zilongwang/ReadingBank huggingface dataset:
Note: This application form must be submitted, with all required substantiating documentation, at least 21 days before awarding the contract for such equipment. 1. a) Name of Agency: b) Address of Agency: c) Agency Contact: Phone: Email address: Fax: d) Agency Address and Contact Person (if different from above) e) Reviewed by Purchasing Office (signature): f) Submitted by (signature): 2. a) Equipment Description b) Proposed Location of Equipment: c) Equipment Vendor Name, Address: Equipment Vendor FEID No. d) Financing vendor name, address: Name: Banc of America Public Capital Corp. Address: 555 California Street, 4th Floor San Francisco, CA 94104 Financing Vendor FEID No. 48-1173664 3. Attach written justification based on public purpose served by acquisition, need, size of purchase, and financial benefit to the State for deferred payment purchase. Attach documentation supporting recurring funds requirement in Sections 287.063(5) and 287.064 (11) (i.e. Budget Officer letter) 4. FLAIR Account from which payments will be made: - - - - - - - 5. Vendor Selection Method – State Term Contract # - Other Selection Method * * Attach bid tabulation sheet or other appropriate document. 6. Were funds specifically appropriated to purchase or replace existing equipment with this equipment? No Yes Appropriation line item number Appropriation amount for current FY $ 7. If acquisition is for Information Technology Resources that have a purchase price more than threshold amount for Cat. THREE in §287.017, F.S., attach Chief Information Officer or Delegee Approval if required by your agency or university.
Reference Date Received Source Subject Response Attachments 29/17 02.02.17 Public Spreadsheet of HR questions to be answered 30/17 02.02.17 Media Call outs where a paramedic did not attend 31/17 06.02.17 ITV Longest response time to Red 1 Mental/Physical Health Call in 2016 32/17 08.02.17 Public Response times for stroke patients 33/17 13.02.17 WDTK CFR AMPDS Codes and CFR response model 34/17 15.02.17 WDTK No of calls to people injecting themselves with alcohol 35/17 16.02.17 Public ICT documents 36/17 17.02.17 Public Green recycling policy 37/17 17.02.17 Public Facilities management 38/17 22.02.17 Public Fleet Information 39/17 22.02.17 WDTK Volunteer Drivers 40/17 22.02.17 WDTK Taxis used/costs for NEPTS transport 41/17 27.02.17 COUNCIL VEHICLES ATTENDING INCIDENTS NOT DEALT WITH UNDER FOI
It’s in Christian fellowship, in Christian community that we demonstrate our faith and love for Christ. It’s in this community that our Christian character is built and developed. III. Which brings us to the third aspect of what Christmas is, because it’s from fellowship with God through Jesus Christ and with one another that we experience true joy. Christmas is Joy. John says in 1 John 1:4, “We write this to make our joy complete.” Christmas means Joy—“Glad tidings of great joy!” In chapter 16 of his Gospel, John tells us that Jesus promised his followers joy; joy that would be unshakable because the full measure of Christ’s own joy will be reproduced in us. Joy is the result of our life in Christ and our fellowship with Him and with one another. Joy is a reward of right relationships. When we have this joy we do experience happiness, but this joy is not in response to our circumstances; it’s in response to our relationship in Christ. It’s what keeps us upright when we experience the negative, even cruel, circumstances the world can present. We find life in the one who is life—eternal life. Then fellowship and joy grow in us over the years through common practices and experiences, even though not every day is a mountaintop experience in our faith. Our lives will grow and be enriched by daily spiritual disciplines and practices—like daily obedience, reading, prayer, worship, serving our brothers and sisters and our neighbors in Christ’s name, and by depending on Jesus through times of suffering. Bit by bit our faith will grow, and the foundation of our lives will come closer to that deep river of joy. Is this your personal Christmas reality this morning? Have you received the gift of life? Are you experiencing the fellowship that can only be found in Christ? Have you found true and deep joy in knowing Him?
3 – – 2y = x2. (8) (b) Find the particular solution for which, at x = 0, y = 2 and = 3. (6) [FP1 January 2008 Qn 7] 14. (a) Find, in terms of k, the general solution of the differential equation + 4 + 3x = kt + 5, where k is a constant and t > 0. (7) For large values of t, this general solution may be approximated by a linear function. (b) Given that k = 6, find the equation of this linear function. (2) [FP1 June 2008 Qn 4] 15. (x2 + 1) = 2y2 + (1 – 2x). (I) (a) By differentiating equation (I) with respect to x, show that (x2 + 1) = (1 – 4x) + (4y – 2). (3) Given that y = 1 and = 1 at x = 0, (b) find the series solution for y, in ascending powers of x, up to and including the term in x3. (4) (c) Use your series to estimate the value of y at x = –0.5, giving your answer to two decimal places. (1) [FP3 June 2008 Qn 3]
Statutes, chapter 245G, and the commissioner is required to develop a payment methodology for services provided under this chapter, and seek federal approval for the rate methodology, and obtain legislative approval before implementing the program. Senate includes a definition for “qualified medical professional.” This definition makes for less awkward sentence structure through this article. Staff recommends adoption of Senate sections 2, 12. Sec. 2. (245F.02) Definitions. Senate cites specific parts to a licensing rule. House cites the general licensing chapter in administrative rules. Staff recommends adoption of Senate section 4. Sec. 4. (245F.04) Program licensure. One technical difference. Staff recommends adoption of House section 8. Sec. 8. (245F.08) Stabilization services. One minor difference. Senate added language requiring that patients receive a written copy of the facility’s grievance procedure. Sec. 10. (245F.10) Patient rights and grievance procedures. House has the correct cross reference to the subdivision in the licensing statute on managing patient property. House language requires facility staff to destroy forfeited property (drugs, paraphernalia, drug containers) or to give the forfeited property to law enforcement. Senate language requires facility staff to give property subject to forfeiture (drugs, paraphernalia, drug containers) to law enforcement, or if giving the property to law enforcement would violate federal regulations, then the property must be destroyed by facility staff. Sec. 11. (245F.11) Patient property management.
BREAKFAST MENU MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY 1 ASSORTED KELLOGG'S POPTART GO GURT APPLESAUCE CUP 4 BREAKFAST SANDWICH ON A CROISSANT MOTT’S JUICE 5 WARM BAGEL WITH BUTTER & SAUSAGE LINKS BAGGED APPLES SLICES 6 KELLOGG’S WARM APPLE FRUDEL STRING CHEESE FRUIT STRIP 7 FRENCH TOAST STICKS & SAUSAGE LINKS FRESH FRUIT 8 ASSORTED KELLOGG'S POPTART GO GURT APPLESAUCE CUP 11 BREAKFAST SANDWICH ON A BAGEL APPLESAUCE CUP 12 COLBY CHEESE OMELETTE HASH BROWN POTATO ORANGE JUICE 13 WARM APPLE GLAZED BITES GO GURT FRUIT STRIP 14 WARM HONEY WHEAT CRUELLER MOTT’S JUICE STRING CHEESE 15 ASSORTED KELLOGG'S POPTART GO GURT APPLESAUCE CUP 18 BREAKFAST SANDWICH ON A CROISSANT MOTT’S JUICE 19 WARM BAGEL WITH BUTTER & SAUSAGE LINKS BAGGED APPLES SLICES 20 KELLOGG’S WARM APPLE FRUDEL STRING CHEESE FRUIT STRIP 21 FRENCH TOAST STICKS & SAUSAGE LINKS FRESH FRUIT 22 ASSORTED KELLOGG'S POPTART GO GURT APPLESAUCE CUP SCHOOLS CLOSED MONDAY, DECEMBER 25, 2017, THROUGH MONDAY, JANUARY 1, 2018, FOR WINTER BREAK SCHOOLS REOPEN TUESDAY, JANUARY 2, 2018 TUESDAY, DECEMBER 5, 2017, HALF DAY FOR STUDENTS/STAFF PROFESSIONAL DAY PM STUDENT BREAKFAST: ELEMENTARY - $1.75 SECONDARY - $2.00 ADULT BREAKFAST: ELEMENTARY - $2.50 SECONDARY - $3.00 A variety of milk is offered daily A full Breakfast consists of an entrée, milk, and juice or fruit Assorted cereal is available as an entrée daily MENUS ARE SUBJECT TO CHANGE WWW.SCHOOLCAFE.COM
442 West 49th St, NYC, NY 10019 Tel: 212-244-8878 Fax: 212-563-4761 Engineered Product Lines Valves Circor Energy Line of Products Pressure & temperature regulators Two & three-way control valves Noise Suppression Spence & Nicholson ** Pressure regulators, control valves & steam traps Two & Three-way control valves Bray Engineering ** High performance ‘Butterfly’ Resilient-seated ‘Butterfly’ ‘Tri-lok’ triple offset w/ zero leakage Pumps End suction Vertical In-line & sump Non clogging Vertical turbine Multi-stage Split case Electric submersible sump & sewage pumps Centrifugal pumps World leader in fire pump systems & prepackaged systems Boilers Electric Steam Generators Wide range from 9 – 5,000 pounds/hour No need for stack/flue High efficiency, gas fired, condensing Copper finned tube Extensive presence in the commercial laundry sector Controls Oil Smart® for elevator sump pumps Innotech Controls Building automation and energy management systems Baelz ** Point of use Intelligent control & efficient design Engineered Product Lines Cogen/Solar PRV bypass Uses utility steam (below 250 psig) Generates electrical power from 50 -250 kw for building use Elite Energy Systems Unique, smart combined heat & power solutions Evacuated tube collectors provide for year-round solar water heating ** Packaged Co-gen & CHP solutions Back-up generators Third party financing & Power Purchase Agreements (PPA) available
IV. TO BE COMPLETED BY THE DEPARTMENT CHAIRPERSON: Briefly describe how the applicant’s stated purpose for the fellowship leave is consistent with the mission of the department: How does the department intend to cover the applicant’s courses and related responsibilities at the college during the period of the proposed leave? Decision of the departmental committee: Approved Not Approved Name of Department Chairperson: Academic Title: Signature: Date: V. COLLEGE FACULTY PERSONNEL COMMITTEE ACTION Approved Not Approved Name of P&B Committee Chairperson: Academic Title/Department of Division: Signature: Date: VI. COLLEGE PRESIDENT’S RECOMMENDATION Recommended Not Recommended President’s Signature: Date: Or Signature of President’s Designee: Date: VII. BOARD OF TRUSTEES’ ACTION Chancellor’s Report Date:
What is the vertical component of its velocity just prior to impact? What is the magnitude of its velocity just prior to impact? What is the direction of its velocity just prior to impact? A cannon is fired horizontally from a cliff 112m high with a speed of 25 m/s. How much later does the cannon ball hit the ground? How far from the cliff will it land? What is the velocity of the cannon ball just before it hits the ground? A ball is thrown horizontally from the roof of a building 12 m tall with a speed of 3.1 m/s. How much later does the ball hit the ground? How far from the building will it land? What is the velocity of the ball just before it hits the ground? A gazelle leaps from a cliff 2.5 m high with a speed of 5.6 m/s. How much later does the gazelle hit the ground? How far from the cliff will it land? What is the velocity of the gazelle just before it hits the ground? A projectile is fired with an initial speed of 40 m/s at an angle of 23 degrees above the horizontal. Determine the total time in the air. Determine the maximum height reached by the projectile. Determine the maximum horizontal distance covered by the projectile. Determine the velocity of the projectile 2s after firing. A hose held near the ground shoots water at a speed of 3.5 m/s at an angle of 72 degrees above the horizontal. Determine the total time of the water in the air. Determine the maximum height reached by the water. Determine the maximum horizontal distance covered by the water. You are riding your bike at 10 m/s when you see your friend 20 m in front of you. You apply the brakes and slow down with a rate of 2.5 m/s2. Write and equation that can describe your position at a function of time. Write and equation that can describe your velocity as a function of time. On the graphs below sketch the velocity vs. time and position vs. time graphs. How long will it take you to come to a complete stop? Justify your answer. Will you come to a stop before you get to your friend, exactly where your friend is standing, or after you pass your friend? Justify your answer. Answers Multiple Choice
C D B B C D B B C B B D B D C C D C B B D D B D C B D B C D B B C D C D D B D B B & D B & D B & C B & D A & C Free Response a. 333 m b. 40 m/s c. twice the speed d. e. f. g. a. 8 to 10 s b. 10 to 14 s c. 8 m d. 28 m e. 2.8 m/s f. 1 m/s2, 0, -2 m/s2, 0, -1 m/s2, 0 g. a. 30N at 0o b. 10N at 180o c. 30N at 180o d. 22.4N at 63o e. 22.4 at 26.6o a. 8.0 N and 6.0 N b. 18.1 N and 8.5 N c. 26.1 N d. 12.7 N e. 29 N f. 25.9 o a. 50 N at 0o b. 30 N at 0o c. 50 N at 180o d. 41.2 N at 14o e. 41.2 N at 76o a. 12.7 N and 27.2 N b. 43.5 N and 11.6 N c. 56.2 N d. 38.8 N e. 68.3 N f. 34.6o a. b. c. 500 N d. 53.1o a. b. 50.9 mi and 56.5 mi c. -27.9 mi and 41.5 mi d. 0 mi and -47 mi e. 55.9 mi f. 65.7o North of East
2DO3: DNA Fall 2018 Instructor: Dr. Ana Duggan Email: duggana@mcmaster.ca Lecture: Tu/Th/Fr 11:30-12:20 JHE 210 Office: CNH 530 Office Hours: Friday 1:00-2:00 or by appointment
oneM2M (2017). Standards for M2M and the Internet of Things. [Online resource]. Last accessed 16/05/2017. Orla O’Halloran, Caroline Traynor, and David O’Keeffe (2016). Dublin vs. Helsinki – A “Mobility as a Service” comparison. 23rd ITS World Congress, Melbourne, Australia, 10–14 October 2016 Stephan Shakespeare (2013). Shakespeare Review: An Independent Review of Public Sector Information. Downloaded from UK Transport Systems Catapult (July 2016). Mobility as a Service: Exploring the opportunity for Mobility as a Service in the UK. WhereIsMyTransport open transport data platform. [Online resource]. Last accessed 16/05/2017 . World Health Organization (2011). Health co-benefits of climate change mitigation - Transport sector. Downloaded from: /10665/70913/1 / 9789241502917_eng.pdf?ua=1 World Health Organization (2015). “Global status report on road safety 2015”. Downloaded from: http://www.who.int/violence_injury_prevention/road_safety_status/2015/en/
Table 1: Potential scope and Implications of changing the HR structure Potential scope of change Option 1: Do nothing Option 2: Quick wins Option 3: Medium impact Option 4: Best practice Personnel is behind the times – focus only on paper and procedures means MDAs are not delivering Current Finance and Administration Departments subject to ad hoc change as planning and procurement are made more professional. Finance now moved elsewhere Reorganise existing Finance and Administration Departments by establishing modern professional HRM and Administration Units (consider renaming as HR and Administration Dept?) Creation of new professional HRM duty posts which may reinforce service delivery Reorganise existing Finance and Administration Departments to focus only on professional HRM (consider renaming HR Department?) Reassign non-personnel duties to relevant specialist departments/units e.g. housing, transport, office maintenance, facilities Establish professional HRM departments Better service for citizens Potential introduction of new HR cadre which more accurately describes professional HRM work taking place in these departments Positive Negative Positive Negative Positive Negative Positive Negative Avoids resistance to change Allows poor practices to flourish and assume legitimacy Civil service service delivery agenda handicapped State government unable to compete on a more competitive global stage Focus on paper not on people means conflict, behaviour and poor attitude problems not addressed Talent and capability Modernisation of HR in state government HR officers better trained Recognition that people matter to government as much as planning and procurement Personnel officers given the opportunity to broaden and deepen their skills set and build capacity Resistance from those who dislike modernisation Cost of HR Induction and training curriculum to equip officers for new roles Successful implementation requires support from sensitised senior management New, formalised professional career path Separation of conflated specialist and generalist duties HR training to recognised standards Some officers may not wish to commit to a specialist career path Risk that opposing forces will block changes State government a beacon for other states in National Civil Service transformation Civil service enabled to support the vision for the state MDAs fit for purpose Professional HR staff working with top management to provide staff with right skills and experience in the right jobs at the right time Risk that undue interference and vested interest in poor ‘people’ practices will be stronger than the drive for modern HRM used
Intervention Weaknesses of PAI #1 Based on the data collected, reflect on the gaps that exist in the effectiveness of the intervention selected to address PAI1 Intervention Weaknesses of PAI #2 Based on the data collected, reflect on the gaps that exist in the effectiveness of the intervention selected to address PAI2 Intervention Weaknesses of PAI #3 Based on the data collected, reflect on the gaps that exist in the effectiveness of the intervention selected to address PAI3 Update to Intervention Selection of PAI #1 Based on your reflection, what (if anything) will you change moving forward to ensure progress towards your S.M.A.R.T. goal? Update to Intervention Selection of PAI #2 Based on your reflection, what (if anything) will you change moving forward to ensure progress towards your S.M.A.R.T. goal? Update to Intervention Selection of PAI #3 Based on your reflection, what (if anything) will you change moving forward to ensure progress towards your S.M.A.R.T. goal? II. Site-Visit Observations Classroom Observations Faculty/Student Group Interview Responses PAI Intervention III. Recommended Action Steps Monitoring Visit: First, Second, etc. Date: Click here to enter a date. Target Progress Updates to Intervention Selection PAI1 Action Step. Action Step. Action Step. PAI2 Action Step. Action Step. Action Step. PAI3 Action Step.
Engineering Council of South Africa (25/02/2013) RD5 Re-Registration as a Professional Certificated Engineer CONTINUING PROFESSIONAL DEVELOPMENT Name: Discipline: Itemise courses, workshops, conferences, symposia or congresses attended. List these under the separate headings of engineering, management and computer courses. Name or subject of item Course Provider Dates attended Duration in hours For use of Assessor __________________________________ ______________________ Signature of Applicant Date
(SA Chapter) 36 IQSA Institute of Quarrying Southern Africa VA C0014 11 August 2011 37 ITC Institute for Timber Construction VA C0015 11 August 2011 38 SAFA South African Flameproof Association VA C0016 26 August 2010 39 SAFCEC South African Federation of Civil Engineering Contractors VA C0017 11 August 2011 40 SAFPA South African Fluid Power Association VA C0039 26 November 2008 41 SAISC South African Institute of Steel Construction VA C0018 11 August 2011 42 SAIW VA C0034 30 November 2007 43 SARF South African Road Federation VA C0042 26 August 2010 44 SASTT Southern African Society for Trenchless Technology VA C0041 26 August 2010 Please note: Proof of membership must be submitted. Addendum B Engineering Council of South Africa 1/4/2015 Application and Annual Fees 1 April 2015 to 31 March 2016 (Vat included) Application Fees (VAT included) - see Note 1 re pro rata annual fees 1. Candidate Categories - See Note 3: Within one calendar year from the date of obtaining a qualification recognised for purposes of registration Later than one calendar year after the date of obtaining a qualification recognised for purposes of registration 580.00 1450.00 2. Foreign Qualification Assessment - See note 3: All applicants with foreign educational qualifications are required to have their qualifications assessed before applying for registration 1450.00
Grade 9 Essential Skills Practice 1. Simplify each of the following: a) -2(5x – 1) + 3(2x – 3) b) 3x(2x – 5) + x(-4x + 1) c) 4(x – 3) – 3(8x – 1) d) 5 – 3(x – 6) + 2(x – 5) 2. Isolate y in each of the following: a) 4y + 12 = 8x b) 3x – 5y = 15 c) 2y – x = 10 3. Isolate x in each of the following: d) 3x – y = 9 e) 2y – 4x = -16 f) 3x + 12y – 15 = 0 4. Solve for x in each of the following: a) 5x – 6 = 2x + 12 b) -2x + 3 = 4x + 9 c) 3x + 1 = 11 – 2x d) 5x + 8 + 2x = 57 e) 9x – 4 = 18 – 7x + 5x
Rhombus Words you cannot say: Sides Corners Quadrilateral Reminders Angles? Special kinds of? Rotational symmetry? Symmetry? Equilateral Triangle Words you cannot say: Sides Corners Three Reminders Angles? Can it fit into other shapes? Rotational symmetry? Symmetry? Scalene Triangle Words you cannot say: Sides Corners Three Reminders Angles? Kinds of angles? Can it fit into other shapes at all? Rotational symmetry? Symmetry? Isosceles Triangle Words you cannot say: Sides Corners Three Reminders Angles? Kinds of angles? Can it fit into other shapes at all? Rotational symmetry? Symmetry? Octagon Words you cannot say: Sides Corners Eight Anything with Oct at the start e.g. octopus Reminders Angles? Kinds of angles? Can other shapes fit into it? Rotational symmetry? Symmetry? Pentagon Word you cannot say: Sides Corners Five Reminders Angles? Kinds of angles? Can other shapes fit into it? Rotational symmetry? Symmetry?
LT McCADDEN LCDR GOOD LT McCULLOUGH LCDR GOSNELL LT MILLER LCDR HETHERINGTON LT MILLS LCDR HEYWORTH IV LT OQUINN LCDR HOFFMEISTER LT ORR LCDR JONES LT PULIDO LCDR KRIEGER LT PULVER LCDR LITCHFORD Surface Warfare Senior Enlisted QMC ALLEN OSCS KALMBACH EMC AREVALO CMDCM KIRBY ETNC ARGO GMC LARUE ABHC BLAND OSCS MAUDSLEY ATC CAMPOSANO HMCS MCCRAY ABHC CASTANON HMC MCGEE ETC COOLEY CTTCS PARTRIDGE EMNC GARABIS CTRCS PLUMMER CSC ELDRIDGE QMC REDDICK YNCS GREEN AECS REYNOLDS OSC HARLEY AFCM VASQUEZ AEC HUFF GMCS WAGNER FCCS JEFFERSON AMCS WASHA Naval Aviators PILOTS NFOs LT ALLEN LT RUBY CDR DONAHUE LT BLAIS, M. LT BLAIS, J. LT RYKACZWESKI CDR DOWNEY LT BOWMAN II LT BORNEMEIER LT SANCHEZ CDR GOURDINE LT HILL LT CHURCH LT SMITH CDR KADAR LT COLLINS LT CRAWFORD II LT STEINER CDR KENNEDY LT RIVERA LT DEVINE LT YEAGER CDR KING LT ROSA LT DIFRANCO LT ZACCARIA CDR KINTZLEY LT SHAW LT GRIDER LCDR BARKLEY CDR LAZZARO LCDR CLEARY LT HALL LCDR BERTHELOTTE CDR MONTAGNET CDR BELSON LT HOGAN LCDR BURICH CDR MOULIS CDR DITTMAR
number Answer Notes Marks (a) sun/ light makes vitamin D; 1 (b) children still growing (bones) I developing(bones) / eq; allow converse - adult bones fully developed ignore ref to cod liver oil / time spent indoors 1 (c) fat / lipid; carb ohydrate; protein; fibre I roughage; water; minerals / salts / ions; only accept generic names, so iron = O, glucose = O if list ignore non gene ric names Max 3 (d) 1 , idea of high in sugar / fat / carbohydrate I energy I calories 2. not used / not burnt / not needed I eq; marks are for idea of energy balance and not 2 {e) 1 , obesity / overweight / joint damage; diabetes; heart disease I heart attack / angina I cardiac arrest / eq; blocks/ narro ws/ build up arteries ignore vein / capillary Max 2 I blocks blood vessels / high blood pressure; 5. stroke; {f) 1 , weigh crisp / mass of crisp; burn crisp / eq; burnt completely I eq; heat water / hold ! burning crisp) under tube / hold burning crisp) under water / calorimeter / eq; volumeof water / mass of water; measure temperature before and after I temperature rise I temperature increase I change in temperature / eq; allow marks if clear in formula allow heat water if implicit Max 4 Tota l 13 marks
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Name:_________________________________________ Period:__________________ Date:______________ Protein Synthesis Makes Sense! Question: What are the steps in the process of protein synthesis? Hypothesis: Materials and Methods: Summarize in your own words, the introduction to this lab: Data: see next page
Wednesday Thursday Friday Saturday Sunday Rates: (For informational and statistical purposes only.) Age Group: Age Range Hourly Rate: Daily Rate: Weekly Rate: Monthly Rate P/T F/T P/T F/T P/T F/T P/T F/T Infant 1 0-36 weeks Infant 2 37 – 52 weeks Toddler 1 1-2 years Toddler 2 2-3 years Preschool 1 3-4 years Preschool 2 4-5 years School Age 1 5-6 years School Age 2 6-15 years Additional Fees: Application Fee Deposit Required Field Trip Fee Late Payment Fee Late Pickup Fee Registration Fee Population Information: Age Group (Age Range) Desired Capacity Licensed Capacity Full Time Vacancies Part Time Vacancies Infant 1 Age Group (0-36 weeks) Infant 2 Age Group (37-52 weeks) Toddler 1 Age Group (1-2 Years) Toddler 2 Age Group (2-3 Years) Preschool 1 Age Group (3-4 Years) Preschool 2 Age Group (4-5 Years) School Age 1 Group (5-6 Years, Kindergarten) School Age 2 Group (6-15 Years, School Age) Part III- Provider Attributes Environment: (Check all that apply.) Fenced in Yard Waterfront Wheelchair Accessible Mixed Age (0-3) Indoor Pets Lead Safe
2.2 Winter Plan To receive an overview of the approach to, and progress with the Trust’s Winter Plan. Paper R Lee/ H Evans 30 Mins 2.3 111 Update/Collaborative Agreement To note progress of the 111 Pathfinder launch and to approve the WAST/ABMU Health Board Collaborative Agreement. Paper H Evans 15 Mins
Average Wage per Hour $9.25 $9.15 NA PROVIDER DEF Number of People Served: 50 Percentage of People in Integrated Employment: 30% Employment Programs at a glance Integrated Employment Individual Supported Employment (IE) Group Supported Employment (SGE) Discovery Number of Individuals Served: 15 0 15 Average Hours per Month 72 (16) 0 10 Average Wage per Hour $9.25 $0 NA
Use the electromagnetic spectrum provided Use the electromagnetic spectrum provided How does the wavelength of a radio wave compare to the wavelength of a visible light wave? The radio wavelength is longer The visible light wavelength is longer They have the same wavelength Cannot be determined ©KeslerScience.com, 2015 What is one common product that uses microwaves? AM radio Fluorescent lights X-ray machine Radar ©KeslerScience.com, 2015 Use the electromagnetic spectrum provided How does the frequency of gamma rays compare to the frequency of microwaves? Gamma waves have a lower frequency Gamma waves have a higher frequency They have the same frequency Cannot be determined ©KeslerScience.com, 2015 Why do scientists use the electromagnetic spectrum to study the composition of stars and the universe? We cannot travel to stars The full EM spectrum provides much more information than just visible light from a telescope The EM spectrum allows scientists to compare wavelengths with other known
Genetics Illustrate It! Name Assess It! #1 #3 #2 #4 Read It! #1 #3 #2 #4 Research It! Task Card #2: 1. 2. 3. Task Card #2: 4. Task Card #3: 2. 3. 4. Organize It!
Explain in your own words what Circulatory System is. What role does oxygen and carbon dioxide play in the circulatory system? ©KeslerScience.com © KeslerScience.com Describe the main organs and components of the circulatory system. © KeslerScience.com
Which is not a part of the circulatory system? Heart Veins Which describes the purpose of the circulatory system? To supply oxygen and nutrients to the body via blood vessels To remove digestive waste Brain To all of the movement within the body To remove liquid waste as urine ©KeslerScience.com travel away from the heart and carry oxygen-rich blood to the body. Arteries Veins Bones Nerves ©KeslerScience.com The circulatory system works directly with the system to
Circulatory System Illustrate It! Name Assess It! Read It! #1 #3 #2 #4 #1 #3 #2 #4 Research It! Task Card #1 1. Organize It! Task Card #2 1. 2. 3.
What is the function of the digestive system? Removal of liquid waste Maintain body temperature and Which is not a chemical process in the digestive system? A. Bile interacting with digested food in the small intestine hormone levels C. Delivers food to D. your brain to minerals and Acids reacting with food particles in the stomach Changes food in nutrients that are absorbed into bloodstream Saliva breaking down food particles Chewing of food ©KeslerScience.com ©KeslerScience.com The stomach helps to digest food with processes. What is the function of the large intestine? Chemical Physical Chemical and physical Add bile to the food to help break it down. Remove nutrients from the food with chemical processes Absorb remaining material into the body
Illustrate It! Station Directions Each member of the group will draw a quick sketch on the lab sheet that shows they understand the concept being taught. Use the colored pencils and markers that are provided. The directions for the sketch are provided on the task card at the table. ©KeslerScience.com
Glands secrete saliva which help to chemically break down food. Stores concentrated bile to release into the small intestine Food is pushed through this muscular tube on the way to the stomach Nutrients are absorbed into the bloodstream. Leftover waste continues through the digestive system Sac-like organ with strong muscular walls. It grinds and mixes the food into a liquid using muscles and enzymes Highly specialized organ that is responsible for processing waste so that defecation (excretion of waste) is easy and convenient. Remaining water is removed from waste Produces bile which helps to carry away waste and breakdown fats in the small intestine Receives stool from the colon. Lets the person know stool needs to be evacuated. Holds stool until evacuation happens
Kesler Science Station Lab – Energy Pyramids – Teacher Directions Explore It! – I will spend much of my time at this station making sure students are understanding the concepts. You will need water, a 1000ml beaker, a 100 ml graduated cylinder, a 10ml graduated cylinder and a small petri dish. Use whatever glassware you have if you don’t have the exact amounts listed. You may want a pipette for the last step. Illustrate It! – Make sure to include colored pencils or crayons at this station. Read It! – Print several different copies (I use 6) of the reading passage so that multiple students can read at different paces Watch It! – The video is on YouTube and my Google drive. Use YouTube unless your school is blocked. The original link is https:// oVavgmveyY Note that URL’s is case-sensitive. Organize It! – All of the cards are included for this station. Students should be encouraged to do the Research and Explore station before attempting this one. I like to label the backs with set numbers because they will get mixed up. Place this one next to the Explore It! Station. Write It! – Students should be encouraged to do the Research and Explore station before attempting this one. Research It! – The goo.gl link on the task card is case-sensitive. The original link is ose/314/deploy/interface.html Assess It! – Students should be encouraged to do the Research and Explore station before attempting this one. If I grade anything I usually take a
Describe the transfer of energy as it moves up the energy pyramid. How does removing several secondary consumers impact the entire ecosystem? ©KeslerScience.com © KeslerScience.com A population of large predator fish has recently grown out of control. How will this impact the ecosystem?
YouTube: https://goo.gl/ZykKG5 G Drive: https://goo.gl/vwXTNx URL is case-sensitive Click Play on the video. Answer questions from cards #2-4 on your lab sheet. YouTube What is another word for producers? What is another word for consumers? Which level of the energy pyramid has the most energy? Which level has the least? What is the role of decomposers in the ecosystem? Where would they be at on an energy pyramid?
Go to Click START. Answer the questions on your lab sheet about energy pyramids. ©KeslerScience.com Describe the organization of the energy pyramid. What would happen in an ecosystem if the consumers population was the same as the producers population? Describe how tertiary (top-level) consumers keep the ecosystem in balance. Describe how the ecosystem would change if the producers were removed from the ecosystem.
Energy Pyramids Illustrate It! Name Assess It! #1 #3 #2 #4 Read It! #1 #3 #2 #4 Research It! Task Card #2 1. 2. Task Card #3 1. 2. Organize It!
How do scientists know how hot the core is? Thermometers Seismic waves Oil wells Measure the electromagnetic spectrum ©KeslerScience.com, 2015 What would be the best title for this passage? How Scientists Explore the Inside of Earth Details about Each of the Earth’s Layers Tectonic Plate Mania The Rock Cycle ©KeslerScience.com, 2015 Saturn Pluto The Earth’s core is about the size of . Crust Mantle The deepest wells and holes can make it to which layer? The United States New York City Inner Core Outer Core
Go to Click through each of the layers and listen to the information about each layer. Answer the questions on the following cards. ©KeslerScience.com, 2015 What is the average thickness of the Earth’s crust? What causes the lithosphere to move? ©KeslerScience.com, 2015 Which layer of the Earth contains convection currents? Compare the density of the outer core to the density of the crust, mantle and inner core.
Match the Earth’s layers with the correct descriptions. Have the teacher check your cards to ensure it is correct. They will sign your lab sheet in the Organize It area. ©KeslerScience.com, 2015 ©KeslerScience.com, 2015
Which is not a part of the muscular system? Heart muscle Biceps Deltoid Liver Which of these activities is not related to the muscular system? The secretion of hormones from glands The mechanical grinding of the stomach as it digests food Running up a hill Lifting a heaving box up onto the table ©KeslerScience.com ©KeslerScience.com Cardio and Smooth muscle types are involuntary. Skeletal muscle types are . Mandatory Voluntary Volunteerism Necessary ©KeslerScience.com The muscular system works directly with the system to allow the body to move.
Use diagram #1 for the following questions. What body system is represented in the diagram? What is the main purpose of that body system? How many muscles do you think there are in the human body? Think of 5 different muscles in your body and list them on your lab sheet. You don’t have to use the scientific name. Muscles can be classified as voluntary, meaning you choose to move them, or involuntary, meaning they move on their own. The function of the muscular system is to allow for movement within the body. Without muscles our body could not move. There are approximately 640 muscles in the human body, and they work directly with the skeletal system to allow movement to happen. ©KeslerScience.com On your lab sheet classify the muscles as either voluntary or involuntary. ©KeslerScience.com
Muscles are broken into 3 different types. Cardiac – this is an involuntary muscle that controls your heartbeat Smooth (visceral) – these involuntary muscles are found in your organs and perform unique functions like grinding or churning or moving Skeletal – these are voluntary muscles that you physically have control over. ©KeslerScience.com Use diagram #2 to help answer the following question. 1. Categorize the muscles as either voluntary or involuntary. Then categorize it as cardiac, smooth, or skeletal. You should have two terms for each muscle. ©KeslerScience.com
Diagram #2 Pectoralis M·a or Sternocleidomastoid Trapezius Trapezius Thoraco-lumbar Fascia Flexer Carpi Radialis Brachioradialis Flexer Digitorum Superficialis Rectus Abdominus ::-'1r- - - - Teres Major Trice s Latissimus Dorsi Extensor Carpi Radialis Extensor Extensor Digiti Minimi Vastus Lateralis Vastus Medialis Peroneus Longus
Pectoralis M·a or Sternocleidomastoid Trapezius Trapezius Thoraco-lumbar Fascia Flexer Carpi Radialis Brachioradialis Flexer Digitorum Superficialis Rectus Abdominus Rhomboid r- - - - Teres Major s Latissimus Dorsi Extensor Carpi Radialis Extensor Digitorum Extensor Digiti Minimi Vastus Lateralis Vastus Medialis Peroneus Longus s Femoris Gastrocnemius Tibialis Anterior Extensor Digitorum Brevis Extensor Hallucis Brevis
Which is not true about all of these elements? They are all in the same group They all have the same number of valence electrons They all have the same number of protons They all share similar properties Which element has 2 valence electrons and is in period 4? Sodium Carbon Beryllium Calcium ©KeslerScience.com ©KeslerScience.com Which two elements share similar properties? Oxygen and Sulfur Oxygen and Nitrogen Oxygen and Helium Oxygen and Chlorine Which element is the most reactive? Silicon Oxygen Lithium Aluminum
Which number determines how the periodic table is arranged? Atomic number Atomic Mass Number of Neutrons Number of ions All of the elements in the same period have the same . Valence electrons Energy shells or orbitals Atomic mass Atomic number ©KeslerScience.com ©KeslerScience.com All of the elements in the same group have the same . Valence electrons Energy shells or orbitals Atomic mass Atomic number What are valence electrons? Electrons with a positive charge. The same as the number of protons. Electrons in the outermost energy level. The total number of electrons. ©KeslerScience.com ©KeslerScience.com
Periodic Table Illustrate It! Name Assess It! #1 #3 #2 #4 Read It! #1 #3 #2 #4 Research It! Task Card #2: 1. 2. 3. 4. Task Card #3: 1. 2. 3. Organize It!
Which is not a part of the respiratory system? How does the diaphragm aide in breathing? Alveoli Lungs Trachea Esophagus When the diaphragm contracts, the lungs expand and allow oxygen to enter When the diaphragm relaxes, the lungs expand and allow oxygen to enter The diaphragm does not work with the respiratory system ©KeslerScience.com ©KeslerScience.com How do plants benefit from human respiration? Plants need oxygen to survive Plants need water to survive Plants need carbon dioxide to survive Plants need nitrogen to survive ©KeslerScience.com The Respiratory System works directly with the system to exchange oxygen and carbon dioxide in the lungs. Muscular
What does the word ‘acute’ mean from the second paragraph? Extended Small and cuddly Very large Why do smokers have a more difficult time getting rid of bronchitis? Their lungs shrink over time They cough more than other people Smoking damages the cilia in the Short amount of time respiratory system D. Smokers are only a lung ble to access one ©KeslerScience.com ©KeslerScience.com What are some symptoms of acute bronchitis? Stomachache and vomiting High fever and stomach pain Coughing up phlegm and difficulty breathing Fever and chills Which is the most common respiratory issue? Chronic bronchitis Acute bronchitis COPD
Lungs The main organ in the respiratory system. Gases are exchanged. Alveoli Tiny sacs that allow oxygen and carbon dioxide to be exchanged in the lungs Bronchus Small tubes that branch off from the trachea Trachea 5” tube that allows air to flow clearly to and from the lungs Nasal Cavity Oxygen can enter the human body through this passage Diaphragm Contracts to allow the lungs to expand and let air into them
Which list represents the components of the human skeleton? Bones, tendons, ligaments, muscles Tendons, teeth ligaments, cartilage Bones, tendons, teeth, ligaments Bones, tendons, ligaments, cartilage ©KeslerScience.com What is the main difference between the male and female skeleton? The male has more bones The female has a larger, flatter pelvis bone Male bones are always larger Female bones have more marrow ©KeslerScience.com A typical bone is made up of which of these 3 parts? Dense outer layer, spongy bone, marrow Soft outer layer, spongy bone, marrow Marrow, dense inner layer, dense outer layer Dense outer layer, spongy bone, muscle tissue There are two main parts to of the human skeleton. They are the and skeletons. Axial, appendix Appendicular, axial Axial, skeletal
YouTube: G Drive: URL is case-sensitive Click Play on the video. Answer questions from cards #2-4 on your lab sheet. YouTube What are the two types of completed skeletons called? What are some pros and cons of each? What are the 5 main functions of the skeletal system? What two systems work in conjunction to allow for movement? How do they work together?
1. What do you think is the main function of the human skeleton? ©KeslerScience.com There are 5 main functions for the human skeleton. Support and protect Movement Storage Blood Homeostasis In your own words, explain how you think each of these relate to the skeletal system ©KeslerScience.com Support and protect – the skeleton allows the body to be supported and protects our internal organs from damage. Movement – the skeleton works with the muscular system to allow for movement. Storage – the interior of the bone can store calcium, phosphorus, and fatty acids Blood – Inside the marrow of the bone stem cells can be turned into red blood cells as well as many other types of cells. Homeostasis – bones are able to absorb or release calcium into the blood to maintain a stable environment in the body. ©KeslerScience.com
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Skeletal System Explore It! Task Card #1 2. Student answers will vary Task Card #2 Support and protect – Movement – Blood – Storage Homeostasis Name Task Card #5 1. 2. 3. 4. 5. 6. 7. Write It! Task Card #1: Task Card #2: Task Card #3:
Guangyang Secondary School 8 Bishan Street 12 Singapore 579807 Tel: 62589781/5 Fax: 63543108 Email: gyss@moe.edu.sg Semester Plan for Sec 2 Express Mathematics 2018 Please be informed of the following semester plan for matters pertaining to mathematics in semester 1. Curriculum Plan Tentative Week Topics to cover Term 1 Week 2 – 3 Chapter 1 – Proportion Term 1 Week 4 – 5 Chapter 10 – Data Analysis [Volume B text book] Term 1 Week 6 – 7 Chapter 2 – Expansion and Factorisation of Algebraic Expressions Term 1 Week 8 – 9 Chapter 3 – Simple Algebraic Fractions Term 1 Week 10 WEALTH WEEK 11th to 19th March MARCH HOLIDAYS Term 2 Week 1 – 3 Chapter 4 – Quadratic Functions and Equations Term 2 Week 4 – 5 Chapter 5 – Linear Equations in Two variables Term 2 Week 6 Revision Term 2 Week 7 – 8 Mid-year Examination Term 2 Week 9 – 10 Going through MYE Chapter 7– Pythagoras’ Theorem Problems in Real World Context Last day of school: 26th May 2018 27th May to 25th June JUNE HOLIDAYS Assessment Plan CA1: 15% (80% common test & 20% class tests) SA1: 25% (Mid-Year examination) CA2: 15% (80% common test & 20% class tests) SA2: 45% (End-of-Year examination) Assessment Components Tentative Date Topics Covered Term 1 Post Holiday Test Term 1 Week 2 Sec 1 topics Term 1 Common Test 2 Term 1 Week 4 Chapter 1 Term 1 Common Test 3 Term 1 Week 7 Chapter 1, 2 & 10 Sec 1 – Mensuration Problems in Real World Context Term 2 Common Test 1 (Post Holiday Test) Term 2 Week 1 Chapter 1, 2 & 3 Term 2 Common Test 2 Term 2 Week 4 Chapter 2, 3 and 4 Class tests Topics and timing to be advised by respective mathematics teachers and conducted during curriculum time.
A x B x C = Accidental exposure to radiation Staff, patients and members of the public. Unintended exposure to radiation due to equipment failure, staff error or inadequate shielding. Patient identification procedure in place. Controlled area defined. Only patient allowed in controlled area when x-ray beam is activated. If parent or carer is required to stay in controlled area during exposure, they will be informed of the risks and issued with a lead apron. Additional exposure to radiation Patients. Poor image quality or processing resulting in clinically unacceptable x-ray images and retakes are required. Regular maintenance and testing of processing equipment. Quality assurance programme monitors image and processing quality. Clinical audit and peer review. Unnecessary exposure to radiation Patients. Radiographic examination undertaken unnecessarily i.e. previous radiographs were sufficient for patient’s treatment Full clinical history and exam required before referral for radiography. Justification and authorisation required before exposure. Other comments
ANTHEM K-8 SCHOOL KELLY SMITH, Principal Enrollment Report may 2013 KINDERGARTEN # STUDENTS Davis (PM) 23 Gooden (AM) 02 Gooden 23 Serkowski (AM) 01 Serkowski 23 Winderman (AM) 01 Winderman 24 GRADE 1 # STUDENTS Colvin 27 Luzaich 27 Paulson 27 Prescott 27 GRADE 2 # STUDENTS Darrow 26 Elmer 28 Lemons 26 Murdock 28 GRADE 3 # STUDENTS Dennison 30 Disney 29 Lewis 30 McPherson 29 GRADE 4 # STUDENTS Hurd 24 Kells 27 Linderholm 27 Walter 28 GRADE 5 # STUDENTS Covey 34 Eustance 33 Lopez 32 GRADE 6 # STUDENTS Griffen 91 Hernandez Shanks GRADES 7/8 # STUDENTS Contreras 189 Cowles Lang Privett Silverleaf Smith PATHWAYS # STUDENTS Bermier 12 Campbell 07 Mackenzie 10 Russo (AM-K) 01 Russo 06 Shamblin (AM-K) 03 Shamblin 05 TOTALS # STUDENTS KINDER 102 GRADE 1 110 GRADE 2 111 GRADE 3 122 GRADE 4 109 GRADE 5 110 GRADE 6 91 GRADE 7 98 GRADE 8 91 GRAND TOTAL 944 NOTE: The Pathways program services students grades K-8; the numbers per grade level total accurately when Pathways students are added to their appropriate grade level count.
Standard IV: Professional Culture Standard IV: Professional Culture Standard IV: Professional Culture Shared Vision Development (IV-E-1) Within and beyond the classroom, consistently reinforces school-wide behavior and learning expectations for all students, and contributes to their learning by sharing responsibility for meeting their needs. Collaborates with others to ensure alignment of instructional plans and academic expectations Collaborates with others to align practices, routines, and vocabulary for behavior Shares and discusses student data and problem solves collaboratively Yes/no/partial Shared Responsibility (IV-E-1) Shared Vision Development (IV-E-1)