zilongwang/ReadingBank huggingface dataset:
Undergraduates living at Lincoln Hall (Museum Road) and in Bear Lane houses, and all graduate students, are on the ‘Out of College’ plan which allows for 37 weeks in residence (i.e. three full terms plus Christmas and Easter vacations). Check out time is always 10am. Students on the ‘In College’ plan must vacate their rooms by 10am on the Saturday of 8th week in Michaelmas and Hilary Terms, unless they have applied for vacation residence (see 8.1.13 below). All students must vacate their rooms by 10am on Sunday of 9th week in Trinity Term. When rooms are vacated all personal belongings must be removed and all rubbish taken away. Under the license agreement students living on the main College site will be asked to vacate their rooms on the night the College ball is held (once every 2 years). Accommodation charges for 2017-18 can be found in Appendix 2. Living Out of College Undergraduates (but not first years) may live outside College accommodation with the permission of the Rector. Requests must be submitted (via the Rector’s PA, Mrs Lacey) no later than the end of 6th week of the preceding term and should be supported in writing by your tutor. The Senior Dean and Senior Tutor will be consulted. Undergraduates must live within six miles of Carfax. Graduate students do not need permission to live out of College, and must live within twenty-five miles of Carfax. All students living out of College must keep the College Office up to date with their contact details. For assistance in finding accommodation contact the University Accommodation Office in Wellington Square, tel. (0)1865 270219. Use of College bedrooms and facilities The College has regulations and guidelines for the use of its rooms and facilities. These may seem unnecessarily detailed but are designed to preserve and enhance the College community. The following is a list of what the College does and does not provide in student bedrooms. College furniture and fittings should not be removed from rooms. The College provides: The College DOES NOT provide: Single bed Mattress Wardrobe Desk Desk chair Easy chair (if space allows) Bookcase Waste bin Drawers/shelving Pin board Fire retardant curtains or blinds Computer points Bedding Towels Desk lamps Telephone lines Refrigerators (see below) Fans
Presented for filing by: Name, Address and Description of Allotees Name & N.R.C No. Address Description Number of the shares allotted Preference Ordinary Signature ……………………………… Date ……………………………………
Tier II/Academic Vocabulary These words require less time to learn (They are concrete or describe an object/event/ process/characteristic that is familiar to students) These words require more time to learn (They are abstract, have multiple meanings, are a part of a word family, or are likely to appear again in future texts) Meaning can be learned from context legislation enforced federal commissioners warrants admissible prohibited testimony confine imprisonment fugitive liable Meaning needs to be provided conferred claimant Mason Dixon Line appointed appointee oaths alleged empowerment deputized cradle of liberty posse apprehend abiding
Oklahoma State Department of Education Office of Federal Programs 2018-2019 Local Educational Agency (LEA) Risk Assessment Profile In an effort to adhere to the administrative rules in the Code of Federal Regulations 2 CFR 200.205, the Office of Federal Programs has established guidelines for LEA risk assessment pertaining to programmatic and fiscal requirements. Excepting Title I allocations, all data gathered is from the previous year. Fiscal Risk Factors 1. Subrecipient (LEA) Award Size Points Multiplier Did the LEA receive a Title I allocation less than $1,000,000? 0 None Did the LEA receive a Title I allocation between $1,000,000 and $10,000,000? 3 x2 if points assigned in any other risk category (maximum of 6 points) Did the LEA receive a Title I allocation between $11,000,000 and $20,000,000? 5 x2 if points assigned in any other risk category (maximum of 10 points) 2. Financial Stability and Fiscal Assessment Points Multiplier Did the LEA fail to meet Maintenance of Effort in the previous year? 4 None Did the LEA lose 2nd year carryover funds in the previous year? 3 x2 if amount lost was greater than 10% of the initial allocation Did the LEA lose excess 1st year carryover funds in the previous year? 2 x2 if amount lost was greater than 3% of the initial allocation 3. Findings from Independent Audits Points Multiplier Did the LEA have an audit finding reported in the previous fiscal year? 5 None
Grading decisions in Maths level 3 units, based on GD 3 (Application of skills) If the GD is being numerically marked, the same criteria could be used, but with marks attributed to them. Numerical marking can only be used if the answer is right or wrong. GD criteria. The students work or performance: Criteria which could be applied in L3 Science & Engineering assignments Merit – a) generally selects appropriate skills, techniques methods. Distinction – a) consistently selects appropriate skills, techniques, methods. The selection of intellectual, technical or practical skills (not research or communication skills, which could be covered by other descriptors). In maths, calculations are considered to be intellectual skills. NB the focus should only be on the skills which are required to achieve the learning outcome The appropriate skills etc. maybe those which allow for accuracy and precision or that ensures validity and reliability. Merit – b) applies appropriate skills, techniques, methods. Distinction – b) applies appropriate skills, techniques, methods. See the above examples and judge the effectiveness by which the skills etc. have been applied. A measure of effectiveness will be required. It might be the actual application of the skill e.g. the ability to carry out or demonstrate the skill etc. Merit – c) with Very good levels of confidence, consistency, creativity, innovation, precision, accuracy, efficiency. Distinction – c) with excellent levels of confidence, consistency, creativity, innovation, precision, accuracy, efficiency. Careful choice of the elements of this component is required. Think ahead! How would you measure creativity or innovation? How would you articulate to the student what it was that was being judged? How would you differentiate between very good and excellent creativity? The elements of confidence, consistency, precision, accuracy are easier to explain and subsequently to judge. Confidence might be the assuredness with which the skill etc. is carried out; consistency might be the achieving of the same or similar outcomes when the skill is performed repeatedly; precision might involve the careful planning and construction of the task or investigation e.g. the sampling technique; accuracy would be the quality of the final results or outcomes and how carefully they are recorded.
On and on in the dead of night The weary slave seeks Freedom through flight. His clothes are tattered, His feet are bare; They bleed from frostbite. Does no one care? This stanza reflects the wearisome task of completing the journey against all odds. Even though the conditions were harsh, the price of freedom is worth it. Tattered, bare, bleed, dead of night, and weary all suggest the difficulty of the trip and that it cannot be just a matter of dust. He follows the Star With a hope that shines As dark, through the night, The trail he finds. “The Underground Railroad”- He’s heard its name This railroad to freedom Is not in vain The allusion in this stanza is biblical. Following the star in the dark of night alludes to the route taken by the wise men to pay homage to the Christ child, who was to be a savior to the people. This stanza speaks to the notion that following the star of hope on the trail of the Underground Railroad will ultimately result in a lifestyle that includes freedom from bondage and the ever present fear of death. “As God as my witness, I’ll follow the Star O’er the Underground Railroad Though I know it’s far To Canada’s shores. But I’ll then be free With manumission papers Issued to me. This stanza ties well into the last part of the quote. The fugitives know they are being challenged by the sheer length of the journey to Canada and must persevere in paying the price for freedom. Many hands have guided These weary feet From station to station May I repeat – The conductors that guided me Have been led by God By a faith That is free.” The last stanza connects to the quote in a spiritual sense. When Harriet say “We” she is talking about herself as the conductor being led by God, as well as the group she is leading. Harriet was a strong believer that being able to go free was only possible with the help of God and those who assisted, many of whom were directly connected to an organized religion
Tier II/Academic Vocabulary These words require less time to learn (They are concrete or describe an object/event/ process/characteristic that is familiar to students) These words require more time to learn (They are abstract, have multiple meanings, are a part of a word family, or are likely to appear again in future texts) Meaning can be learned from context mystified alleviate passive bluster whip compassion triggered welling dwelling chagrin scrabbling wadded contention posturing primitive Meaning needs to be provided caught his fancy notched muzzle bulged phony tuned up fairly smoking slithered jagged musher contrary to popular demand literally on the scramble down trap (trap line) state of exaltation justify snowballed lobe
Students read the entire selection independently. Teacher reads the text aloud while students follow along or students take turns reading aloud to each other. Depending on the text length and student need, the teacher may choose to read the full text or a passage aloud. For a particularly complex text, the teacher may choose to reverse the order of steps 1 and 2. Students and teacher re-read the text while stopping to respond to and discuss the questions, continually returning to the text. A variety of methods can be used to structure the reading and discussion (i.e., whole class discussion, think-pair-share, independent written response, group work, etc.) Text Dependent Questions Text-dependent Questions Evidence-based Answers A dictionary definition of sop is: 1. To dip, soak, or drench in a liquid; saturate. 2. To take up by absorption: sop up water with a paper towel On page ___, Marguerite states, “I sopped around the house, the Store, the school, and the church, like an old biscuit, dirty and inedible.” How does the use of the word “sopped” impact the meaning of this sentence and what does it help the reader infer about Marguerite? It impacts the meaning by describing Marguerite’s mental and physical state of being. She is weighted down by something and this impacts every aspect of her daily life. She is merely existing and not living. She is saturated or filled to capacity to the point where she is listless and lifeless until Mrs. Flowers threw Marguerite her first lifeline. On page ___, how does the author describe Mrs. Flowers? What does her description tell you about Marguerite’s feelings towards her? Mrs. Flowers is someone of high standing in the community and she has taken the time to pay attention to Marguerite. She makes Marguerite feel special and worthy. In the text, it stated, “When she chose to smile on me, I always wanted to thank her.” Marguerite is thankful and appreciative of the attention and the lessons learned. Re-read the passage on page ___, paragraphs 1 and 2. What The author includes the following words related to
These words require less time to learn (They are concrete or describe an object/event/ process/characteristic that is familiar to students) These words require more time to learn (They are abstract, have multiple meanings, are a part of a word family, or are likely to appear again in future texts) Meaning can be learned from context Page ___: sopped Page ___: taut Page ___: provisions Page ___: infuse Page ___: boggled Page ___: leered Page ___: bitter Page ___: collective Page ___: enchantment Page ___: grace(ful) Page ___: familiarity Page ___: common Page ___: gobble Page ___: intolerant Page ___: illiteracy Page ___: couched Page ___: cascading Page ___: absolute Page ___: logic Page ___: mother wit Page ___: ignorance Page ___: aura Meaning needs to be provided Page ___: aristocrat Page ___: benign Page ___: inclusively Page ___: valid Page ___: sufficient Page ___: essence Culminating Writing Task Prompt
In eighth grade, he moved to Albuquerque. He remained there to study English and American Literature at the University of New Mexico. After graduating in 1963, Anaya taught English for high school, and there he began his first novel. Bless Me, Ultima. This novel proved to be popular for its treatment on Hispanic tradition and is a “must-read” in many high schools’ English classes around the country. The author currently teaches here at the University of New Mexico. A professor emeritus, Anaya continues to focus his writing on the cultural identity of his people. The author uses a variety of literary devices in the speech to connect to the audience and provide a thread of meaning in the speech. Choose three examples and share how those techniques contribute to the meaning of the speech. Students could choose: Metaphors for million volumes…the sheep, the stars, the million, million worlds etc. Repetition of ideas…million, magic, guides Alliteration….million, magic, a million, million Symbolism…coins of the Lord, heavens were the bedspread of his mother, books, the guides Spanish words: adivinanazas, los viejitos, the original riddle in Spanish, oraciones en espanol, cuentos, llano, pastores, Llorona, and decimas, ranchito Note to Teacher If students need support for organizing their thoughts, utilize graphic organizers.
Introduction …… 3 Demographics of local areas: St Helens …… 3 Knowsley …… 4 Halton …… 4 Section 1: Inpatients: Sex of patients using inpatient services …… 5 Age range of inpatients …… 6 Ethnicity of inpatients …… 7 Religion or belief of inpatients …… 8 Marital status of inpatients …… 9 Section 2: Outpatients: Sex of patients using outpatient services …… 10 Age range of patients using outpatient services …… 11 Ethnicity of patients using outpatient services …… 12 Religion or belief of patients using outpatient services …… 13 Marital status of patients using outpatient services …… 14 Conclusions …… 14 References …… 15 Introduction
Meaning can be learned from context surveying, amiably, torrent, intercept, proffered offhandedly, absent-mindedly, fumbling, conscious, regarded, presumptuous enthralled, doggedly, pitch, business, installment, regarded, keenly retire, struck, coloring, marred, wardrobe, gains betokened inaudible wistfully quivering, groped resounded, reverberated installment prosaic, frivolous, attribute, resolution courting, wistfully senseless, resignation feverishly suspended, reverberated Meaning needs to be provided torrent, intercept absent-mindedly, presumptuous talisman maligned bibulous broach pulsating hospitable, condoling offhandedly dubiously, credulity courting Culminating Writing Task Prompt
Tier II/Academic Vocabulary These words require less time to learn (They are concrete or describe an object/event/ process/characteristic that is familiar to students) These words require more time to learn (They are abstract, have multiple meanings, are a part of a word family, or are likely to appear again in future texts) Meaning can be learned from context pursed concealed discontentedly caressing gestures estuary frantic slaughter scuffled spasm adoration clamored taut hooded reluctantly subsided
Meaning can be learned from context lunar circuit receding prickly competent microbes hemisphere scarcely radial formalities rustlings prolonging heedless implications lunar circuit receding prickly competent microbes hemisphere scarcely radial formalities rustlings prolonging heedless implications Meaning needs to be provided public relations interplanetary fraud conspiracies plague pumice infernal flora fauna hunch copy arm’s length frankly Culminating Writing Task Write and present a two to three minute speech discussing whether or not you believe the truth of the secret should be revealed to those back on Earth. Use evidence from the text to support your position.
wood to oil to water, are finite and cannot sustain an infinite population growth without seriously impacting our quality of life.” (Pimentel) population boom will have on the United States if it continues to grow. “Most U.S. cropland is now in production and little is available for expanding food production.” (Pimentel) This quote emphasizes the effects of the population boom is having on the land and resources. They are dwindling, because the U.S. is literally running out of room to expand for the necessary resource of food. “The continued expansion of the human population not only is depleting fossil fuels, it is reducing the numbers of native species of plants, animals, and microbes throughout the U.S.” (Pimentel) This quote emphasizes the effect of the boom on the environment. “Rapid, unabated population growth, including legal and illegal immigrants, also is stressing school systems.” (Pimentel) This quote supports a cause of the population boom in the U.S. with the increase in both legal and illegal immigrants. The quote also supports the effect of the boom on the school systems, as it goes on to discuss the number of students versus the number of staff and schools able to support the students. “Most of this growth will take place in This quote explains a reason for why
Tier II/Academic Vocabulary These words require less time to learn (They are concrete or describe an object/event/ process/characteristic that is familiar to students) These words require more time to learn (They are abstract, have multiple meanings, are a part of a word family, or are likely to appear again in future texts) Meaning can be learned from context Page 398 – conflagration Page 399 – fringe Page 399 – colossal Page 399 – opposing Page 400 - heroism Page 400 – gracious Page 401 – pickets Page 399 – debris Page 398 – wrought Page 399 – cunning Page 399 – shrewd Page 399 – safeguards Page 399 – flanked Page 400 – hysteria Page 401 – menace Meaning needs to be provided Page 399 – nabobs Page 399 – ghetto Page 399 – gale Page 401 – bayonets Page 404 - refugees Page 402 – cosmopolitan Page 402 – flotsam Page 403 – smoke-pall Page 399 – lurid Page 399 – contrivances Page 399 – lavishly Page 400 – enumeration Page 400 – vestiges Page 401 – compelled Page 401 – toiling
walls. The steel rails were twisted into perpendicular and horizontal angles.” “By Wednesday afternoon, inside of twelve hours, half the heart of the city was gone. At that time, I watched the vast conflagration from out on the bay. It was dead calm. Not a flicker of wind stirred. Yet from every side wind was pouring in upon the city. East, west, north, and south, winds were blowing upon the doomed city.” p. 399 Eyewitness accounts provide more details than third-person accounts. “On the morning of April 18, 1906, a massive earthquake shook San Francisco, California. Though the quake lasted less than a minute, its immediate impact was disastrous. The earthquake also ignited several fires around the city that burned for three days and destroyed nearly 500 city blocks.” National Archives, p.1, ¶ 1 Eyewitness accounts provide more details than third-person accounts. “The earthquake and fires killed an estimated 3,000 people and left half of the city's 400,000 residents homeless.” National Archives, p.1, ¶ 2 Third-person accounts are sometimes more objective than eyewitness accounts and provide less biased information. “An enumeration of the building destroyed would be a directory of San Francisco. An enumeration of the buildings undestroyed would be a line and several addresses. An enumeration of the deeds of heroism would stock a library and bankrupt the Carnegie medal fund. An enumeration of the dead will never be made.” p. 400 Eyewitness accounts often provide more subjective details and information is sometimes more biased. “It was at Union Square that I saw a man offering p. 402 Eyewitness accounts provide more personal stories
Tier II/Academic Vocabulary These words require less time to learn (They are concrete or describe an object/event/ process/characteristic that is familiar to students) These words require more time to learn (They are abstract, have multiple meanings, are a part of a word family, or are likely to appear again in future texts) Meaning can be learned from context Page 417: Discreet Page 417: Lilt Page 418: Credibility Page 418: Rendition Page 418: Eke out Page 419: Consideration Page 419: Seized Page 419: Constellation Page 420: Stupendous Page 422: Illuminate Page 425: Diverted Page 425: Intently Page 418: Scepter Page 422: Bolt of sympathy Page 424: Revelation
Tier II/Academic Vocabulary These words require less time to learn (They are concrete or describe an object/event/ process/characteristic that is familiar to students) These words require more time to learn (They are abstract, have multiple meanings, are a part of a word family, or are likely to appear again in future texts) Meaning can be learned from context Discreet Lilt Credibility Rendition Eke out Consideration Seized Constellation Stupendous Illuminate Diverted Intently Scepter Bolt of sympathy Revelation
Tier II/Academic Vocabulary These words require less time to learn (They are concrete or describe an object/event/ process/characteristic that is familiar to students) These words require more time to learn (They are abstract, have multiple meanings, are a part of a word family, or are likely to appear again in future texts) Meaning can be learned from context 4 - Port 4 - Hurricane 5 - Whiff 6 - Gale 6 - Brine 7 - Vessel 8 - Hither 10 - Steered 11 - Distress 13 - Lashed to the helm Meaning needs to be provided 1 - Schooner 1 - Skipper 1 - Dawn of day 2 - Bosom 2 - Fairy-flax 2 - Ope 2 - Hawthorn 3 - Helm 4 - Spake 4 - Yonder 6 - Billows 6 - Frothed 7 - Cable’s length 7 - Smote 7 - Amain 7 - Frighted steed 9 - Spar 9 - Mast 10 - Fog-bell 3 - Veering flaw 5 - Scornful laugh 8 - Weather the roughest gale 12, 13 - Gleaming/gleamed 13 - Stiff and stark 14 - Lake of Galilee
Other Social Care provision Provided by Level Commissioned by Section I Placement: the name and type of school/post 16 institution or any other institution to be attended by the young person and the type of that institution (or, where the name of a school or other institution is not specified in the EHC plan, the type of school or other institution to be attended by the young person). Educational placement Section J Where there is a Personal Budget, the details of how the personal budget will support particular outcomes, the provision it will be used for including any flexibility in its usage and the arrangements for any direct payments for education, health and social care. The special educational needs and outcomes that are to be met by any direct payment must be specified Services that might be considered for provision via a personal budget Cost Monitored and audited by Arrangements for direct payments Cost Monitored and audited by Section K – Advice and information gathered for this EHC assessment Professionals working with me and my family
The CEO will initially review the organisation’s procedures in all areas to ensure that these are in accordance with the principles expressed in this policy, and will report to the Board on this matter. The CEO will review any changes to the organisation’s procedures in all areas to ensure that these are in accordance with the principles expressed in this policy. Staff and volunteers will follow these procedures.
Please evaluate the candidate in these general areas with a number rating PLUS a comment on what you know or have seen. Core Competency Rating (1 low/10 high) Comment 1. Leadership (among small and larger group gatherings) 1 2 3 4 5 6 7 8 9 10 2. Highly relational (caring and personable on an individual level) 1 2 3 4 5 6 7 8 9 10 3. Articulate and effective communicator 1 2 3 4 5 6 7 8 9 10 4. Discipline (works hard and smart) 1 2 3 4 5 6 7 8 9 10 5. Team builder (through training, mentoring and teaching) 1 2 3 4 5 6 7 8 9 10 6. Joyful and engaging personality 1 2 3 4 5 6 7 8 9 10 7. Innovative and creative 1 2 3 4 5 6 7 8 9 10 8. Big presence (to be the face of the ministry) 1 2 3 4 5 6 7 8 9 10 9. Attract leaders (level 10 leaders) 1 2 3 4 5 6 7 8 9 10 10. Winsome personality 1 2 3 4 5 6 7 8 9 10 14. Theologically and doctrinally alignment (on important matters – e.g. women in ministry) 1 2 3 4 5 6 7 8 9 10 15. Team commitment (to the vision, mission and values of church) 1 2 3 4 5 6 7 8 9 10 Additional Comments:
© The State of Victoria Department of Environment, Land, Water and Planning 2018 This work is licensed under a Creative Commons Attribution 4.0 International licence. You are free to re-use the work under that licence, on the condition that you credit the State of Victoria as author. The licence does not apply to any images, photographs or branding, including the Victorian Coat of Arms, the Victorian Government logo and the Department of Environment, Land, Water and Planning (DELWP) logo. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/ ISBN 978-1-76077-086-0 (pdf/online/MS word) Disclaimer This publication may be of assistance to you but the State of Victoria and its employees do not guarantee that the publication is without flaw of any kind or is wholly appropriate for your particular purposes and therefore disclaims all liability for any error, loss or other consequence which may arise from you relying on any information in this publication. Accessibility If you would like to receive this publication in an alternative format, please telephone the DELWP Customer Contact Centre on 136186, email , or via the National Relay Service on 133 677 . This document is also available on the internet at .
The River Ythan Trust, c/o Haddo Estate Office, Mains of Haddo, Tarves, Ellon, AB41 7LD Email: River Ythan Trust Chair: For more information visit Cairngorms National Park Cairngorms National Park Authority Alan Smith - Outdoor Learning Officer Tel: 01479 870 518 Email: For more information visit
Ryukyu daigaku kyosyokuinkai & Daugakujin kyuzyo no kai ed. Ryudai jiken toha nandattanoka. Okihana: Deigo insatsu. 2010. Saki, Ryuzo. Kiroku shogen Okinawa zyumin gyakusatu. Tokyo: Shin Zinbutsu Ouraisha. 1976. Sarantakes, Nicholas Evan. Key Stone: The American Occupation of and U.S- Japanese Relations. : Press. 2000. Schaller, Michael. The American Occupation of : The Origins of the Cold War in . : Press. 1985. Seigen, Miyazato. America no Okinawatochi. Tokyo: Iwanami Shoten. 1966. ---------------------. Nichibeikankei to Okinawa 1945-1972. Tokyo: Iwanami Shoten. 2000. Shibusawa, Naoko. ’s Geisha Ally: Reimaging the Japanese Enemy. : Press. 2006. Tanji, Miyume. Myth, Protest and Struggle in Okinawa. : Routledge. 2006. Teruya, Yoshihiko & Yamazato, Katsumi ed. Sengo Okinawa to Amerika. Naha: Okinawa Timus sha. 1995. Thomas. David A. Michigan State College: John Hanna and the Creation of a World University, 1926-1969. East Lansing: Michigan State University Press. 2008. Warner, Gordon. History of Education in Postwar Okinawa. Tokyo: Nihon Bunka Kagakusha.1972. Yamaguchi, Eitetsu. Ryukyuko kara no hisyo. Ginowan; Yozyu Shorin, 2001. Yamazato, Katsunori. Ryudaimonogatari 1947-1972. Naha: Ryukyu Shinposha. 2012. Yoshida, Kensei. Democracy Betrayed: Okinawa Under U.S. Occupation. Bellingham: Center for East Asian Studies, West Washington University, n.d. 2002.
“Be diligent to know the state of your flocks, and attend to your herds.” Prov. 27:23 Quarter: _________________________________ Membership this quarter: ___________________ Goals for the Current Year: To have _______ % of members who are tithing regularly. Combined Offerings and donations to be equivalent to_______ % of tithe. Tithe Report Percentage of members tithing during this quarter: ______% Percentage of members tithing during last quarter: ______% Growth of tithers compared to the same quarter last year: ______% Tithe per capita this quarter in local currency: _______ Average tithe per capita for last 4 quarters in local currency: _______ Offerings* Report Total offerings compare to total tithe returned for this quarter: ______% Total offerings compare to total tithe returned for the last quarter: ______% Offerings per capita this quarter in local currency: ______ Average offerings per capita for last 4 quarters in local currency: ______ Identified participants of combined offerings plan: ______ % My Analysis …………………………………………………………………………………………
Chemical Storage: Is the storage area identified and include a description of how fluoride chemicals will be stored? They should be isolated from other chemicals to prevent contamination. Ten States Standards 5.4.7.a Monitoring Equipment: Are details provided regarding the fluoride analyzer equipment to be used by the operator? Will calibration standards be provided? Will all maintenance and calibration instructions for the monitoring equipment be included in the operation and maintenance manual? Ten States Standards 5.4.7.f. CDC MMWR Vol 44 No. RR-13 Cross-Connection Control: Are specifications included requiring any drain or overflow from the fluoride chemical feeder and storage tank to terminate at least six inches or two pipe diameters, whichever is greater, above the overflow rim of the receiving sump, conduit, or waste receptacle? 18 AAC 80.025 Ten States Standards 5.1.6 Disinfection Post-Install: Which specifications address disinfection of the components in contact with water before use? If AWWA Standard C653 is not specified, does the proposed method include adequate detail for the contractor to implement? 18 AAC 80.010(d)(2) Operator Certification: Has the engineer verified the system has an operator certified in accordance with 18 AAC 74, Water and Wastewater Operator Certification and Training? Fluoride cannot be added to a public water system at any time without an adequately certified operator. 18 AAC 80.007 18 AAC 74 On-site Operator Training: Is contact information provided for the personnel or office that will train the operator on site a minimum of 6 hours in system specific fluoride operation, maintenance, safety, and emergency procedures? Proof of training conducted must be submitted with the request for final approval to operate. Start-up training must address: Information specific to the water plant and equipment Procedures on how to test finished water fluoride concentration Reporting requirements to the State Information on public health benefits of fluoride and the role of water plant personnel in providing those benefits CDC MMWR Vol 44 No. RR-13:I.D.2
Developmental Disabilities Assistance and of Rights Act Set out a of Rights for people with developmental disabilities including the right to appropriate treatment services and rehabilitation in the least restrictive environment, and required each state to establish a protection & advocacy system. Civil Rights of Institutionalized Persons Act The Act ensures that the rights of persons in institutions, including people with disabilities, are protected against unconstitutional conditions. It authorizes the federal government to file civil suits on behalf of residents with disabilities whose rights are violated by institutional care. Telecommunications for the Disabled Act The Act mandated telephone access for deaf and hard-of-hearing people at public places like hospitals and police stations. All coin-operated telephones had to be hearing by January 1985. The Act called for state subsidies for production and distribution of TDDs. Mental Illness of Rights The Act requires states to provide protection and advocacy services for people with psychological disabilities.
Individuals with Disabilities Education Improvement Act This Act aligns IDEA closely with the No Child Left Behind Act (NCLB), helping to ensure equity, accountability and excellence in education for children with disabilities. Family Opportunity Act / Deficit Reduction Act F2F HICs (Family to Family Health Information Centers) were established in all States and the District of Columbia by the Family Opportunity Act / Deficit Reduction Act. The Affordable Care Act extended the F2F HIC Program. The Health Resources and Services Administration (HRSA), Maternal Child Health Bureau (MCHB) funds the F2F HICs through a competitive grant process. The (MHSA) (Prop 63) MHSA established a broad continuum of community-based prevention, early intervention, and other services for Californians with severe mental illnesses. The California Department of Mental Health administers the act, and counties and their contracted agencies provide the direct consumer services. The Genetic Information Act This Act prohibits group health plans and health insurers from denying coverage to a healthy individual or charging that person higher premiums based solely on a to developing a disease in the future. The legislation also bars employers from using individuals' genetic information when making , , job placement, or decisions.
he or she will testify and the hearsay will be admitted. If the declarant is unavailable, the hearsay will be admitted anyway, provided it is reliable.” (Id. at 349.) The Court of Appeals has never expressly considered whether the Confrontation Clause of the New York Constitution requires that the coconspirator statement must be shown to be reliable if the declarant is unavailable; however, in People v James (93 NY2d 620 [1999]), decided after Persico, the Court cited with approval the United States Supreme Court’s holding in Bourjaily, that “ ‘a court need not independently inquire into . . . reliability’ ” of a coconspirator statement before admitting it into evidence. (James, 93 NY2d at 634.) Subdivision (2) is derived from People v Caban (5 NY3d at 149 [2005] [“with respect to the conspiracy charge, Garcia’s acceptance of defendant’s solicitation to murder Ortiz was relevant not for its truth, but rather as evidence of an agreement to commit the underlying crime—itself an essential element of the crime of conspiracy. In other words, whether or not Garcia in fact killed Ortiz, his acceptance of defendant’s invitation to do so was a verbal act which rendered defendant and his coconspirators culpable for the inchoate crime of conspiracy, even if the planned substantive crime never came to fruition”]). Subdivision (3) is derived from People v Fiore (12 NY2d 188, 200 [1962] [“ ‘When a conspiracy is shown, or evidence on the subject given sufficient for the jury, then the acts and declarations of the conspirators, in furtherance of its purpose and object, are competent, and in a case like this it is not necessary, in order to make such proof competent, that the conspiracy should be charged in the indictment’ ” (citations omitted)]).
Registration 10.00 – 10.30 Welcome address 10.30 – 10.45 Family Picture 10.45 – 10.50 Coffee break 10.50 – 11.15 EU GI system and types, including control and quality standards – practical examples/exercises (Mr Antonio Berenguer Reguant, EUIPO) 11.15 – 12.15 Indian GI system and types, including concept of ‘authorised user’ - practical examples/exercises (CGPDTM) 12.15 – 13.15 Lunch 13.15 – 14.45 GIs and complementarity with other IP rights - practical examples and exercises (Ms Natalie Pasinato, EUIPO) 14.45 – 15.45 Capitalizing on the socio-economic potential offered by GIs in India’ (CGPDTM) 15.45 – 16.45 Coffee break and close of programme 16.45 – 17.00
8-1 Skills Practice Adding and Subtracting Polynomials Find each sum or difference. 1. (2x + 3y) + (4x + 9y) 2. (6s + 5t) + (4t + 8s) 3. (5a + 9b) – (2a + 4b) 4. (11m – 7n) – (2m + 6n) 5. (– m) + (2m + ) 6. (– 3x) – (2+ 5x) 7. (– d + 5) – (2d + 5) 8. (2– 5h) + (7h – 3) 9. (5f + g – 2) + (–2f + 3) 10. (6 + 2k + 9) + (4– 5k) Determine whether each expression is a polynomial. If it is a polynomial, find the degree and determine whether it is a monomial, binomial, or trinomial. 11. 5mt + 12. 4by + 2b – by 13. –32 14. 15. 5– 3 16. 2+ 8c + 9 – 3 Write each polynomial in standard form. Identify the leading coefficient. 17. 3x + 1 + 2 18. 5x – 6 + 3 19. 9 + 2 + + x 20. –3 + 3 – + 4x 21. + 3+ 27 – x 22. 25 – + x 23. x – 3 + 4 + 5 24. + 64 – x + 7
Convert the IPv4 addresses to their binary equivalent. An IPv4 address can be converted using the same technique you used above. Fill in the table below with the binary equivalent of the addresses provided. To make your answers easier to read, separate the binary octets with a period. Decimal Binary 192.168.10.10 11000000.10101000.00001010.00001010 209.165.200.229 172.16.18.183 10.86.252.17 255.255.255.128 255.255.192.0 Use Bitwise ANDing Operation to Determine Network Addresses In Part 2, you will use the bitwise ANDing operation to calculate the network address for the provided host addresses. You will first need to convert an IPv4 decimal address and subnet mask to their binary equivalent. Once you have the binary form of the network address, convert it to its decimal form. Note: The ANDing process compares the binary value in each bit position of the 32-bit host IP with the corresponding position in the 32-bit subnet mask. If there two 0s or a 0 and a 1, the ANDing result is 0. If there are two 1s, the result is a 1, as shown in the example here. Determine the number of bits to use to calculate the network address. Description Decimal Binary IP Address 192.168.10.131 11000000.10101000.00001010.10000011 Subnet Mask 255.255.255.192 11111111.11111111.11111111.11000000 Network Address 192.168.10.128 11000000.10101000.00001010.10000000 How do you determine what bits to use to calculate the network address? ____________________________________________________________________________________ In the example above, how many bits are used to calculate the network address? ______________ Use the ANDing operation to determine the network address. Enter the missing information into the table below:
Suggested Scoring Rubric Activity Section Question Location Possible Points Earned Points Part 1: Unicast Traffic Step 3a 10 Step 3b 10 Step 3c 10 Part 1 Total 30 Part 2: Broadcast traffic Step 1c 10 Step 1e 10 Step 1f 10 Part 2 Total 30 Part 3: Multicast traffic Step 1c,q1 10 Step 1c, q2 10 Step 1d, q1 10 Step 1d, q2 10 Part 3 Total 40 Total Score 100
CATEGORY 4 3 2 1 Content should include: Virus Name Viral Mode of infection Virus Symptoms Virus time to onset Virus Cure Virus Treatment Interesting facts about this Virus Covers topic with details and examples. Subject knowledge is excellent. Includes essential knowledge about the topic. Subject knowledge appears to be good. Includes essential information about the topic but there are 1-2 factual errors. Content is minimal OR there are several factual errors. Graphics should include: One graphic for each of the bullet points above. All graphics are related to the topic and make it easier to understand. All graphics are related to the topic and most make it easier to understand. All graphics relate to the topic. Graphics do not relate to the topic. Attractiveness Makes excellent use of font, color, graphics, effects, etc. to enhance the presentation. Makes good use of font, color, graphics, effects, etc. to enhance to presentation. Makes use of font, color, graphics, effects, etc. but occasionally these detract from the presentation content. Use of font, color, graphics, effects etc. but these often distract from the presentaion content. Mechanics No misspellings or grammatical errors. Two or fewer misspellings and/or mechanical errors. Three misspellings and/or grammatical errors. Four or more spelling or grammar errors.
Project 8.1.4 Mystery Illness Rubric- Elements Weight 4 Points 3 Points 2 Points 1-0 Points Total Pathogen Identification The correct pathogen was identified based on patient history and vital signs using the concept map created in Part 2. The correct pathogen was identified; however, the concept map created in Part 2 was not utilized. The correct pathogen was not identified; however, the following content was accurate for the pathogen identified. The correct pathogen was not identified and the following content was inaccurate for the pathogen identified. Content Addresses all required topics accurately and completely. Does not address of the required topics; some information incomplete. Does not address of the required topics; may include inaccurate information. Missing major details or includes inaccurate information. Grammar There are no grammar errors. There are no spelling errors. There are 1-2 grammar errors. There are 1-2 spelling errors. There are 3-4 grammar errors. There are 3-4 spelling errors. There are more than 4 grammar or spelling errors. Mechanics Layout follows accepted presentation format. Presentation is easy to read and follows a logical sequence in the transfer of information. Layout follows accepted presentation format. Presentation is easy to read but does not follow a logical sequence in the transfer of information. Layout does not follow accepted presentation format. Presentation is not easy to read and does not follow a logical sequence in the transfer of information. Layout is very confusing. Presentation is difficult to read and lacks a logical sequence in the transfer of information.
Activity 8.1.5c – Biomedical Science Careers Grading Rubric Topics 4 points 3 points 2 points 1 point Content Purpose of brochure is obvious. Addresses all highlighted areas. Purpose of brochure is obvious. Does not address 1-2 of the highlighted areas. Purpose of brochure is not obvious. Does not address 2-3 of the highlighted areas. Purpose of brochure is not evident. Missing major details. Grammar There are no grammar errors. There are no spelling errors. There are 1-2 grammar errors. There are 1-2 spelling errors. There are 3-4 grammar errors. There are 3-4 spelling errors. There are more than 4 grammar errors. There are more than 4 spelling errors. Mechanics Layout follows accepted brochure format. Brochure is easy to read and follows a logical sequence in the transfer of information. Layout follows accepted brochure format. Brochure is easy to read but does not follow a logical sequence in the transfer of information. Layout does not follow accepted brochure format. Brochure is not easy to read and does not follow a logical sequence in the transfer of information. Layout is very confusing. Brochure is difficult to read and lacks a logical sequence in the transfer of information.
Figure 1 First Base Second Base Third Base U C A G U Phenylalanine Serine Tyrosine Cysteine U Phenylalanine Serine Tyrosine Cysteine C Leucine Serine Stop Stop A Leucine Serine Stop Tryptophan G C Leucine Proline Histidine Arginine U Leucine Proline Histidine Arginine C Leucine Proline Glutamine Arginine A Leucine Proline Glutamine Arginine G A Isoleucine Threonine Asparagine Serine U Isoleucine Threonine Asparagine Serine C Isoleucine Threonine Lysine Arginine A Methionine (start) Threonine Lysine Arginine G G Valine Alanine Aspartate Glycine U Valine Alanine Aspartate Glycine C Valine Alanine Glutamate Glycine A Valine Alanine Glutamate Glycine G Figure 2 Amino Acid Sequence Trait Tyrosine – Alanine – Tyrosine Hairless Lysine – Leucine Hairy Proline – Alanine – Alanine Plump Histidine – Arginine Skinny Tryptophan – Proline – Isoleucine Four-legged Threonine – Serine – Serine Two-legged Tyrosine – Glutamate - Aspartate Long nose Lysine – Arginine – Serine – Leucine Short nose Valine – Isoleucine No freckles Serine – Alanine Freckles Proline – Serine – Phenylalanine - Glycine Blue skin Proline – Serine – Glycine Orange skin Methionine – Tryptophan – Stop Short legs Cysteine – Methionine – Alanine Long legs Methionine – Phenylalanine – Valine Long tail Valine – Glycine – Cysteine Short tail Asparagine – Threonine – Methionine Spots Cysteine – Aspartate - Stop Stripes Gene A Gene B Gene C
Full Time Part Time Kitchen Supervisor Cook Guest Services Guest Recreation Lead Tour Guide Driver Banquets Captain Front Desk Supervisor Management Positions Marketing Manager Restaurant Manager Assist Executive Housekeeper Facilities Manager Kitchen Kitchen Helper Café Attendant Expeditor Food Preparer Spa Massage Therapist Front Desk Bell Attendant Gift Shop Retail Cashier Restaurant Busser Host Housekeeping Laundry Guest Recreation Attendant Concierge 1122 Highway 41, Fish Camp, CA 93623
____ 12. The table in Figure 12–3 shows the results of measuring the percentages of the four bases in the DNA of several different organisms. Some of the values are missing from the table. Based on Chargaff’s rule, the percentages of guanine bases in chicken DNA should be around a. 28.8% b. 19.9% c. 21.5% d. 13.4% ____ 13. Based on Chargaff’s rule, the percentage of cytosine in the DNA of the bacterium, S. Lutea in Figure 12–3, should be around a. 26.6%. b. 73.2%. c. 36.6%. d. 29.4%. ____ 14. DNA makes a good molecule for storing information because a. its bases can be joined together in any order, like the letters of the alphabet can be strung to form different words. b. each nucleotide within a DNA strand can give a cell different information, and there are many nucleotides in every cell. c. it can absorb ultraviolet light, so DNA can help protect cells from the damaging effects of this form of radiation. d. it is a type of nucleic acid, and most acids are an important part of information storage within cells. ____ 15. Which of the following best describes Rosalind Franklin’s contribution to our understanding of the structure of DNA? a. She created many models of DNA based on what was known about its properties, and eventually figured out that the structure of DNA is a double helix. b. She purified large amounts of DNA, stretched the fibers so the strands were parallel, and used an X-ray beam to produce an image of the molecule. c. She isolated DNA from many different organisms, and discovered that in every sample, the amount of guanine was almost exactly equal to the amount of cytosine. d. She used radioactive phosphorus and sulfur to produce radioactive viruses, then allowed these viruses to infect bacteria. She found that DNA was the transforming material. ____ 16. Which scientist(s) figured out that the shape of a DNA molecule is a double helix? a. Hershey and Chase b. Griffith c. Watson and Crick d. Franklin
Eligibility Criteria for Multiple Disabilities Multidisciplinary Team Summary Name: School: Birth date: Grade: Parent(s): ID #: Address: Date of meeting: Phone/cell#: Psychologist: Multiple disabilities means co-existing disabilities, one of which must be a significant cognitive disability. The co-existing disabilities are lifelong and interfere with independent functioning, and it is difficult to determine which disability most adversely affects educational performance. The term does not include deaf-blind (DB). Eligibility for special education as a student with multiple disabilities shall be determined by the student’s case conference committee (CCC). The determination shall be based on the multidisciplinary team’s educational evaluation report, which includes the following: An assessment of cognitive ability and functioning. An assessment of current academic achievement. A functional skills or adaptive behavior assessment across various environments from multiple sources. A social and developmental history (doc 6.6) A systematic observation of the student across various environments. Available medical information that is educationally relevant. Any other assessments and information, collected prior to referral or during the educational evaluation. Student does meet the criteria for multiple disabilities. Student does not meet the criteria for multiple disabilities (attach action plan). Multidisciplinary team members: School psychologist: Special education teacher: General education teacher: Behavior consultant: Speech therapist: Occupational therapist: Other: Other: