zilongwang/ReadingBank huggingface dataset:
Poston Butte High School Robert Pappalardo, Principal Board Report december 2012 Enrollment: 1734 Students of the Month: Kaleigh Ferguson – Grade 10 Dakota Briggs – Grade 10 Highlights: Grand Canyon University held a workshop to assist Seniors with their admission applications for the 2012-13 school year. Arizona State University held a workshop to assist seniors with their admission applications for the 2012-13 school year. Grand Canyon University provides a lunch time Jam for students Grades 9-12. Jalen Richards signed to attend Santa Clara University (for basketball) and Taylor Clark signed to attend Hampton University in Virginia (for softball). Seniors had an opportunity to tour Grand Canyon University. Student Council hosts a canned food drive. Bryan Gator Stephens was selected as the Poston Butte High School Ambassador for Civility. The Poston Butte Jazz Band performs for Sandra Day O’Connor and her guests. The boys Varsity Basketball team won the Hardwood Classic Tournament. Fall Dance Concert. 51 Teacher Evaluations Activities through January 15th December 15 East Valley Business and Craft Fair – 7:00 AM – 4:00 PM – Main Gym 17 Winter Break – No school 18 Boys’ basketball vs. Arcadia High – Frosh 4:00 PM, JV 5:30 PM, Varsity 7:00 PM 18 Girls’ Soccer at Apache Junction – JV 4:00 PM, Varsity 6:00 PM 19 Winter Break – No school 19 Girls’ Basketball Nike Tournament of Champions 19 Wrestling at Camelback – 4:00 PM 20 Winter Break – No school 20 Girls’ Basketball Nike Tournament of Champions 21 Winter Break – No school 21 Girls’ Basketball Nike Tournament of Champions 22 Girls’ Basketball Nike Tournament of Champions 24 Winter Break – No school 25 Winter Break – No school 26 Winter Break – No school 26 Boys’ Basketball McClintock Holiday Shoot-Out 27 Winter Break – No school 27 Boys’ Basketball McClintock Holiday Shoot-Out 28 Winter Break – No School 28 Boys’ Basketball McClintock Holiday Shoot-Out 28 Varsity Wrestling Eagle Invitational at Ironwood High School 29 Boys’ Basketball McClintock Holiday Shoot-Out 29 Varsity Wrestling Eagle Invitational at Ironwood High School 31 Winter Break – No school
POSTON BUTTE HIGH SCHOOL BOB PAPPALARDO, PRINICPAL ENROLLMENT REPORT DECEMBER 2012 GRADE 9 STUDENTS Male 255 Female 233 Total 488 GRADE 10 STUDENTS Male 244 Female 239 Total 483 GRADE 11 STUDENTS Male 219 Female 205 Total 424 Grade Level 12 STUDENTS Male 163 Female 176 Total 339 SCHOOL-WIDE STUDENTS Male 881 Female 853 TOTAL 1734
The Other Side of the Issue Opposing Claims and Reasons Opposing Evidence and Examples Common Ground and Further Questions Using evidence, we can agree that… We need further clarification on … What did you learn about the Stamp Act? What is your final position on the issue (was the Stamp Act fair)? Write a powerful paragraph with your claim, 2 pieces of evidence, and your reasoning. Reflect on your participation in the discussion. What did you do well? What do you need to improve upon?
Claim 4 Claim missing Reasoning unclear or does not demonstrate link to claim Document(s) not cited Evidence doesn’t support claim Evidence #1 with citation 2 Reasoning links evidence/claim 5 Evidence #2 with citation 2 Reasoning links evidence/claim 5 Language Choices 2 Total 20_____________________ A level B Level C Level D level F Level The Claim Presents a clear, well-developed /strong claim. Presents a clear claim Presents a claim using I and/or with limited development Claim is confusing or underdeveloped. Might have used I. Missing claim Evidence Supports claim with 2 substantial, relevant, and accurate pieces of evidence. Evidence is cited. Supports claim with 2 substantial, relevant, and accurate pieces of evidence. Supports claim with 2 pieces of evidence. Provides minimal, irrelevant, or insufficient evidence. Evidence is missing Reasoning Reasoning linking evidence (Both pieces of evidence) to claim is sound and logical. It helps persuade the reader. Reasoning linking evidence (both pieces of evidence) to claim is sound Only links 1 piece of evidence soundly to the claim Reasoning used does not link evidence to claim There is no clear reasoning Language Choices Uses sophisticated words, phrases and clauses to clarify the relationship and create cohesion btw the claim, evidence and reasoning. Uses words, phrases and clauses to clarify the relationship and create cohesion btw claim, evidence and reasoning Inconsistently uses words or phrases to clarify the relationship btw claim, evidence and reasoning Attempts once to use words or phrases to clarify the relationship btw claim, evidence and reasoning Language choices creates uncertainty
Welcome back! There are many ways to succeed in this class; all of them depend on student, parent, and teacher involvement. If you have any questions or comment you can leave a message at the office or use the above email address. Parents and students can check Mr. Brener’s link in the school website for assignment due dates and other important information. Requirements: You must bring the following to class every day: Notebook paper. Torn or ripped paper will not be accepted. Composition or spiral notebook Pencils and pens – blue or black ink only Home work and other assignments when due. A good attitude Grading: Grades will be based on the following categories Test/quizzes 40% Class work 40% Homework 20% Grading scale Grading Scale (honors) A 100 – 90% A 100 – 90% B 89 - 80% B 89 – 80% C 79 – 70% C 79 – 70% D 69 – 50% D 69 – 55% F 49 – 0% F 54 – 0% The lowest graded assignment will be dropped when computing grades. Grades will be posted in the window by the student’s rollbook number every Monday Work habits and cooperation grades: The work habits grade is determined by the quality and amount of your work in the class. The cooperation grade is determined by your behavior and attitude in the class.
Your Quest: Create a skit in which you demonstrate the life and responsibilities of a knight. You may choose to use a narrator and script your skit, or decide that each actor speaks his/her own lines. The skit must be between 2-3 minutes In your script, or actor lines, you must include at least 2 of the following vocabulary terms: fief, serf, chivalry, Charlemagne, feudalism, Christianity. Your Bio: You are the majority of the people in society. Your labor supports the entire feudal structure by allowing lords and knights to spend their time preparing for war. You are either classified as free, or unfree. If you were free, you rented land to farm and owed only your rent to the lord. If you were unfree, you were a serf and could not leave the lord’s manor. In return for your labor, you receive a small plot of land to farm. Every day you work on the farm and raise crops and livestock (farm animals), but could also be carpenters, shoemakers, or other skilled laborers. Along with daily working, you also owe your lord taxes. A lord could demand a tax whenever he needed money, in addition to his yearly payment called “head money”. You live in a small, simple house, with one or two rooms. This house was made out of wood and covered with straw or mud. Inside, there was a hearth fire, but no chimney. Your entire family often slept in the same room that housed your farm animals. You eat vegetables, pork, wheat/rye bread, or fish that had been preserved in salt. As a peasant, you almost never ate beef or chicken, and herbs were used to disguise the taste of rotting meat.
Partners HealthCare Choice* 1-800-231-2722 Massachusetts Behavioral Health Partnership (MBHP) 1-800-495-0086 Steward Choice* 1-855-860-4949 Massachusetts Behavioral Health Partnership (MBHP) 1-800-495-0086 *Note: To enroll in a Primary Care ACO, members must also select a PCP in that ACO’s network. PCPs may not be available in all service areas. MCO Plans Customer Service Behavioral Health Services Member Card Image BMC HealthNet Plan 1-888-566-0010 Beacon Health Strategies 1-888-217-3501 Tufts Health Together 1-888-257-1985 Tufts Health Together 1-888-257-1985 PCC Plan* Customer Service Behavioral Health Services Member Card Image
Committee. A post application meeting was held on July 26, 2017. A third informational meeting was held on January 16, 2018 to present the amended plan. The Retreat @ TimberRidge conforms to the El Paso County Policy Plan as evidenced by the approval of the PUD Development Plan and zoning. Conformance with the Black Forest Preservation Plan The Preliminary Plan or the Retreat @ TimberRidge conforms to the following policies of the Black Forest Preservation Plan: As stated in the Introduction to the Plan, “…The consistency or inconsistency of an application with a single policy or recommendation should be of less importance than its relationship to the overall spirit and intent of the elements when taken together.” The following Goals and Policies of the Black Forest Preservation Plan are implemented with this request: Policy 1.5. Preserve open space as a means of retaining natural features and the separate identity of the Black Forest Planning Area. Open Spaces is provided in the Plan by the Sand Creek Greenway and by trails. Action 1.c. All land use items concerning the Black Forest Planning Area should be forwarded to the Black Forest Land Use Committee or other appropriate citizens group for review and comment prior to public hearing. Applicants have met with the Black Forest Land Use Committee in the pre-application stage and after submittal. Action 1.d. Applicants for subdivisions, zone changes, special use approvals, and variances should address consistency with the Black Forest Preservation Plan as a part of their submittals. This Letter of Intent addresses conformity with the Black Forest Preservation Plan. Policy 2.3. Support clustered development alternatives which result in the creation of permanently dedicated and maintained open space. Parkland will be owned and maintained by a Metropolitan District. Clustering is proposed with the Sand Creek Greenway and other drainage features as focal points of residential land use. Goal 3.A. Promote a residential environment which perpetuates the rural-residential character of the Black Forest Planning Area. Rural Residential lots and open space are the land use transitions from urban to rural residential land use on the north and west of this PUD. Policy 3.5. Generally support residential development which compliments and enhances the area’s terrain, vegetation and natural resources. The proposed land use plan is consistent with this policy. The primary natural resource is the Sand Creek Greenway which is preserved by this plan and made the focus of the development.
5. Write a VHDL program for a comparator and check the wave forms and the hardware generated 6. Write a VHDL program for a code converter and check the wave forms and the hardware generated 7. Write a VHDL program for a FLIP-FLOP and check the wave forms and the hardware generated 8. Write a VHDL program for a counter and check the wave forms and the hardware generated 9. Write VHDL programs for the following circuits, check the wave forms and the hardware generated register shift register NOTE:- At least 8 Experiments out of the list must be done in the semester. DATABASE MANAGEMENT SYSTEMS LAB Paper Code: ETEE-455(ELECTIVE) L T/P C Paper: Database Management Systems Lab 0 2 1 LAB BASED ON DBMS Lab includes implementation of DDL, DCL, DML i.e SQL in Oracle. List of Experiments: Design a Database and create required tables. For e.g. Bank, College Database Apply the constraints like Primary Key, Foreign key, NOT NULL to the tables. Write a SQL statement for implementing ALTER, UPDATE and DELETE Write the queries to implement the joins Write the queries for implementing the following functions: MAX (), MIN (),AVG (),COUNT () Write the queries to implement the concept of Integrity constrains Write the queries to create the views Perform the queries for triggers Perform the following operation for demonstrating the insertion, updation and deletion using the referential integrity constraints TEXT BOOK: [T1] SQL/ PL/SQL, The programming language of Oracle, Ivan Bayross, 4th Edition BPB Publications NOTE:- At least 8 Experiments out of the list must be done in the semester.
ANTI-BULLYING POLICY (Board Policy 5517.01) The Woodland Park Academy Board of Directors believes that a safe and civil environment in school is necessary for students to learn and achieve high academic standards. It is the policy of the Academy to provide a safe and nurturing educational environment for all of its students. Bullying or other aggressive behavior toward a student, whether by other students, staff, or third parties, including Board members, parents, guests, contracts, vendors, and volunteers is strictly prohibited. This prohibition includes physical, verbal, and psychological abuse, including hazing, gestures, comments, threats, or actions to a student, which cause or threaten to cause bodily harm, reasonable fear for personal safety, or personal degradation. Demonstration of appropriate behavior, treating others with civility and respect, and refusing to tolerate harassment or bullying is expected of administrators, faculty, staff, and volunteers to provide positive examples for student behavior. This policy applies to all Academy activities, including activities on school property, in a school vehicle, and those occurring off school property if the student or employee is at any school-sponsored, or school-related activity or function such as field trips or athletic events where students are under the school’s control, or where an employee is engaged in school business. Misconduct occurring outside of school may also be disciplined if it interferes with the school environment. I. DEFINITIONS “Bullying” defined as a person willfully and repeatedly exercising power or control over another with hostile or malicious intent. “Bullying” is any written, verbal, graphic, or physical act, or any electronic communication,that is reasonably perceived as being motivated either by any actual or perceived characteristic, such as race, color, religion, ancestry, national origin, gender, sexual orientation, gender identity and expression or a mental, physical, or sensory disability or impairment, or by any other distinguishing character. “Bullying” is conduct that meets all of the following criteria: Is directed at one (1) or more students; Substantially interferes with educational opportunities, benefits, or programs of one (1) or more students Adversely affects the ability of a student to participate in or benefit from the Academy’s educational programs or activities by placing the student in reasonable fear of physical harm or by causing emotional distress; and Is based on a student’s actual or perceived distinguishing characteristic (see above), or is based on an association with another person who has or is perceived to have any of these characteristics
_______________________ ________________________________ Received by Police/Title/Date Administrator’s Signature/Date
Chapter 5 Test Periodic Law Answer Section MULTIPLE CHOICE 1. ANS: A PTS: 1 DIF: I REF: 1 OBJ: 1 2. ANS: D PTS: 1 DIF: I REF: 1 OBJ: 1 3. ANS: A PTS: 1 DIF: I REF: 1 OBJ: 1 4. ANS: C PTS: 1 DIF: I REF: 1 OBJ: 2 5. ANS: A PTS: 1 DIF: I REF: 1 OBJ: 2 6. ANS: B PTS: 1 DIF: I REF: 1 OBJ: 2 7. ANS: C PTS: 1 DIF: II REF: 1 OBJ: 4 8. ANS: A PTS: 1 DIF: II REF: 1 OBJ: 4 9. ANS: B PTS: 1 DIF: II REF: 2 OBJ: 1 10. ANS: B PTS: 1 DIF: I REF: 2 OBJ: 1 11. ANS: B PTS: 1 DIF: III REF: 2 OBJ: 1 12. ANS: C PTS: 1 DIF: II REF: 2 OBJ: 1 13. ANS: B PTS: 1 DIF: I REF: 2 OBJ: 1 14. ANS: B PTS: 1 DIF: I REF: 2 OBJ: 2 15. ANS: A PTS: 1 DIF: I REF: 2 OBJ: 2 16. ANS: D PTS: 1 DIF: I REF: 2 OBJ: 2 17. ANS: C PTS: 1 DIF: I REF: 2 OBJ: 2 18. ANS: D PTS: 1 DIF: II REF: 2 OBJ: 3 19. ANS: A PTS: 1 DIF: II REF: 2 OBJ: 3 20. ANS: C PTS: 1 DIF: II REF: 2 OBJ: 3 21. ANS: A PTS: 1 DIF: II REF: 2 OBJ: 3 22. ANS: A PTS: 1 DIF: I REF: 2
Please note: There is a separate ballot for the referenda questions for this election, and voters may not cast both ballots. In CVR, you must make sure that total votes for all candidate races match, and total votes for all referenda questions match – but the total votes for candidates and total votes for referenda questions may be different. 2 Printing and Reviewing “Unofficial” copy. After the results have been entered, save your results by clicking the “Save” button at the bottom of the respective ROVC Data Entry screens. Click the “Print Candidate” and “Print Referendum” buttons to print Unofficial copies of the results. Primary: Referendum: Compare the results that are printed from CVR against the Returns that were completed by the Warden. Make any necessary corrections to the results in CVR. Save and Certify; print Certified Copy. When the results in CVR agree with the Warden’s Returns, certify your results by clicking the “Save and Certify” button. Click on “Print Candidate” and “Print Referendum” again for the Certified CVR results (the certified copy has a place for the Municipal Clerk to sign and date). Sign and date the certified CVR results on the bottom right. After “Save & Certify” has been selected, changes cannot be made to your results. If you discover an error after selecting “Save & Certify”, contact the Division of Elections so that elections staff will make the corrections. Submitting copy of Certified Results to SOS. Submit a copy of the certified CVR results you printed from CVR, as well as a copy of the paper Warden’s Return of Votes Cast for each voting district in your municipality. You are not required to enter your results on Election Night, but please enter the results as soon as possible on Wednesday. The printed certified election results and the paper Return of Votes Cast must be received by the Secretary of State by the statutory deadline of 5:00 p.m. on Friday, November 9th. However, we are asking that if you can finish by 5:00 p.m. on Thursday, November 8th, please do so.
The ultimate static pile capacity can be combated as follows: Where Ap = Area of pile point effective in bearing. c = Cohesion (or undrained shear strength Su) B = Base width of pile. N′c = Bearing capacity factor for cohesion adjusted for shape and depth. When Φ=0, we have c=Su and Nc is often taken as 9. N′q = Bearing capacity factor for overburden effect and include shape and depth effects. N′r = Bearing capacity factor for base width. = Effective vertical stress (overburden pressure) at pile point. The N’r term is usually neglected as the pile base width B is not large. It may not be neglected where an enlarge pile base is used. Neglecting the N'r tern, the pile capacity can be computed as: ) This equation gives for c=Su and Φ=0, the N′q = 1 and ultimate point capacity is: The allowable pile capacity is obtained by dividing the ultimate capacity by a suitable safety factor which usually varies between 2.5 and 4. Meyerhof (1951, 1976) has proposed bearing capacity factors N′c and N′q as shown in Figure 7-2. The factor incorporate the effect of shape and depth effect (e.g., from Nq to N′q and Nc to N′c). Meyerhof used a critical depth ratio Lc/B which basically means that if the embedment depth exceeds the critical depth ratio, the bearing capacity reaches a limiting value. The limiting point bearing in cohesionless soil is given for L/B > Lc/B as: Meyerhof also uses 9Su as the limiting resistance for clay (ϕ=o). To determine Meyerhof N factors from Figure 7-2, proceed as follows: Compute R1 =L/B and obtain R2 =Lc/B from the critical depth curves at the given ϕ angle of figure 7-2.
Clean sound rock Clean gravel, gravel- sand, coarse sand Clean fine to medium sand, silty medium to Coarse sand, silty or clayey gravel Clean fine sand, silty or clayey fine to sand Fine sandy silt, non plastic silt very stiff and hard residual or pre-consolidated clay Medium stiff and stiff clay and silty clay Steel sheet pile against: Clean gravel, gravel-sand mixture well graded rock fill with Spalls Clean sand, silty sand-gravel mixture, single-size hard-Rock fill Silty and gravel or sand, gravel or sand mixed with silt or Clay Fine sandy silt, non plastic silt Formed concrete or concrete sheeting against: Clean gravel, gravel-sand mixtures, well graded rock fill With spalls Clean sand, silty sand –gravel mixture, single size rock fill Silty sand, gravel or sand mixed with silt or clay Fine sandy silt, non plastic silt Various structural materials: Masonry on masonry, igneous and metamorphic rocks: Dressed soft rock on dresses soft rock Dressed hard rock on dresses soft rock Dressed hard rock on dresses hard rock Masonry on wood (dross grain) Steel on steel at steel-pile interlocks Wood on soil 29-31 24-29 19-24 17-19 22-26 17-19 22 17 14 11 22-26 17-22 17 14 35 33 29 26 17 14-16 Pile Groups General Pile foundation rarely consists of a single pile. Generally, there will be a minimum of two or three piles under a foundation element or footing to allow for misalignments and other inadvertent eccentricities. Building codes may stipulate the minimum number of pile
Unit Plan and Pacing Guide Unit 4 The Age of Enlightenment ASSIGNMENTS DAY ONE The Scientific Revolution Kagan, 417-424 AND/OR Wood, 148-150 Document 4.1 (Descartes) Document 4.2 (Descartes) Document 4.3 (Copernicus) DAY TWO Sci. Rev. (Continued) Kagan, 428-438 AND/OR Wood, 150-157, 137-138 Document 4.4 (Voltaire on Bacon) E-Lesson The [British] Agricultural Revolution Kagan, 455-457 AND/OR Wood, 207-209 (YouTube E-Lecture) DAY THREE What is Enlightenment? (Kant, “What Is Enlightenment?”) Kagan, 508-514 AND/OR Wood, 248-256 [Excerpt] DAY FOUR The Rise of Modern Paganism Kagan, 514-520 AND/OR Wood, 264-266 Peter Gay, “” (Makers of the Western Tradition) (Diderot, Les Eleutheromanes) DAY FIVE Candide: Theodicy Candide, Chapters I-X (Wikipedia) (Wikipedia) DAY SIX Candide: Farewell to Nonage Candide, Chapters XI-XX Kagan, 520 AND/OR Wood, 256-258 (The Encyclopedia) (Briefly summarize ANY three articles on notebook paper.) DAY SEVEN Candide: Starting Over Candide, Chapters XXI-XXX Kagan, 523-525 AND/OR Wood, 258-261 (Montesquieu and Rousseau) (Montesquieu, The Spirit of the Laws) (Rousseau, The Social Contract) DAY EIGHT Enlightened Absolutism Kagan, 533-543 AND/OR Wood, 270-275, 278-279 (Rousseau, Emile) (Frederick the Great) (Joseph II) ASSESSMENT MULTIPLE CHOICE TEST DBQ FRQ STUDY GUIDE Last Pages of Unit Guide
What is Enlightenment? Immanuel Kant, a German philosophe, defined “enlightenment” as an individual’s escape from __________________ - a sort of self-imposed intellectual childhood. Enlightened individuals are capable of thinking for themselves. According to Kant, the only thing necessary to escape from nonage is ___________________. Two institutions dominant in France at the time limited freedom of inquiry: Freedom-limiting Institutions in the eyes of the philosophes: Most philosophes were anticlerical (against the influence of a hierarchical, institutional Church organization – not necessarily against the general concept of religion) in their thinking. “And his hand would plait the priest’s entrails, For want of a rope, to strangle kings.” -- Diderot Natural Religion (e.g., ____________) Revealed Religion (e.g., ____________) Knowledge of God comes from: Knowledge of God comes from: The religion of Deism, which boasted such illustrious adherents as Voltaire, Thomas Paine, and Thomas Jefferson, was a natural religion. The metaphysics of Deism are fairly easily explained: God exists. He created an orderly universe and made it possible for human to understand him through the use of observation and reason. Sacred texts claiming to contain the revealed word of God Religious dogmas derived from said texts Miracles, prophecies and religious "mysteries" Although enlightened ideals spread throughout Europe, _________________ was the epicenter of the Enlightenment. The French “Philosophes” Philosophe Notable Published Work(s) Contribution(s) to Enlightened Thinking
ST. MARY'S An IB World School EARLY EDUCATION PROGRAM CURRICULUM GUIDE St. Mary's is an International Baccalaureate (IB) World School dedicated to inquiry-based academic excellence, developing well-rounded, children who in a creative environment founded on Christian values. confident flourish
Flat Junior Rebels Fast Pitch Softball 2018 DATE OPPONENT LOCATION TIME 2/26 – Mon. Open 3/2 – Fri. Baldwyn New Albany 4:00 3/5 – Mon. Hills Chapel Hills Chapel / 3/9 – Fri. Open 3/19 – Mon. / 3/22 – Thur. Myrtle Flat 3/26 – Mon. Chalybeate Chalybeate / 4/6 – Fri. Open 4/9 – Mon. Chalybeate Flat / 4/13 – Fri. Myrtle Myrtle Clash () Varsity Only Tournament (Need all Ball Players and Parents to Help Work) – Hickory Flat vs Myrtle – vs Thrasher Houlka – Thrasher vs Faulkner Faulkner – Faulkner vs Houlka Byhalia – Houlka vs Byhalia Thrasher – Byhalia vs Myrtle HF – Myrtle vs – Hickory Flat vs NP
Figure 1: Upper Fold Plate Figure 2: Lower Fold Plate Figure 3: 7KP Auto Ensure that the following items are present in the packaging: Infinity Solutions® 7K Plus Auto (1) AC Power Cord (1) Upper Fold Plate (1) Lower Fold Plate (1) Catch Tray Tool Kit Breaker bar & 7/16” Socket 3/16” T-Handle Hex Driver Hesitation Weight If any items are missing please contact your dealer. Machine Placement Place the 7KPlus Auto on the Infinity Solutions® Cabinet or equivalent sturdy cabinet or table. Contact your dealer to learn more about the Infinity Solutions® Cabinet. Figure 4: Upper Fold Plate in Proper Position Figure 5: Lower Fold Plate in Proper Position Fold Plates Check to verify that both fold plates are properly installed [see Figure 4 & 5]. Both fold plates should rest snugly on the placement pins. Power Insert the power cord into the machine first, and then into a standard 115V AC 60 Hz outlet. (Acceptable voltage range is 110 volts to 120 volts maximum) Power the machine on with the power switch. The switch is lit “red” when on. The power cord must be accessible for disconnect. Step 4: Power “Teaching” the Doubles Sensor From the main screen, Press on the touch screen. Press on the screen. Press to deactivate the doubles detection. Manually feed your selected form into the machine. Place the form on the feed table and from under the feed table rotate the feed belts to feed the form into the machine until it has passed between the doubles sensor. If your form has a window ensure that it is not oriented such that it is between the sensors. In the below image the location of the doubles sensor can be seen. Touch the button once. Manually feed a second form under the first sheet Figure 7: Feed Table
OBJECTIVES: The student participant shall learn: To work with others—in a democratic society, a person must develop self-discipline, respect for authority, and the spirit of hard work and sacrifice. The team and its objectives must be placed higher than personal desires. To be successful—our society is very competitive. We do not always win, but we succeed when we continually strive to do our best. You can learn to accept defeat only by striving to win with dedication. Develop a desire to excel. To develop sportsmanship—to accept any defeat like a true sportsman, knowing we have done our best, we must learn to treat others the way we would have them treat us. We need to develop desirable social traits, including emotional control, honesty, cooperation, and dependability. To improve—continual improvement is essential to good citizenship. As a participant, you must establish goals and you must continually try to reach those goals. Try to better yourself in the skills involved and those characteristics set forth as being desirable in your chosen activity. To enjoy participation—it is necessary for students to enjoy participation, to acknowledge all of the personal rewards to be derived from participation, and to give sufficiently in order to preserve and improve the program. To develop desirable personal health habits—to be an active, contributing citizen, it is important to develop the desire to maintain physical fitness through exercise and good health habits, and to maintain this level of physical fitness after formal competition has been completed. GOVERNANCES The Region South Edgecombe Middle School is a voluntary member of the Tri-counties Conference. The Conference was established for the purpose of promoting selected interscholastic activities among member schools and the assurance of such advantages as may be gained by a union of effort. Conference membership facilitates the arranging of schedule, equalizing competition, and conducting Conference meets/tournaments/playoffs, and determining Conference championships. The Conference provides each school the opportunity for competition without excessive travel and with schools of similar size. Membership requires abiding by Conference schedules, rules, and regulations. REQUIREMENTS FOR PARTICIPATION Physical Examination
boasted 118 bragged doff 120 to take full bobbins off spinning machines and replace them with empty ones stout 118 fortnight 120 two weeks remand her to the asylum 118 to commit someone to a mental institution, usually against his/her will distraught 124 Other new words:
1. Multiplication a) 3 × 6 = b) 5 × 4 = c) 7 × 8 = d) 20 ÷ 4 = e) 48 ÷ 8 = 2. Multiples List all the multiples up to 20 3: 4: 7: 3. Factors Write the factors of 6 36 125 4. Lowest common multiple List the LCM between 4 and 6 5 ad 25 3 and 9 5. Highest common factor What is the highest common factor? 12 and 30 11 and 55 42 and 48 6. Divisibility tests Which of these numbers are divisible by: 5 2 32, 540, 15, 567, 5872, 6225, 726 7. Area What is the area of the shape to the nearest cm2? 8. Factor Tree Write 36 as a product of its prime 9. Fill in the magic square Every row, column and diagonal has the same sum
1. Multiplication a) 8 × 6 = b) 3 × 11 = c) 4 × 12 = d) 27 ÷ 9 = e) 150 ÷ 10 = 2. Multiples List all the multiples up to 30 5: 8: 12: 3. Factors Write the factors of 10 20 100 4.Number Which number is four thousand and ninety-one 4093 4090 4019 4091 5. Pattern Complete the pattern 50, 48, 45, 41, __, __, __ 2, 4, 8, 16, 24, __,__, __ Write in order 2.7, 2.5, 2.85 6. Time 15min = _____ seconds 144hrs = _____ days 5hrs =______minutes 3 days = _____minutes 7. Factor trees Use prime factors to find the HCF 24 and 40 100 and 70 8. Probability How many different outcomes are possible when flipping two coins? 9. Tables
1. Multiplication a) 9 × 7 = b) 6 × 11 = c) 4 × 10 = d) 50 ÷ 2 = e) 36 ÷ 9 = 2. Measurement 20cm = _____mm 52m = _____cm 15m = _____km 7.2km = _____cm 3. Number Rule a number line from -4 to +4 On your number line Circle -2 Underline 5 more than -2 4. Algebra Write algebraic expression for the following: There are t people in the line for the canteen. Five more join. How many people are in the line now? A group of six people won a prize of r dollars, which they shared equally. How much did each person receive? 5. Algebra Write algebraic expressions for the following: The sum of 7 and c The product of 5 and y N is subtracted from 8 * The sum of 12 and x is divided by 7 6. Algebra problem = table = chair * * * * * * * * * * * * If 7 tables were joined end to end, how many chairs would you need? 7. Time Label the clock face. What is the time? 8. Fractions 24 people were surveyed cat dogs fish How many owned a cat? 9. Problem solving How many people do you need to gather to be sure that at least two of them have birthdays in the same month?
Halloween colours Black cat, Orange pumpkin, White ghost, Green-eyed monster. Black, orange, white, green, These are the colours of Halloween ! Black cats Witches’ hats, Jack o’lanterns, Jack o’lanterns. Black, orange, white, green, These are the colours of Halloween ! Halloween colours Black cat, Orange pumpkin, White ghost, Green-eyed monster. Black, orange, white, green, These are the colours of Halloween ! Black cats Witches’ hats, Jack o’lanterns, Jack o’lanterns. Black, orange, white, green, These are the colours of Halloween ! Halloween colours Black cat, Orange pumpkin, White ghost, Green-eyed monster. Black, orange, white, green, These are the colours of Halloween ! Black cats Witches’ hats, Jack o’lanterns, Jack o’lanterns. Black, orange, white, green, These are the colours of Halloween !
Service Learning Part B Nicole Bullard Georgia College Early College Mrs. Wood’s and Mrs. Grimes’ 8th Grade GA History Class Giving Tours at the Old Governor’s Mansion The focus of this project is to have students actively engaging and experiencing the eighth grade Georgia history standards of pre-Civil War Georgia and Civil War Georgia (SS8H5 and SS8H6). This will be done through experiencing a tour, researching the historical and cultural context of the time period, making connections of what they experienced to what they have researched and learned, and finally synthesizing this knowledge to create a tour of one of the rooms in the mansion for family and community members to experience. The reason for this project is to provide the opportunity for families and other members of the community to be informed with the history of the Old Governor’s Mansion and Milledgeville. Many of my students mentioned how they, nor their families, have had the opportunity to visit the Old Governor’s Mansion, and do not know much of its or Milledgeville’s historical significance. This project is designed to have the students not only learn about why this building is important to Georgia’s history but also be teachers to those in the community who come to visit this historic site. Project Plan: February 6, 2014 – Meeting with Director Matt Davis to discuss the possibility of students being tour guides at the Old Governor’s Mansion March 6 - 17, 2014 – Georgia from 1789-1840 learning experiences in class and how it may be able to contribute to their service learning project March 13-14, 2014 – Introduction to service learning to students and determining what the project will be; students will vote for their choice (Figure 1) March 17, 2014 – Service Learning project is chosen; they chose giving tours at the Old Governor’s Mansion, so invitation letters to parents and community members were sent out this day (Figure 2) March 18, 2014 – Students will tour the mansion and learn about museum etiquette from 1p.m. to 2p.m. March 19-21, 2014 – Students will prepare for giving their tours by doing research, discussing ideas with partners, and working together to plan what they will share with the attendees March 24, 2014 – Students will give their tours at the Old Governor’s Mansion from 11a.m.-12p.m. Rationale
**Writing: Expository and Functional Text [SC8] **3rd timed writing: exploring speeches [SC4] Science, Evolution and Tragedy Mary Shelley’s Frankenstein, Or The Modern Prometheus w/ Selections from, La Davina Comedia by Dante Alighieri, Paradise Lost by John Milton, Darwin’s Origin of Species Poetry Seminar 2: A survey of poetry from the Renaissance to the Victorian Period Public Domain, and The Bedford Introduction to Literature Shakespeare: “My Mistress’ Eyes Are Nothing Like the Sun” (Sonnet 130), “Shall I Compare Thee to a Summer’s Day?” (Sonnet 18), and “Venus and Adonis” (sections) Introduction to Edmund Burke’s Sublime and the Beautiful (Philosophical Enquiry) William Blake: “London”, “The Lamb,” and “The Tyger” Thomas Hardy: “The Convergence of the Twain” William Wordsworth: “I Wandered Lonely as a Cloud”, and “Mutability” John Keats: “Ode on a Grecian Urn” Percy B. Shelley, “Ozymandias” William Butler Yeats: “Leda and the Swan” Samuel Taylor Coleridge: “Kubla Kahn: or, a Vision in a Dream” Elizabeth Barrett Browning: “How Do I Love Thee?” Robert Browning: “My Last Duchess” Wilfred Owen: “Dulce et Decorum Est” Spring Semester Outline [SC1]
The Politics of Fiction: A Dystopian Study George Orwell’s 1984 and Ray Bradbury’s Fahrenheit 451 **4th timed writing: Themes in dystopian novels, exploring the relevance to modern day Introduction of Capstone Project (w/technology component) -Students will create a project that reflects 1st semester themes applied to “real-world” situations **Score 4 in Proficiency Ladders Research Paper 1: Research, write, revise and present a persuasive discussion both orally (accompanied by a technological presentation) and in writing (closely following MLA documentation) to examine a topic of interest (literary in nature) employing a variety of research methods and exploring cause and effect, compare/contrast, analogy, figurative language, definition, mood/tone/voice, characterization and connotation/denotation. Students will be able to compose an effective argument with a well-crafted, well-supported interpretive claim. A Brief Introduction to Satire: Mark Twain’s, “The Celebrated Jumping Frog of Calaveras County” Selections from Voltaire’s Candide Selections from Swift’s Gulliver’s Travels A Survey of Modernism and Poetry Seminar 3 James Joyce’s, A Portrait of the Artist as a Young Man T.S. Elliot, “The Love Song of J. Alfred Prufrock” D.H. Lawrence, “The Horse Dealer’s Daughter” William Butler Yeats, “The Second Coming” Sylvia Plath, “Mirror” Margaret Atwood, “You Fit Into Me” W.H. Auden, “The Unknown Citizen” Fred Chappell, “Narcissus and Echo” Edgar Allen Poe, “The Cask of Amontillado” Walt Whitman’s, “Song of Myself”
Ionic Covalent Electrons are Transferred (become charged ions that are attracted) Electrons are shared Metal + non-metal (ex: Li + K ) 2 non-metals ( O + O or O + N) One atom is a lot higher electronegativity than the other (1.7) Close to equal (less than 1.7) s
Comparison Covalent Ionic Bonds Metallic Bonds Formation Types of Atoms Non-metal & non-metal Non-metal & metal Metal & metal Electron Distribution Shared Transferred Sea of electrons Characteristics Bond Strength Strong Very strong Varies Structure Neutral group Crystal lattice crystalline Properties of Compounds Type of Compound Molecular Ionic metallic Melting Point Low Very high n/a Boiling Point Low High Very high Malleability n/a Not malleable, brittle Very malleable Ductility n/a Not ductile Very ductile Conductivity Not conductive Conductive Highly conductive
Robot Golf: Autonomous Challenge Description This activity is a programming challenge that puts the robot in autonomous mode to complete a task. Students will create a series of programmed instructions that will be installed in the robot. These instructions are then executed by the robot. Students are evaluated by the success of the robot’s task performance. On a large sheet of paper, draw a short “golf course” consisting of four “holes.” Identify the four starting points (tee-offs) and four ending points (holes) as the golf course. See the example supplied in Figure 1. Students will start their robot on the first tee and drive it to the hole without going off course. Repeat until the robot successfully completes all four of the golf course holes. Adjust the installed program accordingly. This activity helps students to: Apply mathematics to their robot design and computer program Learn from their mistakes and course-correct Apply iterative programming and testing to complete a task Lesson Outcomes Students will be able to: Program a robot to navigate and complete the golf course Test and improve robot performance Work as a team to accomplish a goal Assumptions Students will have: Knowledge and understanding of basic construction techniques Access to robotics platforms and necessary equipment Access to computers and programming software Key Terminology Boundary: a physical or non-physical barrier within which the robot operates. Feedback: information from either the robot or a teammate with respect to actual performance. Line tracker: allows a robot to follow a line over a surface. Sensor: a device that provides information about the environment to a device or robot. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License unless otherwise indicated.
Appendix C: Sample Screening Criteria for Selecting an Evaluator This document lists sample criteria for screening candidates to determine if the candidate should be invited for an interview. This document should be edited to match the specific position that needs to be filled based on the needs of the scope of work and existing capacities. Candidate Name Demonstrated knowledge and experience in program evaluation in a health related field including evaluation plans, activities, design, and utility Demonstrated knowledge and experience selecting appropriate evaluation activity parameters Demonstrated knowledge and experience in developing and testing data collection instruments, data coding, analysis, reporting, and visualizations Demonstrated knowledge and experience in working in communities in [insert priority populations, geographic regions, or other target audiences] Demonstrated knowledge and experience in providing recommendation based on evaluation results and stakeholder input Invite for Interview? Yes/No? 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.
Blocking Scheme Trip = Z1*T1 + Z2*T2 + Z3*T3 + Z4T4 + Z5*T5 + (Z1B * T1B * CR *TV) Cs = Z3 * TS NOTE: Z3 IS REVERSE ZONE Phase Z Communication Status CR Simulation CS Checking Trip Time Transmission Time Healthy Fail POWER SWING DETECTION Address No: 0120 : Enabled Setting Group A: 0020: Power Swing Address No: 2007: Trip Delay after Power Swing Blocking -- Sec. (Raise the Time Setting of Trip Delay after Power Swing Blocking Address No: 2007 to more than the longest time of the Distance Zones) Power Swing Operating Mode Address No:2002 Relay Action All zones Blocked Z1 , Z1B , Z2 Blocked No trip with Trip with Z1 , Z1B Blocked No trip with Trip with Z2 to Z5 Blocked No trip with Trip with When the Fault comes to the line, the Voltage will decrease or the Current increase, then the Impedance will decrease in very short time, then the relay will trip according to the setting of the fault case.
Disable the back up over current protection add (2601) Disable the instantaneous high speed SOTF O/C add (2404) Applied fault in zone Phase measured time (s) with the activation of the binary inputs of C.B off and manual close Z1B without the activation of the binary inputs of C.B off and manual close Z1B with the activation of the binary inputs of C.B off and manual close Z2 Z3 Z4 Z5 SWITCH ON TO FAULT (SOTF) ASSOCIATED WITH BACKUP O/C: Address NO: 2615 O/C I> = ON Address NO: 2625 O/C I>> = ON Address NO: 2671 O/C Ip = ON Address NO2601 SOTF WITH O/C = ON 2625 SOTF WITH (I) T W/O SOTF =Sec I set = ………. (Manual close)T WITH SOTF =Sec T set = ……… (Current flow)T WITH SOTF =Sec AD 2615 SOTF WITH (I) T W/O SOTF = Sec
T Iph> time delay address (2621) 3I0> pick up address (2622), T 3I0> time delay address (2623) parameter SETTING MEASURED VALUES CURRENT (A) TIME (sec) R (A) Y (A) B (A) TIME (sec) Iph> T Iph> T Iph> 3I0> T 3I0> T 3I0> Iph>> T Iph>>0.0 T Iph>>0.0 3I0>> T 3I0> 0.0 T 3I0> 0.0 Overcurrent Stages IP, 3I0P for Inverse-time Overcurrent Protection with IEC Characteristics Cheractristic Phase T.M.S Calculated Time 2 Is Formula Measured Value Sec INVERSE R 0.1 1.003 T = 0.14TP / {( I/IP )0.02 – 1} Y B N VERY INVERSE R 0.2 2.7 T = 13.5 TP / {( I/IP ) – 1} Y B N EXTREMELY INVERSE R 0.1 2.67 T = 80 TP / {( I/IP )2 – 1} Y B N LONG INVERSE R 0.2 24 T = 120TP / {( I/IP ) – 1} Y B N
Math Pacing Plan 2011-12 Quarter 4 Big Idea Essential Questions Standard Scotts Foresman Additional Resources Time Frame Congruent figures don’t change through slides, flips and turns Where is geometry in the natural world? ...the man made world? How are geometric objects defined? MG 3.1 MG 3.2 MG 3.3 MG 3.4 11-1, 11-6, 11-7, 11-9, 11-10, 11-11 MU: 189-204 That’s just half the story- Burns p. 84 Math Matters Alphabet Symmetry p Rotational Symmetry p168-169 Week 1&2 Measurement and Geometry Lines can be described by their attributes MG 3-5 MG3.6 MG3.7 MG3.8 11-1 (angles) 11-12, 11-4 MU: 183-186 About Teaching Math Sorting Shapes p96 Explorations using Geoboards p95 50 Problem Solving Lessons- Burns The Largest Square Problem p 105-107 Week 3 & 4 Measurement and Geometry
Lesson Plans Teacher: Winn Dates: November 14- December 2 Course: 7th Grade Day 1 Nov 14/15 Day 2 Nov 16/17 Day 3 Nov 18/28 Day 4 Nov 29/30 Day 5 Dec 1/2 Learning Target I can apply concepts learned I can apply concepts learned I can observe weather and inquiry about what causes weather I can draw the layers of that atmosphere and tell about each step in the water cycle I can analyaze a weather station and use it to predict upcoming weather Bell ringer BW 12 Study BW13 BW 14 BW 15 Lesson (procedures, activities, materials) Practice Test Review answers Study Guide Kahoot Test Day Finish project Achieve Achieve Weather introduction Ted Ed video sheet Fill out video sheet Weather unit: Layers of the atmosphere and water cycle Interactive notebook Newsella Project Clouds/weather stations Interactive notebook Practice weather stations Exit ticket MST question MST question MST question MST question MST question Homework USATP Weekly Assignment Canvas Weekly Assignment USATP Weekly Assignment Canvas Weekly Assignment USATP Weekly Assignment Canvas Weekly Assignment USATP Weekly Assignment Canvas Weekly Assignment USATP Weekly Assignment Canvas Weekly Assignment Assessments Oral, Written, Observational Oral, Written, Observational Oral, Written, Observational, lab Oral, Written, Observational, lab Test, oral, written, observational CCSS/ MS Framework Competency/Objective c. Examine weather forecasting and describe how meteorologists use atmospheric features and technology to predict the weather. (DOK 2) Temperature, precipitation, wind (speed/direction), dew point, relative humidity, and barometric pressure How the thermal energy transferred to the air results in vertical and horizontal movement of air masses, Coriolis effect Global wind patterns (e.g., trade winds, westerlies, jet streams) Satellites and computer modeling d. Research the importance of the conservation of renewable and nonrenewable resources, including (but not limited to) Mississippi, and justify methods that might be useful in decreasing the human impact on global warming. (DOK 3) -Greenhouse gases The effects of the human population Relationships of the cycles of water, carbon, oxygen, and nitrogen
2009 Newbery Medal Winner: The Graveyard Book by Neil Gaiman 2009 Newbery Honor Books: The Underneath by Kathi Appelt The Surrender Tree: Poems of ’s Struggle for Freedom by Margarita Engle Savvy by Ingrid Law 2008 Newbery Medal Winner: Good Masters! Sweet Ladies! Voices from a Medieval Village by Laura Amy Schlitz 2008 Newbery Honor Books: Elijah of Buxton by Christopher Paul Curtis The Wednesday Wars by Gary D. Schmidt Feathers by Jacqueline Woodson  2007 Newbery Medal Winner: The Higher Power of Lucky by Susan Patron 2007 Newbery Honor Books: Penny from Heaven by Jennifer L. Holm Hattie Big Sky by Kirby Larson Rules by Cynthia Lord 2006 Newbery Medal Winner: Criss Cross by Lynne Rae Perkins 2006 Newbery Honor Books:
 Jordan, Sherryl. The Raging Quiet  Juster, Norton. The Phantom Tollbooth  King, Laurie. The Beekeeper's Apprentice  Klass, David. Danger Zone  LeGuin, Ursula. The Wizard of Earthsea.  L'Engle, Madeleine. A Ring of Endless Light.  Lipsyte, Robert. The Brave.  Lobel, Anita. No Pretty Pictures: A Child of War.  , Jack. The Call of the Wild.  Macy, Sue. A Whole New Ball Game: The Story of the Girls Professional Baseball League.  McKinley, Robin. Rose Daughter.  Meyer, Carolyn. White Lilacs.  Meyers, Walter. Slam.  Mowat, Farley. Never Cry Wolf.  Nelson, Teresa. Earthshine: A Novel.  Nixon, Joan Lowery. Secret Silent Screams.  O’Brien, Robert. Z for Zachariah.  Paulsen, Gary. Brian’s Winter.  , Phillip. Golden Compass.  Randle, Kristen. The Only Alien on the Planet.
August/September 2018 27 28 29 30 31 1 2 3 4 5 6 7 8 No School – NO PRACTICE No Practice- Middle School Appreciation Night @ Legacy Practice – 4:30 – 5:30 PM GAME @ HORIZON C1 @ 6:15 C2 @ 7:15 Practice – 3:30 – 5:00 9 10 11 12 13 14 15 GAME @ HUGHES C2 @ 6:15 C1 @7:15 GAME @ HORIZON C2 @ 6:30 C1 @7:30 Practice – 4:30 – 5:30 PM MORNING PRACTICE 6:30 – 7:30 AM NO PRACTICE 16 17 18 19 20 21 22 Practice – 5:00 – 6:30 GAME @ HUGHES C1 @ 6:15 C2 @ 7:15 PICTURES – 4:15 GAME @ HUGHES C2 @ 6:15 C1 @ 7:15 Practice – 5:00 – 6:00 23 24 25 26 27 28 29 GAME @ HUGHES C1 @ 6:15 C2 @ 7:14 Practice – 6:30 – 7:30 PM Practice – 4:30 – 5:30 PM Practice – 6:45 – 7:45 PM Practice – 5:00 – 6:30 30