zilongwang/ReadingBank huggingface dataset:
TEACHER PROVIDES DEFINITION not enough contextual clues provided in the text Pg. 435 - “put you to the test” Pg. 433 - warriors Pg. 441 - murmur STUDENTS FIGURE OUT THE MEANING sufficient context clues are provided in the text Pg. 433 - Cherokee Pg. 433 - Chief Pg. 435 - gaze Pg. 435 - peak Pg. 439 - gathered Pg. 440 - herb Pg. 441 - beloved Pg. 433 - trembled Pg. 436 - examined Pg. 438 - fondly Pg. 439 - steep, rugged Vocabulary KEY WORDS ESSENTIAL TO UNDERSTANDING WORDS WORTH KNOWING General teaching suggestions are provided in the Introduction
SECTION 07310 SHINGLES GENERAL SECTION INCLUDES Synthetic shake shingles, underlayment, flashings, fasteners, and accessories. RELATED SECTIONS Section 06100 - Rough Carpentry. Section 07600 - Flashing and Sheet Metal. Section 07600 - Flashing and Sheet Metal. Section 07910 - Joint Fillers. REFERENCES American Society for Testing and Materials (ASTM): ASTM D 226 - Standard Specification for Asphalt-Saturated Organic Felt Used in Roofing and Waterproofing. ASTM D 3161 - Standard Test Method for Wind-Resistance of Asphalt Shingles (Fan-Induced Method). ASTM D 3462 - Standard Specification for Asphalt Shingles Made from Glass Felt and Surfaced with Mineral Granules. ASTM E 108 (UL 790) - Standard Test Methods for Fire Tests of Roof Coverings. ASTM G 21 - Standard Practice for Determining Resistance of Synthetic Polymeric Materials to Fungi. Florida Building Code Testing Application Standard (TAS): TAS 125 - Test for Uplift Resistance on Roof Assemblies Underwriters Laboratories (UL): UL 790 - (Exterior Exposure), Standard Test Methods for Fire Tests of Roof Coverings. UL 997 - Wind Resistance of Prepared Roof Covering Materials. UL 2218 - Impact Resistance of Prepared Roof Covering Materials. International Code Council (ICC): ES Acceptance Criteria AC07 Section 4.9. PERFORMANCE REQUIREMENTS Shake roof system to consist of manufactured synthetic shakes attached to structural substrate to form weather tight roof envelope with no measurable water penetration. Slate roof system to consist of manufactured synthetic slate shingles attached to structural substrate to form weather tight roof envelope with no measurable water penetration.
Strand: B. Philosophical Foundations *The first two strands of the 2013 curriculum, Research and Inquiry Skills and Philosophical Foundations, should be woven throughout the entire HZT4U course. These expectations can be taught and assessed in all units/branches of philosophy. 2000 Philosophy Curriculum 2013 Philosophy Curriculum Major Differences Overall Expectations: This is a new strand in the philosophy curriculum. Overall Expectations: B1. The Nature of Philosophy: demonstrate an understanding of the main areas of philosophy, periods of philosophical development, and the differences between philosophy and other areas of inquiry B2. Philosophical Reasoning: demonstrate an understanding of philosophical reasoning and critical thinking skills, including skills required to identify and avoid common fallacies of reasoning, and demonstrate the ability to apply these skills in various contexts. 2013 expectations draw from overall expectations 1-3 in the “Research and Inquiry Skills” strand of the 2000 curriculum The requirement to include elements of logic (fallacies of reasoning) is a new addition Specific Expectations: This is a new strand in the philosophy curriculum. Specific Expectations: B1. The Nature of Philosophy B1.1 explain the main areas of philosophy and identify some of the big questions that arise in each area B1.2 describe the main periods of philosophical development and the major philosophers identified with those periods B1.3 distinguish between philosophy and other areas in the social sciences and humanities B2. Philosophical Reasoning B2.1 demonstrate an understanding of the form and components of a philosophical argument, including how a philosophical argument differs from other communications, and identify these components when formulating and evaluating arguments B2.2 describe critical thinking skills and habits of mind that support philosophical reasoning, and demonstrate the ability to use them in various contexts B2.3 correctly use terminology related to logic when formulating and analyzing arguments B2.4 explain common fallacies of reasoning and identify them when formulating and analyzing arguments B2.5 explain how philosophical reasoning and critical thinking skills can be applied in everyday life, and demonstrate the ability to apply these skills in various contexts. Many expectations are new additions (such as periods of philosophical development, metacognition on critical thinking skills, fallacies of reason, etc.) B2 specific expectations draw from the 2000 “Research and Inquiry” strand
TRANSMISSION/POWERTRAIN Transmission and other major power train components, such as the axles, shall be designed and manufactured by the equipment manufacturer. Yes ___ No ___ Page #_______ Machine shall be have a minimum of 5-forward and 3-reverse.and 25 mph maximum forward speed. Yes ___ No ___ Page #_______ Wheel loader shall be equipped with a crankcase guard. Yes ___ No ___ Page #_______ HYDRAULICS Hydraulic pressure taps shall be provided for checking pressure in the hydraulic implements and steering systems. Yes ___ No ___ Page #_______ Machine shall have a ground-level hydraulic sight gauge showing hydraulic fluid level. Yes ___ No ___ Page #_______ Shall have a minimum flow of 59 gallons/minute. Yes ___ No ___ Page #_______ PERFORMANCE Straight Tipping Load shall be a minimum of 28,600 lbs. Yes ___ No ___ Page #_______ Full Turn Tipping Load shall be a minimum of 24,000 lbs. Yes ___ No ___ Page #_______ Bucket Breakout Force shall be a minimum of 28,200 lbs. Yes ___ No ___ Page #_______
Exhibit critical thinking and problem solving skills to locate, analyze and apply information in career planning and employment situations. Problem Solving Customer Service The Application Process Interviewing Skills Finding the Right Job Transferable Job Skills Gaining Trust and Interacting with Customers Providing Information, Accuracy and Double Checking Preparing for an Interview Locating Jobs and Networking Becoming a Problem Solver Learning and Giving Customers What They Want Online Application Process Questions to Ask in an Interview Job Shopping Online Identifying a Problem Keeping Customers Coming Back Following Up After Submitting an Application Things to Include in a Career Portfolio Job Search Websites Becoming a Critical Thinker Seeing the Customer’s Point Effective Résumés: Traits Employers are Seeking Participation in Job Fairs Managing Selling Yourself and the Company Matching Your Talents to a Job Considerations Before Taking a Job Searching the Classified Ads Handling Customer Complaints When a Résumé Should be Used Using Employment Agencies Strategies for Customer Service Landing an Internship Staying Motivated to Search Lesson Plan (The Standard and all Elements are listed.) Completed Student Work noted (All standards and elements addressed as listed) Completed Student Evaluation forms noted (All standards and elements addressed as listed) Model work readiness traits required for success in the workplace including integrity, honesty, accountability, punctuality, time management, and respect for diversity. Workplace Ethics Personal Characteristics Employer Expectations Business Etiquette Communicating at Work Demonstrating Good Work Ethic Demonstrating a Good Attitude Behaviors Employers Expect Language and Behavior Handling Anger Behaving Appropriately Gaining and Showing Respect Objectionable Behaviors Keeping Information Confidential Dealing with Difficult Coworkers Maintaining Honesty Demonstrating Responsibility Establishing Credibility Avoiding Gossip Dealing with a Difficult Boss Playing Fair Showing Dependability Demonstrating Your Skills Appropriate Work Email Dealing with Difficult Customers Using Ethical Language Being Courteous Building Work Relationships Cell Phone Etiquette Dealing with Conflict
Lesson Plan (The Standard and all Elements are listed.) Completed Student Work noted (All standards and elements addressed as listed) Completed Student Evaluation forms noted (All standards and elements addressed as listed) Present a professional image through appearance, behavior and language. On-the-Job Etiquette Person-to-Person Etiquette Communication Etiquette Presenting Yourself Using Professional Manners Meeting Business Acquaintances Creating a Good Impression Looking Professional Introducing People Meeting People for the First Time Keeping Phone Calls Professional Dressing for Success Appropriate Dress Showing Politeness Proper Use of Work Email Showing a Professional Attitude Business Meal Functions Proper Use of Cell Phone Using Good Posture Behavior at Work Parties Proper Use in Texting Presenting Yourself to Associates Behavior at Conventions Accepting Criticism
PREVIOUS EMPLOYMENT (Starting with most recent, explaining any gaps in employment) DATES FROM/TO (Most recent first, explain any gaps in employment) JOB TITLE MAIN RESPONSIBILITIES/ ACTIVITIES COMPANY, ADDRESS & CONTACT NUMBER REASON FOR LEAVING (Please expand boxes or continue on additional sheets if necessary)
Provide details of any further qualifications obtained and/or training attended, including dates. DATE SUBJECT TRAINING PROVIDER Computer Literacy Skills (e.g. Word Processing, Spreadsheets etc) Software Packages Used CAREER DETAILS Please give details of your current or most recent position together with contact details and telephone numbers. JOB TITLE EMPLOYER ADDRESS POST CODE EMPLOYED FROM EMPLOYED TO CURRENT SALARY NOTICE PERIOD
REASON FOR LEAVING (if applicable) Brief description of main responsibilities/ activities PREVIOUS EMPLOYMENT (Starting with most recent, explaining any gaps in employment) DATES FROM/TO (Most recent first, explain any gaps in employment) JOB TITLE MAIN RESPONSIBILITIES/ ACTIVITIES COMPANY, ADDRESS & CONTACT NUMBER REASON FOR LEAVING (Please expand boxes or continue on additional sheets if necessary)
REFERENCES REFERENCE 1 : CURRENT OR MOST RECENT EMPLOYER NAME POSITION ADDRESS POSTCODE EMAIL TELEPHONE NUMBER: May we contact this person prior to interview? REFERENCE 2 : CHARACTER OR WORK REFERENCE(Not to be from the same company as Reference 1) NAME POSITION ADDRESS POSTCODE EMAIL TELEPHONE NUMBER: Please note here the names and addresses of two referees who can provide information relating to your competency for this role, one of whom must be your present or most recent employer. A character or work referee should not be from the same company as information given for Reference 1, a relative or friend.
REFERENCES REFERENCE 1 : CURRENT OR MOST RECENT EMPLOYER NAME POSITION ADDRESS POSTCODE TELEPHONE NUMBER: May we contact this person prior to interview? REFERENCE 2 : CHARACTER OR WORK REFERENCE(Not to be from the same company as Reference 1) NAME POSITION ADDRESS POSTCODE TELEPHONE NUMBER: REFERENCES Please note here the names and addresses of two referees who can provide information relating to your competency for this role, one of whom must be your present or most recent employer. A character or work referee should not be from the same company as information given for Reference 1, a relative or friend.
TABLE OF CONTENTS 1. 3 1.1 3 1.2 3 2. & 4 3. 4 4. 5 4.1 5 4.2 5 4.3 5 Before each paragraph, you will find “writing tips”. Please use these questions as guidelines. These tips shall be deleted before the submission of the document. Please limit this Incubation Proposal to maximum 10 pages excluding cover page and excluding the table of contents. FUNDING
Sample Business Associate Agreement and Provisions HIPAA Privacy Rule – Data Use Agreement Definitions Data Use and Reciprocal Support Agreement (DURSA) DURSA – Current Version in Effect (2011) Sample State Data Exchange Support Agreement – Minnesota/CHIC Note: all types of agreements should be reviewed with your legal counsel prior to executing the agreement. Copyright © 2014 Stratis Health. Updated 04-17-14
Evidence of face-to-face customer experience. √ A/I Evidence of leading a team √ A/I Evidence of good understanding of social care provisions. √ A/I Experience in working unsupervised √ A/I KNOWLEDGE Characteristic E D Assessment Awareness and appreciation of the needs of a person at risk. √ A/I Knowledge of the Care Quality Commission and how it regulates Personal Care Services √ A/I Excellent two-way communication skills with proven ability to communicate effectively both verbally and in writing and liaise effectively with people at all levels and from a variety of cultural backgrounds. √ A/I Evidence of competing risk assessments and ongoing review of them √ A/I Excellent timekeeping √ I Ability to keep accurate records of income and expenditure √ A/I Evidence of presentation skills, either as training or as information sharing/networking opportunities √ A/I PERSONAL QUALITIES Characteristic E D Assessment Genuine care, compassion, and respect for others √ I Reliable and good time management skills √ I Enthusiastic and self-confident with a flexible and ‘can-do’ attitude √ I Communicate effectively, having the ability to understand & be understood – verbally and written √ A/I Ability to work effectively alone and as part of a team √ A/I Effective organisational skills and ability to multi task √ A/I Solution focused √ A/I Willing to accept instruction and responsibility √ A/I Understanding the importance of and commitment to confidentiality. √ AI Commitment to providing a person centred service. √ A/I Self-motivated and able to inspire others √ A/I Flexible, cooperative, approach to work. √ A/I Ability to work as part of a fast paced, dynamic team √ A/I Professionalism at all times √ A/I EDUCATION & QUALIFICATIONS Characteristic E D Assessment Good standard of general education. √ A/I Educated to a Level 3 NVQ or equivalent √ A/I Evidence of continuing personal development √ A/I Evidence of level 2 NVQ (or equivalent) or higher in Health & Social Care √ A/I Willingness to complete Care Certificate Assessor Training √ A/I OTHER REQUIREMENTS Characteristic E D Assessment Full use of road worthy car with current full driving licence.(Business Insurance is essential) √
CAREER DETAILS Please give details of your current or most recent position together with contact details and telephone numbers. JOB TITLE EMPLOYER ADDRESS & TELEPHONE No POST CODE EMPLOYED FROM EMPLOYED TO CURRENT SALARY NOTICE PERIOD REASON FOR LEAVING (if applicable) Brief description of main responsibilities/ activities
In the Scrum method of Agile software development, work is confined to a regular, repeatable work cycle, known as a sprint or iteration. Scrum sprints used to be 30 days long, but today many teams prefer shorter sprints, such as one-week or two-week sprints. During each sprint, a team creates a shippable product, no matter how basic that product is. As the timeframes are short, during a sprint the team can only build a product with the most essential functions. The emphasis on working code motivates the (person managing the project) to prioritize a release’s most essential features, encourages developers to focus on short-term goals, and gives customers a clear view of progress. Because a release may require multiple sprints, each iteration of work builds on the previous. Scrum is described as “iterative” (steps may be repeated) and “incremental” (each sprint builds upon the existing work). The full story of sprints – more detail than required but interesting Every sprint begins with the , in which the Product Owner and the team discuss which stories will be moved from the into the sprint backlog. It is the responsibility of the Product Owner to determine what work the team will do, while the team retains the autonomy to decide how the work gets done. Once the team commits to the work, the Product Owner cannot add more work or micromanage. The Product Owner can cancel a Sprint, which shouldn’t happen often, and would usually occur due to a sudden change in business needs. During the sprint, team members check in with each other at the . Prototyping is likely, particularly during the early phase of a sprint. Just as every sprint begins with the sprint planning meeting, the sprint concludes with the , in which the team presents its work to the Product Owner. During this meeting, the Product Owner determines if the team’s work has met its . The team also gathers at the end of each sprint to share what worked, what didn’t, and how processes could be improved. This meeting is called the . Drawbacks The main drawback of agile methods is that following a sequence of sprints and engaging in near daily communication is very time consuming. The emphasis on team work and communication in a face to face manner means that long term, large scales projects are often unrealistic. Agile methods tend to suit small scale development better than large scale development. Development Methodologies Priorities
Discuss what changes have happened in Britain’s education system over last 150 years. Law made Changes to Education system 1870: Education Act – 1944 Butler Education Act (Tri-partite Act) 1965: Comprehensive Act 1988 Education Reform Act basic education for 5-11 olds Introduced Grammar Schools, Secondary Modern & Technical Modern Schools Banned Grammar Schools Every pupil went to same school Beginning of National Curriculum Ofsted inspections Sats from age 6 Academies/Free Schools League Tables Discuss how far internal school factors are important in educational success. View that agrees with this View that disagrees with this In school factors such as labelling important – self fulfilling prophecy Racism/Sexism in schools Setting/Streaming in schools Pupil subculture/ peer pressure in schools Teacher role models School organisation – were schools are organised well pupils will do well Social class important Gender important Ethnicity important Material deprivation Cultural deprivation – lacking correct language skills or of education at home Parental attitudes essential
Section 5 – Looking Forward (12 months) Looking forward – Business objectives for the coming year. Thinking of your business activities over the coming year what new skills are required? For example: legislation / compliance / new projects or contracts? Do you have any specific business objectives that need to be met? These objectives must adhere to the SMARTER rules – specific, measurable, agreed, realistic, time-bound, ethical, recorded and are expected to go beyond day to day activities. Area of work development Existing or new area? Skills needed
Attendance Tracker Name / Representing April 2017 May 2017 June 2017 July 2017 Sept 2017 Oct 2017 Nov 2017 Maureen Kelly - Chair x x Brian Clark - North Southport Anne Major - Central Southport Representative (Feb 17 onwards) x x Ken Lowe - South Southport x x Nigel Booth Formby Representative (Feb 17 onwards) Diane Foulston -Crosby Locality Representative (Feb 17 onwards) x - Seaforth & Litherland Representative - - - - Vacant Vacant Vacant Sarah Oldnall - Bootle Representative (May 2017 onwards) - x x Maurice Byrne Maghull x x Sue Evans Health and Social Care Forum x x x x Vacant Vacant Ann Taylor - Every Child Matters Forum x x x Sefton Faith Network (post vacant) Vacant Vacant Vacant Vacant Vacant Vacant Vacant David Skelton- Sefton Equalities Network x x Vacant Vacant Vacant Roger Hutchings Co-opted x x Marion Hepworth Sefton Partnership for Older Citizens x x x Tony Haigh - Sefton Carers Action Group x x x Jessie Taylor/ Shannon Bryan- Sefton Young Advisors x x x x x Southport and Formby Community Champion Network x x Vacant Vacant Vacant Valuing People Partnership Board Vacant Vacant Vacant Vacant Vacant Vacant Vacant
Team Contribution Evaluation Definitions Needs Improvement 0-3 Points Met Expectations 4-6 points Above Expectations 7-10 points Involvement Students did not involve themselves in the group activities Students were involved in the group activities Students involved themselves in the group activities and volunteered frequently Respect Students did not respect other group members' opinions Students always respected other group members' opinions Students actively sought out the opinions of others and always respected other group members' opinions Attitude Student had a negative attitude about the assignment and working with group members Student had an okay attitude about the assignment and working with group members Students had a positive attitude about the assignment and working with group members Communications Did not communicate with group members. Not accessible when needed Responded in a reasonable time period. Reasonably accessible. Responsive to communications to and from group. Easily Accessible (Email, phone)
Welcome to The Eiffel Tower! Your child will need to answer 25 questions. Below are some examples of similar questions to ones which they will face in the weekly game at school. Learning Objectives Example Questions 11. Know all number bonds for any given number to 5 1 + _ = 5 3 + _ = 5 12. Know all number bonds for any given number to 10 1 + _ = 3 8 - _ = 2 13. Count forwards or backwards to 100 from any given number 80, 79, 78, 77, 76…… 14. Know 1 more than any given number to 100 One more than 15 19 + 1 = _ 15. Know 1 less than any given number to 100 One less than 18 27 – 1 = _
Interlake Eastern RHA Prairie Mountain Health Northern RHA Southern RHA Winnipeg RHA Would you be willing to travel outside of your own RHA to deliver training, if needed? Yes No Not sure Please indicate how much experience you have with the following (circle the number that best applies to you): Providing presentations: Unfamiliar Small group of known staff Large group known staff Small group unknown staff Proven presentation skills, diverse audience 1 2 3 4 5 6 7 8 9 10 Leading Training Sessions: Unfamiliar 1 person on the job training Multiple people on the job training Group classroom Proven trainer 1 2 3 4 5 6 7 8 9 10 Facilitating Interactive Group Exercises and Group Discussion: Unfamiliar Small group of known staff Large group known staff Small group unknown staff Proven presentation skills, diverse audience 1 2 3 4 5 6 7 8 9 10 Providing Tobacco Counselling to Individuals: Unfamiliar Brief of 1-5 minutes up to 30 minutes Multi-session interventions, or interventions up to 1 hour Extensive experience with multi-session interventions 1 2 3 4 5 6 7 8 9 10 Providing Tobacco Counselling or Education to Groups:
Immediate response reaction of people as the disaster happens and in the immediate aftermath Jet stream a narrow ribbon of air in Earth’s atmosphere that encircles the globe, it causes weather systems to cross the UK mainly from west to east Latitude lines that run parallel to Earth’s Equator, measured in degrees Long-term response later reactions that occur in the weeks, months and years after the event Monitoring recording physical changes, i.e. tracking a tropical storm by satellite, to help forecast when and where a natural hazard might strike; Planning actions taken to help people to respond to, and recover from, natural disasters Hazard prediction using historical evidence and monitoring, scientists can make predictions about when and where a hazard may happen Pressure belts zones of either high or low pressure that encircle the Earth between circulation cells (high pressure = air is descending = low rainfall: low pressure = rising air = high rainfall) Primary effects initial impact of a natural event on people and property, caused directly by it, i.e. the buildings collapsing due to a storm surge. Protection actions taken before a hazard strikes to reduce its impact, such as educating people or improving building design Saffir-Simpson Scale scale used to measure the strength of hurricanes based on wind speed Secondary effects after-effects that occur because of primary effects (indirect impacts). Sometimes on a longer timescale, e.g. homelessness due to damaged homes. Storm surge a wall of water often 3-5 metres high, driven onshore by a tropical storm. The most destructive hazard associated with tropical storms Trade winds easterly winds that blow towards the Equator Tropical storm (hurricane, cyclone, typhoon) an area of low pressure with winds moving in a spiral around a calm central point called the eye of the storm – winds are powerful, rainfall is heavy and there is often a storm surge. Tropics regions either side of the Equator where the Sun moves directly overhead from its farthest point in the North and the South Weather the day to day conditions of the atmosphere, for example, temperature, winds and rainfall Weather warning advance information that helps people prepare for potential threats and hazards Weather hazard extreme weather events that pose a threat to humans / property
Year 13 Internal Exams 25th February – 1st March 2019 Date Period 1 & period 2 Period 3 Period 3 & period 4 Monday 25th February 2019 English Language paper 1 7702/01 2 hours 30 mins History paper 1 Civil Rights Y319 2 hours 30 mins Chemistry 7405 2 hours Drama 7262 3 hours RE H573 2 hours Geography paper 1 7037/1 2 hours Maths paper 1 7357/1 2 hours Food Science & Nutrition 4563UA 1 hour 45 mins Tuesday 26th February 2019 PE paper 1 H555/01 2 hours Music Listening exam 9MU0/03 2 hours 15 mins Computer Science paper 1 Computer based exam 7517/1D 2 hours 30 mins Film Studies paper 1 A670QS/01 2 hours 30 mins Psychology 7182 2 hours Physics 7408/01 2 hours Politics paper 1 UK Politics & core political ideas 9PL0/01 2 hours Wednesday 27th February 2019 Biology H420/02 2 hours 15 mins English Literature paper 1 7712/1 3 hours Further Maths paper 1 7367/1 2 hours PE paper 2: H555/02 1 hour Maths paper 2 7357/2 2 hours Politics Uk Gov & non-core Political ideas 9PLO/02 2 hours Thursday 28th February 2019 Business paper 2 7132/2 2 hours Spanish 9SP0/01 2 hours English Literature paper 2 7712/2 2 hours 30 mins PE paper 3 H555/03 1 hour History: paper 2 Anglo - Saxon & The Norman conquest Y102 1 hour 30 mins Further Maths paper 2 7367/2 2 hours Friday 1st March 2019 Computer Science paper 2 7517/2 2 hours French 9FR0/01 2 hours Film Studies paper 2 A670QS/2 2 hours 30 mins Economics paper 2 9EC0/02 2 hours Geography paper 2 7037/2 2 hours Maths paper 3 7357/3 2 hours Politics Comparative Politics USA 9PLO/03A 2 hours
8. rock layer activity- “who’s on First” 9. Homologous/Vestigial Structure activity. 10. Create a cladogram. 11. dichotomous key activity 12. Review 13. Test (not completed) Overview (not yet created) Instructional Notes 1. Darwin Paradigm Activity (1 day - 50 min) 1. Pre Activity Class Discussion: Q1: Begin discussion with asking students where lions and kangaroos live. (Lions live in the grasslands of Africa and kangaroos live in the grasslands of Australia. - Species vary globally.) Q2: Where do snakes live? What kind of snakes do we have? (Species vary locally.) Q3: What do wooly mammoths look like? What do elephants look like? Did elephants live the same time as wooly mammoths? Do wooly mammoths live with elephants today? (Species vary over time.) 2. Activity: Set up: Post world map at front of the room highlighting the names of the major areas where Darwin explored: Europe, South America, Galapagos Islands, Australia, Africa. In classroom, set up 6 stations with pictures of animals and plants: Extinct Organisms, Europe, South America, Galapagos Islands, Australia, Africa. Materials needed: Pictures of animals and plants, worksheets Student groups move around the room as they observe the different animals and plants in different continents. Each group will whiteboard their observations of the animals in the country of their group. 3. Post-activity discussion – In large circle, students can look at the other groups’ observations. Use leading questions to help the students draw the following conclusions: Species vary locally, globally, and over time. 2. Natural Selection - Jelly Bellicus (2-3 50 min days) 1. Pre Activity Discussion: Questions for Jelly Bellicus- Whiteboard
Other tools (calendar, contact list chat) Private (password protected) Access other parts of the web Send emails to large numbers of people at once More than just text: share pictures and other files Easy to organize (if you know the tricks) Parts of an Email Address:
Trash and Spam: If you want to get rid of an email, select it and click the folder icon again. To delete the email, choose the Trash option. After some time, you will likely receive junk email called spam. Most email providers have spam filters built in, but if you receive a spam email, you should move it to the spam folder instead of the trash. This teaches the spam filter to recognize junk mail in the future. Search old email: If you want to find a particular email, you can type a few keywords in the search bar and press “enter” to see all emails containing your search terms. Customize Your Account: Click the Options menu and choose Mail Options. Here you can set up your account preferences, create a signature, program email filters, and a lot more. Email Terminology Attachment: an uploaded file (picture, song, document, etc.) sent over email. BCC: short for “blind carbon copy.” Adding email addresses to the BCC line of an email is a way to email multiple recipients without revealing their email addresses to other recipients. This is good idea if you want to protect the privacy of your contacts. CC: short for “carbon copy.” Adding email addresses to the CC line of an email is a way to send a copy of an email to someone who is not the main recipient. Use CC to keep people informed of topics they may have an interest in. Contact List: a list of people you communicate with over email. Contact lists can include names, email addresses, phone numbers, physical addresses, usernames, and more. Draft: an unfinished and unsent email. A draft is saved in the draft folder. Email: a way to exchange electronic messages over the internet. Email Address: identifies where email is sent. Every email address has three parts: username, @ symbol, and a domain name (i.e. gmail.com). Emoticon: a small icon, usually a face, representing an email writer’s emotion. Emoticons are often used to casually set the tone of a message.
Sarah’s Music Store Income Statement section on the December 31st Worksheet had recorded the following credit balances: Sales – Books $90,000 Sales – Music 40,000 Purchases Discount - Books 8.500 Purchases Returns and Allowances - Books 1,500 Purchases Discount – Music 2,500 Purchases Returns and Allowances - Music 1,000 Using Figure 3.03-B, what is the correct journal entry to record the closing entry for Income Statement Accounts with credit balances? Debit Income Summary – General $143,500 and credit Sales – Books $90,000, Sales – Music $40,000, Purchases Discount – Books $8,500, Purchases Returns and Allowances – Books $1,500, Purchases Discount – Music $2,500 and Purchases Returns and Allowances – Music $1,000 Debit Sales – Books $90,000, Sales – Music $40,000, Purchases Discount – Books $8,500, Purchases Returns and Allowances – Books $1,500, Purchases Discount – Music $2,500 and Purchases Returns and Allowances – Music $1,000 and credit Income Summary – General $143,500 Debit Income Summary $130,000 and credit Sales $130,000 Debit Sales $130,000 and credit Income Summary $130,000 Answer: 3.03 Prototype Assessment Items – Page 5 Figure 3.03-C Sarah’s Music Store Income Statement accounts on the December 31st Worksheet had recorded the following debit balances: Income Summary – Books $6,000
d) when the company is approved for a patent for the new drug 17. Phase IV studies of a drug are: a) required for all new drugs b) done using a combination of animals and humans so that drugs can be used in the veterinary field. c) performed to learn more about side effects and long-term risks and benefits. d) done to allow time for the NDA to be submitted electronically since the paperwork is thousands of pages 18. Separating out the "soup" in the production of pharmaceuticals is which step of the production process? a) synthesis b) purification c) formulation d) final dosage form preparation 19. Containers are labeled and packaged during which step of the production process? a) synthesis b) purification c) formulation d) final dosage form preparation 20. Bioreactors may be used during which step of the production process? a) synthesis b) purification c) formulation
The Forum agreed to the consultation on the alternative methods of allocating the deprivation fund (Providers will be asked to confirm their preferred option) starting 19th January 2018 running to 17:00 on 23rd February 2018. PF will report the result of the consultation at the March meeting of the Forum. 9. De-Delegation of Services (maintained schools) All Academy members left the meeting before this item. RM introduced the paper School Funding reform – De-delegation of Services for the Forum to decide on the service areas to de-delegate. The Forum’s attention was drawn to the nine agreed areas showing values of de-delegation to maintained schools in FY2017 – 18; in the paper. For 2018 – 19 the Forum is required to decide again on which items (that are allowed) should be de-delegated whilst considering the diminishing pool as schools convert academies. The Forum fully discussed the options and the message it wished to give to schools about the ongoing de delegation; proposing for de delegation to continue for 2018 – 19 as in 2017 – 18 but formally decide to cease de delegation from 2019 – 20. Meanwhile, to work with schools to hold together all benefits of the pooled arrangements. The vote was carried in favour of the request. Agreed 10. A.O.B. Membership of the Forum - EH noted with Academies increasing in number, all Primary and Secondary representation will be Academy members – where does this leave the Maintained Schools representation on the Forum? RM will clarify with the Dept. for Education for further guidance. RM 11. Date of Next Meeting 13th March 2018, Avonfields Room, Somerdale Pavilion
Safety Hazard / Risk Factors Hierarchy of Control Consider the practicability of controls, from left to right. Select the most practical given the circumstances and level of risk. Record the reason if a higher-level is not considered practicable. Elimination / Substitution Engineering / Isolation Administrative / Behavioural Clearance to Traffic (Lateral clearance between the nearest edge of a lane carrying traffic and the entire worksite, including all roadwork vehicles or equipment, and pedestrian workers) Road Closure Detour Side Track Safety Barriers Lane Closure Speed Reduction Warning Signs Delineation of Travel Path High Speed Traffic through Worksite Road Closure Detour Side Track Safety Barriers Lane Closure Portable Traffic Signals Vehicle Crash Attenuators Speed Reduction Warning Signs Traffic Controller Poor Advance Sight Distance to Worksite Road Closure Traffic Diversion Vehicle Crash Attenuators Lead and/ or Tail Vehicle(s) Extra Advance Warning Signs Speed Reduction Delineation of Travel Path Poor Observance by Motorists of Directions / Instructions Road Closure Traffic Diversion Lane Closure Portable Traffic Signals Speed Reduction Police Presence on Site Extra Signs Re-assessment of Information Provided Narrow Pavement Width with No Escape Route (<2.9 meters width) Road Closure Traffic Diversion Safety Barriers Speed Reduction Delineation of Travel Path Presence of Workers at the Worksite Road Closure Traffic Diversion Safety Barriers Increased Separation From Vehicular Traffic Speed Reduction Warning Signs Delineation of Travel Path and Worksite Excavation Adjacent to Traffic (>300mm deep within 1.2 meters of traffic) Road Closure Traffic Diversion Different Construction Method Safety Barriers Speed Reduction Delineation of Travel Path Presence of Unprotected Hazards Within Clear Zone Road Closure Traffic Diversion Safety Barriers Speed Reduction Delineation of Travel Path Rough or Unsealed Road Surface due to Roadwork Road Closure Traffic Diversion Speed Reduction Warning Signs High Volume of Traffic Through Worksite Road Closure Detour Side Track Safety Barriers Lane Closure Portable Traffic Signals Speed Reduction High Volume of Heavy Vehicles Through Worksite Road Closure Detour Side Track Safety Barriers Lane Closure Portable Traffic Signals Speed Reduction Work Vehicles Entering / Leaving Worksite Safety Barriers Lane Closure Portable Traffic Signals Speed Reduction Warning Signs Delineation / Control of Access Points Cyclists / Pedestrians Though Worksite Alternative Pathway Adequate Separated or shared road space Speed Reduction Warning Signs Delineation from Other Traffic
Absolute Monarch Facebook Project Project Requirements Each student will choose one monarch or artist and must Research your monarch. 1. Use 3 internet sites of the student’s choice—NO WIKIPEDIA! II. This MUST be neat and readable. You may type the page. Download one of the Facebook templates from the class website if needed. Create a mock FACEBOOK PAGE for that monarch including: Name, contact information (nationality/address) Objective statement (What your leader hopes to accomplish as a leader of this new nation) Information – background information about your candidate (date of birth/death, country, dates of reign, parents, spouse, children, etc.) Education / training (schools, military, religious, etc.) Work/Job Experience (positions of authority held/jobs) Accomplishments (Things your leader wants to stress in order to get hired. Make sure to list specific events and actions.) Failures (Things that might hurt your candidate. Note – this would not typically be stressed, but you might want to “spin” the failure to word it in a favorable way.) References (List the names and titles of at least two people that could be contacted about your leader’s ability to lead. These must be 2 actual historical people.) Don’t forget other FACEBOOK favorites – include a picture of your monarch, pictures of 3 people who would be your monarch’s friends with captions underneath identifying them, 5 Networks to which s/he would belong and write 2 status updates on your Wall—you can be funny or creative but the information must be accurate. Chose. My Monarch is: _________________________________________________ Due Date: _______________ ABSOUTE MONARCH Grading Rubric for
Complaint Form (Use in conjunction with the complaint process listed in the student handbook) COMPLETED FORM MUST BE SUBMITTED TO THE OFFICE OF THE SUPERINTENDENT, ATTENTION MARY HARRELL Before completing this form, please follow these steps: 1) Make the complaint known to the staff member most closely involved either in writing or in a scheduled conference. 2) If not resolved, inform the building principal. 3) If not resolved, contact the district office. If the situation is still not resolved, you are welcome to fill out this complaint form. The superintendent or designee will review the complaint and respond within 5 workdays. Name: Date: School: Grade: (if applicable) Check either: ! Student or ! Parent Give a brief statement as to the specific nature of the complaint: How would you like to see your concern resolved? Have you tried to resolve this complaint before, or is this the first time? Please provide your phone number and address so that we can get back to you. A response will either be mailed to you or we will discuss by phone or in person. Phone Number: Address:
3-1 Practice Graphing Linear Equations Determine whether each equation is a linear equation. Write yes or no. If yes, write the equation in standard form and determine the x- and y-intercepts. 1. 4xy + 2y = 9 2. 8x – 3y = 6 – 4x 3. 7x + y + 3 = y 4. 5 – 2y = 3x 5. – = 1 6. – = 7 Graph each equation. 7. – y = 2 8. 5x – 2y = 7 9. 1.5x + 3y = 9 10. COMMUNICATIONS A telephone company charges $4.95 per month for long distance calls plus $0.05 per minute. The monthly cost c of long distance calls can be described by the equation c = 0.05m + 4.95, where m is the number of minutes. a. Find the y-intercept of the graph of the equation. b. Graph the equation. c. If you talk 140 minutes, what is the monthly cost? 11. MARINE BIOLOGY Killer whales usually swim at a rate of 3.2-9.7 kilometers per hour, though they can travel up to 48.4 kilometers per hour. Suppose a migrating killer whale is swimming at an average rate of 4.5 kilometers per hour. The distance d the whale has traveled in t hours can be predicted by the equation d = 4.5t. a. Graph the equation. b. Use the graph to predict the time it takes the killer whale to travel 30 kilometers.
31,152 Motor Vehicle Registrations and Transfers 29,079 29,079 - 30,068 31,090 32,147 342,645 Total Duties 301,799 282,606 -6 287,890 287,663 291,993 Gambling Taxes 1,548 ACTTAB Licence Fee 1,728 1,859 8 1,882 1,907 1,956 34,925 Gaming Tax 34,925 35,711 2 36,604 37,519 38,457 2,166 Casino Tax 1,900 1,943 2 1,992 2,041 2,092 12,761 Interstate Lotteries 15,000 13,825 -8 14,151 14,486 14,829 51,400 Total Gambling Taxes 53,553 53,338 .. 54,629 55,953 57,334 Other Taxes 98,659 Motor Vehicle Registration 100,637 105,141 4 110,661 116,518 122,626 16,380 Ambulance Levy 17,404 18,275 5 19,188 20,148 21,156 23,484 Lease Variation Charge 17,674 17,674 - 18,469 19,300 20,169 23,429 Utilities (Network Facilities) Tax 23,429 24,402 4 25,418 26,475 27,387 29,526 Fire and Emergency Service Levy 29,026 34,407 19 38,163 42,987 44,877 1,971 City Centre Marketing and Improvements Levy 1,971 1,882 -5 1,788 1,744 1,700 2,120 Energy Industry Levy 2,120 2,120 - 2,173 2,227 2,283 195,569 Total Other Taxes 192,261 203,901 6 215,860 229,399 240,198 1,277,992 Total Taxation 1,236,406 1,298,688 5 1,383,845 1,470,567 1,564,331
1. POLICY STATEMENT The …………………….. Centre is opposed to all forms of child abuse and neglect and believes that children have a right to be brought up in an environment free from any harm or neglect and which is supportive of their development. The welfare of children is of paramount importance to the organisation. All …………………… staff are required to report any concerns about child abuse or neglect according to Centre procedures. …………………………. Centre services to children and families will be designed and managed in such a way as to maximise the safety and welfare of children attending them. 2. WHO MUST OBSERVE THE POLICY This Policy must be observed by: Board of management Managers Staff Volunteers Students Contract Workers C.E Participants
3-1 Skills Practice Graphing Linear Equations Determine whether each equation is a linear equation. Write yes or no. If yes, write the equation in standard form. 1. xy = 6 2. y = 2 – 3x 3. 5x = y – 4 4. y = 2x + 5 5. y = –7 + 6x 6. y = 3 + 1 7. y – 4 = 0 8. 5x + 6y = 3x + 2 9. = 1 Find the x- and y-intercepts of each linear function. 10. 11. 12. Graph each equation by making a table. 13. y = 4 14. y = 3x 15. y = x + 4 Graph each equation by using the x– and y-intercepts. 16. x – y = 3 17. 10x = –5y 18. 4x = 2y + 6
9:15-10:15 Center Time/ Reading Groups Centers **10 Min. on Timer for all 6 groups 1. AR Test/Library 2. Review Worksheet 3. Making 10 Game 4. Magnetic Letters 5. Starfall 6. Reading Groups 1. AR Test/Library 2. Review Worksheet 3. Making 10 Game 4. Write words 5x 5. Starfall 6. Reading Groups 1. AR Test/Library 2. Review Worksheet 3. Making 10 Game 4. Spelling WS 5. Starfall 6. Reading Groups 1. AR Test/Library 2. Review Worksheet 3. Making 10 Game 4. Words in a sent. 5. Starfall 6. Running Records 1. AR Test/Library 2. Review Worksheet 3. What can Pig do? 4. Magnetic Letters 5. Starfall 6. Running Records Orange: Decodable Reader: Jane and Wade Read Title: What do you see on the cover? Why do you think think there is a frog on the girl's head? Who do you think is Wade and who is Jane? How do you know? Blue: Have kids read words: pave, cake, ape, make, tape, cape, frame, grape, plate, save, scale, game, shave, stake, state. Have them read Jane and Wade: note decoding proficiency. Green: Have them read Long E words: see, brief, scream, teeth, field, sea, queen, honey, peach, wheel, flea, sweet, bunny, runny, wheat. Have them read Jane and Wade, note decoding proficiency. *RF.1.3d, RF.1.3, RF.1.4 Orange: The Cow that went Oink! Blue: At the Zoo Green: What can Meg Do? *RF.1.3, RF.1.4 Orange: Read: Sam's Song From old reading book. Blue: Read: Sam's Song From old reading book. Green: Read: Sam's Song From old reading book. *RF.1.3, RF.1.4 Running Records for all groups. * RF.1.3, RF.1.4 Finish Running Records. Work on students writing and correct any misspelled words. SIGHT WORD TEST!! * RF.1.3, RF.1.4
Activity 3.1.1 Student Data Sheet Name of Person: Age of Cancer Diagnosis Type of Cancer: Possible Risk Factors: Other Pertinent Information: Amy Johnson 68 Stage III Breast cancer -Semi-late pregnancy -Smoker -inherited a mutated BRCA1 gene -lump in breast -mother and sister had cancer -white -cancer spread to lymph nodes, then liver -chemotherapy and radiation did not help Rosemary Garcia 8 Acute Leukemia -got sick frequently, lost weight, and developed swollen lymph nodes -mother had been exposed to radiation when pregnant -mexican -put on variety of different chemotherapy for next 2 yrs and has been in remission ever since Andrew Greene 73 Late stage bladder cancer -father died of colon cancer -smoker: quit at age 50 -frequent bladder infection -white -bladder surgically removed -was given chemotherapy but cancer had already spread to bones -died year and half after diagnosis Chloe Manning 4 Childhood - trouble walking, losing her balance, vomiting frequently, sleeping all of the time -history of high blood pressure in fam -african ameican -brain tumor that wasn’t completely removed -cancer spread quickly to spine and died at 6 Kyle Li 14 -pain in knee joint, limping -fatigue and lost weight -chinese -treated with chemotherapy and surgery -no history of cancer -cancer was removed
Ryan Adams 21 Testicle Cancer -lump in testicle causing pain -father had testicle cancer -white -surgery to remove testicle Clarence Major 65 Colon Cancer -smoker -heavy drinker -diabetes -persistent abdominal discomfort -brother had history of colon polyps -african American -surgery to remove cancer cells -dies 2 yrs later from heart attack Erin Harris 32 Melanoma -frequent sun bathing -sister had skin cancer -abnormal mole on neck -white -cancer was early stage and was surgically removed Christina Martinez 36 cells -smoker -HPV -puerto rican -cryosurgery to remove cells Henry Cho 11 Lymphoma -night sweats, coughing a lot and having trouble breathing -itchy all the time -chemotherapy and radiation -relapsed 4 yrs later -high doses of chem and rad -autologous transplant -korean
-grandfather died from of pancreatic cancer Daniel Robinson 52 Prostate Cancer -high blood pressure meds -overweight -urinary problems -blood in urine -African -treated with hormone and radiation therapy -brother diagnosed one yr later -still has cancer 2 yrs later Jasmine Thomas Lung Cancer -exposed to asbestos -second hand smoke -breathing problems for many yrs -cough up blood -African American -chemotherapy and radiation -died less than a year later What trends or patterns do you see? Those whose family members had cancer, more likely got cancer Lifestyle choices like smoking and drinking are factors Environmental factors like second hand smoking is a factor Pregnancy hormones can cause cancer Cancer spreads
Aristotle Arthur C. Clarke Bessie Blount Charles Babbage Ctesibus ('ti sib ee uhs') of George Boole George Devol Heinrich Ernst Issac Asimov Jacques de Vaucanson Joseph Jacquard Josephine Garis Cochran Karel Capek Leonardo DaVinci Marc Thorpe Mary Anderson Mary Shelley Nikola Tesla Pierre Jaquet-Droz Randice-Lisa Altschul Richard Greenblatt Shigeo Hirose Takeo Kanade Victor Scheinman Prepare a page (3 – 4 page paper) on your topic that answers the following questions: If you chose a person, when did they live? How did they affect automation? If you chose something other than a person, when did it impact people? Who was responsible for this occurrence? How does the person or item affect you personally? Write your topic on an adhesive note and place it on the timeline. Create a Power Point Presentation(Minimum of 10 slides) Report your findings to the class. Conclusion Describe how automation has changed during your lifetime? Describe how the entertainment industry advanced automation and the positive and negative impacts.