disciples told him, “We have seen the Lord!” But he said to them, “Unless I see the nail marks in his hands and put my finger where the nails were, and put my hand into his side, I will not believe.” 26 A week later his disciples were in the house again, and Thomas was with them. Though the doors were locked, Jesus came and stood among them and said, “Peace be with you!” 27 Then he said to Thomas, “Put your finger here; see my hands. Reach out your hand and put it into my side. Stop doubting and believe.” 28 Thomas said to him, “My Lord and my God!” 29 Then Jesus told him, “Because you have seen me, you have believed; blessed are those who have not seen and yet have believed.” 30 Jesus performed many other signs in the presence of his disciples, which are not recorded in this book. 31 But these are written that you may believe that Jesus is the Messiah, the Son of God, and that by believing you may have life in his name. SERMON Jesus Brings Comfort to Our Confusion John 20:19-31 APOSTLE’S CREED I believe in God, the Father almighty, maker of heaven and earth. I believe in Jesus Christ, his only Son, our Lord, who was conceived by the Holy Spirit, born of the virgin Mary, suffered under Pontius Pilate, was crucified, died, and was buried. He descended into hell. The third day he rose again from the dead. He ascended into heaven and is seated at the right hand of God the Father almighty. From there he will come to judge the living and the dead.
ANNOUNCEMENTS April 8, 2018 “Enter reverently, meditate quietly, worship devoutly, leave gratefully, serve Christ faithfully.” WELCOME TO ALL OUR VISITORS! If you are interested in knowing more about St. Peter’s, please see an usher or one of the greeters who stand with the clergy after the service. TODAY AT ST. PETER'S 8:30 am Holy Eucharist Rite II 9:00 am Breakfast 10:00 am Holy Eucharist Rite II (Nursery available) Children’s Chapel 11:15 am Formation – Children/Youth & Adults Coffee & Conversation 11:30 am Family Ministries Meeting – Rhodes Wyatt 1:00 pm Holy Eucharist Rite II in Spanish, Chapel LOOKING AHEAD: Tuesday/ April 10 11am Yoga 12:15pm Healing Service Wednesday/April 11 5:30pm Celtic Service 5:45pm Parish Dinner 6:15pm Mikell Magic 6:30pm Episcopal 101 Class 7:15pm EYC Activities & Pizza Thursday/April 12 10am Bible Study 6:30pm Centering Prayer LAY MINISTERS: (8:30) Reader/Prayers/Chalice Bearer – Mark Jester. (10:00) 1st Lesson –Brian Hampton; 2nd Lesson – Keith Summerlin; Prayers –Randy Muller; Chalice Bearers –Annette Morris, Allien McNair, Andye Moss, Tom Dasher. ALTAR CANDLES are given by Nancy Prall to the Glory of God and in memory of Jo and Warren Prall. ALTAR FLOWERS are given by Fran & Harris Bagley to the Glory of God and in loving memory of their parents, Mr. & Mrs. Ralph Benjamin Burt and Mr. & Mrs. Earl G. Bagley. INTERCESSORY PRAYER LIST Mike Alexander, Neil Sanders, Fran Bagley, Jack Edgens, June Dellis, Alicia Segars, Regan Hice, Suzanne Black, Mildred Edgeworth, Bryant Steele, Jim Hamrick, Nell Hamrick, Ronnie Mixon, Norma Littlejohn, Eliza Paris, Steve
Program: ______________________________________________________________ Year: ______________________ Month Fire Drill Date & time Shift & staff initial Results: evacuation time Other drill Date & time Shift & staff initial Results: Improvement needed January February March April May June July August September October November December
Note: Course selected in Semester I will continue in Semester II SYBMS (To be implemented from Academic Year- 2017-2018) No. of Courses Semester III Credits No. of Courses Semester IV Credits 1 Elective Courses (EC) 1 Elective Courses (EC) 1 & 2 *Any one group of courses from the following list of the courses 06 1 & 2 ** Any one group of courses from the following list of the courses 06 2 Ability Enhancement Courses (AEC) 2 Ability Enhancement Courses (AEC) 3 Information Technology in Business Management - I 02 3 Information Technology in Business Management-II 02 3 Core Courses (CC) 3 Core Courses (CC) 4 Environmental Management 03 4 Business Economics-II 03 5 Business Planning & Entrepreneurial Management 03 5 Business Research Methods 03 6 Accounting for Managerial Decisions 03 6 Ethics & Governance 03 7 Strategic Management 03 7 Production & Total Quality Management 03 Total Credits 20 Total Credits 20 *List of group of ElectiveCourses(EC) for Semester III (Any two) ** List of group of Elective Courses(EC) for Semester IV (Any two) Group A: Finance Electives (Any Two Courses) 1 Basics of Financial Services 1 Financial Institutions & Markets 2 Introduction to Cost Accounting 2 Auditing 3 Equity & Debt Market 3 Strategic Cost Management 4 Corporate Finance 4 Behavioural Finance Group B:Marketing Electives (Any Two Courses) 1 Consumer Behaviour 1 Integrated Marketing Communication 2 Product Innovations Management 2 Rural Marketing 3 Advertising 3 Event Marketing 4 Social Marketing 4 Tourism Marketing Group C: Human Resource Electives(Any Two Courses) 1 Recruitment & Selection 1 Human Resource Planning & Information System 2 Motivation and Leadership 2 Training & Development in HRM
Name: _______________________________________________ Date: __________________________________ Topic Things to Remember Examples Find the measure of arcs from central angles. Angle = Arc 1. Find 2. Find 3. Find 4. Find Find the measure of arcs and angles with inscribed angles 5. Find 6. Find 7. Find 8. Find Find the measure of arcs and angles if the angle is inside the circle 9. Find and 10. Find the value of x. 11. Find 1 & 2 12. Find 1 & 2 Find the measure of arcs and angles if the angle is outside the circle. 13. Find 1. 14. Find 1 & 2. 15. Find 1 & 2. 16. Find the value of x. Find the area of circles 17. The area of a circle is 31.4 cm2. What is the radius? 18. Find the area of a circle with a diameter of 22 inches.
Pennbrook Middle School Thursday, April 9, 2015 “C” Day Cycle 22 School Day 135/Remaining Days 44 Please note: there is a new page under Pennbrook Information, on the website. It is called Pennbrook Daily Activities and on this page you will find, as current as possible, all of the daily activities. PSSA Tip of the Day: Read and pay careful attention to all directions. Pay close attention to answer choices that require 2 answers—this is new for the PSSA’s. Don’t forget-go back into the text and most importantly-stay calm, you have prepared for this test. Information regarding 8th Grade Hershey Park Field Trip 2015: The trip will be Tuesday, May 26th and students, chaperones and teachers will leave Pennbrook at 7:30AM and will return at 6:00PM. The $57 cost will include round trip deluxe Motorcoach transportation, admission into the park, Zoo America and Chocolate World. Students must also bring cash for lunch, as the park does not allow outside food. Because this is a school trip ALL school rules apply from the time we leave Pennbrook until the time we return. Students are representing the North Penn School District, therefore appropriate behavior and attire is expected. ALL MONIES AND PERMISSION SLIPS HAVE BEEN SUBMITTED AND THE TRIP IS CLOSED. The Basketball Classic is Thursday, April 9th. Come for a fun time to watch or play. Food will be available for purchase in the cafeteria. Tickets will go on sale Wednesday, April 8th, Thursday, April 9th and at the door. Families and friends are welcome!
A.i. Chapters who submit late invitation lists are subject to the following fines: a) 5 minutes late $100 b)Every minute after the first five minutes is an additional $75 Motion to vote on April 23rd, 2018 Chi Omega Delta Gamma Questions: Alpha Xi Delta: Is pipe and drape ever allowed? Answer: Pipe and drape is allowed on all 3 days of recruitment. Alpha Delta Pi: Please elaborate on orientation table. Answer; You can’t have screens, you can decorate the table, no glitter, feathers or confetti. Delta Gamma: Who can the presidents contact if they have questions? Answer: They can email Jillian, Samantha or Naomi! Article XIII-Unregistered Organizations Panhellenic sororities at Texas State University will not program with or partake in events hosted by organizations that are no longer recognized by the university. Any allegations of an individual doing so on their own will be forwarded to their chapter to be handled internally. Motion to vote April 23rd Chi Omega Delta Gamma Chapter news: Alpha Delta Pi: Monday 4/9: Study session @ 3:30-5:30 in the chapter building Monday 4/9: Exec meeting @ 8 at Pi house Tuesday 4/10: Chapter @ 5:15 in the chapter building Saturday 4/14: Community Service event w/ Young Life Sunday 4/15: New Member Recruitment Workshop @ 4:30-7 in the chapter building Monday 4/16: Exec meeting @ 8 at Pi house Tuesday 4/17: Chapter @5:15 Sunday 4/22: Moms Tea @ 11am in the chapter building Alpha Gamma Delta: Monday 4/9: Exec meeting @ 8 pm at LBJ Tuesday 4/10: Chapter @ 6:30 at Evans Wednesday 4/11 - Wednesday 4/18: Quad days Thursday 4/12: RTS @ 7 pm at LBJ
Activity Due By Completed Questionnaire completed Questionnaire proofed for spelling and grammar TO SUBMIT: Email to OR Print hard copy questionnaires & upload all documents to USB and mail to: ATTN Colleen Ocafrain Awards for Excellence Clubs Qld PO Box 93 Northgate QLD 4013 No later than 5:00pm Friday 12/01/18 Purchase tickets to Awards Dinner on Tuesday 6th March 2018 Before 23/02/18
During Teaching Students read the entire main selection text independently. Teacher reads the main selection text aloud with students following along. (Depending on how complex the text is and the amount of support needed by students, the teacher may choose to reverse the order of steps 1 and 2. ) Students and teacher re-read the text while stopping to respond to and discuss the questions and returning to the text. A variety of methods can be used to structure the reading and discussion (i.e.: whole class discussion, think-pair-share, independent written response, group work, etc.) Text Dependent Questions Text-dependent Questions Evidence-based Answers What is the setting of the play Charlotte’s Web? (Pg. 186) Charlotte’s Web takes place in the Zuckerman’s Barn Look at the illustrations on page 187. Why did the author and illustrator introduce all the characters before the story begins? Charlotte’s Web is a play. How does Charlotte change how she sews her web once she meets Wilbur and becomes determined to save her? (Pg. 188) At the beginning Charlotte’s web protects her, gives her a place to live, and helps her trap food. At the end, Charlotte is using her web to send messages to people so that Wilbur won’t be killed. Why does Wilbur say early summer days on a farm are the happiest and fairest of the year? (Pg. 190) Lilacs and apple blossoms bloom; the days grow warm and soft; he can visit the barn every day Conspiracy means a secret plan by a group to do something harmful. On page 191, the sheep says, “It is a regular conspiracy” To what is he referring? They are fattening Wilbur up. They are going to kill him and turn him into smoked ham or bacon Wilbur just found out about the Zuckerman’s plan. Look at the illustrations on pages 194-195. What detail from the text supports why Wilbur is smiling in the illustration? Charlotte promised Wilbur that she would save him. Homer says, “A miracle has happened on the farm”. What miracle has Charlotte performed? (Pg. 200) Charlotte threads “Some Pig” in her web to describe Wilbur. Illustration How will saving Wilbur affect Templeton’s life? (Pg. 203) He will get his pail of slops next winter.
Strengths: Weaknesses: Section IV: Project Proposal Does Not Meet (0-8) Meets (9-20) POINTS Applicant briefly states or fails to state the type of project the charter school proposes to implement. Briefly states or fails to provide an overview of the charter school’s project plan and project scope. Briefly states or fails to include a description of the specific dissemination activities the charter school will implement and/or products the school will develop to target the area(s) discussed in Section III based on the fundable activities. Fails to include both the required fundable activities in the charter school’s project plan. Briefly or fails to describe how the project activities will involve contributions from charter schools implementing a similar model as well as from other public schools, local school districts, developers, and potential developers. Briefly or fails to describe how the project activities are specifically designed to increase academic success for educationally disadvantaged students. Briefly states or fails to include a description of the charter school’s existing methods to specifically engage and support educationally disadvantaged students. Briefly or fails to describe the charter school’s outreach plan to inform the public of the availability of the school’s proposed dissemination product and/or service. Briefly states or fails to include in its description: How the charter school will solicit interest and develop successful partnerships with schools and districts; Applicant describes in detail the type of project the charter school proposes to implement. Provides a detailed overview of the charter school’s project plan and project scope. Includes a description of the specific dissemination activities the charter school will implement and/or products the school will develop to target the area(s) discussed in Section III based on the fundable activities. Includes both the required fundable activities in the charter school’s project plan. Describes in detail how the project activities will involve contributions from charter schools implementing a similar model as well as from other public schools, local school districts, developers, and potential developers. Describes in detail how the project activities are specifically designed to increase academic success for educationally disadvantaged students. Includes a description of the charter school’s existing methods to specifically engage and support educationally disadvantaged students. Describes in detail the charter school’s outreach plan to inform the public of the availability of the school’s proposed dissemination product and/or service. Includes in the description: How the charter school will solicit interest and develop successful partnerships with schools and districts; How the charter school will disseminate its service or /20
Office of the Controller of Examinations The details of fees payable by the students for theory, practical and project examinations. Sl. Purpose Programme Fees No. (Rs) 1 Theory UG 150/- per course PG 300/- per practical 2 Practical UG 150/- per practical PG 300/- per practical 3 Project UG 500/- B.Arch. 500/- PG 750/- 4 Practical Training B.Arch. Rs 300/- 5 Design Project B.Arch. Rs 600/- 6 Revaluation UG 300/- per answer script PG 400/- per answer script 7 Grade Sheet Semester-wise Nil 8 Consolidated Grade Sheet 250/- 9 Provisional Certificate 250/- 10 Degree Certificate 300/- 11 Transcript UG & PG For first copy Rs 500/- and for each additional copy Rs 250/- 12 Grade Sheet Duplicate 250/- per semester 13 Duplicate Consolidated Grade Sheet 500/- 14 Duplicate Provisional Certificate 1000/- 15 Duplicate Degree Certificate – FIR copy 4000/- to be produced along with application 16 Photocopy of Answer script UG only Rs 400/- 17 Attestation of document Rs 25/- 18 Corrections in Grade Sheet Rs 200/- 19 Corrections in Consolidated Grade Sheet Rs 750/- 20 Corrections in Provisional Certificate Rs 750/- 21 Corrections in Degree Certificate Rs 1500/- 22 Duplicate Hall Ticket Rs 200/- The students are directed to pay the fees directly into the Account No.460 of Indian Overseas Bank situated in the Institution Campus and produce the challan to the Controller of Examinations.
Vocabulary KEY WORDS ESSENTIAL TO UNDERSTANDING WORDS WORTH KNOWING General teaching suggestions are provided in the Introduction TEACHER PROVIDES DEFINITION not enough contextual clues provided in the text Marvel, astonish Scatter Appeared, journey, New World Sculptures, bewilder Enormous, towering, longed Exchanged STUDENTS FIGURE OUT THE MEANING sufficient context clues are provided in the text Surround, Homeland Homesick Still Explore
Vocabulary KEY WORDS ESSENTIAL TO UNDERSTANDING BIG IDEAS OF TEXT Words addressed with a question or task WORDS WORTH KNOWING Words to be part of systematic vocabulary instruction, not essential for understanding the big ideas of the text TEACHER PROVIDES DEFINITION not enough contextual clues provided in the text Sneer Determined, gape, hoot, jeer Exhibition, legendary Sandlot, callus Bleachers, mound, mutter, delicate Flinch, snicker, heft Glare, stun STUDENTS FIGURE OUT THE MEANING sufficient context clues are provided in the text Fluke Insult Ache
[Because] the missions closed [Because] Californios and new settlers lived on much of the land where the Indians had lived [Because] Many Indians were born and raised in missions where they learned the Spanish ways of life and agriculture from the priests, [Because] The missions closed, the land was taken over, and the Indians born under the Mission System lost their traditions, The Indians needed to leave; they tried to return to their old villages. (inference): Indians couldn’t return to their old villages/lands California Indians born into the mission system did not know the ways of hunting and gathering Many Indians had no choice but to work for the Californios and new settlers Mission Life Planning Form Topic sentence: Paragraph: Indian life before the missions (prior knowledge/ details in reading) Describe Indian life, including cultural and economic traditions before the Spanish arrived: Paragraph: once the missions were built, Indians learn Spanish culture, or ways of life Spanish cultural and economic ways taught to the Indians: Crops: Animals: new religion: ____________________ (inference) new language: ____________________
TEACHER PROVIDES DEFINITION not enough contextual clues provided in the text Page 547 - scrub brush Page 549 - take root Page 551 - folds, pleats Page 555 - spines Page 556 - prey Page 553 - boot Page 550 - mesquite Page 550 - harsh Page 558 - habitat, topple, decompose Page 551 - shallow STUDENTS FIGURE OUT THE MEANING sufficient context clues are provided in the text Page 548 - feast Page 550 - nectar, pollen Page 555 - teeming Page 556 - dine Page 549 - pulp Vocabulary
Vocabulary KEY WORDS ESSENTIAL TO UNDERSTANDING WORDS WORTH KNOWING General teaching suggestions are provided in the Introduction TEACHER PROVIDES DEFINITION not enough contextual clues provided in the text STUDENTS FIGURE OUT THE MEANING sufficient context clues are provided in the text Page 695- phonograph Page 695- drought Page 690- prairie Page 692- slumped Page 699- well Page 700- trembling Page 692, 700- barrel Page 699- narrowed Page 700- corral
Performance and Quality Improvement (PQI) Committee The PQI Committee serves as an oversight committee for Performance Management and Quality Improvement activities implemented across the agency. Committee members will champion PM/QI efforts throughout the agency, and will develop expertise in these areas in order to monitor and evaluate PM/QI proposals and provide technical assistance to programs, division, and the agency as PM/QI is integrated into all activities. The committee will be a cross-divisional group of staff representing all leadership levels of the agency (e.g., Executive Team, Managers, and Staff). Selection criteria and composition for the committee will be determined in collaboration with the Quality Improvement A-Plan team by December 31, 2018. Performance management activities Performance Management System Model and Framework PHMDC has adopted the updated Turning Point Public Health Performance Management System as the framework for its performance management system (see Figure 1) in combination with the Balanced Scorecard approach (see Figure 2). PHMDC is finalizing the PHMDC specific model (see Figure 3). The Turning Point Public Health Performance Management System framework outlines the core components of a successful performance management system: Performance Standards, Performance Measurement, Reporting Progress, and Quality Improvement.