zilongwang/ReadingBank huggingface dataset:
Equity and Investment Fund shares to Total Share of Intra-ASEAN Portfolio Investment in Debt Securities to Total 10.66 percent (2015) 16.93 percent (2015) WC-PSS Financial Integration Adoption rate of ISO20022 in ASEAN Number of bilateral or multilateral linkages on Large Value Payment System( LVPS) and Retail Payment System (RPS) established as a better proxy indicator for financial integration (dependent on country readiness and business case) Values/volumes of transactions from the bilateral or multilateral linkages on LVPS and RPS (if linkage is implemented) Under discussion To be determined after adoption To be determined after adoption Financial Inclusion Fee level for domestic retail payments and cross-border remittance Under discussion To be determined after adoption To be determined after adoption Financial Stability Self-assessment based on International Organization of Securities Commissions -The Committee on Payments and Market Infrastructures (IOSCO-CPMI) Principles for Financial Market Infrastructures (PFMI Under discussion To be determined after adoption To be determined after adoption WC-FINC Financial Inclusion
CURICULUM OVERVIEW FOR Geography Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Autumn Who would live in a house like this? Countries in the UK. Where we live (local, country, continent). Contrasting locations Tombs and treasures Locating Egypt. Map skills. Comparing localities. Clubs, spears and swords Derby The UK Features of a city/seaside Volcanoes and Earthquakes The Gruesome Greeks Greece location Maps old and new Greeks at sea Greeks at war Lights, camera, action Perishing Poles America – Hollywood Polar regions – comparative study Map reading A woeful war Europe and the Americas Spring Where would you go and how would you get there? Journeys and modes of transport. Visit East Midlands Airport. 7 continents and equator. Comparing animals and plants from around the world. Up, up and away. Locating the stars. Mapping the stars. Solar system What it is Ordering the planets. The Romans rule! Spain Location Food/lifestyle Traditions Kings and castles Normandy Battle of Hastings Angry Aztecs Meso America Map reading Merrie England Local field study Land use Summer Is it alive? Human and physical features. Plants around the world. Visit from an animal expert. Fighting fit. Using maps to locate where fruit and vegetables come from. Climate conditions. Rumble in the jungle Rainforests of America Location, climate, lifestyle, animals Villains and outlaws The Crusades Richard the Lionheart House of York/House of Lancaster Terrible Tudors Local Study Tudor exploration Plots, Plagues and Parliament Rivers and mountains
Handout 1 – PNWCG SC Meeting agenda June 15, 2011, v2, 1p Handout 2 – PNWCG SC Task Order tracking, May 5, 2011, v 19, 1p Handout 3 – PNWCG SC Tracking Commitments, June 13, 2011, v10, 1p Handout 4 – PNWCG SC Meeting May 18, 2011 draft notes, v.1, 8 pp Handout 5 – Western RSC Conference Call Notes, June 10, 2011, 3 pp Handout 6 – NW MAC Handout 1, AC/IC Conference Call 07/16/2007, 4 pp Handout 7 – NW MAC Handout 2 – Prioritization documents, 7 pp Handout 8 – How many are too many, 15 pp Handout 9 – NW MAC Handout 4, Exercise: IMT Reserve Allocation Strategy, 4 pp Handout 10 – NW MAC Operations Handbook, 43 pp
10:15 Questions 10:30 What’s new (about 5 minutes each) New letters and update on the IA meeting A letter was sent to all the commissioners of Leon County and the City of Tallahassee (Intergovernmental Agency (IA) of Blueprint 2020) who will vote on the proposal to provide early funding for the development of a Comprehensive Wastewater Treatment Facility Plan (CWTF Plan), Legislative Update (analysis of the new budget and environmental funding – Ryan Smart, President of 1000 Friends of Florida Springshed land acquisition – Cal Jamison, Ryan Smart, Albert Gregory Corbett property – update Ferrell property – update Indian Springs – update Wakulla Springs Road Closure – update FDOT 319 Holding Ponds – update Wakulla Springshed, land use in the unconfined aquifer areas – Gail Fishman Springshed Updates – Cal Jamison Wakulla Springs Champion Award - Jim Stevenson Website and Social Media, Updates – Tom Taylor 11:30 Wakulla Springs BMAP / OSTDS update – Tom Taylor 11:45 Questions 11:55 Items from the floor 12:00 Adjourn Appendix B Board Advisors and Guests * Indicates 6-16-17 Participants Board Members Bart Bibler Bob Deyle Gail Fishman * Albert Gregory * Bob Henderson Cal Jamison * Howard Kessler Debbie Lightsey * Sean McGlynn * Ryan Smart * Jim Stevenson * Tom Taylor * Rob Williams Guests Brett Cyphers * Jack Hines * Bill Howell * Johnny Richardson * Peter Scalco * Nick Wooten * WSA Advisors Anthony Gaudio Pam Hall Julie Harrington Chuck Hess *
Uses a continuous running approach and kicks a stationary ball for accuracy. (S1.E21.3b) S1.E22 Volley, underhand Volleys a lightweight object (balloon), sending it upward. (S1.E22.K) Volleys an object with an open palm, sending it upward. (S1.E22.1) Volleys an object upward with consecutive hits. (S1.E22.2) Volleys an object with an underhand or sidearm striking pattern, sending it forward over a net, to the wall or over a line to a partner, while demonstrating four of the five critical elements of a mature pattern. (S1.E22.3) Volleys underhand using a mature pattern, in a dynamic environment (e.g., 2 square, 4 square, handball). (S1.E22.4) Applies skill. S1.E23 Volley, overhead Strikes/volleys with a two-hand over-head pattern, sending a ball upward while demonstrating four of the five critical elements of a mature pattern. (S1.E23.4*) Volleys a ball using a two-hand overhead pattern, sending it upward to a target. (S1.E23.5*) S1.E24 Striking, short implement Strikes a lightweight object with a paddle or short-handled racket. (S1.E24.K) Strikes a ball with a short-handled implement, sending it upward. (S1.E24.1) Strikes an object upward with a implement, using consecutive hits. (S1.E24.2) Strikes an object with a short-handled implement, sending it forward over a low net or to a wall. (S1.E24.3a) Strikes an object with a short-handled implement while demonstrating a mature pattern. (S1.E24.4a) Strikes an object consecutively, with a partner, using a implement, over a net or against a wall, in either a competitive or cooperative game environment. (S1.E24.5) Strikes an object with a short-handled implement while demonstrating three of the five critical elements of a mature pattern. (S1.E24.3b) Strikes an object with a short–handled implement, alternating hits with a partner over a low net or against a wall. (S1.E24.4b)
gymnastics routines, practice tasks in game environments). (S5.E3.2*) reasons for a positive or negative response. (S5.E3.5) Discusses the enjoyment of playing with friends. (S5.E3.Kb) Discusses personal reasons for enjoying physical activities (the “why”). (S5.E3.1b) S5.E4 Social interaction Describes the positive social interactions that come when engaged with others in physical activity. (S5.E4.3) Describes and compares the positive social interactions when engaged in partner, small-group and large-group physical activities. (S5.E4.4) Describes the social benefits gained from participating in physical activity (e.g., recess, youth sport). (S5.E4.5)
required. Changes to contracts require approval and this process is managed through the portal, updating all parties throughout. If you need to end your appointment as an External Examiner earlier than your scheduled contract end date, please contact the QUAD Team at to discuss this process in further details. Useful links ► Academic Standards and Quality Information on the role of External Examiners. Nomination and Appointment Fees and Expenses ► Payroll Blank Payroll Forms ► Claiming Expenses Unit4Web Agresso Web Unit Agresso User Guides
PROVIDER RECIPIENT Authorized Person (...............................................) Date Authorized Person (...............................................) Date Inspector □ Correct Quantity □ Incorrect Quantity (...............................................) Date Inspector □ Correct Quantity □ Incorrect Quantity (...............................................) Date
meet AYP goals (Abedi & Dietal, 2004; Sullivan et al., 2005). The deficiency in Georgia ELLs’ progress in meeting AYP goals highlights the importance of determining the most effective means for enhancing ELLs’ language proficiencies. Review of the Literature Factors Affecting English Language Learners’ Success The challenges ELLs face are momentous. Abedi and Gándara (2006) have observed that ELLs lag behind their English-proficient peers in all content areas because of factors such as, parents’ education, poverty, challenges associated with learning a second language, unequal schooling conditions, poor reading skills in native languages, and poor assessment tools. factors, also, influence ELLs’ academic performance. Abedi and Gándara explained that many assessments ask students to solve problems within a framework built around American society and values. Many ELLs lack the cultural background to successfully respond to some assessment items. Additionally, the academic challenges many ELLs face may lead to a diminished sense of self-efficacy, which could elicit “learned helplessness” (Abedi & Gándara, 2006, p. 42) that may prevent them from even attempting tasks perceived as too difficult. To help mitigate factors that inhibit ELLs’ success, Garrett (1991)—in his seminal study on designing a welcoming learning environment that fostered as much collaboration as possible in the second language. CALL’s Evolution and Impact on Language Learning Instruction The advance of technology has significantly improved the ability to provide quality language learning experiences to learners (Ayres, 2002; Green, 2005; Wang & Heffernan,
1. Did the experience acquaint you with the operation of a school counseling program? X 1 2 3 4 5 Comment: 2. Did this clinical experience improve your capacity to work with people in a helping relationship? X 1 2 3 4 5 Comment: 3. Did this clinical experience acquaint you with resources available in the school? X 1 2 3 4 5 Comment: 4. Did this clinical experience significantly increase your knowledge of the role and functions of school counselors? X 1 2 3 4 5 Comment: 5. Did this clinical experience significantly increase your knowledge of the specific problems in the school, e.g., poverty, substance abuse, mental health issues, anger management, child abuse, and so on? X 1 2 3 4 5 Comment: 6. Rate your general level of satisfaction with the amount and kind of counseling activity you were assigned. X 1 2 3 4 5 Comment: 7. Was there sufficient diversity of learning activities? X 1 2 3 4 5 Comment: 8. Were there opportunities to be part of the larger school such as attending staff meetings, in-service training, and so on? X 1 2 3 4 5 Comment:
Sunday Monday Tuesday Wednesday Thursday Friday Saturday 1 KC Officers Meeting-7:00 PM-KC Kitchen Hubert Polansky 2 3 Joe Maldonado 4 KC Council PM 5 6 7 KC BBQ 11:00 Dan Revilla Allen Garbs 8 9 Phillip Rosas Thomas Franke 10 Tyler Kocurek 11 12 Michael Enrique 13 14 KC Corporate Communion 15 16 17 18 19 20 21 Father’s Day Mark Poehl 22 23 24 Jordan Hejl 25 26 27 Leroy Haby 28 29 KC Officers Meeting-7:00 PM-KC Kitchen 30 Knight of the Month-Kevin Supak Family of the Month-Gene and Margie Wisniewski 7:00
Sunday Monday Tuesday Wednesday Thursday Friday Saturday May 29 30 Memorial Day KC Officers Meeting-6:30 PM-KC Kitchen 31 June 1 Hubert Polansky 2 KC Council Hall 3 Joe Maldonado 4 5 KC BBQ 6 7 Dan Revilla Allen Garbs 8 9 Phillip Rosas Thomas Franke 10 Tyler Kocurek 11 12 KC Corporate Communion Michael Enrique 13 14 15 16 17 18 19 Father’s Day 20 21 Mark Poehl 22 23 Gavin Bartnesky 24 Jordan Hejl 25 26 27 Leroy Haby 28 29 30 7:00
Sunday Monday Tuesday Wednesday Thursday Friday Saturday 1 Hubert Polansky 2 3 KC BBQ Joe Maldonado 4 5 6 7 KC Council Meeting 7:00 Hall Dan Revilla Allen Garb 8 9 Thomas Franke Philip Rosas 10 KC Corporate Communion Bryan Dillard Tyler Kocurek 11 12 Michael Enrique 13 14 Flag Day 15 16 17 Father’s Day 18 19 20 VBS PM 21 22 23 Gavin Bartnesky 24 Jordan Hejl 25 26 27 Leroy Haby 28 29 30
Bernard C. “Jack” Young President, Baltimore City Council 100 N. Holliday Street, Room 400 Baltimore, Maryland 21202 410-396-4804 Fax: 410-539-0647 MEMORANDUM To: Honorable Catherine E. Pugh, Honorable Joan M. Pratt, Mr. David Ralph, Mr. Rudy Chow From: Bernard C. “Jack” Young Date: June 26, 2017 Re: Board of Estimates Agenda Items for June 28, 2017 The items on the Board of Estimates Agenda for June 28, 2017 are to be assigned as follows: ROUTINE AGENDA ITEMS: (To be acted upon collectively) P 1-2 BOARDS AND COMMISSIONS 1. Prequalification of Contractors 2. Prequalification of Architects and Engineers P 3-4 OPTIONS/CONDEMNATION/QUICK-TAKES P 5 CITY COUNCIL BILL P 6 Mayor’s Office of Human Services – Agreement and a Continuum of Care Agreement P 7-8 Parking Authority of Baltimore City (PABC) – Third Amendment to Memorandum of Understanding P 9-10 Parking Authority of Baltimore City (PABC) – Parking Facility Rate Adjustment P 11-14 Parking Authority of Baltimore City (PABC) – Demand Based Parking Meter Rate setting in the Central Business District P 15-17 Space Utilization Committee – Lease Agreement P 18-19 Space Utilization Committee – Sublease Agreement P 20 TRAVEL REQUESTS P 21-22 Space Utilization Committee – First Amendment to Lease Agreement P 23 Space Utilization Committee – Amendment to Lease Agreement P 24-25 Space Utilization Committee – Amendment to Lease Agreement P 26-29 TRANSFERS OF FUNDS P 30 Department of Transportation – Developer’s Agreement No. 1439 P 31 Office of the Labor Commissioner – Memorandum of Understanding P 32 Department of Finance, Office of Risk Management – Renewal of Insurance Policy P 33-34 Department of Transportation Engineering and Construction – Task Assignment
Dale Hartle Award for the Best Toastmasters New Zealand Club Website Rationale: The purpose of this award is to: improve the standard and quality of New Zealand club websites to make sure they are meeting the needs of club members and visitors ensure websites are compliant with Toastmasters International Guidelines. Categories: The two categories for this award are: The best club website using the TI “FreeToastHost” platform. The best club website not using the TI “FreeToastHost” platform Award: The Best Club Website award will be in two parts: A 'virtual' award, in the form of a specially designed image specifying the year awarded which the winner(s) can place on their website's home page A ribbon for the club banner. Criteria: To encourage larger participation in this award finalists that meet a minimum standard will be recognised with a virtual finalist award to display on their club website. A winner is selected from this list. Entry Criteria The Best Club Website Award is open to all New Zealand toastmaster clubs with a website. To enter, clubs must email the Public Relations Manager and the District Webmaster by 1 April with the following information: name of Club website url - home page name of Webmaster email of Webmaster. Sites will be judged by the Public Relations Manager, CGD and District Webmaster and may consist of several visits to each site during April. Judging: Websites must meet the following criteria: • the Toastmasters International Internet Guidelines for Club Websites (minimum) • current information • quality information for members • effectiveness in attracting guests
October Progress toward Objective(s) November Progress toward Objective(s) December Progress toward Objective(s) Evidence of Progress on Action Steps: Changes to Plan to Meet Goal: Rationale for Needed Changes: Name of County Program(s) Included in Plan: Goal #6: October Progress toward Objective(s) November Progress toward Objective(s)
Typology 6 – Allotments Zoned Tasks Zone Definition General Standard Example Grass cutting 3 - General This standard will be sufficient to ensure access to entry/exit points and to individual plots remain clear Grass no longer than approx. 100mm, free of unsightly clumps of clippings) Hedge maintenance 2 - Amenity Boundary hedges will be maintained to ensure access paths remain clear throughout the year. Plot holders are responsible for maintaining the face of any perimeter hedge and internal hedges on their own plot. 1 cut per year during the winter programme
Lesson 3 Skills Practice Rotations For Exercises 1 and 2, graph ∆XYZ and its image after each rotation. Then give the coordinates of the vertices for ∆XʹYʹZʹ. 1. 180° clockwise about the origin 2. 90° clockwise about the origin 3. Triangle JKL has vertices J(-4, 4), K(-1, 3), and L(-2, 1). Graph the figure and its rotated image after a clockwise rotation of 90° about the origin. Then give the coordinates of the vertices for triangle J'K'L'. 4. Quadrilateral BCDE has vertices B(3, 6), C(6, 5), D(5, 2), and E(2, 3). Graph the figure and its rotated image after a counterclockwise rotation of 180° about the origin. Then give the coordinates of the vertices for quadrilateral BʹCʹDʹE'.
TIME ACTIVITY LOCATION SLEEP TIME FAMILY TIME CHORES FUN/ LEISURE STUDY TIME 12:30 1:00 1:30 2:00 2:30 3:00 3:30 4:00 4:30 5:00 5:30 6:00 PM 6:30 7:00 7:30 8:00 8:30 9:00 9:30 10:00 10:30 11:00 11:30 12:00 MIDNIGHT
9:00 AM Surulere Djotan (Living Intention) June 6, 2017 8:30 AM Alma Jose June 7, 2017 8:30 AM Norbert Buddenbohm June 8, 2017 8:30 AM John Holst June 9, 2017 8:30 AM Teresa M. Sposato June 10, 2017 8:30 AM Anthony Mallia 5:00 PM Amelia Bennett Chiffons June 11, 2017 The Most Holy Trinity 7:00 AM Mike and Connie Groves 8:30 AM People of the Parish 9:00 AM SJ John Koval Sr. 10:15 AM Christopher Batekwa Cooper (Living Intention) 12:00 PM Dora Loyson June 5, 2017 9:00 AM Surulere Djotan (Living Intention) June 6, 2017 8:30 AM Alma Jose June 7, 2017 8:30 AM Norbert Buddenbohm June 8, 2017 8:30 AM John Holst June 9, 2017 8:30 AM Teresa M. Sposato June 10, 2017 8:30 AM Anthony Mallia 5:00 PM Amelia Bennett Chiffons June 11, 2017 The Most Holy Trinity 7:00 AM Mike and Connie Groves 8:30 AM People of the Parish 9:00 AM SJ John Koval Sr. 10:15 AM Christopher Batekwa Cooper (Living Intention) 12:00 PM Dora Loyson June 5, 2017 9:00 AM Surulere Djotan (Living Intention) June 6, 2017 8:30 AM Alma Jose June 7, 2017 8:30 AM Norbert Buddenbohm June 8, 2017 8:30 AM John Holst June 9, 2017 8:30 AM Teresa M. Sposato June 10, 2017 8:30 AM Anthony Mallia 5:00 PM Amelia Bennett Chiffons June 11, 2017 The Most Holy Trinity 7:00 AM Mike and Connie Groves 8:30 AM People of the Parish 9:00 AM SJ John Koval Sr. 10:15 AM Christopher Batekwa Cooper (Living Intention) 12:00 PM Dora Loyson
6-4 through 6-6 Practice Rectangles, Squares/Rhombi, Trapezoids/Kites ALGEBRA Quadrilateral RSTU is a rectangle. 1. If UZ = x + 21 and ZS = 3x – 15, find US. 2. If RT = 5x + 8 and RZ = 4x + 1, find ZT. 3. If m∠SUT = 3x + 6 and m∠RUS = 5x – 4, find m∠SUT. Quadrilateral GHJK is a rectangle. Find each measure if m∠1 = 37. 4. m∠2 5. m∠3 5. m∠6 PRYZ is a rhombus. If RK = 5, RY = 13 and m∠YRZ = 67, find each measure. 7. KY 8. PK 9. m∠YKZ 10. m∠PZR
COORDINATE GEOMETRY Given each set of vertices, determine whether BEFG is a rhombus, a rectangle, or a square. List all that apply. Explain. Complete your graphs on another sheet of paper. 11. B(–9, 1), E(2, 3), F(12, –2), G(1, –4) 12. B(1, 3), E(7, –3), F(1, –9), G(–5, –3) 13. B(–4, –5), E(1, –5), F(–2, –1), G(–7, –1) Find each measure. 14. m∠Y 15. m∠Q 16. BC COORDINATE GEOMETRY RSTU is a quadrilateral with vertices R(–3, –3), S(5, 1), T(10, –2), U(–4, –9). 17. Verify that RSTU is a trapezoid. 18. Determine whether RSTU is an isosceles trapezoid. Explain.
24 2 to the fourth power 2×2×2×2 16 How to enter into the Calculator: Problem: 35 → Type: 3 yx 5 = → Answer: 243 Problem: 47 → Type: 4 yx 7 = → Answer: 16,384 Problem: 102 → Type: 10 yx 2 = → Answer: 100 Problem: 103 → Type: 10 yx 3 = → Answer: 1,000 Problem: 104 → Type: 10 yx 4 = → Answer: 10,000 Problem: 105 → Type: 10 yx 5 = → Answer: 100,000 Problem: 106 → Type: 10 yx 6 = → Answer: 1,000,000 Powers of Ten: The place value system is based off of the powers of ten The number of the exponent tells how many zeros are on the number Zero Power: Any number to the zero power equals one SOL 6.5 – Squares and Perfect Squares Exponential Form Word Form Expanded Form Standard From 12 1 squared 1×1 1 22 2 squared 2×2 4 32 3 squared 3×3 9 42 4 squared 4×4 16 52 5 squared 5×5 25 62 6 squared 6×6 36 72 7 squared 7×7 49 82 8 squared 8×8 64
12 = 1 ∙ 1 = 1 22 = 2 ∙ 2 = 4 32 = 3 ∙ 3 = 9 42 = 4 ∙ 4 = 16 52 = 5 ∙ 5 = 25 Powers of Ten Exponential Meaning Value 104 10 ∙ 10 ∙ 10 ∙ 10 10,000 103 10 ∙ 10 ∙ 10 1000 102 10 ∙ 10 100 101 10 10 100 1 1 Square Root = 6 = = = 6
BIBLIOGRAPHY Benson, Tom. Benson, Tom. NASA Glenn Learning Technologies. “Brief History of Rockets.” 15 May 2002. <http://www.grc.nasa.gov/WWW/K-12/TRC/Rockets/history_of_rockets.html>. Brain, Marshall. Howstuffworks. “How Rocket Engines Work.” 17 May 2002. <http://www.howstuffworks.com/rocket1.htm>. Cliff, Eugene M. “Rocket.” The World Book Encyclopedia 2002. Chicago: World book, Inc., Vol. 16, p. 384. Genesis Search for Origins. “Newton’s Laws of Motion and Rockets.” 17 May 2002.
Big Ideas: Course Objectives / Content Statement(s) Basic Coding implemented through Google’s CS First and Scratch Pacing: Weeks 7 - 9 Essential Questions What is coding and what can you use coding to create? What is Scratch and how can it be used to solve real world problems? How does computer science relate to everyday life? Enduring Understandings What will students understand about the big ideas? Students will understand that… How coding is used in everyday life. How to code basic creations using Scratch. Computer Science is… a theory and practice that allows you to program a computer to do what you want it to a tool that helps you tell a story or make something happen with technology a discipline that emphasizes persistence in problem solving — a skill that is applicable across disciplines, driving job growth and innovation across all sectors of the workforce a skill that teaches students how to use computers to create, not just consume
SC.6.L.14.In.5 Recognize that bacteria and viruses can infect the human body. SC.6.L.14.Su.4 Identify ways to prevent infection from bacteria and viruses, such as hand washing. SC.6.L.14.Pa.4 Recognize practices that keep the body free from infection, such as hand washing. SC.6.L.15.In.1 Classify animals into major groups, such as insects, fish, reptiles, mammals, and birds. SC.6.L.15.Su.1 Sort common animals by their physical characteristics. SC.6.L.15.Pa.1 Match animals based on a given shared characteristic. SC.7.L.16.In.1 Explain that some characteristics are passed from parent to child (inherited). SC.7.L.16.Su.1 Recognize that offspring have similar characteristics to parents. SC.7.L.16.Pa.1 Recognize a characteristic passed from parents to self, such as eye color. SC.7.L.16.In.2 Recognize that it is possible to predict whether a person is likely to inherit a particular trait from parents. SC.7.L.16.Su.2 Recognize that animals, including humans, inherit some characteristics from one parent and some from the other. SC.7.L.16.Pa.1 Recognize a characteristic passed from parents to self, such as eye color. SC.7.L.16.In.3 Explain that offspring receive half their genes from each parent in sexual reproduction. SC.7.L.16.Su.2 Recognize that animals, including humans, inherit some characteristics from one parent and some from the other. SC.7.L.16.Pa.2 Recognize that children are born from two parents.
For Question #7 enter a value from 0 to 7. 0 1 2 3 4 5 6 7 7. During the past 7 days, how many days were you physically active for at least 1 hour? 0 days 1 day 2 days 3 days 4 days 5 days 6 days 7 days 1 2 3 4 5 8. During the past 7 days, how often were you so active that your heart beat fast and you breathed hard most of the time? Never 1 time last week 2 times last week 3 times last week 4 or more times last week 9. How many hours a day do you spend watching TV or movies, playing electronic games or using a computer for something that is not school work? 1 hour or less 2 hours 3 hours 4 hours 5 or more hours 1 2 3 4 5 10. How often do you wash your hands before eating? Think about eating at school or at home. Never Once in a while Sometimes Most of the time Always 11. How often do you wash vegetables and fruits before eating them? Never Once in a while Sometimes Most of the time Always 12. When you take foods out of the refrigerator, how often do you put them back within 2 hours? Never Once in a while Sometimes Most of the time Always 1 2 3 4 13. How confident are you in using measuring cups and measuring spoons? Not confident Somewhat confident Confident Totally confident 14. How confident are you in following directions in a recipe? Not confident Somewhat confident Confident Totally confident
Standard 2: Students will analyze the influence of family, peers, culture, media, technology and other factors on health behaviors. Analyzing Influences Indiana Academic Standards 2017 Indiana Academic Standards 2010 8.2.10 Explain how school and public health policies can influence health practices and behaviors. 6.2.10 Describe how school policies can influence health promotion. 7.2.10 Identify how public health policies can influence disease prevention. 8.2.10 Explain how school and public health policies can influence health promotion and disease prevention. Standard 3: Students will demonstrate the ability to access valid information, products and services to enhance health. Accessing Resources Indiana Academic Standards 2017 Indiana Academic Standards 2010 8.3.1 Investigate the validity of health information, products, and services. 6.3.1 Indicate the validity of health products. 7.3.1 Explain the validity of health information. 8.3.1 Analyze the validity of health information, products and services. 8.3.2 Access valid health information from home, school, and community. 6.3.2 Find valid health information from home. 7.3.2 Locate valid health information from school and community. 8.3.2. Access valid health information from home, school and community. 8.3.3 Determine the accessibility of products that enhance health. 6.3.3 List the accessibility of health-related products. 7.3.3 Identify how to access products that enhance health.
15 min Differentiate the Game Slide 14 Ask participants to follow directions on the slide. This requires copies of the 6-8 content standards. Participants should work in groups to create other partner games that would encourage discourse. Allow time for participants to share the new games. CCSSM for 6-8 Content Standards 10 min Share and Compare Slide 15 Engage teachers in discussion How could they modify this activity to other content standards? Ask participants to share their ideas and type them on this screen Here are some ideas from previous sessions: All- use sticker dots to create the exact practice each child needs K- Roll a dice to start and end counting 1st- Adding one digit and two digit numbers 2nd- Add and compare whole numbers 3rd- Compare fractions, 1st-4th Place value practice 4th – Add and compare fractions 5th- Multiply and compare fractions 6th-8th Operations on real numbers, Rules of arithmetic Inequalities Discuss the advantage of having a discourse around math. Partner work means all kids are talking not just a few talking and following directions.
5 min Making Practice 3 Happen Slide 16 What are the “teacher moves” that we modeled today to facilitate Practice 3 in this session? Be sure they noticed: Setting norms for discourse safe classroom Partner work Private think time Think Ink Pair Share 5 min Wrap-Up Slides 17 Direct participants to more CCSSM resources on the ISBE website under Common Core. Do evaluations as necessary.
6-8.DI.4 Understand the notion of hierarchy and abstraction in computing including high-level languages, translation, instruction set, and logic circuits. (1) Building things in hierarchies is very common in computer software. Example: File systems provided by operating systems. File systems have a to subdirectories like "Program Files" and "Documents and Settings" and under these are more subdirectories. (2) Abstraction is a new representation of a thing, a system, or a problem that helpfully reframes a problem by hiding details irrelevant to the question at hand. abstraction – the process of reducing complexity by focusing on the main idea. By hiding details irrelevant to the question at hand and bringing together related and useful details, abstraction reduces complexity and allows one to focus on the problem. hierarchy – an organizational structure in which items are ranked according to levels of importance 6-8.DI.5 Demonstrate interdisciplinary applications of computational thinking and interact with content-specific models and simulations to support learning and research. computational thinking – the thought processes involved in formulating problems and their solutions so that the solutions are represented in a form that can be effectively carried out by an agent, for example: a computer Computing Devices and Systems Indiana Academic Standard Clarifying Statement(s) Vocabulary 6-8.CD.1 Demonstrate an understanding of the relationship between hardware and software. hardware – the physical components that make up a computing system, computer, or computing device software – programs that run on a computer system, computer, or other computing device 6-8.CD.2 Apply troubleshooting strategies to identify and solve routine hardware and software problems that occur during everyday computer use. troubleshooting – a systematic approach to problem solving that is often used to find and resolve a problem, error, or fault within software or a computer system
Summary: Next Steps: Date #6: Data Sources: Summary Next Steps: Date #7: Data Sources: Summary: Next Steps: Date #8: Data Sources: Summary Next Steps: Date #9: Data Sources: Summary: Next Steps: Date #10: Data Sources: Summary Next Steps: Date #11: Data Sources: Summary: Next Steps: Date #12: Data Sources: Summary Next Steps: Date #13: Data Sources: Summary: Next Steps: Date #14: Data Sources: Summary Next Steps: Date #15: Data Sources: Summary: Next Steps: Date #16: Data Sources: Summary Next Steps: Date #17: Data Sources: Summary: Next Steps: Date #18: Data Sources: Summary Next Steps:
Teacher Lesson: Review Review the reading of Article II the class did for homework. Use this time to make sure that everyone knows what the role of the president is and is clear on the terms used in the reading. With the class, also read or review the highlighted portions of Federalist No. 70. Use this document to discuss the fears behind creating a single empowered chief executive. What is a chief executive? What does being a head of government entail? What is a veto? Why were the Founder’s afraid of giving executive power to a single executive? How might having one person as president help create unity in the United States? How wouldn’t it? Teacher Lesson: Creating a list of presidential powers On the board, create a list of what the president does, and which powers allow him or her to do it. This activity synthesizes observations students may have made during the game and while reading of Article II. In the game, what types of challenges/crises did you as the president face? How did you conquer those challenges as president? How would you identify that action as a power of the president? According to the Constitution, what is the president allowed to do? Is there anything he isn’t allowed to do? What is an expressed power? Teacher Lesson: a list of limits Use the fourth question of the previous activity (what isn’t the president allowed to do) to ask the class what would happen if the president was given too much power-if they are allowed to abuse their power. In a separate list, help students to brainstorm a list of limits we can set to prevent the president from having too much power. What do we call a leader who abuses his or her power [tyrant]? What is so concerning about tyranny? Think about what Alexander Hamilton talked about in Federalist No. 70. How can we prevent the president from becoming a tyrant? Assign Introduce the abridged readings of Article I & III as presenting the ways the Constitution prevents the president from having too much power. Instruct students to read and highlight sections they think help keep president’s power in check. What are checks and balances? What is the legislature? What is the judiciary?
CAREER AND COLLEGE DEVELOPMENT LESON 6-8 STUDENT HANDOUT HAVE YOU EVER HEARD OF? Geo-caching Spelunking Sudoku Laser tag Rock tumbling Acting/Drama Tie-dying Fly-tying Animal care Dagger collecting Karaoke Sky diving Environmental action Architecture Bird watching Calligraphy Candle making Ceramics/Pottery Crochet Fashion design Film Making Floristry Gardening Jewelry making Knitting Foreign languages Manga Painting/Drawing Photography Quilting Scrap booking Screenwriting Sewing Sign language Coffee roasting Cooking Making sushi Inventing things Pottery Writing stories/poetry Day Dreaming Guitar Harmonica Piano/Keyboard Singing Songwriting Video gaming Helping children Web research Electronics Geneology Opera Astrology Astronomy Investing Stand-up comedy Archery World travel Racquet sports Boxing Body building Camping Cartooning Croquet Fencing Fishing Golf Hiking Horseback riding Hunting Ice skating Inline skating Kayak/Canoe Martial arts Pilates
Running Sailing Landscaping Snowboarding/Skiing Swimming Tai chi Flash mobs Wakeboarding Waterskiing Weight training Yoga Ballet Break dancing Ballroom dancing Psychology Reading Science Shopping Social networking Airplane flying Airplane combat Auto-racing Base jumping Go-karts Hang gliding Kite surfing Motocross Mountain biking Mountain climbing Mountaineering Off-road driving Paintball Paragliding River rafting Skateboarding Scuba diving Debating Surfing Wingsuit flying Arcade games Billiards/Pool Board games Card games Archaeological digs Chess Bungee jumping Event volunteering Magic/Card tricks Meditation Leadership/Politics Pinball machines Radio-controlled vehicles Ping pong Antiques Coin collecting Mechanics Classic cars Art collecting Model cars Watching movies Movie memorabilia Music memorabilia Sports memorabilia Sports trading cards Comic book collecting Stamp collecting Woodwork
7th Grade Eclipse Misconceptions Standards: S7L2 c. Construct an argument that systems of the body (Cardiovascular, Excretory, Digestive, Respiratory, Muscular, Nervous, and Immune) interact with one another to carry out life processes. . Resource: In this online NASA article, students examine misconceptions about electromagnetic radiation during a total solar eclipse and its effect on humans Citizen Science Standards: S7L4 a. Construct an explanation for the patterns of interactions observed in different ecosystems in terms of the relationships among and between organisms and abiotic components of the ecosystem. Resource: Life Responds (California Academy of Sciences ) – Document changes in animal behavior, birds going to sleep, cats and dogs being confused, as a solar eclipse is in progress. In this opportunity for research, you will make scientifically-valuable observations of many aspects of this behavior. Join the California Academy of Sciences in conducting research into behavioral changes in plants and animals during a total solar eclipse. Eye Safety Standards: S7L2 c. Construct an argument that systems of the body (Cardiovascular, Excretory, Digestive, Respiratory, Muscular, Nervous, and Immune) interact with one another to carry out life processes. Teacher Resource: Eclipses and Eye Safety This online article discusses eye safety with both direct and indirect observation when watching the solar eclipse. Resource: Discover proper eyewear to be used for viewing with Eclipse Viewing Glasses Resource: Flyer with details for manufacturers specifications Eclipse Activities by Grade
Topic 1: Intonation/Vocal Technique 4-Exceding 3-Meeting 2-Developing 6th Grade 4AB: Models at a level above learning goal. 3A: Match pitch with assistance. 3B: Self-critique correct posture. 2A: Determine correctly matched pitches. 2B: Demonstrate correct posture. 7th Grade 4AB: Models at a level above learning goal. 3A: Match pitch with assistance in 2-3 part harmony. 3B: Self-critique correct posture and vowel shape. 2A: Determine correctly matched pitches in 2-3 part harmony. 2B: Demonstrate correct posture and vowel shape. 8th Grade 4AB: Models at a level above learning goal. 3A: Match pitch with assistance in 2-4 part harmony. 3B: Self-critique correct posture, vowel shape, and diction. 2A: Determine correctly matched pitches in 2-4 part harmony. 2B: Demonstrate correct posture, vowel shape, and diction. Anchor standards: 1, 4, 5, 7, 9 Topic-specific descriptors: when asking students to “match pitch”, the characteristics of the learning goal include distinguishing and differentiating pitches and developing a strategy to accurately assess one’s own pitch. Other mental processes include executing, analyzing errors, matching, and more.
Topic 4: Literacy 4-Exceeding 3-Meeting 2-Developing 6th Grade 4AB: Models at a level above learning goal. 3A: Navigate an octavo with assistance. 3B: Analyze combinations of rhythms* in order to count and perform music. 2A.1: Identify and define applicable tempo markings. 2A.2: Identify and define applicable navigation markings. 2B: Identify and define applicable duration symbols. 7th Grade 4AB: Modeling at a level above learning goal. 3A: Navigate an octavo. 3B: Analyze combinations of rhythms* in order to count and perform music in simple meters. 2A.1: Identify and define applicable tempo markings. 2A.2: Identify and define applicable navigation markings. 2B: Identify and define applicable duration symbols. 8th Grade 4AB: Modeling at a level above learning goal. 3A: Navigate an octavo. 3B: Analyze combinations of rhythms in order to count and perform music in simple and compound meters. 2A.1: Identify and define applicable tempo markings. 2A.2: Identify and define applicable navigation markings. 2B: Identify and define applicable duration symbols. Anchor standards: 1, 6, 8, 9, 10, 11
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VICTORIAN CIVIL AND ADMINISTRATIVE TRIBUNAL DIVISION LIST P2870/2017 TPA/47728 CATCHWORDS Application under section 79 of the Planning and environment Act 1987. Monash City Council. Two dwellings. Neighbourhood character. APPLICANT Kalipso Antonoulis Monash City Council RESPONDENT Michele Hancock SUBJECT LAND 6 Andrew Street, Oakleigh WHERE HELD Melbourne BEFORE Cindy Wilson, Member HEARING TYPE Hearing DATE OF HEARING 26 June 2018 DATE OF ORDER 25 July 2018 CITATION Antonoulis v Monash CC [2018] VCAT 1086 Pursuant to section 127 and clause 64 of Schedule 1 of the Victorian Civil and Administrative Tribunal Act 1998, the permit application is amended by substituting for the permit application plans, the following plans filed with the Tribunal: Prepared by: T3 Architecture Drawing Numbers: TP01-TP09 (inclusive) Dated: 11 May 2018 In application P2870/2017 the decision of the responsible authority is affirmed. In planning permit application TPA/47728 no permit is granted.
Supported Commands: Assign Clear Dialog Simple Dialog only Enable / Disable, Go To Hide / Unhide Highlight / Unhighlight If / Then / Else Set-Required / Set-Not-Required Non-Supported Commands: AutoSearch Define Dialog Get Variable Dialog List of Values Dialog Execute Geocode Help NewRecord Quit Supported Functions: ABS Cos Day Days FindText Hour Hours LN LOG Minute Minutes Month Months Rnd Round Second Seconds Sin StrLen Substring SystemDate SystemTime Tan Trunc UpperCase Year Years Non-Supported Functions: CurrentUser DateDiff Date Environ EpiWeek Exists Exp FileDate Format Linebreak NumToDate NumToTime PFROMZ RecordCount Step TxtToDate TxtToNum ZSCORE Although the non-supported commands and functions do not work when entering data into the mobile form, they are still compatible with check code on the downloaded version of the form. After downloading the responses to a PC, you can run these commands and functions as normal, or you can use Epi Info™ 7 Analysis to perform the necessary operation.
Monday Tuesday Wednesday Thursday What PRONOUN could replace the underlined noun in the sentence? He/She is studying animals that come out at night. Circle all the NOUNS. Bats are nocturnal animals. Underline the PRONOUN in the sentence. They sleep during the day, and are awake at night. Circle the PROPER noun. Many forests in Central America have bats. Underline the VERB in the sentence. Nocturnal animals can see in the dark. Is the verb past, present, or future tense? Owls hunt at night. Present Tense Underline the VERBS in the sentence. The owl swoops and grabs its prey. Is the verb past, present, or future tense? The owl will take the prey up to the tree branch. Future Tense Underline the ADJECTIVE in the sentence. Tarantulas are spiders with long legs. Underline the ADVERB in the sentence. Tarantulas quietly sit and wait. Write an adjective that could describe a spider. (accept all reasonable answers) The large spider. Write an adverb that could describe how a spider crawls. (accept all reasonable answers) The spider crawled quickly. Split the word into parts and write the meaning of the word. flashlight It means… A light that can flash on and off How many syllables? eyeballs 2 underground 3 footprint 2 Split the word into parts and write the meaning of the word. watchdog It means… A dog that watches Write a compound word that means “a bee that makes honey”. Honeybee Sort the Nouns. Knowledge, school, education, teacher Underline the abstract noun. The girl’s beauty was greater than anyone. Sort the Nouns. Childhood, children, game, trouble Write a sentence using an abstract noun. (accept all reasonable answers) Complete the chart. Change the verb in the sentence to future tense. She travels to school. She will travel to school. Complete the chart. Use the word in parenthesis to complete the sentence. I (bite) bit the cookie yesterday. Circle the words that mean the same as beautiful. Gorgeous Lovely Horrible Terrible Attractive Circle the words that mean the same as big. Giant Tiny Large Little Huge Circle the words that mean the opposite of quiet. Silent Loud Noisy Soft Low Circle the words that mean the opposite of quick. Slow Fast Sluggish Unhurried Speedy
Management of Patients Potentially Exposed to Rabies Did an exposure to rabies potentially occur? Did a mammal (animal with fur) bite the patient? Did the patient’s open wound, broken skin or mucous membrane contact saliva or central No postexposure nervous system tissue from a mammal? Did the patient have direct contact with a bat such that a bite or scratch cannot be ruled out? Did the patient waken to find a bat in the room or see a bat in a room with a previously unattended young child or mentally impaired person? No prophylaxis (PEP) YES Bat? YES to test? YES PEP if positive Contact public health authorities NO Wild animal? YES High risk ( ex. skunk, fox, coyote, bobcat, woodchuck) YES to YES NO Start PEP if positive Start PEP promptly Low risk wild species? NO ( ex. squirrel, chipmunk, mouse/rat, rabbit/hare)) NO YES No PEP Other or unkown? YES public health authorities Dog, cat or ferret? YES and available for quarantine? YES 10 day quarantine, stays healthy? YES No PEP NO Unhealthy? NO NO YES Unavailable? YES Start PEP if positive Start PEP promptly
x coordinate y coordinate 65.865 mm 47.348 mm Table 3: two extreme positions of point C C1x (mm) C2x (mm) C1y (mm) C2y (mm) 10.1862 40.4981 27.5522 -6.4204 Velocity Analysis- Instantaneous center method For 2 10 rad/s, find 5 and 6 for 2 0 and 2 270° using the IC method. Table 4: Link lengths summarized O2A=a (mm) AB=b (mm) O4B=c (mm) p (mm) O2O4=d (mm) link 5=f (mm) link 6= g (mm) 30 90 120 38 120 44.4 59.093 Table 5: summarized table of angular velocities 2 Rad/s 3 Rad/s 4 Rad/s 10.0 3.083913 0.451639 Table 6: Summarized table of the Instantaneous centers distances I(1,3)A (mm) I(1,3)B (mm) I(1,3)P mm I(1,5)P mm I(1,5)C mm 90 120 115.93 42.828 27.012
Table 3: Link lengths summarized O2A=a (mm) AB=b (mm) O4B=c (mm) p (mm) O2O4=d (mm) link 5=f (mm) link 6= g (mm) 30 90 120 38 120 44.4 59.093 2 w3 w4 10.0 3.083913 0.451639
Equation 2 O2A=a (mm) AB=b (mm) O4B=c (mm) p (mm) O2O4=d (mm) link 5=f (mm) link 6= g (mm) 30 90 120 38 120 44.4 59.093 2 w3 w4 w5 w6 10.0 3.083913 0.451639 3.210739 4.922684
Limpopo Environmental Outlook Report 2016 1st DRAFT Chapter 6: Human Settlements for the Limpopo Province, South Africa This document was prepared by EcoAfrica under the aegis of Limpopo Economic Development, Environment and Tourism (LEDET), for stakeholders to engage with the environmental assessment and reporting. Its date of release is the 9th December, 2015.
Choose your shareholder: Behavioral Health Staff Primary Care Staff Service Recipients Leadership / Board Members Support Staff Community Partners Others? Message Messenger(s) Venue (Time, Place, Duration) Expected Outcome (How Measured) Follow Up Activities Who is involved in delivering the message? 1. 2. 3. 4. 5. What venue works best? When is optimal timing? How long is the initial communication? How do you know that the message had the desired effect? Survey following the message Surveys conducted at various points in time Interviews Focus groups Ongoing encounters, regularly occurring forums/meetings to reinforce the message Special educational events In-service training