zilongwang/ReadingBank huggingface dataset:
KYAE Common Core Standards PD FY2011-2012 Components of Standards - Definitions 1 Standards 2 Skills Included in Standard 3 Concepts Included in Standard 4 Through a Particular Context 5 Cognitive Demand/ Levels of Thinking 6 Sample Activity RL5.4 Determine the meaning of words and phrases as they are used in text, including figurative language such as metaphors and similes. Indicate here what skills are expected. Skills are what learners are expected to do to demonstrate mastery of the concepts and content. They are represented by the verbs in the standard. If multiple skills are included, align the concepts with the skills to which they apply. This is unnecessary if the skills listed apply equally to all concepts. Indicate here what concepts or content are included in the standard. Concepts are the information or ideas that learners need to know. These generally are the nouns or noun phrases in the standard. Indicate in which context students are required to use the skills and concepts, e.g., writing an essay, solving a problem. Not every standard will have a stated context. Using the selected taxonomy, consider all the information in columns 2-4 to determine the level of thinking or cognitive demand of the standard. Add a teaching activity that encompasses the concepts and skills of this standard and is pitched at the right level of cognitive demand.
KYAE Common Core Standards PD FY2011- 2012 Unpacking Chart for Standards - Example Standards 2 Skills Included in Standard 3 Concepts Included in Standard 4 Through a Particular Context 5 Cognitive Demand/ Levels of Thinking 6 Sample Activity RL5.5 Explain how a series of chapters, scenes, or stanzas fit together to provide the overall structure of a particular story, drama or poem Explain How a series of chapters, scenes or stanzas fit together to provide structure To provide structure of a particular story, drama, or poem Understanding RL6.5 Analyze how a particular chapter, scene or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot
new filter types and specifics for I2RS protocol?) EN2 Filter, Stream Clarify interplay between filter definitions and different streams. Includes information in subtrees of event payloads. EN3 OAM Mechanisms for diagnostics, e.g. deal with dropped updates, monitoring when they occur, etc. EN4 Encoding, Transport How to allow for seamless integration with non-standard encodings and transports (like GPB/GRPC). Specify requirements encoding and transport must meet, provide examples. EN5 Compatibility Along with Netconf-notif, should this draft obsolete 5277 or be in parallel with it? EN6 Stream Stream discovery. Are adjustments needed for maximal transport independence? EN7 QoS Eric Detecting loss of a sequential update notification, and mechanisms to resend. Implications to transports must be thought through. EN8 Transport Should we have a mandatory transport? EN9 Configured Multiple receivers per Configured Subscription is ok EN10 Stream Replay support will be provided for selected stream types (modify vs. delete) EN11 Security Required layering security requirements/considerations will be added into the YANG model for Configured Subscriptions. It will be up to the transport to meet these requirements. EN12 OAM Test-only option for a subscription is desired. But it still needs to be defined. EN13 Filter RFC6241 Subtree-filter definition in 5277bis cannot apply to elements of an event. Must explicitly define how 6241 doesn't apply filtering within a 5277bis event. EN14 Document Ensure that Configured Subscriptions are fully defined in YANG model. EN15 Document Term for Dynamic and Static Subscriptions (move to "Configured") EN16 Document move Subscription ID in Notification to this document from Yang-push EN17 QoS An ETag is an opaque identifier assigned by a web server to a specific version of a resource found at a URL. If the resource representation at that URL ever changes, a new and different ETag is assigned. Do we want an entity tag MUST be maintained for the root of any subscription? Should this allow correlation across independent subscriptions? Should
appropriate F. Oct. 10 Midterm Grades Due Oct. 13-17 Fall Break– No Classes (Campus Closed) Read Chapter 9 T. Oct. 21 Discuss Chapter 9 Th. Oct. 23 Christian Forum (Required) T. Oct. 28 Reflection paper is due: Share reflection paper. Class will discuss highlights of forum. Read Chapter 10 Th. Oct. 30 Discuss Chapter 10 Read Chapter 11 F. Oct. 31 Last Day to withdraw (unless passing) T. Nov. 4 Discuss Chapter 11 Read Chapter 12 Th. Nov. 6 Discuss Chapter 12: Article 3 Article 3 is due on Nov. 6 Read Chapter 13 F. & Sa. Nov. 7-8 Homecoming M. T. Nov. 10-11 Senior advising for spring W.-F. Nov. 12-14 Junior advising for spring :T. Nov. 11 Discuss chapter 13 Read Chapter 14: 2 Community service projects due Nov. 11. Th. Nov, 13 Discuss Chapter 14: Article 4 Read Chapter 15 M.-T. Nov.17-18 Sophomore/Freshman advising for spring T. Nov. 18 Discuss chapter 15 Read chapter 16 Th. Nov. 20 Discuss chapter 16 T. Nov. 25 Research Presentations Those students not presenting will take notes and write a critique W.-F. Nov. 26-28 Thanksgiving Break (campus closed) Su. Nov. 30 May/August Graduation Applications Due T. Dec. 2 Research Presentations Those students not presenting will take notes and write a critique Th. Dec. 4 Final Review M-R Dec.8-11 Final Exam Additional Resources
BBC. 2005. BBC Birmingham Tornado Picture Gallery. . Bendat, J.S., & Piersol, A.G. 2000. Random Data: Analysis and Measurement Procedures. Third edn. John Wiley & Sons, Ltd. Brown, J. D., Bogdanoff, D. W., Yates, L. A., Wilder, M. C., & Murman, S. M. 2006 (January). Complex-Trajectory Aerodynamics Data for Code Validation from a New Free-Flight Facility. AIAA Paper 2006-0662. AIAA Paper.
Weeks Topic TB pg Homework/ Term 2 Wk 1-2 Ch 3 The Cuban Missile Crisis-Why did the USA and the Soviet Union go to the brink of nuclear war in 1962? Soviet installation of missiles in Cuba 86-95 SBQ Assignment (Holiday HW) (To be included in PPR in Term 3) Term 2 Wk 3-5 Ch 3 The Cuban Missile Crisis- Who was the victor of the Cuban Missile Crisis? Course of the resolution of the crisis 96-114 Class test SEQ (To be included in PPR in Term 3) Term 2 Wk 6 Revision of Sec 3 topics and Sec 4 topics Term 2 Wk 7-8 Mid-Year Exam Term 2 Wk 9 Script-checking and Corrections Term 2 Wk 10 Wealth Week *Please note that the topics might be subject to minor changes. Pupils will be updated accordingly. Assessment Plan Semester 1 SA1: 100% (MYE Examination) Semester 2 SA2: 100% (EOY Examination) Details of CA1 Assessments CA1 Assessment Date Topics/ Remarks Marks Assignment T1W3 SBQ Assignment 12m Assignment T1 W4 SEQ Assignment 12m Test 1 T1W5 Structured-Essay Questions : Reasons for Cold War 12m Test 2 (common test) T1W7 Source-Based Case Study and Structured-Essay Questions: Chpt 1(Sec 4) and Sec 3 topics 30m SBQ Assignment T2 W1 SBQ Skills 30m Test 3 T2W3 Structured-Essay Question: Korean War 12m *Please note that the dates indicated for the CA1 components are subject to changes. Pupils will be updated accordingly.
SA1 Components Date Guidelines Paper [1 hour 40 minutes] To be advised (Term 2 Week 7) All topics covered in semester 1 and Sec 3 For the paper , candidates are to write their answers on the writing paper Total marks for the paper is are 50m. Section Details Marks A Source-Based Case Study 30 B Structured-Essay Questions 20 Absence from tests A medical certificate must be produced if your child/ ward is absent for the test. Parent’s letter is strongly discouraged and its validity will be approved based on a basis. Absence from any test without a valid reason will result in zero mark for the test. Do note that your child/ ward will have to do a make-up test on the day he/she returns to school.
Guangyang Secondary School 8 Bishan Street 12 Singapore 579807 Tel: 62589781/5 Fax: 63543108 Email: gyss@moe.edu.sg Semester Plan for Sec 4 Express Additional Mathematics Please be informed of the following semester plan for matters pertaining to mathematics for your child/ ward in semester 1. Curriculum Plan Tentative Week Topics to cover Term 1 Week 1 Chapter 11 Term 1 Week 2 Chapter 12 Post-holiday Test (Common Test 1) Term 1 Week 3 Chapter 13 Term 1 Week 4 – 5 Chapter 14 Term 1 Week 6 – 7 Chapter 15 Term 1 Week 7 – 8 Preparatory Exam 1 (Common Test 2) Term 1 Week 8 Chapter 16 Term 1 Week 9 Chapter 17 Term 1 Week 10 Chapter 18 Term 2 Week 1 Post-holiday Test (Common Test 3) Chapter 18 Term 2 Week 2 Chapter 19 Term 2 Week 3 Chapter 20 Term 2 Week 4 Chapter 10 Term 2 Week 5 – 6 Revision Term 2 Week 7 – 8 Preliminary Examination 1 Term 2 Week 9 - 10 Go through examination papers Term 2 Week 9 - 10 Revision Assessment Plan Assessment Components Tentative Date Topics covered Term 1 Common Test 1 (Post Holiday) Term 1 Week 2 Sec 3 topics Term 1 Exam 1 Term 1 Week 7 Ch 1-14 (except ch 10) Term 2 Common Test 2 (Post Holiday) Term 2 Week 1 Ch 1 to 18 (18.1, 18.2)
2018/2019 HOMEWORK TIMETABLE YEAR 8 Tutor Group WEEK ONE WEEK TWO Monday Tuesday Wednesday Thursday Friday Monday Tuesday Wednesday Thursday Friday 8 St Catherine History Music PDC Design Drama RE Maths MFL English ICT Geography MFL Science RE Design History MFL Music Geography English Maths MFL ICT Science 8 St Clare PDC Science Design Drama ICT English Maths MFL History Geography Music MFL RE Music Science Design RE English Geography MFL ICT Maths History MFL 8 St Dominic English ICT PDC Design History RE Drama Maths MFL Music Science Geography MFL Design English History ICT Music RE MFL Maths Science Geography MFL 8 St Margaret ICT PDC Design Geography RE Drama Maths MFL History Music Science English MFL Design Geography RE ICT MFL Music Maths Science English History MFL 8 St Martin Maths Music English ICT PDC Geography MFL Design History MFL RE Science Maths English MFL Design History Music Geography MFL Drama ICT RE Science 8 St Stephen Maths Music ICT PDC History MFL RE Design English Science Geography MFL ICT Maths MFL Design History RE English MFL Science Drama Geography Music 8 St Teresa Design Maths Science English ICT PDC History MFL Geography RE MFL Music Maths Music Science English History MFL Design Geography MFL RE Drama ICT 8 St Vincent Design English Maths History PDC Geography ICT MFL RE Science MFL Music English History Maths ICT MFL Design Geography Science MFL RE Drama Music All homeworks have been set on the day of the actual lesson. Although homeworks have been set on certain days giving students as many as 4 homeworks on some nights midweek, Form tutors should encourage students to “spread the load” and leave some homeworks until the weekend or until there is an evening with less homeworks. Student in KS3 should do 40 minutes per week: English, Maths, Science and 20 minutes per week all other subjects. This equates on average to 1 hour per night.
Write shorter papers Answer fewer or different test questions Create alternate projects or assignments Curriculum modifications allow a student to: Get graded or assessed using a different standard than the one for classmates Curriculum Development Resources/Instructional Materials/Equipment Needed /Teacher Resources: District textbook example: Example- United States History and Geography McGraw Hill Textbook (Online Digital Textbook) Graphic organizers Supplemental readings American Heritage Primary Source Library Internet use Example- Library of Congress Graphic organizers Video Clips: “Bury my Heart at Wounded Knee” Video Clip: “10 Days that Unexpectedly Changed the World” Video Clip: “America: The Story of Us”
Secretary TBA Treasurer Dana Pietrzak 8191 Van Buren Dr. Pittsburgh, PA 15237 peach911@verizon.net NASH Giant Eagle Fundraiser Coordinator Lisa Stewart 251 Pine Rd. Pittsburgh, PA 15237 Stew932@yahoo.com NAI Giant Eagle Fundraiser Coordintor Debbie Lucas 8757 Breezewood Dr. Pittsburgh, PA 15237 mjldal@verizon.net Giant Eagle Card Coordinator Heather Earle 303 Seminole Ave. Pittsburgh, PA 15237 earleh@comcast.net Senior Banquet Coordinator Lynn Jones 843 Arbordale Lane Wexford, PA 16046 ljones@legalsoftwareinc.com Senior Banquet Coordinator Pam Kaib 380 Highview St. Pittsburgh, PA 15237 pamkaib1@gmail.com Website Coordinator TBA 50/50 Raffle Coordinator Pam Kaib 380 Highview St. Pittsburgh, PA 15237 pamkaib1@gmail.com 50/50 Raffle Coordinator Rachel Donley 9775 McCutcheon Ave Pittsburgh, PA 15237 rachel_donley@hotmail.com
SAFETY INJECTION SURVEILLED (For Nurses / Midwives / Technicians) This questionnaire is aimed at assessing the current situation of injections at health facilities. We do not evaluate individuals and entities providing information in this survey. Would you please collaborate by providing enough information in the form. Your information helps the research team assess the safety of injection and thereby improve the quality of care and treatment. patient. No. : ………………… Department: Cardiology and Respiratory Pediatric Surgery Ophthalmology Pathobiology and pulmonology Otolaryngology Internal medicine Intensive care Obstetric Gastroenterology Traumatology Oral facial and orthodontics Cardiology Emergency Date …….month……..year……. A. General Information: A1k. Year of birth: ..................... A2. Gender: ..................... 1. male 2. Female A3k. Education: 1. Beginner 4. University 2. Intermediate 5. Postgraduate
BACHELOR OF TECHNOLOGY (INFORMATION TECHNOLOGY) FIFTH SEMESTER EXAMINATION Code No. Paper ID Paper L T/P Credits Status THEORY PAPERS ETCS 301 Algorithms Design and Analysis 3 1 4 M ETCS 303 Software Engineering 3 1 4 M ETCS-307 Java Programming 3 1 4 ETMS 311 Industrial Management 3 0 3 ETIT-309 Communication Systems 3 1 4 ETHS 301 Communication Skills for Professionals 2 0 1 PRACTICAL/VIVA VOCE ETCS 351 Algorithms Design and Analysis Lab 0 2 1 ETCS 353 Software Engineering Lab^ 0 2 1 ETCS 357 Java Programming Lab 0 2 1 ETIT 359 Viva Industrial Training / In-house Workshop * 0 0 1 ETIT 357 Communication Systems Lab 0 2 1 ETHS 351 Communication Skills for Professionals Lab 0 2 1 TOTAL 17 14 26 M: Mandatory for award of degree *Viva-Voce for evaluation of Industrial Training / In-house Workshop will be conducted in this semester. ^Using UML 2.0 BACHELOR OF TECHNOLOGY (INFORMATION TECHNOLOGY) SIXTH SEMESTER EXAMINATION Code No. Paper ID Paper L T/P Credits Status THEORY PAPERS ETCS 302 Compiler Design 3 1 4 M ETCS 304 Operating Systems 3 1 4 M ETEC 310 Data Communication and Networks 3 1 4 M ETCS 308 Web Engineering 3 0 3 ETCS 310 Artificial Intelligence 3 1 4 ETEE-310 Microprocessor and Microcontroller 3 1 4 PRACTICAL/VIVA VOCE ETCS 352 Operating Systems (Linux Programming and Administration) Lab 0 2 1
♦ So we can expedite the order, you’ll NEED to sign the order form. ♦ You’ll NEED to mail back the invoice with the payment. ♦ You’ll NEED to be here for your appointment at 8:00 a.m. 3. Think about these questions: ♦ Do you agree that using the word "HAVE" can offend others and appear to be a demand rather than a request? ♦ What feelings did you experience as you watched the scene in the DVD vignette unfold? ♦ How would you have felt if you were the customer? Same/Different? Discussion Questions – Key Point #4: “Just a Second” 1. Why is a phrase as innocent sounding as “Just a second” forbidden? ♦ Because nothing takes a second and it’s not the truth. 2. Why is it so important to tell customers the truth? ♦ It establishes your credibility. ♦ It builds rapport with the customer. ♦ It sets the stage for a productive relationship, both for you and the customer. 3. What’s the recommended way to put a customer on hold when you know the “hold” may take longer than it should? ♦ Be honest. Tell the truth. Let the customer know what they can expect. Example: “The information you need may take 2 or 3 minutes. I need to check another item.”
And Remember – IT'S FUN TO BE GOOD! Key Points: Five Forbidden Phrases 1. “I Don’t Know.” ♦ Replace with: “That’s a great question. Let me check and find out.” 2. “We Can’t Do That.” ♦ Replace with: “Here’s what we can do.” ♦ Offer a positive alternative. 3. “You’ll Have To…” ♦ Replace with: “You’ll NEED to...” ♦ Take orders rather than give them. 4. “Just a Second.” ♦ Replace with: “Are you able to hold?” ♦ Wait for a response. 5. “No” at the Start of a Sentence. ♦ Think before you answer. ♦ Eliminate the ‘NO’ and begin with the next word. Example: Have you ever been to ?
NOTES: Signature Block is part of a table. Comment and Alternatives Considered Table are selected to stay together on the same page. To release them, in WordPerfect 6.1, Format; Page; Keep Text Together; undo the Block protect. Determination and Approval Section, including the signature block has been selected to stay together on the same page. To release them, in WordPerfect 6.1, Format; Page; Keep Text Together; undo the Block protect. Determination and Approval Section: repeat the project information as a safeguard from the signatures becoming separated from the project and park identification.
HHC NEWS WEEKLY UPDATE – Week 18 Dear Members, Ex-Members and Friends of HHC Not many games this week as it was a League Slip Date for East and Five Counties League, but a few friendlies and some excellent games against new opponents This Week Played 6 Won 5 Drew 0 Lost 1 Seniors Scored 18 Conceded 10 Men’s 1st XI Slip date DIVISION 3SW Berkhamsted 1 15 13 2 0 71 20 51 41 Hertford 1 16 12 2 2 57 22 35 38 Letchworth 2 16 11 1 4 67 29 38 34 Harpenden 1 17 9 5 3 47 22 25 32 WGC 1 17 10 2 5 48 39 9 32 W Hill & Enfield 1 16 7 2 7 61 51 10 23 Bedford 3 16 5 3 8 56 54 2 18 Luton Town 1 15 5 1 9 40 41 -1 16 Stevenage 1 17 7 0 10 50 52 -2 15 -6 Bishops Stortford 2 17 4 0 13 34 67 -33 12 St Albans 4 16 3 0 13 25 56 -31 9 Southgate Adelaide 1 16 2 0 14 24 127 -103 0 -6 Ladies 1st XI Slip Date DIVISION 2SW Old Loughts 2 17 12 4 1 47 23 24 40 Bishops Stortford 1 16 12 3 1 60 19 41 39 Blueharts 1 17 10 4 3 56 30 26 34 St Albans 3 15 9 2 4 31 24 7 29 Stevenage 1 17 8 4 5 33 26 7 28 Brentwood 1 16 6 4 6 19 21 -2 22 Harpenden 1 16 6 2 8 25 30 -5 20 Letchworth 1 16 5 4 7 25 39 -14 19 Shefford & Sandy 1 16 4 4 8 29 45 -16 16 West Herts 2 16 3 3 10 22 32 -10 12 WGC 1 17 3 1 13 19 45 -26 10
WGC 2 15 8 2 5 49 41 8 26 Bedford 4 15 8 1 6 48 24 24 25 WGC 3 17 6 2 9 34 55 -21 20 St Albans 7 15 4 2 9 22 38 -16 14 Bishops Stortford 4 16 4 1 11 39 60 -21 13 Rickmansworth 2 15 2 4 9 19 46 -27 10 Luton Vagrants 1 15 0 0 15 18 72 -54 -3 -3 Ladies 3rd XI Hertford III 4-2 Enigma Scorers: Izzy Wing 3, Liz Moore Division 3 P W D L F A PTS GD 1 Bedford 4 17 17 0 0 60 8 51 52 2 Hertford 3 17 12 3 2 52 22 39 30 3 St. Neots 2 16 12 1 3 44 17 37 27 4 Shefford & Sandy 3 16 8 3 5 28 23 27 5 5 Enigma 17 7 3 7 31 32 24 -1 6 Royston 3 17 7 2 8 34 47 23 -13 7 Chiltern 2 17 5 6 6 23 21 21 2 8 Bishops Stortford 4 18 4 3 11 27 46 15 -19 9 St.Albans 5 15 5 2 8 28 28 17 0 10 Stevenage 4 16 3 4 9 17 33 13 -16 11 Saffron Walden 5 17 2 4 11 15 35 10 -20 12 Broxbourne 4 17 1 3 13 19 66 6 -47 Men’s 4th XI Cambridge South IV 0-3 Hertford IV (Friendly) Scorers: Rob Hyatt, Russell Adlam & Nick Earnshaw DIVISION 7SW Shefford & Sandy 3 16 13 2 1 37 14 23 41 Broxbourne 4 17 12 0 5 57 31 26 36 Berkhamsted 4 16 9 3 4 40 28 12 30 Letchworth 4 17 9 2 6 39 32 7 29 West Herts 6 16 9 1 6 45 29 16 28 Hertford 4 17 7 2 8 43 36 7 23 MBDA 1 17 5 5 7 43 53 -10 20 Stevenage 4 16 5 2 9 28 36 -8 17 St Albans 8 16 4 5 7 23 40 -17 17 Bedford Vets 17 4 4 9 32 43 -11 16 Royston 2 16 5 1 10 24 38 -14 16 Cheshunt 3 15 2 1 12 15 46 -31 7 Ladies 4th XI Slip Date
Date Monday Tuesday Wednesday Thursday Friday STANDARDS RL 5.1, RL 5.2, RL5.3, RL5.4, RL5.6, RF5.3, RF 5.4a,b,c L5.1 L5.2 L5.3,a SL5.1 RL 5.1, RL 5.2, RL5.3, RL5.4, RL5.6, RF5.3, RF 5.4a,b,c L5.1 L5.2 L5.3,a SL5.1 RL 5.1, RL 5.2, RL5.3, RL5.4, RL5.6, RF5.3, RF 5.4a,b,c L5.1 L5.2 L5.3,a SL5.1 RL 5.1, RL 5.2, RL5.3, RL5.4, RL5.6, RF5.3, RF 5.4a,b,c L5.1 L5.2 L5.3,a SL5.1 RL 5.1, RL 5.2, RL5.3, RL5.4, RL5.6, RF5.3, RF 5.4a,b,c L5.1 L5.2 L5.3,a SL5.1 LESSONS Reading the novel: Number the Stars All of this week we will be reading and discussing Number the Stars All of this week we will be reading and discussing Number the Stars All of this week we will be reading and discussing Number the Stars All of this week we will be reading and discussing Number the Stars All of this week we will be reading and discussing Number the Stars HOMEWORK Finish packet to turn in completed tomorrow. AR Test tomorrow No homework tonight it is church and family night FUTURE TESTS: RWB = Reading Work Book RTB = Reading Text Book
B. Develop robust disaster evacuation plans and conduct frequent practice drills. When evacuation is impossible in the anticipated warning time, consider vertical evacuation for tsunamis, other physical measures to shorten evacuation time, such as pedestrian bridges over rivers, or relocate campuses with extreme life safety risk to locations outside of hazard zones when possible. C. Enhance life safety by improving public awareness of earthquakes, tsunamis, volcanic events, and other natural hazards that pose substantial life safety risk to the District’s facilities, students, staff, and volunteers. Goal 2: Reduce Damage to District Facilities, Economic Losses, and Disruption of the District’s Services Objectives: A. Retrofit or replace existing buildings with a high vulnerability to one or more natural hazards to reduce damage, economic loss, and disruption in future disaster events. B. Ensure that new facilities are adequately designed for hazard events and located outside of mapped high hazard zones to minimize damage and loss of function in future disaster events, to the extent practicable. Goal 3: Enhance Emergency Planning, Disaster Response, and Post-Disaster Recovery Objectives: A. Enhance collaboration and coordination between the District, local governments, utilities, businesses, and citizens to prepare for, and recover from, future natural disaster events. B. Enhance emergency planning to facilitate effective response and rapid recovery from future natural disaster events. Goal 4: Increase Awareness and Understanding of Natural Hazards and Mitigation Objectives: A. Implement education and outreach efforts to increase awareness of natural hazards throughout the ABC School District, including staff, parents, teachers, and the entire communities served by the District. B. Maintain and publicize a natural hazards section in the high school library with FEMA and other publications and distribute FEMA and other brochures and other educational materials regarding natural hazards. 4.4 ABC School District Hazard Mitigation Plan Action Items Mitigation Action Items may include a wide range of measures such as: refinement of policies, studies, and data collection to better characterize hazards or risk, education,
My feed record is (include feed grown on family farm): 1DP=Digestible Protein 2CP=Crude Protein 3ADF= Acid Detergent Fiber (The above to be taken from a feed analysis.) Total feed cost (Box 3) My other expenses (veterinarian, registration fees, bedding, insurance, show supplies and fees, interest, etc.) are: Date Itemor expense Cost Total cost (Box 4)
Breeding and Kidding Record Breeding history for Date bred Date bred Date bred Settled to (sire) Kidding date Sex of Kid Kid’s ear tag number and/ or tattoo number Value 1st Kidding 2nd Kidding 3rd Kidding 4th Kidding 5th Kidding 6th Kidding Production Summary (Fill in one line for each location. The following information can be taken directly from the DHI 203 form. Age Date Fresh Days Total production Value of prod- uct Feed Cost Income Over Feed Cost Goat EATA Milk lbs. fat lbs. pro- tein 2
Activity and Training Record Horse project meetings (hours attended) Training hours Grooming and conditioning hours Trail or other riding hours Oct Nov Dec Jan Feb March April May June July Aug Sept Total 0 0 0 0 Show Record Date Horse Class Number in class Place Award Entry fee Other Show Expenses Total 5 $0.00 6 $0.00
Table 1: HORSE/PONY INFORMATION Complete information for each project animal. Horse #1 Horse #2 Horse #3 Show/Registered Name Barn Name Color Markings (be specific) Height Breed Breed Registry Information (If Applicable) Animal’s Date of Birth Table 2: Feed Expenses Date Purchased Type of feed (grain, mix, hay, supplement, pasture, silage) $/lb (total cost divided by lbs) Pounds (lbs) Total Cost Total pounds and total feed costs Table 3: Health and Veterinary Record and Expenses Record routine and emergency veterinary visits and include specific shots, Coggins, dentistry, deworming, test(s) performed, etc. If you lease a horse and are not directly responsible for these expenses, you must still complete these sections. Date Horse’s Name Reason For Treatment or Veterinary Visit (Vaccines, Health Papers, Routine Checks) Treatment Cost Total Veterinary Costs $
Dear Junior tudent: The materials presented in this handbook are designed to provide general information and guidelines about college selection, college admission procedures, and financial aid. pecific information pertaining to your individual situation should be discussed with your counselor or a college advisor. We hope that this booklet will be a valuable tool to you, and we strongly suggest that you share it with your parents. Please keep it as a reference tool to use for the remainder of your high school career. incerely, The Guidance Counselors COLERAIN HIGH CHOOL
Students need an Application for Admission on file with the school to be packaged with the institution’s financial aid. (See “How to Complete the FAFSA” and “in the APPENDIX) The Four Forms of Financial Aid Financial aid comes in one of the following four forms: grants, scholarships, work-study, and loans. Grants and scholarships are considered “gift help” because they represent money that is given to students. Work-study and loans are considered “self-help” because they provide money that must either be earned or repaid. Grant- money that is given to a student, usually because of financial need cholarship – money that is awarded because of exceptional academic achievement, an outstanding talent, and/or financial need. Work-tudy – money a student earns by working at a job, usually 10-15 hours a week Loan – borrowed money that must be repaid 1. Grants A grant is money from the Federal Government that is given to a student to help him/her pay for college. This money does not have to be repaid. Grants are most often awarded to students who have financial need. Grants are available from a variety of sources. State governments offer grants to students who live and go to college in their home state. The federal government provides Pell Grants and Supplemental Educational Opportunity Grants (SEOG) to students with need on a national basis. Colleges offer institutional grants, and organizations, clubs, and corporations offer grants to the students who meet their specific eligibility requirements. Grants to look for (through the FAFSA): Pell Grant Supplemental Educational Grant (SEOG)
Name 4-H Age Primary Club Name Years in 4-H Years in this Project I have completed this record and believe all information to be complete and accurate. Member’s Signature Date Parent’s Signature Date ______________________ ________ ______________________ ________ Leader’s Signature Date Educator’s Signature Date Please indicate your Animal Science Project Area ☐Beef (Breeding) ☐Goat (Meat Breeding) ☐Goat (Dairy Breeding) ☐Horse (Breeding) ☐Sheep( Breeding) ☐Swine (Breeding) What goals did you set for your project this year and did you achieve them? 1. 2. 3. What were four things you learned from completing this project this year? 1. 2. 3. 4. What is one thing you would like to improve or do differently with your project next year? Life Skills
Table 1: Information on Project Animals Project Animal Description Beginning of Project End of Project Final Production Breed Sex Identification 4-H Tag # Weigh-in Date Weight Purchase Cost or Market Value Weigh-in Date Weight Selling Price or Market Value Death, Loss, or Sold Date Days On Feed Lbs. Gained Lbs. Per Day TOTALS - - Lbs Gained Per Day To calculate lbs. gained take the lbs. gained and divide by the number of days on feed.
Name ___________________________________________________________ Current Year (as of September 15) _________________ Age (as of September 15) ________________ Set 4-H goals each year to improve personal skills, to increase participation in your 4-H group, or to help other people. A minimum of two goals each year is suggested. (Do not include project related goals here; include these on the project record form 4-H 94) Possible personal goals might include: To arrive on time at 4-H meetings this year. To attend 4-H camp this summer. Date Goals (Each statement should include the How-What-When of your plans) Completed List below what you do to reach your personal goals. Record things you do throughout the year. (1) Evaluation: Tell what you learned, how you feel, and/or how you have grown or changed by reaching your
Table 1: Poultry Inventory Fill in the following information (where applicable) about animals that are part of your project Animal/ Band Number or Lot Number Breed Color/ Variety Sex Date of Hatch Date of Purchase (if applicable) Value at Beginning or Cost of Purchased Current Status (Own, Sold, or Died) Value at End Total Total at Project End Table 2: Breeding Information (Only include birds that are of breeding age) Animal/Band Number Date Bred Male Used for Breeding Date Chicks Hatched Number Hatched Number Raised
Table 3: Incubation and Hatching Information Date Eggs Set Number Eggs Set Date Chicks Hatched Number Hatched Number Raised Incubation Method Used Table 4: Feeding Information and Expenses Date Type of Feed Quantity of Feed/Day Cost Total Feed Cost Table 5: Health and Veterinary Record and Expenses (Vaccines, Blood Testing, Routine Checks, etc.) Date(s) Treated Reason For Treatment/Visit Treatment Number of Animals Treated Withdrawal Period Cost Days Date Completed Total Health and Veterinary Cost
CHEMISTRY UNIT 1 2017 MARKING GUIDE Section One: Multiple-choice (50 marks) 1 a □ b □ c ■ d □ 6 a □ b □ c ■ d □ 11 a □ b □ c □ d ■ 2 a ■ b □ c □ d □ 7 a ■ b □ c □ d □ 12 a □ b ■ c □ d □ 3 a ■ b □ c □ d □ 8 a □ b □ c ■ d □ 13 a □ b □ c ■ d □ 4 a □ b ■ c □ d □ 9 a □ b ■ c □ d □ 14 a □ b □ c ■ d □ 5 a □ b □ c ■ d □ 10 a □ b □ c □ d ■ 15 a □ b □ c □ d ■ 16 a □ b □ c ■ d □ 21 a □ b □ c ■ d □ 17 a □ b □ c ■ d □ 22 a □ b ■ c □ d □ 18 a □ b □ c ■ d □ 23 a □ b ■ c □ d □ (2 marks per question) 19 a □ b □ c □ d ■ 24 a □ b □ c □ d ■ 20 a □ b □ c □ d ■ 25 a □ b □ c □ d ■
(6 marks) Complete the table by drawing or naming the following hydrocarbons using IUPAC nomenclature. Structure IUPAC Name Cℓ H Cℓ | | | H – C – C – C – H | | | H H H 1,3 - dichloro-propane Correct Name (1) 1-bromo-2-methylbenzene Structure (1) Shows all H’s (1) Structure (1) Trans (1) trans pent-2-ene Br | CH = C – CH2 | | Br CH3 1-2-dibromo-but-1-ene Correct name (1)
All students may earn high school credit in courses that require a statewide, standardized end of course assessment or other standardized assessment by passing the assessment. Students who are not enrolled in the course, or who have not completed the course, may take the end of course assessment during its regular administration period. Appendix A Courses Earning Honors Graduate Weight Points Courses Earning 1.0 Extra Honors Graduate Weight Points All courses where students receive a potential college credit after successful completion. This would include courses taken through the following formats: Dual Enrollment, Advanced Placement, International Baccalaureate, Advanced International Certificate of Education and Dual Enrollment courses in Education earned at an approved post-secondary institution. Courses Earning 0.5 Honors Graduate Weight Points All District Honors Level Courses and any other courses given a Level 3 designation in the State of Florida Course Code Directory. This includes Level 3 courses taken as part of a Career-Technical Education program approved by the Walton county CTE Director.
Parents, the PRHS Social Studies department also greatly appreciates any of the following items you are willing to donate (optional): Tissue (Kleenex) Copy paper (8.5 x 11) Hand sanitizer Cleaning wipes Thank you. We are looking forward to a fantastic year!!!
POLYATOMIC IONS Symbol Name CH3COO1– acetate ion NH41+ ammonium ion AsO43– arsenate ion C6H5COO1– benzoate ion HCO31– bicarbonate ion BrO31– bromate ion CO32– carbonate ion ClO31– chlorate ion ClO21– chlorite ion CrO42– chromate ion C6H5O73– citrate ion CN1– cyanide ion Cr2O72– dichromate ion OH1– hydroxide ion ClO1– hypochlorite ion IO31– iodate ion NO31– nitrate ion NO21– nitrite ion C2O42– oxalate ion ClO41– perchlorate ion IO41– periodate ion MnO41– permanganate ion PO43– phosphate ion PO33– phosphite ion SiO32– silicate ion SO42– sulfate ion SO32– sulfite ion S2O32– thiosulfate ion *Must memorize BOLD ions MONATOMIC IONS Symbol Name Cd2+ cadmium ion Cr2+ chromium (II) ion Cr3+ chromium (III) ion Co2+ cobalt (II) ion Co3+ cobalt (III) ion Cu1+ copper (I) ion Cu2+ copper (II) ion Au1+ gold (I) ion Au3+ gold (III) ion Fe2+ iron (II) ion Fe3+ iron (III) ion Pb2+ lead (II) ion Pb4+ lead (IV) ion Pt2+ platinum (II) ion Pt4+ platinum (IV) ion Sn2+ tin (II) ion Sn4+ tin (IV) ion Ti3+ titanium (III) ion Ti4+ titanium (IV) ion W4+ tungsten (IV) ion W5+ tungsten (V) ion U3+ uranium (III) ion U4+ uranium (IV) ion U5+ uranium (V) ion U6+ uranium (VI) ion V3+ vanadium (III) ion V4+ vanadium (IV) ion V5+ vanadium (V) ion POLYATOMIC IONS
These comments are made spontaneously during the band members’ banter with each other and the program’s presenter. The reference to ‘teabagging’ is fleeting and was directed in a jesting manner towards Stav in response to his vulgar comment. Likewise, the comment, ‘getting into 15 year-old girls’ was directed to Steely Dan to deride this band in a light-hearted way. The focus of the interview segment is Bluejuice and the comments convey the light-hearted banter between the band members. There is no discussion of sexual activity with children. The tone of the interview segment is light-hearted. The band members’ comments are conveyed in the context of their jokes and banter with each other. The program presenters laugh at the comments but challenge them by stating, ‘Filth! Trash! Disgusting!’ The program presenters also stop the interview and state, ‘I have just turned off your mikes, we are going to settle down. We’re going to play a song’. In the ACMA’s view, the comments made by Bluejuice and the presenters’ responses do not condone or encourage sexual activity with children or sexual abuse of babies. Although the comments are vulgar - and the ACMA accepts that some listeners would be offended by this content- this broadcast content was not likely to cause offence to the usual target audience who would be aware of the style and humour used in Tom & Alex. The ACMA is satisfied that the use of this content was justified by this editorial context. Issue 2: Whether the broadcaster took appropriate steps to mitigate the harm or offence Relevant Code clause Standard 7.4 states: 7.4 If inadvertent or unexpected actions, audio or images in live content are likely to cause harm or offence, take appropriate steps to mitigate. Finding The ABC did not breach clause 7.4 of the Code. Reasons The ACMA notes the interview segment was live audio content and the comments complained about were ‘unexpected audio’ broadcast during this interview. The comments were spontaneously made during the banter between the band members. As indicated above at Issue 1, the presenters challenge these comments with the responses, ‘Two minutes in!’, ‘Filth! Trash! Disgusting!’ The presenters also stop the
Implement Infrastructure Practices rarely spread effectively without supporting infrastructure, such as a champion, project management, training to teach new skills, and a measurement plan. Well Established Start Up Element 4 3 2 1 Champion A project champion has been identified and has the requisite passion, time, and commitment to lead change 3 2 Champion’s ability is uncertain Project Management A project manager has been identified, who has a track record of successful implementation and the requisite, effectiveness, time, and commitment to manage the change process. A process is in place to escalate and resolve issues 3 2 Project manager is untested or overstretched; weak problem solving Training Any needed training has been arranged for new and existing staff; adequate backfill will be provided during training 3 2 Training will be needed but is not resourced Measurement and Monitoring Comprehensive and meaningful metrics have been developed and will be reported frequently to track progress 3 2 Metrics are limited or frequent reporting is not assured Overall – 4 3 2 1 Use judgment, based on all above Comments Note gaps to address and strengths to build on:
3. Organizational Culture A site has highest readiness to receive a new practice if all involved units are high functioning, work well together, value accountability and adaptability, and is poised for change. Element Well Established Start Up 4 3 2 1 Operational Effectiveness The units that will be affected have effective structures, management, and processes, and have capacity 3 2 Units have known deficits or lack capacity Relationships Among Units Affected units have existing interactions and a demonstrated ability to work across disciplines as needed 3 2 Units do not work together effectively Organizational Culture Affected units have a culture that values accountability, adaptability, and a can-do attitude 3 2 Culture of effectiveness is lacking Readiness for Change All involved units understand the need for change, eagerly anticipate it, and have successfully implemented other changes 3 2 Affected units are not prepared for change Overall – 4 3 2 1 Use judgment, based on all above Comments Note gaps to address and strengths to build on:
Does the practice accomplish performance objectives? What is the primary objective of the practice? What is the target population? _________________________________________________________ What is the primary measure of impact? _____ Well Established Start Up Element 4 3 2 1 Comparative Performance Practice delivers superior performance – Best anywhere Below average Outcome vs. Process Improvement in triple aim outcomes – health outcomes, cost, or satisfaction Process measures, with no sure impact on outcomes Attributable Improvement Large, unambiguous improvement associated with practice Improvement not clearly attributable Strength of Evidence Robust measurement with little likelihood of confounding – e.g. run charts w/ significant trend or pre/post w/ comparison group Great anecdotes, no hard data Overall – 4 3 2 1 Use judgment, based on all above Comments Note gaps to address and strengths to build on:
How Does the Practice Work? In order to spread the practice successfully it must be well understood – What makes it tick? Well Established Start Up Element 4 3 2 1 Logic Model The logic model for the practice is understood, documented, and agreed 3 2 1 Key Components Key components have been identified; they are the essential ingredients 3 2 1 Specific Processes Clearly defined processes, roles, and work flows have been developed 3 2 1 Organizational Enablers Enablers are well understood: systems champions, sponsorship, structures, etc. 3 2 1 Barriers and Risks Barriers and risks are well understood and mitigations identified 3 2 1 Overall – 4 3 2 1 Use judgment, based on all above Comments Note gaps to address and strengths to build on:
Working Temperature -10℃ - 50℃ Storage Temperature -25℃ - 55℃ Inputs and outputs cards: Input Card HDMI Resolution up to 4K30 Supports HDCP1.2 EDID Key button HDBaseT The distance can up to 70/100m Supports POC function, RS232 and IR transmit Can work with C70/100 extenders Output Card HDMI Resolution up to 4K30 Supports HDCP1.2 EDID Key button HDBaseT The distance can up to 70/100m Supports POC function, RS232 and IR transmit Can work with C70/100 extenders MiniManager1800 chassis 1 Unit Power Cord 2 Pcs Packing 5. Front buttons POWER: Power indicator ACTIVE: Working indicator ALARM: Problem indicator INPUT: 18 buttons for inputs OUTPUT: 18 buttons for outputs MENU button: Press to switch between all the contents of SWITCH, SCENE, SETUP and VIEW. UP button: Press to set up the IP address DOWN button: Press to set up the IP address SAVE button: Press to save all the changes, ie, ID change, Scenes saving
What is pollution? Any contamination of air, soil, water and environment. Types of Pollution Air Water Land Noise Notes Page Types of Human Activity That Affect Lands and Oceans Farming Mining Building What is Recycling? The process of turning waste into reusable material. Types of Soil Conservation Terraces Windbreaks Crop Rotation Why is soil a necessary resource? Soil helps sustain life on earth. It provides an environment for plants to grow and helps purify water. What is pollution? Any contamination of air, soil, water and environment. Types of Pollution Air Water Land Noise Human Activities Article Questions Human Activities Affect Soil . (n.d.). Retrieved April 23, 2017, from Describe at least three methods of soil conservation. What is pollution? And what are the different types? Why is soil a necessary resource? How do land-use practices in farming, construction and development, and mining affect soil?
ELABORATE- Toxtown Interactive Website Tox Town - City - Urban environmental health concerns, illustrated. (n.d.). Retrieved April 23, 2017, from 1. Find a partner with the same assigned occupation as you and go to a computer. Type in the URL: 2. You will be directed to ToxTown – an interactive website that allows you to explore human activity and environmental impact. Keep in mind how your specific occupation interacts with Toxtown and the environment. Is it positively or negatively affecting the town? 4. Record 5 examples (both positive and negative) of environmental impact in Toxtown below: ELABORATE- Toxtown Interactive Website Tox Town - City - Urban environmental health concerns, illustrated. (n.d.). Retrieved April 23, 2017, from 1. Find a partner with the same assigned occupation as you and go to a computer. Type in the URL: 2. You will be directed to ToxTown – an interactive website that allows you to explore human activity and environmental impact. Keep in mind how your specific occupation interacts with Toxtown and the environment. Is it positively or negatively affecting the town? 4. Record 5 examples (both positive and negative) of environmental impact in Toxtown below:
Teacher Name: Evaluator: Date: Evaluation Scale: 1 = Beginning to demonstrate skill 2 = Approaching proficiency in skill 3 = Meeting proficiency in skill 4 = Exceeding proficiency in skill Criteria #1: Centering instruction on high expectations for student achievement rooted in a learning environment that demonstrates humanizing love A. Actions, language, and tone hold (stance) are strong, positive, urgent, and results-oriented, including upholding community agreements (warm demander). 1 2 3 4 B. Curriculum and instruction leverage cultural relevance and engagement as means of building learning partnerships with students 1 2 3 4 C. Communicates high expectations for learning by developing and implementing clear short term and long term learning targets that are designed to build towards higher order thinking and raising of critical consciousness 1 2 3 4 D. Builds positive relationships with students in order to gain permission to push them harder than students believe is possible 1 2 3 4 E. Positive, safe, and humanizing classroom culture rooted in ARISE Core Values exhibited by teacher and students (students welcomed at beginning of class, positive narration, student voice is affirmed, supportive peer-to-peer interactions) 1 2 3 4 F. Students self-monitor their level of focus and actively support each other’s academic success 1 2 3 4 G. Utilizes clear routines and systems to ensure an effective, efficient, and engaged classroom (systems for participation, getting attention, group work, material collection, maintaining focus, etc), including in-the-moment responses to the engagement level of students 1 2 3 4 H. Pays attention to environment of the room as a tool for learning (white board setup, engaging materials, student work, word walls displayed, physical arrangement of room is purposeful, cleanliness) 1 2 3 4 Evidence, Examples, Details, Observations, etc:
Criteria #5: Providing clear and positive guidance and support as an Advisor Actively communicates and collaborates with parents/guardians and school/community regarding grades, programs, and school events 1 2 3 4 Knows students well and continually works to build supportive relationships with Advisees: regularly meets with them and follows through on commitments; advocates for and represents needs of Advisees with family members and with the school community 1 2 3 4 Takes responsibility for monitoring Advisees’ progress toward graduation and college acceptance 1 2 3 4 Mentors and supports Advisees’ development of academic, emotional, and social skills and attitudes necessary to become highly educated, humanizing, critically conscious intellectuals and reflective leaders in their community 1 2 3 4 Supports student progress through school-wide benchmarks such as Bridge and Proficiency presentations 1 2 3 4 Evidence, Examples, Details, Observations, etc: Overall Assessment on Criteria #5 1 2 3 4
3. Collaboarative Work: Practice: Finding Limits Students will provide definitions and theorems to the process of solving a problem. 4. Independent Work 5. HW-Complete intermediate Value Theorem. 3.Collaborative work Practice Determining continuity at a point. 4. Independent Work HW-Complete Classwork Writing Assessment (s): Solve and explain advanced problems using the correct symbols along with mathematic rules and properties to justify their answers
growth and decline of tourism Term 1/7 *CNY (Fri) Global Tourism GI– Fieldwork phase 3 classes each day, split into 3 locations (Marina Bay Sands, Merlion, Esplanade) [Jeremy ,Mr Ow, Grace] Global tourism – Impacts of tourism Economic, socio-cultural, environmental 56-65 WS 6C Level Marking on impacts of tourism WS 7C GI question Term 1/8 *CNY (Mon) Global Tourism GI– Post Fieldwork phase - go through briefly Global tourism – Solutions for impacts of tourism Ways to manage the impacts: conservation of fragile environment and sustainable tourism 66-71 WS 8C GI question WS 9C Data response on managing tensions on tourism Term 1/9 Global tourism – Solutions for impacts of tourism Ways to manage the impacts: conservation of fragile environment and sustainable tourism 66-71 WS 10C Data response on managing tensions on tourism Term 1/10 Global tourism – Solutions for impacts of tourism Responsibilities of various groups 72-75 WS 11C Level marking on responsibilities of various groups MARCH HOLIDAY March Holiday Homework Global Tourism GI – Post fieldwork phase (10m) Term 2/1 MYE revision - Tourism Data Response and GI Revision package Mini test # 1 Term 2/2 *Good Friday (Fri) MYE revision - Tourism GI and Level marking Class Test 2 (10m) on Tourism level marking and data response Term 2/3 MYE revision - Weather and Climate Data Response Revision package Mini Test #2 Term 2/4 MYE revision - Weather and Climate GI and Level Marking Revision package
Details of CA1 & 2 Assessments CA1 Assessment Topics based on weeks Marks December Holiday Homework Impacts of tourism 14m Diagnostic Test Geographical investigation on Tourism 10m Class Test 1 Level marking on types of tourism 6m Common Test 1 Tourism 30m Geographical Investigation Post fieldwork on tourism 10m Class Test 2 Tourism level marking and data response 10m TOTAL 80m CA2 Assessment Topics based on weeks Marks Mini Test #7 Data Response on Weather and Climate 14m June Holiday Homework Section A and Section B of past year paper 25m Mini Test #11 Level Marking on Plate 8m Mini Test #12 GI on Tourism 13m Sept Holiday Homework Section C of past year paper 20m TOTAL 80m *Please note that the dates indicated for the CA1 components are subject to changes. Pupils will be updated accordingly. SA1 Components Date Guidelines Paper [1 h 40m] Term 2/ Week 7 All topics covered in semester 1. For the paper, candidates are to write their answers on the writing paper provided. Total marks for the paper is 50m. Section Details Marks A Geographical investigation Global tourism Weather and Climate 13 B Data response + level marking Global tourism 12 C Data response + level marking Plate Tectonics Weather and Climate 25