zilongwang/ReadingBank huggingface dataset:
Club Directors Institute Northeast Leadership Conference Schedule 2016 Tuesday, October 25th Topics 8:00 am - 9:00 am Welcome Program Introduction 9:00 am - 10:15 am Your Role as a Club Director 10:15 am - 10:30 am Break 10:30 am - 12:00 pm Your Role: Managing the Outcome Driven Club Experience - 12:00 pm - 1:15 pm Group Lunch 1:15 pm - 3:15 pm Managing the Outcome Driven Measurement Strategy 3:15 pm - 3:30 pm Break 3:30 pm - 5:00 pm Teen Strategy 5:00 pm – 6: 30 pm General Session 6:30 pm - 7:30 pm Opening Reception Wednesday, October 26th Topics 7:00 am - 7:45 am Breakfast 8:00 am - 9:30 am General Session 9:45 am - 10:15 am General Session Debrief 10:15 am - 12:15 pm Child Safety 12:15 pm – 1:30 pm Lunch (Exhibit Hall) 1:30 pm - 3:00 pm Partnership Development and Volunteers: Enhancing your Club Program 3:00 pm - 3:15 pm Break 3:15 pm - 4:00 pm Partnership Development and Volunteers: Enhancing your Club Program (Continued) 4:00 pm - 4:30 pm Reflections 4:30 pm – 6:30 pm Exhibitors Reception
Associations Should Track Member Engagement from All Levels Early last year I wrote an article about how it was time for associations to do away with what I called “.” As I explained at the time, “a membership director might brag that their association’s membership has grown by 20 percent, which sounds impressive, but it might be hiding a member retention issue.” And while it’s relatively easy to track how many members are leaving your organization every year, it’s much more difficult to discern why they’re leaving. At the beginning of each year your members must decide whether or not they’ll renew their memberships, but not all those members will have engaged with your association in quite the same way. To begin to understand the amount of value members are extracting from your organization, you first have to get a better understanding for how they’re interacting with you. Some might have attended every event and webinar while others assiduously opened every email you sent and commented regularly in your LinkedIn Group. While some associations are good at tracking the former activity they’re not as good about measuring the latter. So in order to strengthen the offerings that will result in increased retention, you first need to track member engagement from all levels, online and off. Below I’ve outlined three levels of activity your association management software (AMS) should monitor: Basic Level At the most basic level, your AMS should track all in-person activities from your members. For instance, you should be able to easily access data on which of your members signed up for a conference, a networking happy hour, or a class. These kinds of members are engaged enough in your association that they’re willing to leave their house and workplace and actually show up at an association-hosted function. Your AMS would also track which members signed up to serve on committees, leadership positions, and volunteer roles.
RIDE’s Capitalization Policy requires that tangible, nonexpendable, personal property that has a useful life of more than one year and an acquisition cost of $5,000 or more must be tagged for tracking and inventory purposes. Further, computer equipment (defined as devises or equipment that can receive, store and transmit data) with a useful life of more than one year and an acquisition cost of $500 or more must be tagged for tracking and inventory purposes. 54000 = Purchased Property Services – This budget section includes Cleaning, Repairs, Utilities, Rentals, and Telephone and Wireless Communications. 55000 = Other Purchased Services – Included in this section are budget items for Transportation, Insurance, Advertising, Printing, Tuition, Travel &Hotel expenses related to attendance at trainings, School Committee Training costs, and holding accounts for Interagency Services such as services purchased from another school district or educational services agency (collaborative). 56000 = Supplies and Materials – Items budgeted in this section include General Supplies, Energy, Maintenance Supplies, Books and Periodicals, and Technology related Supplies. Please see guidance below concerning software and equipment. 57000 = Property and Equipment – This section includes budgeted expenditures for Buildings, Vehicles, Furniture, Technology – Hardware and Software, and Other Equipment. Please see guidance below concerning software and equipment. 58000 = Miscellaneous – This series is used to budget for Dues & Fees. 60000 = Indirect Cost – Indirect Cost Recovery within approved rate. Last Minute Tips for Budget Detail Pages In general: All requests must be reasonable and necessary.
Dalby Forest Go Ape Dalby Low Dalby Thornton-le-Dale Pickering, North Yorkshire Enjoy Hill-to-Hill zip wires with Stunning Views of the Vale of Pickering. One of the best days out in Yorkshire: They don’t call this the Great Yorkshire Forest for nothing. Enjoy our classic Tree Top Adventure and our epic Forest Segways near York. Our involves fun and adventure across six sites. Each site features our award winning high ropes, crossings, tunnels, bridges and epic wind-in-your-face zip wires to finish. With hilltop-to-hilltop zip wires and a plunging valley below, it’s easy to see why our adventure at Dalby Forest is so popular. It’s simply stunning. By car Dalby Forest GoApe is situated just outside Pickering. Dalby Forest can be reached from either the A169 Pickering to Whitby road (turning right at the Fox and Rabbit pub YO18 7NQ) or the A170 via Thornton Le Dale (turning left at the Buck Inn after lights). Follow the brown tourist signs for Dalby the Great Yorkshire Forest. Due to the rural nature of our locations, postcodes are not always accurate when using satellite navigation. Do not rely on Sat-nav directions for Dalby Forest as it WILL send you to the wrong location. By train The nearest station to Dalby is Malton. By bus The Coastliner bus stops in Thornton and runs from Leeds to Whitby
GRADE 1 # STUDENTS Espinoza, Maricela 30 Gooden, Tammi 17 Paulson, Markitta 29 Prescott, Sherry 29 GRADE 2 # STUDENTS Elmer, Katie 30 Gooden, Tammi 12 Griffen, Wendy 31 Womack, Katherine 31 GRADE 3 # STUDENTS Darrow, Aimee 24 Dennison, Stacy 25 Hoffman, Adrienne 24 Millan, Alexandria 26 GRADE 4 # STUDENTS Allen, Aileen 26 Graham, James 27 Lewis, Barbara 27 Murdock, Desiree 26 GRADE 5 # STUDENTS Lopez, Lucina 29 Muniz, Susan 29 Shanks, Josie 31 GRADES 6/7/8 # STUDENTS Apura, Cleofe Beljic, Doina 283 Coatney-Sheridan, Monika Contreras, John Cowles, Elizabeth Hernandez, Regina Honea, Cindy King, Amie Kuebler, Teri Privett, Jessica Silverleaf, Scott PATHWAYS/SPED # STUDENTS Mullin, Katherine - Pathways 08 Bermier, Frank 15 Coleman, Diana-4/5 Resource 21 Russo, Pearl 07 Schmidt, Jane 07 Shamblin, Tonya 07 TOTALS # STUDENTS KINDER 88 GRADE 1 109 GRADE 2 106 GRADE 3 102 GRADE 4 111 GRADE 5 93 GRADE 6 107 GRADE 7 79 GRADE 8 97 GRAND TOTAL 892 NOTE: The Pathways/SPED program services students grades K-8; the numbers per grade level total accurately when Pathways students are added to their appropriate grade level count.
Nativity Young Youth & Youth Schedule Spring 2017 – Revised! Young Youth: kindergarten to 5th grade - Meeting 4:30-5:30 Dinner: 5:30-6:15 Youth: 6th grade to 12th grade - Meeting 6:15-7:30 * Denotes a change! Feb 24-26 – LYO – for Youth Feb 26 – No Meetings Mar 5 – Young Youth & Youth Mar 12 – Youth Mar 19 – Young Youth & Youth Mar 26 – Youth *April 2 – GIFT (Growing in Faith Together) Everyone 4:00-7:30, joining with the whole congregation April 9 – No Meetings – Palm Sunday April 16 – No Meetings – Easter *April 23 – No Meetings – End of Spring Break April 28-29 – Youth Lock-In (Planning Youth Sunday) *April 30 – Young Youth (No Youth) May 7 – Youth Sunday – No Meetings *May 14 – Young Youth & Youth - Youth will be 3:30 to 4:30, and there will be no dinner, so that families can celebrate Mother’s Day. May 21 – Youth May 28 – Young Youth & Youth End of the Year Party
T2.1 : 1A : STATUS OF CONCERN SUBMITTING TENDER General State whether the tenderer is a company, a closed corporation, a partnership, a sole practitioner or a joint venture: (Mark the appropriate option below) Public Company Private Company Closed Corporation Partnership Sole Proprietary Joint Venture Co-operative Information To Be Provided If the Tendering Entity is a: Documentation to be submitted with the tender 1 Closed Corporation, incorporated under the Close Corporation Act,1984, Act 69 of 1984. CIPRO CK1 or CK2 (Copies of the founding statement) and list of members. 2 Private Company incorporated with share capital, under the companies Act, 1973, Act 61of 1973. (including Companies incorporated under Art 53 (b)). Copies of: CIPRO CM 1 - Certificate of Incorporation CIPRO CM 29 – Contents of Register of Directors, Auditors and Officers Shareholders Certificates of all Members of the Company. 3 Private Company incorporated with share capital, under the companies Act, 1973, Act 61of 1973 in which any, or all, shares are held by another Closed Corporation or company with, or without, share capital. Copies of documents referred to in 1 and/or 2 above in respect of all such Closed Corporations and/or Companies. 4 Public Company incorporated with share capital, under the companies Act, 1973, Act 61of 1973 (including Companies incorporated under Art 21). A signed statement of the Company’s Secretary confirming that the Company is a public Company. Copy of CM 29.
Collision Repair Environmental Training National Emission Standards for Hazardous Air Pollutants 40 CFR Part 63, Subpart HHHHHH Examination Answer Key This air regulation was developed by which of the following federal agencies? OSHA – Occupational Safety and Health Administration EPA – Environmental Protection Agency BOA – Bureau of Air USDA – United States Department of Agriculture A: In Kansas, the Kansas Department of Health and Environment Bureau of Air has delegation of this regulation, meaning they can perform inspections at shops to check for compliance with this EPA regulation. This regulation is referred to as which of the following: Paint stripping and miscellaneous surface-coating operations at area sources The “6H” rule The “auto body” rule All of the above A: The regulation is officially called, “Paint Stripping and Miscellaneous Surface Coating Operations at Area Sources” and nicknamed the “6H rule” or “auto body rule.” The national emission standards for hazardous air pollutants (NESHAPs) regulate two categories of sources that emit air pollution. Which of the following two are they? Area sources Hazardous air pollutant (HAP) sources Major sources The “urban dirty thirty” A: Most, if not all, collision repair shops are going to fall in the area source category. Technically, “area" sources are those that annually emit less than 10 tons of a single hazardous air pollutant (HAP) or less than 25 tons of a combination of HAPs. Note these can be any hazardous air pollutants that are on the HAP’s list. Which of the following chemicals in autobody paint is not of concern (or targeted) for this HAP regulation? Cadmium Chromium Cobalt Lead
Supplemental Table 1. List of genes with significant change in expression by both experimental models in response to CR compared to AL. Gene Symbol In vitro model (Z-ratio) In vivo model (Z-ratio) 1700019D03Rik Mgll Fkbp11 Srprb 0610008A10Rik 5730438N18Rik Hras1 Sdf2l1 Spr Mknk2 Vkorc1 Cdc42ep5 Crtap Grn Atp6v0a1 0610039N19Rik Senp3 2700060E02Rik BC008103 3110082I17Rik Mgat4b Fmip Smpd1 C2 Bace2 Atp6v1c1 Eps8 D5Ertd33e Snrpa Syngr2 Epb4.1l4a Jtb Mmrp19 C78915 Psmb5 Mgat4b Dusp2 Plk3 Stra13 Rac1 Supt3h D19Ertd144e 2.70 3.46 1.62 1.84 2.81 2.81 2.95 2.98 2.38 1.53 2.04 3.25 1.69 1.58 1.92 1.67 1.51 2.47 2.16 1.84 3.24 1.67 2.83 3.03 4.88 2.43 2.13 3.77 2.87 3.78 1.78 1.89 2.37 2.16 3.07 3.38 1.55 1.74 1.88 2.44 2.28 1.97 4.56 4.07 3.86 3.66 3.58 3.56 3.11 3.02 2.95 2.90 2.84 2.80 2.71 2.65 2.64 2.63 2.63 2.62 2.56 2.56 2.55 2.55 2.51 2.45 2.42 2.40 2.39 2.34 2.26 2.25 2.20 2.20 2.13 2.12 2.06 2.06 2.00 2.00 1.97 1.97 1.96 1.93
Part VII: Hazard Correction Section 1: Hazard Correction Responsibilities Date: 11-01-2006 Revised [x] New [ ] Hazard Correction Responsibilities The correction of any identified hazards should be conducted immediately. Personnel at all levels of employment have responsibilities in hazard correction. All personnel should have an understanding of their role in hazard correction to effectively eliminate identified hazards. Senior Management Senior Management is responsible for allocating appropriate resources and funding for the correction of unsafe/unhealthy work conditions or practices. Directors and Principals Upon the identification of an unsafe/unhealthy work condition or practice, the Directors and Principals will initiate the appropriate corrective action by way of a work order or communication with Senior Management. The Directors and Principals will handle conditions involving a serious concealed danger personally until appropriate individuals are notified and corrective action has been taken. A serious concealed danger exists when condition or work practice creates a substantial probability of death, great bodily harm or serious exposure to an individual and the danger is not readily apparent to an individual who is likely to be exposed. Supervisors
Remove Fill Plug, and Level Check Plug. Fluid must have a fast drip from Level Check hole, add fluid until fluid streams slightly from hole. If steady stream of fluid comes from hole when Level Check Plug is removed (overfill condition), allow fluid to flow until only a fast drip remains. Reinstall Level Check Plug, and Fill Plug.
Third Semester NURS 508 Public Health Science 3 F ONE from NURS 513 Teaching Nursing 3 Su Session I NURS 515 Simulation in Interprofessional Healthcare Education 3 Sp NURS 518 Nursing Care/Case Management 3 F NURS 519 Quality/Safety in Advanced Practice Nursing 3 F NURS 521 Global Health and Advanced Practice Nursing 3 Sp, Su NURS 522 Concepts and Practice of Palliative Care 3 Annually NURS 523 Surgical First Assist Theory 3 F -Or- Other elective approved by advisor Fourth Semester NURS 511 Population/Public Health Nursing 6 Sp Summer Session I NURS 509 Professional Project Seminar 1 Su Fifth Semester NURS 611 Population/Public Health Nursing II 6 F NURS 692 Directed Readings I 1 F, Sp, Su Sixth Semester NURS 621 Population/Public Health Nursing III 6 Sp NURS 693 Directed Readings II 1 F, Sp, Su Total Credit Hours: 42 D.N.P. Debra Servello Interim Dean, School of Nursing Lynn Blanchette Associate Dean, School of Nursing Interim Graduate Department Chair: Joanne Costello D.N.P. Program Director: Marie Wilks D.N.P. Program Faculty: Professor Costello; Associate Professors Misto, Servello; Assistant Professors Dame, Dilibero, Hodne, Mock, Ross, Wilks Admission Requirements for All D.N.P. Students 1. A completed application accompanied by a fifty-dollar nonrefundable application fee. 2. Master’s in Nursing in advanced practice specialty from a nationally accredited CCNE program OR Master’s in Nursing from a nationally accredited CCNE Program and submission of narrative to demonstrate advanced knowledge and clinical expertise in a defined area of practice. Applicants should summarize clinical experiences post-Master’s with an emphasis on demonstrated achievement of professional objectives in alignment with the Essentials of Master’s Education in Nursing (AACN, 2011). Using these components, identify areas in your clinical practice that exemplify these categories in narrative format: • Sciences and Humanities • Organizational and systems leadership • Quality Improvement and Safety • Translating and Integrating Scholarship in Practice • Informatics and Healthcare Technologies • Health Policy and Advocacy
Fifth Semester NURS 708 Interprofessional Collaborative Practice 3 Sp NURS 750 D.N.P. Project Evaluation and Dissemination 1 Sp Total Credit Hours: 36 - First Semester NURS 701 Scientific Underpinnings for Clinical Scholarship 3 F NURS 703 Advanced Epidemiology and Biostatistics 3 F Second Semester NURS 704 Clinical Research/Analytic Methods 3 Sp NURS 705/HCA 503 Health Care Policy and Advocacy 3 F, Sp NURS 791 Directed Readings I 1 Sp Third Semester NURS 702 Systems Leadership/Quality Improvement 3 F NURS 709 Population Health 3 F NURS 792 Directed Readings II 1 F Fourth Semester NURS 706 Economics, Finance, Business Management 3 Sp NURS 720 D.N.P. Project Planning Seminar 1 Sp Fifth Semester NURS 730 D.N.P. Proposal Development 3 Su Sixth Semester NURS 707 Information Technology/Decision Support 3 F NURS 740 D.N.P. Project Implementation 2 F Seventh Semester NURS 708 Interprofessional Collaborative Practice 3 Sp NURS 750 D.N.P. Project Evaluation and Dissemination 1 Sp Total Credit Hours: 36
Only one participant in the broadcast identified as religious. This was Caller 10: C10: I’m a Christian, and I know I get lumped with one of the do-gooders, and that’s fine; people are entitled to their own opinion. Neither the presenter nor any other participant made negative comments to or about Caller 10 because of her religion. Issue A5: Decency Relevant code clause Commercial Radio Australia Codes of Practice 2010 Program Content and Language, including Sex and Sexual Behaviour 1.3 (a) Program content must not offend generally accepted standards of decency (for example, through the use of unjustified language), having regard to the demographic characteristics of the audience of the relevant program. 1.3 (b) For the purposes of determining: (i) the audience of the relevant program; and (ii) the demographic characteristics of that audience; regard must be had, in particular, to the results of any official ratings surveys of the licensee’s service in the prior 12 months, (or, in the case of any licensee service operating in regional areas, the most recent official ratings surveys for the licensee’s service). Complainant’s submissions The complainant’s concerns (see Appendix 2) may be summarised as being that the licensee had breached clause 1.3(a) by: portraying illegal activities, namely those involved in the Flounders’ importation and possession of Nembutal; the use of language with respect to Mrs Tighe and others who share her views; and the ‘gruesome’ description of the death of Caller 10’s father. The complainant also submitted, in relation to the demographic characteristics of the audience of the program, that the broadcast took place ‘during children’s hours’ and that the station’s audience ‘does include’ children. Finding The licensee did not breach clause 1.3(a) of the 2010 code. Reasons Generally accepted standards of decency Clause 1.3(a) requires the ACMA to consider the meaning of the phrase ‘generally accepted standards of decency’. The objects of the Broadcasting Services Act 1992 (the BSA) include the promotion of the availability of a diverse range of radio services to audiences throughout Australia. Another
NO Student No Mid 1 434007480 20 2 435004238 17 3 435000294 16 4 434003502 16 5 436200062 19 6 436200053 11 7 435008650 15 8 435006769 20 9 435000277 19 10 435002309 16 11 435005146 16 12 435006327 14 13 434002929 13 14 435005255 16 15 434012051 19 16 436000268 20 17 435004307 18 18 435008388 20 19 436003693 20 20 436007641 19 21 435200435 13 22 435002305 19 23 436009031 17 24 436200132 18
25 435200307 15 26 435009751 16 27 435000679 15 28 435004537 15 29 435005448 15 30 435009477 19 31 433003633 14 32 435002678 17 33 435006947 18 34 434004094 14 35 434001050 19 36 433005317 13 37 436000922 18 38 435000426 15 39 436002240 19 40 435200196 19 41 434006625 10 42 435004845 17 43 435003591 15 44 435000925 13
No Student No Mid 1 435200515 19 2 435000300 17 3 435006048 17 4 435000233 15 5 435200313 20 6 435007835 19 7 435005213 19 8 435004070 13 9 434005858 16 10 435200587 20 11 435009758 19 12 436001744 18 13 434000171 13 14 435006195 20 15 436001410 19 16 435004862 19 17 435007735 15 18 435000177 17 19 435003423 15 20 433010462 14 21 436005933 15 22 435003978 13 23 433000207 12 24 435004125 19 25 435200268 14 26 435005504 17 27 435007995 20 28 436008201 17 29 434004621 12 30 435200207 14 31 435200437 15 32 435007037 18
33 434004901 14 34 435006130 16 35 434012180 16 36 437000006 19 37 435006303 20 38 435010109 15 39 435001530 15 40 435000985 13 41 436001384 18 42 435006292 9 43 432002761 10 44 435200014 18 45 435002382 ------ 46 435003312 16 47 436007202 16 48 435000087 10 49 435002124 16 50 433009806 ------- 51 434008808 15
6. In what ways does Perry seem self-obsessed? Are his dreams realistic or not? 7. How do you think Truman Capote was able to recreate private conversations, such as Nancy’s telephone conversations on pages 19-22 of the book and those between the Clutter family members? 8. What equipment did Dick have in his car when he picked up Perry outside the drugstore? How did he think these items would help them, and what can you infer from this? 9. What “projects” caused Mrs. Clutter despair, and why? How was she unlike her husband? 10. Prediction: Will Dick’s refusal to wear stockings backfire? Why or why not?
6. What might Perry’s sister mean when she writes to him, “IT IS NO SHAME TO HAVE A DIRTY FACE—THE SHAME COMES WHEN YOU KEEP IT DIRTY” (p. 140)? 7. How does Perry truly feel about his sister and her letter? Why does he keep it? 8. What did Willie-Jay say about the letter from Perry’s sister? Do you agree with each of his statements? Why or why not? 9. How do the Clutter murders continue to affect Agent Dewey’s life? Part III: Answer
Risk Score Matrix Assessment Tasks List the tasks required to perform the activity in the sequence they are carried out. Hazards List the hazards that could cause injury when the task is performed. Consequence Likelihood Risk Score Risk Control Measures List the control measures required to eliminate or minimize the risk of injury arising. Consequence Likelihood Risk Score Responsibility Name of the person responsible to implement the control measure identified.
19 wk 10 W MAR 25 1st PAPER DUE ON MAR 19 WEDNESDAY 20 wk 11 M MAR 30 Return Papers/ Disaster Paper deconstructed/ Stats / Give Error logs=HW 7 /Grade estimate Last Late day (-10 pts) for 1st papers else DROPPED FROM COURSE!!!! 21 Wk11 W APR 1 HW7due Description/differences for 2nd Final paper/ Advanced Research tips and problems 22 Wk 12 M APR 6 Topic Workshop 23 Wk 12 W APR 8 Credibility Sheets explained w/walkthru/ Give HW 8: MIN required SOURCES SHEET 24 Wk 13 M APR 13 HW8due Credibility Sheet Activity (with use HW8 option) Give out: HW9: List of possible specific arguments & CounterArguments 25 Wk 13 W APR 15 HW9due GROUP GRADE 2ND 102 SAMPLE PAPER /TOPICS LOCKED/ Give out: HW10: Rough Draft (3 arguments + intro) (NO LATE DATE FOR HW 10!!!) 26 Wk 14 M APR 20 Trouble shooting class / common problems 27 Wk 14 W APR 23 COMPUTER LAB OPEN SESSION 28 Wk15 M APR 27 HW10 due Rough Drafts (HW 10) DUE for peer editing / [miss this class and lose 5 points of extra credit]. 29 Wk15 W APR 29 Peer reviewed rough drafts returned w/ Insturctor comments as feedback for HW6 OPEN CONF/ FINAL EXAM / optional paper early date (+3) 30 Wk 16 M MAY 4 ***FINAL PAPERS DUE APR 29 with honor code AND CHECKLIST** 31 Wk 16 W MAY 6 last late day final paper at -10 points (email by midnight or in office by 4 pm) AND honors projects (if any)
14. Approve the following field trips for the 2016-2017 school year: School Activity School Date Participants Teacher/Advisor Green Meadow Farm Hazlet, NJ (Learning about farm animals) # 4 October 19, 2016 # 4 Students DiPopolo & Palmirezzi Demarest Farms Hillsdale, NJ (Learning about farm animals) # 3 October 21, 2016 # 3 Students Caicedo Liberty Science Center Jersey City, NJ (Cross Curricular State Exam) BHS November 15, 2016 BHS Students Constantino Green Meadows Farm Hazlet, NJ (Learning about farm animals) # 4 October 25, 2016 # 4 Students Pollio Demarest Farms Hillsdale, NJ (Learning about farm animals) # 3 October 21, 2016 # 3 Students Caicedo Shoprite of Belleville (Students will apply budgeting and math skills) BHS October 18, 2016 November 22, 2016 February 7, 2017 BHS Students Jenkins Wightman’s Farms Morristown, NJ (Students will experience making healthy food choices) BHS October 25, 2016 BHS Students Jenkins Green Meadow Farms Hazlet, NJ (Learning about farm animals) # 4 October 25, 2016 # 4 Students Pollio Clara Maass Hospital (Academy intro to the Medical Profession) BHS October 26, 2016 BHS Students Tuttle Petco Clifton, NJ (Learn about pet care) BHS November 1, 2016 BHS Students Jenkins Meadowlands Env. Center Lyndhurst, NJ (How to improve ECO System) # 3 November 1, 2016 # 3 Students Apicella, Bevere, McDonagh Liberty Science Jersey City, NJ (Cosmo Curriculum & State Exam) BHS November 15, 2016 BHS Students Constantino Metropolitan Museum of Art New York City BHS November 17, 2016 BHS Students Klotzkin Cerebral Palsy Center Belleville, NJ (Orchestra Performance) BHS November 23, 2016 BHS Students Gotto Brunswick Bowl Belleville, NJ (Students will learn sport safety) BHS December 6, 2016 BHS Students Jenkins Willowbrook Mall Wayne, NJ BHS December 13, 2016 BHS Students Jenkins
Character’s answers shows that you understand the character’s role in the plot of the story. X3 Character’s answers had important, specific details. All questions were answered. Character’s answers had enough details. 1-2 questions were missing. Character’s answers had limited details, making it difficult to make connections. Some answers were missing. Character’s answers were too unclear or confusing. Answers did not answer the questions. Many missing answers. No answers. Mechanics: spelling, sentence structure, capitalization, and punctuation X1 Only minor errors were made A few errors were made, did not interfere with understanding Several errors were made, making understanding difficult at times Many errors were made, making understanding very difficult Presentation Requirements Summary of book X2 Summary provided a brief, but accurate, account of the story Summary was accurate but included unnecessary details Summary was missing important events Summary very vague; confusing, or missing Presentation: creativity with how interview was presented X3 Highly creative presentation Creative presentation Attempt at creativity was evident. Stood in front of class and read the questions and answers to the class Organization X1 Well organized presentation Organized presentation Somewhat unprepared: unorganized Did not present to class; totally unprepared- Voice X1 Everyone could hear the presentation Not everyone could hear the presentation presentation was inaudible Eye contact X1 excellent eye contact Good eye contact attempted eye contact no eye contact Length X1 presentation was kept to 4-8 min Ran slightly over or under 4-8 min presentation was under 4 min. or over 8 min. Bonus Points 10 pts Presented before due date Points earned: ____________/71 Bonus points _______/5 Total _______________/71
Academic Vocabulary: Grade Level Expectations/Checks For Understanding/State Performance Indicators Resources **Include Embedded Inquiry and Technology & Engineering Standards as applicable.** GLE 0607.6.6 Illustrate the relationship between the seasons and the earth-sun system. 0607.6.6 Diagram the relationship of the earth and sun that accounts for the seasons. SPI 0607.6.6 Use a diagram that shows the positions of the earth and sun to explain the four seasons. ------------------------------------------------ GLE 0607.6.7 Describe the causes of lunar and solar eclipses. 0607.6.7 Model the positions of the earth, moon, and sun during solar and lunar eclipses. SPI 0607.6.7 Explain the difference between a solar and a lunar eclipse. ----------------------------------------------- 0607.Inq.1 Design and conduct an open-ended scientific investigation to answer a question that includes a control and appropriate variables. BrainPOP BrainPOP BrainPOP BrainPOP BrainPOP BrainPOP Discovery Education Video Clips: ---------------------------------------- - This site had 3D simulations of lunar eclipses, solar eclipses, and Moon phases. BrainPOP Discovery Education Video Clips: ----------------------------------------- xxxxxxxxxxxxx Grade____6_____ Science Pacing Guide Instructional Week ___19-22, (2 PAGES)____
Academic Vocabulary: Grade Level Expectations/Checks For Understanding/State Performance Indicators Resources **Include Embedded Inquiry and Technology & Engineering Standards as applicable.** GLE 0607.10.2 Analyze various types of energy transformations. 0607.10.3 Design a model that demonstrates a specific energy transformation. SPI 0607.10.3 Recognize that energy can be transformed from one type to another. ------------------------------------------------- GLE 0607.10.3 Explain the principles underlying the Law of Conservation of Energy. SPI 0607.10.3 Recognize that energy can be transformed from one type to another. 0607.Inq.1 Design and conduct an open-ended scientific investigation to answer a question that includes a control and appropriate variables. BrainPOP BrainPOP Loose in the Lab Activity—Instant Handwarmer BrainPOP BrainPOP BrainPOP BrainPOP Discovery Education Video Clips: --------------------------------------- Loose in the Lab Activity—Racquetball Launcher Loose in the Lab Activity—Counter Intuitive Cells BrainPOP BrainPOP BrainPOP BrainPOP Discovery Education Video Clips: Grade____6_____ Science Pacing Guide Instructional Week ___25_____
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different fraction Problem 1.4 – Measuring Progress Finding fractional parts I can use fraction strips to help find part of a number. 18-28, 47, 81 Problem 1.5 – Comparing Fundraising Goals Using fractions and ratios I can understand what it means for fractions and ratios to be equivalent. 29-34, 54, 82 2. Connecting Ratios and Rates – 6.RP.3, 6.RP.3a, 6.RP.3b – Bake Sale Brownies – Paper Clip Comp. Problem 2.1 – Equal Shares Introducing unit rates I can interpret a unit rate comparison statement. 1-6, 25-26, 31-33 Problem 2.2 – Unequal Shares Using rations and fractions I can relate part-to-part relationships to part-to-whole fractions. 7-15, 27-28, 34-35 Problem 2.3 – Making Comparisons With Rate Tables I can use rate tables to help find equivalent ratios. 16-24, 36-37 3. Extending the Number Line – 6.NS.5, 6.NS.6a, 6.NS.6c, 6.NS.7b, 6.NS.7c Problem 3.1 – Extending the Number Line Integers and mixed numbers I can use the number line to think about fractions greater than 1 and less than 0. 1-15, 20-22, 24, 89-91 Opposites and absolute value, focus first with whole numbers – 1 day Then move to the fractions and mixed numbers – 2 days Problem 3.2 – Estimating and Ordering Rational Numbers Comparing fractions to benchmarks I can compare two rational numbers. 16-19, 23, 25-52, 98-99 Again, great to have a large number line on the wall (vertical or horizontal) to reference throughout school year Do a few from A together as a class Problem 3.3 – Sharing 100 Things Using tenths and hundredths I can use what I know about fractions to help understand decimals. 53-69, 93 Exponents not the focus here
equivalent. Problem 4.3 – Putting It All Together Equivalent expressions I can rewrite expressions in equivalent forms. 7-11, 39-52, 65, 67 Problem 4.4 – Finding the Unknown Value Solving Equations I can discover strategies to solve one-step equations. 12-19, 68 Traditional - Practice Solving Equations I can solve one-step equations. Be careful when pulling problems so students do not have to preform operations with negative numbers Can bring out whiteboards, relay race, etc for a fun traditional practice Problem 4.5 – It’s Not Always Equal Solving inequalities I can represent and find solutions for inequalities. 20, 59-64, 66, 69 Traditional - Practice Solving Inequalities I can solve one-step inequalities. Making sure to include shading on the number line Covering and Surrounding – Unit 6 (23 days) 6.NS.8, 6.EE.3, 6.EE.4, 6.EE.6, 6.EE.9, 6.G.1, 6.G.2, 6.G.3, 6.G.4 Investigations ACE ?’s Notes 1. Extending and Building on Area and Perimeter – 6.NS.8, 6.EE.3, 6.EE.9 Problem 1.1 – Designing Bumper Car Rides Area and perimeter I can explain how the formulas work for the area of perimeter of rectangles. 1-24, 37-54 Use A for launch together Problem 1.2 – Building Storm Shelters Constant area, changing perimeter I can discover how area and perimeter are related and how they affect each other. 25-30,
Abdelrahim, Sarah K. Al-Harethi, Shaima H. Austin, Ava M. Badiee, Barzin M. Bowen, Nathaniel A. Castro, Celeste C. Chethan, Saniya Coleman, Thomas J. Conner, Benjamin A. Cornejo-Longa, Alessander J. Dao, Ailene D. Davidson, Emma K. Dean, Alexandra M. Dewitt, Elizabeth G. DiCarlo, Allison M. Duckett, Nolan Q. Eghtessad, Elica Elardo, Raquel R. Fisher, Kody D. Foley, Joseph C. Forest, Wesley P. Foti, Jay K. Freire, Nicholas A. Galloway, Tyler I. Garcia, Nicholas M. Ginman, Margaret M. Hays, Christopher J. Hoey, Robert P. Iraheta-Serrano, Eric A. Keen, Kellie A. Keyser, Andre P. Kim, Lauren E. Lascala, Evelyn G. Lee, Logan F. Legaffney, Charles V. McKee, Michele B. Meduri, Sriman N. Metzger, Maya A. Mohal, Saahil Munford, Riley B. Nash, Caitlyn A. Nitta, Caleb J. Packard, Nicolas C. Pendergast, Justin K. Pyakurel, Shrina Rogers, Tyler S. Romps, Zachary A. Sarabi, Mahan J. Sargent, Brendan S. Scherrer, Brynn C. Scott, Marla K. Shaik, Aahil A. Sharma, Rishika Shea, Alexandra M. Shue, Colin D. Sidhu, Yuvraj S. Smith, Kelsey M. Smith, Tyler M. Stevens, Sophia G. Talifu, Xialiya Thomas, Asia K. Tripoli, Benjamin D. Tyree, Jack M. Ullmann, Edward P. Vu, Audrey T. Whitehouse, Tyler P. Yahya, Omair I. Zaroo, Rohan Abbasi, Amaad Y.
Megonigal, Michael S. Miranda, Ivan M. Molina Menjivar, Jorge Nair, Anuj K. Nascimento, Larissa K. Nguyen, Justin P. Nguyen, Nhi B. Nosrat, Brianna N. Nylund, Emma E. Olley, Brayden R. Ortiz- Sanchez, Leonel D. Owens, Damani W. Pennington, William A. Pike, Liam M. Plowman, Andrew J. Pope, Jasmine N. Porter, Ryan W. Portillo Morejon, Elizabeth R. Revord, Coleman K. Riaz, Aleezah F. Rorrer, Blake A. Rosado, Lucia M. Rupakheti, Umanga Saavedra Rolon, Leonardo A. Sackett, Emily B. Samakab, Madar D. Sanchez, Tiffany N. Santiago Melendez, Alanis D. Santiago, German E. Scannell, Sloane M. Scarborough, Aidan J. Schoenbrun, Joshua D. Scola, Katherine O. Sihavong, Emma A. Sipher, Philip A. Smith, Adelyn M. Smith, Dylan M. Smith, Ryan J. Smith, Ty P. Smith, Tyler P. Souqi, Noureddin H. Spinelli, Anthony C. Stephan, Lindsay C. Stoeck, Maximilian G. Sundrani, Sanya N. Sweeney, Jackson D. Swift, Joshua T. Taylor, Landon R. Teague, Isabella G. Thompson, Erin M. Tjahya, Phillippe A. Tran, Emily N. Tuazon, Patrick K. Valencia, Itzel A. Van Berkel, Caitlin L. Weir, Jackson J. Williams, Joi-Marie V.
NAME:_________________________ 6th Grade Math IB Interim Rubric Criterion B: Communicating (3rd Nine Weeks Topics) Target: I can use appropriate mathematical language (vocab terms, notation & symbols) in both verbal and written statements. Achievement Level Level Descriptor 0 I do not reach a standard described by any of the descriptors below. 1-2 I can use limited mathematical language to express information but after reviewing my reasoning, find it difficult to understand. 3-4 I can use some adequate mathematical language to express information and after reviewing my reasoning, find it understandable but not always coherent or logical. 5-6 I can often use accurate mathematical language to express information and after reviewing my reasoning, find it usually coherent and logical. 7-8 I can consistently use mathematical language to express information and after reviewing my reasoning, find it consistently clear, coherent and logical.
6.4B use tables of data to generate formulas representing relationships involving perimeter, area, volume of a rectangular prism, etc. Supporting Standard 5 Using a given table of values, which equation can be used to find V, the volume in cubic centimeters of a rectangular prism in Kenji’s collection? Patterns, relationships, and algebraic thinking. The student uses letters to represent an unknown in an equation. The student is expected to SE TEKS Question Stems 6.5A formulate equations from problem situations described by linear relationships. Readiness Standard 9 Given 25 words worth 4 points each, determine which equation can be used to find p, the total number of points Carlos earned for Spelling w words correctly? 34 Carlos drank m fluid ounces of water that morning, which equation can be used to find n, the number of fluid ounces of water he drank the rest of the day given he drank 40 fluid ounces for the day? 50 Given adult tickets cost $10 and child tickets cost $6, which equation can be used to finds, the total number of dollars a family of k adults and 5 children would pay for movie tickets? Geometry and spatial reasoning. The student uses geometric vocabulary to describe angles, polygons, and circles. The student is expected to SE TEKS Question Stems 6.6A use angle measurements to classify angles as acute, obtuse, or right; Supporting Standard 51 Given an angle with the listed characteristics, which of the following could be the angle Danica drew? 6.6B identify relationships involving angles in triangles and quadrilaterals; and Supporting Standard 19 Which statement about figure RSTU is true? 6.6C describe the relationship between radius, diameter, and circumference of a circle. Readiness Standard 2 Which expression can be used to find the circumference of the clock face that has a radius of 13 centimeters? 26 Information about three circles is listed below. Based on this information, which statement is true? 40 Given a drawing, what is the circle’s radius? 47. Which equation can be used to find d, the diameter of the tunnel opening in meters given it has a circumference of 36 meters? Geometry and spatial reasoning. The student uses coordinate geometry to identify location in two dimensions. The
6.13B validate his/her conclusions using mathematical properties and relationships. 3 Using mathematical ideas and arguments, validate how many students were wearing jeans based on a ratio and match it to the appropriate equation 21 Using mathematical ideas and arguments, validate which statement is true given a list of activities and the rate at which the calories are burned 27 Using mathematical ideas and arguments, validate if there are enough strawberries for milk shakes given a total of 8 cups of strawberries where 1 ½ cups and 3 3/8 cups were used 40 Using mathematical ideas and arguments, validate what the circle’s radius and equation would be given a diagram and information 48 Using mathematical ideas and arguments, validate the correct percentage and process for representing the incisor teeth to canine, premolar, and molar teeth in a circle graph
whole number exponents (e.g., 34 = 3x3x3x3 = 81). Knowledge Target: Solve order of operations problems that contain exponents (e.g., 3 + 22 – (2 + 3) = 2). 6.EE.2c Knowledge Target: Apply order of operations when there are no parentheses for expressions that include whole number exponents. Geometry Quiz 6.EE.5 Knowledge Target: Recognize solving an equation or inequality as a process of answering “which values from a specified set, if any make the equation or inequality true?” Knowledge Target: Know that the solutions of an equation or inequality are the values that make the equation or inequality true. Knowledge Target: Use substitution to determine whether a given number in a specified set makes an equation or inequality true. 2.4 Solving Equations 1 ACT #31 6.EE.5 Knowledge Target: Recognize solving an equation or inequality as a process of answering “which values from a specified set, if any make the equation or inequality true?” Knowledge Target: Know that the solutions of an equation or inequality are the values that make the equation or inequality true. Knowledge Target: Use substitution to determine whether a given number in a specified set makes an equation or inequality true. 2.5 Looking at Inequalities 2 PARCC #8; PARCC2 #20 Study Guide 1 Quiz 1 Section 3: Making Generalizations 3.1 Count on Me 1 3.2 What’s Next: Describing Recursive Patterns 3 Geometry Quiz 6.EE.4 Knowledge Target: Recognize when two expressions are equivalent. Reasoning Target: Prove (using various strategies) that two equations are equivalent no matter what number is substituted. 3.3 Using Explicit Rules to Describe Patterns 2 ACT #23; PARCC2 #14 3.4 Guess My Rule 2 6.EE.9 Knowledge Target: Define independent and dependent variables. Knowledge Target: Use variables to represent two quantities in a real-world problem that change in relationship to one another. Reasoning Target: Write an equation to express one quantity (dependent) in terms of the other quantity (independent). Reasoning Target: Analyze 3.5 Charts and Graphs for Linear Equations *Add: Define independent and dependent variables. 2 PARCC #10
this website for below basic students: Students evaluate circuit designs. Short review video on current electricity followed by checks for understanding. Slide share presentation on circuits. Assessments: - Use pg. 35 to develop questions for students to answer – Circuit question Community connections (Contact the education department for events and opportunities to engage students) Pink Palace: In the classroom (Pink Palace Museum Outreach) Suitcase exhibit (free): MLGW Performance task: Design your own circuit using this document (Science practice 1,3) Standard 12 Electricity – (4.5 weeks) GLE 0607.12.2 Explain how simple electrical circuits can be used to determine which materials conduct electricity. Scaffolded (Unpacked) ideas 1. Electricity in circuits can produce light, heat, sound, and magnetic effects. 2. Current behaves like water GLE 0607.Inq.2 Use appropriate tools and techniques to gather, organize, analyze, and interpret data. GLE 0607.Inq.3 Synthesize information to determine cause and effect relationships between evidence and explanations. GLE 0607.Inq.4 Recognize possible sources of bias and error, alternative explanations, and questions for Explain how simple electrical circuits can be used to determine which materials conduct electricity. Identify materials that can conduct electricity. Determine a material’s electrical conductivity by testing it with a simple battery/bulb circuit. Electrical circuits require a complete loop through which an Tennessee Holt Science and Technology TE, Chapter 14, Section 2: Electrical Current, Electrical Energy, and Section 3: Electric Calculations, and Section 4: Electric Circuits p. 424-441. Glencoe Tennessee Science Grade 6 TWE, Chapter 15, Section 2: Electric Current and Section 3 Electric Circuits, p.457 – 479. Chapter 14, Section 1 What is energy? P. 418-422. Academic vocabulary – law of electric charges, electric force, electric field, electrical conductor, electrical insulator, static electricity, electric discharge Vocabulary strategy – Provide an opportunity for students to work in pairs to discuss words related to the targeted standard theme. After three minutes, call time. The last person to say a word must explain how it’s related to the target theme/term. Students will create their own lists in
included in the , and asking students to explain how the planets, moons, and the sun move. Students should use the following terms in their explanations: orbit, revolution, rotation, tilt and ellipse Watching the video , students will explain the difference between these lesser-known parts of the solar system. Students will use , , or a chart highlighting what makes asteroids, comets, dwarf planets, and meteors different. Teachers will facilitate students’ learning and discovery to reinforce skills and concepts EXPLORE / EXPLAIN- Students will conduct a research using encyclopedias, online databases, and library books. After this research, video explorations, and laboratory, students will be able to: Identify the components of the Solar System. Describe the physical properties of the solar system and its parts. Recognize the location of the solar system and its parts. Describe the movement of the solar system and its parts. Recognize that the Sun is a medium sized star and the closest to the Earth. Students will write a report including key facts about the solar system using the above bullets as a reference. Also, teacher may use the following site to incorporate the idea of creating a . At the end of the research report, use the s to highlight the most important points and provide students with notes created by the teacher using web resources provided by students. Not available – Student Edition P. 160 – 166) Students will participate in this part of this lesson to investigate and understand more about the Solar System, planets, Galilean moons, meteors, asteroids, and comets. ELABORATE Students will construct a scale of the Sun and the planets in the solar system. Attach an index card by each object showing its name, number of moons, periods of rotation and revolution, and physical characteristics. staying on the planet and ways you will overcome these challenges. ELABORATE/ EVALUATE Students will create a story or comic strip about comets, asteroids, and meteors. Students must use accurate information about a planet. See Reflection – Students will use either one of the following scenarios or teacher may create his/her own Pretend you are a person from Mars. Write a story about your life as a Martian. Write an article for a newspaper describing our solar system.
Unit Length Standards 6 Weeks Structure and Properties of Matter 06-PS1-1. Develop models to describe the atomic composition of simple molecules and extended structures. 06-PS1-3. Gather and make sense of information to describe that synthetic materials come from natural resources and impact society. 06-PS1-4. Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed. Vocabulary Atoms Pure Substances Characteristic Property Physical Property Chemical Property Solid Liquid Gas Molecules React Properties Products Reactants Heat Thermal Energy Temperature Kinetic Energy Interaction Natural Resource Synthetic Material 6 Weeks Forces and Interactions 06-PS2-1. Apply Newton’s Third Law to design a solution to a problem involving the motion of two colliding objects.* 06-PS2-2. Plan an investigation to provide evidence that the change in an object’s motion depends on the sum of the forces on the object and the mass of the object. Vocabulary Newton’s First Law Newton’s Second law Newton’s Third Law Motion Direction Collision Stationary Mass Forces Speed Impact Inertia Sum of Forces Balanced Unbalanced 6 Weeks Ecosystems and Interdependence 06-LS2-1. Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. 06-LS2-3. Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. 06-LS2-2. Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems.
Vocabulary Hydrologic Cycle Atmosphere Transpiration Landform Evaporation Condensation Crystallization Water Vapor Precipitation Melting Condense Freeze 4 Weeks Weather and Climate 06-ESS2-5. Collect data to provide evidence for how the motions and complex interactions of air masses results in changes in weather conditions. 06-ESS2-6. Develop and use a model to describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climates. Vocabulary Air Masses Weather High Pressure Low Pressure Atmospheric Circulation Ocean Currents Salinity Temperature Pressure Humidity Precipitation Rotation Solar Energy Wind Climate Latitude Altitude Radiation
Coverage of Content: The chapters are covered in the order of the unit that we are on. For example Southeast Asia is the second unit that we cover so chapter 25 is the third chapter that we discuss. 1st Semester: Unit 1: Introduction to Geography Chapter 1: A Geographer’s World Chapter 4: World’s People Unit 2: South Asia Chapter 25: The Indian Subcontinent Chapter 26: China, Mongolia, and Taiwan Chapter 27: Japan and the Koreas Chapter 28: South East Asia Unit 3: Middle East Chapter 17: Eastern Mediterranean Chapter 18: The Arabian Peninsula, Iraq and Iran Chapter 20: North Africa Unit 4: Central Africa Chapter 21: West Africa Chapter 22: East Africa Unit 5: Southern Africa Chapter 23: Central Africa Chapter 24: Southern Africa