zilongwang/ReadingBank huggingface dataset:
FEE STRUCTURE FOR ONE YEAR TRADE DIPLOMA COURSES 2010-11 FOOD PRODUCTION BAKERY & CONFECTIONERY F&B SERVICE HOUSE KEEPING FRONT OFFICE Sl No. FEE COMPONENT 1St Term 2nd Term 1St Term 2nd Term 1St Term 2nd Term 1St Term 2nd Term 1St Term 2nd Term Fee Fee Fee Fee Fee Fee Fee Fee Fee Fee 1. Admission Fee 2200 0 2200 0 2200 0 2200 0 2200 0 2. Caution Fee 2500 0 2500 0 2500 0 2500 0 2500 0 3. Tuition Fee 6100 6100 6100 6100 6100 6100 6100 6100 6100 6100 4. Training Food & Other Lab Material Fee 8400 8400 10700 10700 6700 6700 4100 4100 4100 4100 5. Operational Fee 6000 6000 6000 6000 6000 6000 4000 4000 4000 4000 6. Sessional Exam Fee 400 400 400 400 400 400 400 400 400 400 7. BTE Exam Fee 400 0 400 0 400 0 400 0 400 0 8. Annual Practical Examination Charges 0 200 0 200 0 200 0 200 0 200 9. Student’s Activity Fee 1000 1000 1000 1000 1000 1000 1000 0 1000 0 10. Locker Rent 400 0 400 0 400 0 400 0 400 0
These meters includes additional functions to power measurement such as communication, data storage, remote programming, and time-of-use rates , and are intended to be deployed as advanced metering infrastructure (AMI) solution. Smart meters are the next generation of electricity and gas meters. smart meter will empower customer to make choices on how much energy they use. Supplier will install two-way communication system that display accurate real time information on energy use in the home to the consumer and back to the energy supplier. COMPARISION BETWEEN TODAY’S GRID AND SMART GRID(MODERN GRID) Characteristics Today’s grid Smart grid (Modern grid) Self-heals Respond to prevent further damage. focus is on protection of assets following system faults. Automatically detects & respond to actual & emerging transmission &distribution problems. Focus is on prevention. minimizes computer impacts. Motivates & includes the consumers Consumers are uniformed &non-participative with the power system. Informed involve &active consumers. Broad penetration of demand response. Resist attack Vulnerable to malicious acts of terrors natural disasters. Resilient to attach &natural disasters with rapid restoration capabilities. Provided power quality for 21st century needs Focused on outstage rather than power quality problems. Solve response in revolving PQ issues. Quality of power meets industry standards & consumers need. PQ issues identified &revolved prior to manifestation. Various levels of PQ at various prices.
1. Introduce globe project 2. Assign monitors 3. First layer of papier mache 4. Review yesterday 5.2nd layer of papier mache 6.Discussion 7. Paint globes blue 8. Introduce vocabulary 9. Students mark maps 10. T&T to check answers 11. Check answers in whole group 12. Review and discuss continent shapes 13. Create ways to remember continents 14. Homework 15. Review 16. Play concentration 17. Review 18. Introduce N/S & equator 19. Sentences using N&S 20. Homework 21. Review N & S 22. Introduce W & E 23. TPR 24. Write sentences 25. Whole class answers 26. Intro to painting globes 27. Model 28. Students paint N. America 29. S. America 30. Review 31. Paint 5 continents 32. Review 33. Quiz 34. Pair work 35. Quiz answers as whole group. 36. Introduction to oceans 37.Discussion 38. Steps to marking continents on globe 39. Students mark globe 40. Review 41. Mark oceans (continents/play concentration) catch up day 42. Introduce illustrating “how to” book. 43. Discuss steps in making globes. 44. T&T about images of illustrations 45. Continue images and T&T 46. begin drawing 47. Review yesterday’s lesson. 48. Model order of pictures and addition of sequence words. 49. Students finish pictures 50. Volunteers share work 51. Review 52. Introduce writing from illustrations 53. model writing 54. Students refresh their memory with a partner 55. Students write 56. Review 57. Students finish writing 58. Volunteer reads 59. Students work in pairs to read 60 Discussion 61. Publish stories “How to” book rubric
of opinion writing. Go over rules, and hand out the assignment sheet. -“The Fun They Had” by Isaac Asimov “Lenses” by Leah Silverman -Friday 10 -Monday 13 B4 C1 A2 Students will be able to create a pamphlet based on the pros and cons of the dilemma of the story. -Have students read for the first 15 minutes. -Hand out copy of the story, and have students read the story. -Discuss the story, and ask questions. -Hand out question sheet, and go over the assignment. -Have students create a pamphlet for the pros and cons of having metal eyes. -Silent Reading Books -Paper 11x14 White -Markers -Pencils -Question Sheets -“Lenses” by Leah Silverman -Overhead “The Powder-Blue Dragon” by Kurt Vonnegut -Tuesday 14 B4 C1 A4 Students will be able to piece together events of the story. -Have students read for the first 15 minutes. -Review steps of a story, and have students provide examples. -Hand out cut up events from the story. Have students in pairs, arrange the plot to the best of their abilities. -Hand out story, and have students read it as a class. Stop and discuss the plot points. -Have students answer questions on the story and hand in. -Silent Reading Books -Story plot points cut up. -“The Powder-Blue Dragon” by Kurt Vonnegut -Question sheets “Boys and Girls” by Alice Monroe -Wednesday 15 B4 B1 A4 Students will be able to answer content based questions based on the story. -Have students read for the first 15 minutes. -Talk about what kind of stories we’ve read so far, and what we’ve learned about characters. -Hand out stories, and question sheets, have students read story individually and work on questions. -Silent Reading Books -“Boys and Girls” by Alice Monroe -Questions for story. “You Can’t Take It With You” by Wuorio -Monday 20 B4 A3 Students will be able to write an epilogue scene of Verner telling the family what happened to -Have students read for the first 15 minutes. -Ask students if they made 10 million dollars a year, what would they do with that discussion. -Silent Reading Books -Highlighters -Epilogue writing assignment.
Ingredients One batch serves 2 people (partner & self) Equation showing amounts needed to serve all 20 students Multiply all ingredients by _____ to formulate a number sentence showing total amount of ingredients needed Celery 2 stalks Peanut Butter 1/8 cup Raisins 1∕4box Recipe card #2
Ingredients One batch serves 4 people (partner, self, & 2 classmates) Equation showing amounts needed to serve all 20 students Multiply all ingredients by _____ to formulate a number sentence showing total amount of ingredients needed Pudding 3.4ox box Milk 2 cups Small cups 4 Recipe card #3 Ingredients:
100-CALORIE PORTIONS OF A FEW FAMILIAR FOODS IN TERMS OF ORDINARY HOUSEHOLD MEASUREMENTS AND OF QUANTITIES COMONLY PURCHASED Potato 5 oz. Apple 8 oz. Dry Breakfast Cereal 1 ¼ c. / 1 oz. Whole milk 2/3 c. Red Seedless Grapes Nearly 1 c. Carrots 8 oz. Cheese .8 oz / 1 ½ cubic inches Bread 1 slice / 1.3 oz. Butter Nearly 1 T. Peas ½ c. / Nearly 3 ½ oz. Roast Beef 1 ½ oz. Canned Tuna 1 (4 oz.) can Candy Nearly 1 oz. Boiled White Rice ¾ c. / 4 oz. Egg 2 ½ oz. (1 large egg) Cream 2 oz. Granulated White Sugar 1 ¾ t. / Nearly 1 oz. Tomatoes 1 lb. Honey Nearly 1 ½ T. Bacon 2 slices (4 halves pictured) ESTIMATES BASED ON AVERAGE FOOD VALUES BUREAU OF HOME ECONOMICS UNITED STATES DEPARTMENT OF AGRICULTURE
Spice Activity – Using The Thesaurus Part 1 Directions: Open Word and set Margins to Narrow (Page Layout/Margins/Narrow) Insert a header Select View – Show Ruler (make sure there is a check mark next to ruler) Set Tab Stops to 2”, 4”, and 6” by clicking on the numbers on the ruler. Center the Title Spice Activity Press Enter 2 times Left align your cursor Type the word House Double click on House to select the word Copy the word House Click at the end of the word House Press the Tab button At the 2” Tab Stop paste the word and use Paste Options - A (Keep Text Only) Press Tab again and at the 4” Tab Stop paste the word using Paste Options – A Press Tab again and at the 6” Tab Stop paste the word using Paste Options – A Press Enter Repeat steps 8 – 16 using the following words:
Curriculum Area Project CAP SUMMER 2014 Computer – Grade 8 Content Page(s) Abstract 3 Rationale 4 Excel Project – Grade Book Average/MIN/MAX/COUNT 5-8 Excel Project – Bookstore Discount/Sales Tax 9-15 Excel Project – Shopping Spree Budgeting 16-21 Excel Project – Gas Prices Line Chart (Trends) 22-23 Excel Project – Candy Color Comparison Pie Chart (Percentage of Whole) 24-26 Excel Project – Theoretical Expected Value/Experimental Expected Value Scientific Method 27-35 Excel Project – Functions Linear Function Exponential Function Polynomial Function 36-41 Works Cited 42 Table of Contents
Table of Contents American Red Cross Caring For Creatures CHiP Cleats For Kids Community Investment Collaborative County of Fluvanna Families Learning Together, Inc. Fluvanna County American Legion Fluvanna County Arts Council Fluvanna County Chamber of Commerce Fluvanna County Health Department Fluvanna County NAACP Fluvanna County Parks and Recreation Fluvanna County Ruritan Club Fluvanna Democratic Committee Fluvanna Education Foundation Fluvanna Historical Society Fluvanna Leadership Development Program Fluvanna Library Fluvanna Master Gardeners Fluvanna Partnership for Aging Fluvanna Republican Committee Fluvanna SPCA Habitat for Humanity Hospice of the Piedmont - Rapidan JABA JAUNT Friends Knights of Columbus Lake Monticello Beautification Corps Lake Monticello Volunteer Fire Department Meals on Wheels MLEE Young Onset Parkinsons Group Old Farm Day Committee Peaceful Passings Animal Rescue PRIDE Rivanna Conservation Society Rivanna Lions Club Rivanna Master Naturalist Rotary Club of Fluvanna County Salvation Army Sexual Assault Resource Agency StreamWatch Students For Teachers Thomas Jefferson Foundation - Monticello Veterans of Foreign Wars Post 8169
Tracking Bud’s Rules Definitions: Survive: to remain alive Thrive: to grow, develop, and be successful Rule #/ Page # Bud’s “Rule to Live By” (in your own words) Is this rule meant to help Bud survive or thrive? Provide evidence to support your thinking. Where do you think this rule came from? What does it tell us about Bud? Rule #: 3 Page #: 11 When lying, keep it a simple lie that you can remember. This rule is meant to help Bud survive. According to page 17, Bud states, “And if I didn’t lie good enough she was going to use that strap on me.” I think this rule came from Bud’s experiences in the home and when he was placed with other families. This tells us that Bud has not had it easy and is willing to lie in order to survive. Rule #: Page #: Rule #: Page #: Rule #: Page #: Rule #: Page #: Rule #/ Page # Bud’s “Rule to Live By” (in your own words) Is this rule meant to help Bud survive or thrive? Provide evidence to support your thinking. Where do you think this rule came from? What does it tell us about Bud?
Causing pain and suffering Teasing and making fun of Punching and beating up 9. What does Bud mean by a “regular home”? A home with two parents A home with hot running water A home with a shotgun in the kitchen 10. What does it show the reader about Bud when he says it is his “job” to prevent other kids from having the experience he had? Bud does not want to become a bully like Todd. Bud feels a sense of responsibility to other foster kids. Bud expects to have to pay for the trouble he caused. Short Response Question What does this passage teach the reader about Bud’s feelings toward foster homes? Use evidence from the passage to support your answer.
Once you found information, use the bingo sheet below to guide you. Pick one bingo, but the bingo cannot be up and down. It can be across or diagonal. B I N G O As your character, how would you explain (pick an event/act)? Develop a set of instructions on how to become a patriot, loyalist, or neutralist. (choose the party you are) Journal What is a better solution to (pick an event/act)? How is The Pre-Revolutiona ry War similar to your own life? Do you think you would have been affected by (pick an event/act)? Why? What questions would you ask the opposite party? (patriot, loyalist, or neutralist) Poster Defend your characters position about (pick an event/act)? How is The Pre-Revolutiona ry War similar to your own life? In your own words, what happened during (pick an event/act)? What would change if The Intolerable Acts didn’t happen? Explain. Pick a journal or a poster What are the pros and cons of (pick an event/act)? How is The Pre-Revolutiona ry War similar to your own life? Draw (pick an event/act)? Explain or label your picture. What is another event where people rebelled against government? Poster How would your character feel during (pick an event/act)? Why? How is The Pre-Revolutiona ry War similar to your own life? What was the main idea of (pick an event/act)? Compare and contrast patriot, loyalist, and neutralist? Journal What changes would you recommend for (pick an event/act) ? How is The Pre-Revolutiona ry War similar to your own life?
Title South East Boating Sub-Group Date 5:30pm, 2 December 2013 Venue Canal & River Trust offices, First Floor North, Station House, 500 Elder Gate, Milton Keynes, MK9 1BB (Rooms 1 & 2) Attendees Jeff Whyatt (JW), John Best (JB), Matthew Symonds (MS), Ann Davies (AD), Lynda Payton (LP), Sally Ash (SA), Roger Hanbury (RH), James Cook (JCo), David Daines (DD), James Griffin (JG), Alan Wildman (AW), Alan Fincher (AF), Sally Miller (SM), Judy Clegg (JC), Louise Yeoman (LY) and Hannah Roe (HR) Introductions ALL Governance/Housekeeping Terms of Reference (to include communication to/from the group and boaters) Posting meeting notes on the Web/other external comms Extranet Expenses RH South East Visitor Moorings (first draft of discussion paper attached) Report from the review meeting (6th November) with summary of key feedback Discussion on next steps for SEVM in 2014 (see draft paper) Group recommendations. Update on Roving Mooring Permit pilot (Cowley and Uxbridge) Other current boating issues in South East AOB BoV survey Agenda items for future meetings Dates for future meetings MS MS JW
General Phone System Information  This information may prove useful in the future.  Please keep password information private. Outside Access Code 8 + 11 digits Call Park Numbers 4 digits Check VM Externally Number _ 310-640-4758 *_ 911 Emergency Dial 8911 or 911_ Default Log In (ID) Unity Extension (4 digits) Default Password Unity _ 12345_ Dial within site and between site Extension (4 digits) 12
EXAMPLE ELA Standard(s) Learning Goals Success Criteria Possible Evidence Collected in a Classroom Formative Assessment Process Evidence Collected in a Summative Assessment Item RL.4.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text. Students will understand which details in a literary text are important (e.g., those related to character, setting, and plot) and which are not. Students will be able to distill the important details in a text into a summary. Students will understand that important details (e.g., those related to character, setting, and plot) work together to create the theme or meaning in a text. Students will distinguish important details from unimportant details to determine the theme of a text. Students will be able to write a summary of the text that emphasizes the key details. Students will be able to explain how the details work together to create the theme of a text and to show which details build on each other to form the complete picture of the theme. At Standard To meet the Success Criteria at standard, the student must be able to provide both the categorization of details and an explanation of how the details work together to build a theme, or a summary of the text using the most important details. An oral explanation of why each detail is important or unimportant, using details written on paper strips and sorted as important or unimportant. An oral explanation of why details in general are or are not important. A written summary of the text that focuses on important details. A written paragraph that includes a description of a theme from a story and an explanation of how the author creates the theme from details that are important and that build on each other. Smarter Balanced Practice Test item Grade 4, #528 A description of a lesson from a story
want you to be thinking about the text and its meaning.” text dependent questions Begin with a “winnable” question that will help orient students to the text. The sequence of questions should build a gradual understanding of the key meanings. Questions should focus on a word/phrase, sentence or paragraph. responses Answers that reference the text. Multiple responses may be provided using different pieces of evidence Inferences must be grounded logically in the text Teacher Notes: Page 246 What word or phrase on page 246 indicates a playful tone? “Yucky” Page 246 According to page 246, what are the good things about being president? President lives in a big white house. He has a swimming pool, bowling alley, and movie theater. He never has to take out the garbage, and doesn’t have to eat yucky vegetables. Page 247 According to page 247, what are the bad things about being president? He always has to be dressed up and he has to be polite to everyone. Students make inference: have to deal with people getting mad at them. Page 248 Who is the illustration on page 248 of? Why is he portrayed in this way? Teddy Roosevelt He is portrayed as a child because he was the youngest president. He had pillow fights with his children and played football on the White House lawn. Page 250 On page 250, the author states “Tut must have been a Democrat. He and his Republican master never got along.” Why does the author use the terms “Democrat” Democrats and Republicans have opposing views. Even if the students didn’t know the views of the Democratic or Republican party or that they were opposing, the statement, “they never got along” would help students
8:30 – 9:00 Reflections Andrea Prejean 9:00 – 9:15 Introduction to Deriving the Principles of Union-led Reform John Wright Senior Policy Analyst, NEA 9:15 – 9:45 San Bernardino, CA: A district reform story Robert Rodriguez President, San Bernardino Teachers Association 9:45 – 10:00 Table Discussions John Wright 10:00 – 10:15 Break 10:15 – 1100 Evansville, IN: Cooperation Leads to Success Mark Lichtenberg President, Evansville Teachers Association 11:00 – 11:15 Table Discussions John Wright 11:15 – 11:45 Oak Hill Elementary, NC: A School on Its Way Up Angela Jackson, Primary Director, Guilford Co. Association of Educators; Gwen Adamson, Counselor, Oak Hill Elementary 11:45 – 12:00 Table Discussions John Wright 12:00 – 1:00 Lunch (Role-alike seating) – Chanin B Barbara Hicks Sr. Policy/Program Analyst, NEA 1:00 – 1:30 Deriving the Principles of Union-Led Reform John Wright 1:30 – 2:00 Opportunities to Raise the Profile of Union Work Laila Hirschfeld Senior Policy Analyst, NEA 2:00 – 2:10 Final Reflections Andrea Prejean 2:10 – 3:00 Planning Next Steps Barbara Hicks
Natural Rights John Locke believed that all men had “natural rights,” the right to life, libery (freedom), and property. Social Contract In John Locke's view, people organized civil societies (governments) to protect natural rights. This was known as a “social contract.” Further, the power of the government depends on the people's consent (which can be revoked). Thomas Hobbes also believed in a social contract but felt that people gave up their rights to a ruler to keep order in the society. The Right to Revolt According to John Locke’s social contract theory people can take back their agreement to the contract if the leader/government fails to protect their natural right. Thus givng a community the right to revolt. Popular Soveriegnty Popular sovereignty is the belief that the power, or authority, of government comes from the consent of the people who are being governed. In other words…the people (popular) are supreme (soverieign) and have the power to make the decisions in a community.
3rd Grade BINGO Qrt. 3 Name ________________________________________________ Complete Code.org Course Make a list and use bullets Make a poster about coding or internet safety. Save it and Print it. Use Active Inspire or an Story Maker iPad app and write an ebook about a technology topic Complete Code.org Course Publish one of your stories in Word and change the font size and color. Add a picture. Complete Code.org Course Make a digital art project using the tool of your choice. Complete Code.org Course
7:30 – 8:00 Breakfast News Conference Room 8:00 – 8:25 White House Policies, Programs, Initiatives for Meeting Needs of Diverse Students Roberto Rodriguez Special Assistant to the President for Education, White House Domestic Policy Council 8:25 – 8:30 Introduction of Catherine Lhamon, Assistant Secretary, Office of Civil Rights, USED Roberto Rodriguez, Special Assistant to the President for Education, White House 8:30 – 9:30 USED Office of Civil Rights: New Guidance on Disproportionate Discipline Catherine Lhamon, Assistant Secretary, Office of Civil Rights, USED 9:30 – 10:30 Activity: Using the Civil Rights Data Collection to Find Disproportionate Discipline Barbara Hicks, Sonia Yilmaz, Priority Schools 10:30 – 10:45 Break Assessment Part II 10:45 – 11:30 Opting Out! Monty Neill, Executive Director, FairTest 11:30 – 12:15 NEA Guidance on Opting Out General Counsel, NEA 12:15 – 1:15 Lunch 1:15 – 2:00 Planning/Closing Andrea Prejean
Model how to use the steps on the handout to build prior knowledge independently. Suggestions: Focus on title, reading of 1st paragraph if long or 1st two paragraphs if shorter, then read the last paragraph and any questions being asked (quiz items). After reading 1st and last paragraphs, take notes on main points, have students add ideas to the list. Create a concept map with the word devastation in the middle. Have students pair up and discuss what devastation means to them. After sharing, have students offer ideas to the “devastation” concept map. Add other ideas that deal with fire and devastation to get them focused on the reading passage. Read aloud the selection from Jim Murphy’s The Great Fire. This is a first reading, so the purpose is to get an overview about the topic. After reading, have the students pair-share to discuss the gist of The Great Fire. Add more ideas to the concept map. Lesson 2 Focus: Identifying Genre Characteristics and Setting Purposes Materials: Excerpt from The Great Fire, displayed on Smart Board Building Prior Knowledge handout Students’ notebooks Prior-knowledge notes generated in Lesson 1 Concept map started in Lesson 1 Chart paper/markers
Consider the use of wrap-around straps in lieu of rigid supports on steep roofs where the outer edge of the gutter cannot be placed below the projected roof line. On roofs subject to snow and ice slides, consider additional supports even if the gutter is installed below the projected roof line. For cold climates, ensure the underground outlet is deep enough to avoid freezing or include a method to bypass the outlet without damage to the downspout. PLANS AND SPECIFICATIONS Provide plans and specifications for installing a roof runoff structure that describe the requirements for applying this practice to achieve its intended purpose. At a minimum, include the location, size and any specific installation instructions of all gutters and spacing of downspouts, type of ground gutters, outlets and the types and quality of material to be used. Include plans and specifications for other practices essential for the proper functioning of the roof runoff structure. Instruct landowner and contractor of responsibility to locate all buried utilities in the project area, including drainage tile and other structural measures. OPERATION AND MAINTENANCE Develop an operation and maintenance plan that is consistent with the purposes of the practice, site conditions and safety requirements. The plan will contain, but not be limited to, the following provisions: Keep roof runoff structures clean and free of obstructions that reduce flow. Make regular inspections and perform cleaning and maintenance as needed. NRCS, 2009, National Engineering Handbook, Part 651, Agricultural Waste Management Field Handbook, Chapter 10, Agricultural Waste Management System Component Design NRCS, National Engineering Handbook, Part 650, Engineering Field Handbook, Chapter 2, Estimating Runoff NRCS National Engineering Manual, Part 536.20, Design Criteria for Reinforced Concrete NRCS National Engineering Handbook, Part 642, Construction Specification 32, Structur Concrete
LIST OF MAILING ADDRESS FOR PROBATE DIVISION COURT HOUSES Superior Court of Alameda County Berkeley Courthouse Probate Division 2120 Martin Luther King, Jr. Way Berkeley, CA 94704 Superior Court of Amador County Probate Clerk 500 Argonaut Lane Jackson, CA 95642 Superior Court of Butte County Probate Clerk 1775 Concord Avenue Chico, CA 95928 Superior Court of Calaveras County Probate Clerk 400 Government Center Drive San Andreas, CA 95249-9794 Superior Court of Colusa County Probate Clerk 532 Oak Street; Colusa, CA 95932 Superior Court of Contra Costa County Probate Clerk 725 Court Street Martinez, CA 94553 Superior Court of Del Norte County Probate Clerk 450 H Street Crescent City, CA 95531 Superior Court of El Dorado County Probate Clerk Placerville Fair Lane Branch 295 Fair Lane Placerville, CA 95667 Superior Court Fresno County Probate Clerk 1130 O Street Third Floor Fresno, CA 93721-2220 Superior Court of Glenn County Probate Clerk 526 West Sycamore Street Willows, CA 95988 Superior Court of Humboldt County Probate Clerk 421 I Street, Eureka, CA 95501 Superior Court of Imperial County Probate Clerk 939 West Main Street El Centro, CA 92243
Superior Court of San Mateo County Probate Clerk Hall of Justice 400 County Center Redwood City, CA 94063 Superior Court of Santa Barbara County South County Anacapa Division 1100 Anacapa Street P.O. Box 21107 Santa Barbara, CA 93121-1107 Superior Court of Santa Barbara County North County Cook Division 312-C East Cook Street P.O. Box 5369 Santa Maria, CA 93456-5369 Superior Court of Santa Clara County Probate Clerk 191 North First Street San Jose, CA 95113 Superior Court of Santa Cruz Probate Clerk 701 Ocean Street, Room 110 Santa Cruz, CA 95060 Superior Court of Shasta County Probate Clerk 1500 Court Street, Room 319 Redding, CA 96001 Superior Court of Sierra County Probate Clerk P.O. Box 476 Downieville, CA 95936 Superior Court of Siskiyou County Probate Clerk 311 Fourth Street, Room 206 Yreka, CA 96097 Superior Court of Solano County Probate Clerk Hall of Justice 600 Union Avenue Fairfield, CA 94533 Superior Court of Sonoma County Probate Clerk Hall of Justice 600 Administration Drive Santa Rosa, CA 95403 Superior Court of Stanislaus County Probate Examiner 801-10th Street, Sixth Floor Modesto, CA 95354 Superior Court of Sutter County Probate Clerk 1175 Civic Center Blvd Yuba City, CA 95993 Superior Court of Tehama County Probate Clerk 633 Washington St., Room 17 Red Bluff, CA 96080
SBET (m2 g−1) 38 151 142 120 105 Vmicropore (m3 g−1)a 0.0046 0.037 0.0041 0.0039 0.0039 Smicropore (m2 g−1)a 13 104 12 15 14 Vmesopore (m3 g−1)b 0.0765 0.0624 0.206 0.187 0.198 Smesopore (m2 g−1)c 25 45 127 105 91 aValues calculated from the t curves (De Boer Method) bCalculated at P/P0 = 0,96 cSmesopore = SBET − Smicropore Table 2 Table 2 Characterization of catalysts before and after reaction Result 0CeDC 3CeDC 10CeDC Ce/Nia – 0.089 (0.125) 0.115 (0.393) Ce/Ala – 0.639 (0.589) 0.765 (0.705) Ni/Ala 0.934 (0.705) 0.987 (0.706) 0.850 (0.710) BET area (m2 g−1) 84 83 72 Smesopore (m2 g−1) 74 71 62 d Ni0 (nm) 14 14 13 d CeO2 (nm) – 10 21 d Ni0 (nm)b 16 16 15 d CeO2 (nm)b – 6 18 Coke (g(gNih)−1)c 0.110 0.000 0.087 H2O (g(gNih)−1) 0.5256 0.4315 0.4135 H2/COd 0.25 0.20 0.20 aXPS atomic ratios. Bulk atomic ratios in parenthesis bAfter Reaction
Should the carer return the call the setting will amend communication on paper registers using non-attendance short hand as shown at the foot of the policy and log new reasons for non attendance on the Events Log of the settings management system. Should the main carer fail to return the call by 8am the following working day the setting will re-attempt to make contact by telephone and email Should the main carer fails to make contact by 12 noon on the second day the setting will call additional contacts as shown the child’s documentation. With all conversations documented on the Events Log of the settings management system. In the event that there is a failure of communication with all contacts the Integrated Prevention Earliest Help service process team should be contacted for advice It is our duty to respond promptly and appropriately to all concerns relating to the welfare of children. As such any concerns around call from or calls to parent regarding non-attendance will be logged in line with the settings current safeguarding policies and procedures. The nursery reserves the right to consider the nurseries ‘Safeguarding Children Policy’ at any point. IPEH Earliest Help Team 07542856334 Non-Attendance Short Hand N T Ti H SC No-Show Telephone Not In Telephone Illness Holiday Setting Contacted Carer
CLAVET SCHOOL GRADE 5 – 6 SUPPLY LISTS 2017 –2018 The following is a list of required materials. Recycled supplies are welcome. Please ensure that your child’s name is clearly marked on all materials. Please put pencils, erasers and pens in a large labeled, zip-lock bag. Please do not open packages - send loose-leaf in packages. GRADE 5 GRADE 6 1 pencil box 20 HB pencils (sharpened) 2 white erasers 1 pencil sharpener with shavings holder 1 30 cm clear ruler 1 pair sharp scissors 1 set pencil crayons (sharpened) 1 set markers (unscented) crayons 2 boxes of Kleenex 1 deck of cards for math 1 pair of non-marking light soled running shoes-indoor 1 pair of outdoor shoes 2 red pens 1 basic calculator 1 French/English Dictionary (Collins or Collins-Roberts 2 blue pens 1 scotch tape 2 large glue sticks loose leaf (400 sheets) 5 sturdy 1 inch binders 3 sturdy 2 inch binders 2 pkg. binder dividers 2 large coil notebook 1 highlighter 1 sketch pad 2 dry erase marker – fine tip 1 small whiteboard 1 yellow duotang for French 1 fine tip sharpie 1 ultra-fine tip sharpie 1 pencil box 20 HB pencils (sharpened) 2 white erasers 1 pencil sharpener with shavings holder 1 30 cm clear ruler 1 pair sharp scissors 1 set pencil crayons (sharpened) 1 set markers (unscented) crayons 2 boxes of Kleenex 1 deck of cards for math 1 pair of non-marking light soled running shoes-indoor 1 pair of outdoor shoes 2 red pens 1 basic calculator 1 French/English Dictionary (Collins or Collins-Roberts 6 blue pens 2 scotch tape 6 large glue sticks 3 duo-tangs loose leaf (600 sheets) 3 2 inch binders 3 pkg. binder dividers 1 pkg. hole reinforcements Geometry Set 1 blue duotang for French 4 white board markers PLEASE NOTE ALL CRAYONS & MARKERS MUST BE UNSCENTED *Individual teachers may issue a small additional list of supplies for their particular classroom at the beginning of the school year
Attention: It is an offence under section 591 of the Companies Act 2016 to make or authorize the making of a statement that a person knows is false or misleading and that person may be liable, upon conviction, to imprisonment for a term not exceeding ten years or to a fine not exceeding RM3million or to both. LODGER INFORMATION Name : NRIC No : Address : Phone No : Email :
Absorption spectra Discrete bands, FWHM 35 nm to 80–100 nm Steady increase toward UV wavelengths starting from absorption onset; enables free selection of excitation wavelength Molar absorption coefficient 2.5 104–2.5 105 M-1 cm-1 (at long-wavelength absorption maximum) 105–106 M-1 cm-1 at first exitonic absorption peak, increasing toward UV wavelengths; larger (longer wavelength) QDs generally have higher absorption Emission spectra Asymmetric, often tailing to side; FWHM, 35 nm to 70–100 nm Symmetric, Gaussian profile; FWHM, 30–90 nm Stokes shift Normally <50 nm, up to >150 nm Typically <50 nm for visible wavelength–emitting QDs Quantum yield 0.5–1.0 (visible), 0.05–0.25 (NIR) 0.1–0.8 (visible), 0.2–0.7 (NIR) Fluorescence lifetimes 1–10 ns, mono-exponential decay 10–100 ns, typically decay Two-photon action cross-section 1 10-52–5 10-48 cm4 s photon-1 (typically about 1 10-49 cm4 s photon-1) 2 10-47–4.7 10-46 cm4 s photon-1 Solubility or dispersibility Control by substitution pattern Control via surface chemistry (ligands)
loss of 4% on the VCR and a profit of 8% on the TV. Find the gain or loss percent on the whole transaction Q21. Kamala borrowed ` 26,400 from a Bank to buy a scooter at a rate of 15% p.a. compounded yearly. What amount will she pay at the end of 2 years and 4 months to clear the loan? Q22. A scooter was bought at ` 42,000. Its value depreciated at the rate of 8% per annum. Find its value after one year. 1 | 2 | 3 | 4 | 5 – | | 6 -1 2 7 1 9 | 1 Write ‘WORKING WITH THE LANGUAGE’ grammar from lesson 1 to 6. 2. Write paragraph on given topic . a) Sports meet in school. b) Importance of greenary /forest (.c) Global warming (d) Types of fuel.
(a) Write down all the possible values of n. ………………………………………. (2) (b) Solve 11 – x ≤ 2(x + 3) ……………………………… (2) (Total 4 marks) ____________________________________________________________________________ 13. (a) Expand 6(2x + 3) ……………………………….. (1) (b) Simplify 2y – 3z + y + 5z ……………………………………….. (2) (c) Expand and simplify (p + 6)(p – 3) ……………………………………… (2) (d) Factorise fully 8m2 – 2 …………………………………….. (2) (Total 7 marks) ____________________________________________________________________________ 14. 90 students took an examination. The grouped frequency table shows information about their results.
x = ……………… y = ……………… (Total 4 marks) ____________________________________________________________________________ 17. A field is in the shape of a rectangle. The length of the field is 340 m, to the nearest metre. The width of the field is 117 m, to the nearest metre. Calculate the upper bound for the perimeter of the field. .............................................. m (Total 2 marks) ____________________________________________________________________________ 18. (a) Express as a fraction in its simplest form. …………………………… (2) x is an integer such that 1 x 9 (b) Prove that
NOTE: To change the boot option after running the Create a Windows To Go workspace wizard, on the Start menu search for Change Windows To Go Startup Options, and then select the boot option you prefer on the Change Windows To Go Startup Options page. When provisioning is complete, select Save and restart to restart the host computer. If you remotely access a corporate network from the Windows To Go drive, you may need to download and install your company VPN after your first logon using the new Windows To Go drive. You can join a Windows To Go workspace to an Active Directory domain, if your company has one. When you boot the Windows To Go drive for the first time, you are prompted to create a local administrator account and then log on with this account. If you want, you can add your domain user account to the local administrators group. Then you can log on for full access to business data, email, and resources. Suspending BitLocker on the host computer If the host computer is protected by BitLocker, and if you are switching the boot order permanently in the BIOS or UEFI startup device options, you must suspend BitLocker protection before switching the boot order on the host computer. Otherwise, you will trigger the BitLocker recovery key screen when you try to boot back to the internal hard drive. After switching the boot order, you must resume BitLocker protection for the internal drive. How you suspend BitLocker depends on the operating system that you are using. Using a Windows 7 host Select Start, and then select Control Panel. Select System and Security, and then select BitLocker Drive Encryption. In the BitLocker Drive Encryption dialog box, select Suspend Protection. NOTE: To resume protection after switching the boot order, select Resume Protection on the BitLocker Drive Encryption page. Using a Windows 8.x or Windows 10 host Press Windows logo key+X key on the keyboard, and then select Control Panel. In Control Panel, select System and Security, and then select BitLocker Drive Encryption. On the BitLocker Drive Encryption page, select Suspend protection. NOTE: To resume protection after switching the boot order, select Resume protection on the BitLocker Drive Encryption page.
Sandwiches Vegemite Cheese Cheese and tomato Tuna and Mayo $1.50 $2.00 $2.50 $2.50 Snacks Muffins Donuts Potato Chips Popcorn Raisin Toast (recess only) Pretzels (bag) $2.00 $1.00 $2.00 $1.00 0.50c 0.50c Drinks Poptop – Apple/Orange Flavoured Milk – Chocolate and Strawberry Water $2.00 $2.00 $2.00 Rolls Tuna with Mayo Tuna and Salad Cheese and Salad Roast Beef and Salad Turkey and Salad Salad Box Extra Dressing $3.00 $4.00 $4.00 $4.00 $4.00 $5.00 0.50c Frozen Treats Icy poles Chocolate Icecream sticks Zooper Dooper Life Savers $1.00 $2.00 $1.00 $2.00 Drinks Light Ice Tea – Peach Aloe Vera Powerade Sugar free Soft Drinks (Cans) $3.00 $3.00 $3.00 $2.00
Course Schedule Day Topic / Class Activities Assignment for Next Class Week 1 Tuesday Warm-up and Course introduction Introduction to Unit 1 Comprehension Qs 1-1 Thursday Unit 1 (ホームレス・マネー) Vocab/phrase check Discussion on Comprehension Qs 1-1 Useful expressions 1-1 Comprehension Qs 1-2 Translation 1 Week 2 Tuesday Comprehension Qs 1-2 UE 1-2 Vocab/phrase check Comp. Qs 1-3 Thursday Review of Translation 1 Comp Qs 1-3 UE 1-3 Unit Review Week 3 Tuesday On Oral report Unit Test 1 Preparation for Oral report 1 Thursday Oral report 1 Writing emails in Japanese Oral report self-review Email 1 Week 4 Tuesday No class (A special assignment will be given.) Thursday Discussion on the special assignment Review of email 1 On Interview assignment Comp Qs 2-1 Email 1 rewrite Week 5 Tuesday Unit 2 Vocab/phrase check Comp Qs 2-1 UE 2-1 Comp Qs 2-2 Thursday Comp Qs 2-2 UE 2-2 Vocab/phrase check Comp Qs 2-3 Week 6 Tuesday Comp Qs 2-3 How to interview Translation 2 (due Wed. 1:00 p.m.) Thursday Review of Translation 2 Preparation for Oral report 2
UE 2-3 Review of 敬語 Email 2 Week 7 Tuesday Oral report 2 Oral report 2 self-review Thursday Review of email 2 Sight reading Unit review Email 2 rewrite Week 8 Tuesday Unit Test 2 Intro to Unit 3 Comp Qs 3-1 Thursday Unit 3 (がんとテクノロジー) Vocab/phrase check Comp Qs 3-1 UE 3-1 Comp Qs 3-2 Week 9 Tuesday Comp Qs 3-2 UE 3-2 Vocab/phrase check Thursday No Class Week 10 Tuesday Comp Qs 3-3 UE 3-3 Grammar review Translation 3 (due Wed. 1:00 p.m.) Thursday Review of Translation 3 Sight Reading Unit Review Preparation for Oral report on Interview Week 11 Tuesday Oral report on Interview Comments and discussion Thursday Course review
First Grade Mentor Text for Reading Skills and Strategies Aligned with Journeys Scope and Sequence Reading Skills Skill Lessons in Journeys Title Author Main Idea 1, 16 Dirty Laundry Pile: Poems in Different Voices Paul Janecziko Main Idea 1, 16 Ugly Duckling Hans Christian Andersen Understanding Characters 2, 6, 25, 30 Once Upon a Cool Motorcycle Dude Point of view Kevin O’Malley Understanding Characters 2, 6, 25, 30 Diary of a Worm Point of view Doreen Cronin and Harry Bliss Understanding Characters 2, 6, 25, 30 Chrysanthemum Kevin Henkes Understanding Characters 2, 6, 25, 30 One Green Apple Eve Bunting Sequencing 3, 8, 12, 24 I Want My Hat Back Jon Klassen Sequencing 3, 8, 12, 24 Chicken Little Steven Kellogg
Sequencing 3, 8, 12, 24 Stella Louella’s Runaway Book Lisa Campbell Ernst Sequencing 3, 8, 12, 24 The Mitten Jan Brett Skill Lessons in Journeys Title Author Text and Graphic Features 4, 9, 27 Me on the Map Joan Sweeney Text and Graphic Features 4, 9, 27 Feathers for Lunch Labeling Lois Ehlert Text and Graphic Features 4, 9, 27 Rules and Laws Ann-Marie Kishel Story Structure 5, 10, 21, 28 Stellaluna Janell Cannon Story Structure 5, 10, 21, 28 Lilly’s Purple Plastic Purse Kevin Henkes Story Structure 5, 10, 21, 28 This is the Teacher Rhonda Green Story Structure 5, 10, 21, 28 The True Story of the Three Little Pigs Jon Scieszka Identifying 7 A Quiet Place Douglas Wood
Details Author’s Purpose 11, 18 I Wanna Iguana Persuasive-letter writing Karen Kaufman Orloff Author’s Purpose 11, 18 Martin’s Big Words Informational-MLK day Doreen Rappaport Cause and Effect 13, 20, 23, 29 The Tiny Seed Eric Carle Skill Lessons in Journeys Title Author Cause and Effect 13, 20, 23, 29 Why I Will Never, Ever, Ever, Have Enough Time to Read this Book Remy Charlip Cause and Effect 13, 20, 23, 29 Why Mosquitoes Buzz in People’s Ears Verna Aardema Cause and Effect 13, 20, 23, 29 The Napping House Audrey Wood Drawing Conclusion 14, 19, 22 Wemberley Worried Kevin Henkes Drawing Conclusions 14, 19, 22 Scaredy Squirrel Melanie Watt Drawing Conclusions 14, 19, 22 Wilfrid Gordon McDonald Partridge Mem Fox Compare and Contrast 15, 17, 23 City Mouse/Country Mouse Aesop
It is the output from the inverting oscillator amplifier. Relay drivers 7.3 introduction IC, ULN2003A description: Pins, No. of:16 Temperature, Operating Range:-20°C to +85°C Transistor Polarity:NPN Transistors, No. of:7 Case Style:DIP-16 Temp, Op. Min:-20°C Temp, Op. Max:85°C Base Number:2003 Channels, No. of:7 Current, Output Max:500mA Device Marking:ULN2003A IC Generic Number:2003 Input Type:TTL, CMOS 5V Logic Function Number:2003 Output Type: Open Collector Transistor Type: Power Darlington Voltage, Input Max:5V Voltage, Output Max:50V 7.3.1 PIN CONNECTIONS OF ULN2003:
programming and Applications”, Pen ram International. 2. D.Roychoudary and Sail Jain”L.I.C”, New Age International. 3. “Principles of Electronics” by V.K.MEHTA. 4. “Communication Systems” by Simon Hawkins.
Treasure Word: friend Bonus 2: Write a sentence using the word friend. ______________ ______________. Bonus 3: Write a sentence using the words friend and not. A friend is not ______ ______________.
Sight Word Sentences Read and review the sight word sentences to help build fluency. I see a yellow cat. We are all here. I am four. The frog is green. Kindergarten Exit Ticket Name_____________________________
Name: __________________________________Unit 3 Week 1 Treasure Word: rule A rule is something that tells you what you can or can’t do. Bonus 1: Complete the sentence using the word rule. A rule that I follow at home is ________________________. Name: ___________________________________Unit 3 Week 1 Treasure Word: rule
Poem and Poetry Response: The Bus SL.K.2, RF.K.2, L.K.6, L.K.5c Independent Writing: Personal Narrative W.K.3 Oral Vocabulary: listen volume chat exclaimed familiar L.K.5c, L.K.6, RLK.10 High-Frequency Words: RF.K.3c Wonders Unit 3 Week 3 high frequency word: and Supplemental high-frequency words: in, seven, brown Differentiated Readers: City Sounds– (approaching) Farm Sounds - (on level; ELL) A Noisy Night – (beyond) Assessment: Exit Ticket
SL.K.2, RF.K.2, L.K.6, L.K.5c Independent Writing: Opinion Sentence W.K.1 Oral Vocabulary: routine neighborhood local intelligent volunteer RLK.10 High-Frequency Words: RF.K.3c Wonders Unit 3 Week 3 high-frequency word: go Supplemental high-frequency words: down, eight, black Differentiated Readers: We Can Go– (approaching) Going By Cab - (on level; ELL) Cal’s Busy Week – (beyond) Assessment: Exit Ticket
Name 3 things that living things need to grow. 1._________________________ 2._________________________ 3. _________________________ Wonders Unit 5 Week 2 Essential Question: How do living things change as they grow? Weekly Concept: Trees Big Book: Grand Old Tree (informational text) From Seed to a Tree (informational text) RL.K.6, RL.K.10, RI.K.1, RI.K.3; Independent Writing: Opinion Sentence W.K.1 Poem and Poetry Response: My Oak Tree SL.K.2, RF.K.2, L.K.6, L.K.5c
Document of The World Bank Report No: 56286-IQ Restructuring PAPER ON A PROPOSED Project restructuring of THE Emergency School Construction and Rehabilitation Project (ESCRP TF GRANT 053545) APPROVED ON OCTOBER 8, 2004 TO THE ministry of education OF IRAQ September 10, 2010 ABBREVIATIONS AND ACCRONYMS MOE Ministry of Education IQD Iraqi Dinar SBD School Building Directorate DEO Education Directorate Office PMT Project Management Team
improved conditions of learning in rehabilitated schools 2. Number of students benefiting from improved conditions of learning in new school buildings 0 10/24/2004 12,480 06/07/2009 56,160 23,040 06/30/2012 3. Number of students benefiting from improved learning conditions in additions of blocks (including toilets) in 20 Baghdad schools. 0 07/20/2010 New indicator NA (this is a new indicator) 4,800 06/30/2012 Intermediate Outcome Indicators 1. Number of schools rehabilitated 0 10/24/2004 133 schools completed and contracts closed. 05/05/2009 140 schools rehabilitated 133 05/05/2009 2. Number of new schools completed 0 10/24/2004 31 schools completed, 17 schools under construction 06/07/2010 117 schools constructed 48 schools constructed 06/30/2012 3. Number of additions built (six-classroom blocks (including toilets) 0 07/20/2010 New indicator NA (this is a new indicator) 20 blocks (including 06/30/2012 ANNEX 2: IRAQ – EMERGENCY SCHOOL CONSTRUCTION AND REHABILITATION PROJECT (P087907) (TF#53545) Restructuring Paper 1. Proceeds for Iraq Emergency School Construction and Rehabilitation Project (TF#53545) (P087907) will be reallocated as follows:
is an academic community that expects the highest standards of honesty, integrity and personal responsibility. Members of this community are accountable for their actions and reporting the inappropriate action of others and are committed to creating an atmosphere of mutual respect and trust. Tentative Lecture Schedule Lecture Topic Chapters 1 2 Intro to Marine Science, History of Marine Science, Pre-Test Basic Ocean Features and Characteristics 1 1 3 4 Plate Tectonics Plate Tectonics 2 2 5 6 Properties of Fresh and Salt Water Chemistry of Seawater: Salts 4 5 7 8 Chemistry of Seawater: Gasses, nutrients, pH TEST 1 5 9 10 Global Heat Budget and Atmospheric Patterns Winds, Rotation, and Weather 6 6 11 12 Wind-driven Circulation: Surface Currents Density-driven Circulation: Deep Circulation and Structure 7 7 13 14 Density-driven Circulation: Deep Circulation and Structure Review/Catch Up 7 15 16 TEST 2 Waves 8 17 18 Waves / Tides Tides 8 (10), 9 9 (10) 19 20 Adaptations for Living in the Ocean Adaptations for Living in the Ocean 11 11 21 22 Primary Production and Trophic Dynamics TEST 3 12 23 24 Primary Production and Trophic Dynamics Plankton 12 12 25 26 Nekton and Pelagic Communities Benthos and Benthic Communities 13 14 27 28 Benthos and Benthic Communities Environmental Issues 14 15 Thanksgiving Break – No Class 29 Review/Catch Up Exam Week EXAM
(6) For the subscript number 1 and 2 of the above equations such as and , the value with subscript 1 can be the value of CIELAB color space for the normal direction to the display and the value with subscript 2 can be the value for other viewing angles. Report Analysis of the measurement result After calculating the CIELAB color difference of 18 reference colors for all defined viewing angles, the average and maximum ΔE00 for each viewing angle shall be used for evaluation of the viewing angle characteristic. Table 2 shows an example report of the measurement data. Example of 18 Reference Color Measurement Data for a Viewing Angle No. Color sample Viewing angle 0° Viewing angle (θH , φV) Color difference L* a* b* L* a* b* ΔE00 1 Dark skin 38.44 13.61 14.53 2 Light skin 65.95 17.91 17.87 3 Blue sky 50.06 -4.52 -22.25 4 Foliage 43.28 -13.21 21.94 5 Blue flower 55.31 8.82 -24.60 6 Bluish green 70.69 -33.03 -0.11 7 Orange 62.65 35.35 57.86 8 Purple blue 40.24 9.74 -44.35 9 Moderate red 51.60 47.80 16.90 10 Purple 30.50 21.07 -20.02 11 Yellow green 72.46 -23.30 57.00 12 Orange yellow 71.95 19.46 68.12 13 Blue 28.87 14.81 -50.15 14 Green 55.15 -37.80 31.64 15 Red 42.28 54.12 28.67 16 Yellow 82.27 4.02 79.99 17 Magenta 51.91 49.80 -13.82 18 Cyan 50.72 -28.11 -27.95 19 White 100 0 0 100 0 0 Excluded for ΔE00 Average color difference ΔE00 Maximum color difference ΔE00 The acquired viewing angle data can be presented in two-dimensional plots as shown in Figure 5. Table 3 shows the average color difference data for each viewing angle.