zilongwang/ReadingBank huggingface dataset:
PNS Last updated: September 5, 2017 Blood vessels Three levels of connective tissue (within which fibers and vessels lie) Epineurium external epineurium – tough, surrounds periphery of nerve. internal epineurium – loose, occupies space between fascicles. represents up to 50% of cross-sectional area of nerve trunk. thicker where nerve crosses joint. well-developed vascular plexus runs within epineurium. Perineurium – surrounds each fascicle. thin, dense, multilayered connective tissue. blood-nerve barrier: tight basement membranes within perineurium protect endoneurial space. tensile strength of perineurium maintains intrafascicular pressures. vascular structures traverse perineurium obliquely to enter endoneurial space. Endoneurium – surrounds individual myelinated nerve fiber or group of unmyelinated nerve fibers. delicate collagenous matrix with fibroblasts, mast cells, and capillary network Nerve fibers all axons are bundled together into fascicles: fascicles are located within internal epineurium. bounded by perineurium. fascicles are often grouped together into grouped fascicles. can be easily divided along internal epineurial planes. major peripheral nerves contain many grouped fascicles. there is constant redistribution of fascicular organization along peripheral nerve (interfascicular plexuses allow for interconnections). fascicles are more numerous and smaller where nerve crosses joint. smaller fascicles and more internal epineurium between them allows for increased protection of nerve fibers. up to 500 Schwann cells may myelinate single axon. peripheral nerves contain both myelinated and unmyelinated fibers (in average 4:1) traveling within each fascicle. Myelination process: Unmyelinated fibers: - multiple transport mechanisms: Anterograde transport: fast slow – speed is high but frequent prolonged stops (average speed is slow) all cellular proteins and neurotransmitters are produced in cell body; cell body may be at significant distance from terminal axon. Retrograde fast transport (removes breakdown products from distal axon back to cell body). Bibliography for ch. “PNS” → follow this
From the Heart (This sample comes from a booklet that was produced by the writer's home district, that went through a formal publication process, and that was disseminated to the community.) A1> E>Have you ever had a day where you’ve gone from sad to happy in an instant? Well I did!<E It happened A5>this past C>Valentine’s <C Day. <A5 A3>I woke up and raced to my mom’s bedroom. <A3 A4>I expected that she would have something for me, and I was disappointed when I found out that she did not. <A1 It G>made me feel so blue,<G because I D>had cut out and decorated <D hearts just for her. <A4 A2>I left my C>mom’s <C bedroom, went downstairs,
and G>plopped<G myself into a chair. <A2 A5>A few minutes later, <A5 A2>I heard my mom in the snack closet, <A2 so I thought I was about to get breakfast. My mom D>reached <D into the closet, but instead of grabbing cereal, A2>she pulled out the best present in the world!<A2 It was a huge bear with hearts all over her fur. A4>I jumped up and down and screamed one time. All I could say was “AAAAAH!” <A4 A3> I threw my arms around my mom <A3 and thanked her.
Form A19-1A (Rev. 5/91) State of INVOICE VOUCHER AGENCY NO. 303 AGENCY USE ONLY LOCATION CODE P.O. OR AUTH. NO. AGENCY NAME DOH Contracts – Grants Management INSTRUCTIONS TO VENDOR OR CLAIMANT: Submit this form to claim payment for materials, merchandise or services. Show complete detail for each item. VENDOR OR CLAIMANT (Warrant is to be payable to) Benton-Franklin Health District 7102 W. Okanogan Place Kennewick, WA 99336 Vendor’s Certificate. I hereby certify under penalty of perjury that the items and totals listed herein are proper charges for materials, merchandise or services furnished to the State of Washington, and that all goods furnished and/or services rendered have been provided without discrimination because of age, sex, marital status, race, creed, color, national origin, handicap, religion, or Vietnam era or disabled veterans status BY____________________________________________ (SIGN IN INK) _______________________________________________________ (TITLE) (DATE) Federal ID No. or Social Security No. (For Reporting Personal Services Contract Payments to I.R.S.) Reimbursement for services under contract #: CLH18237 Received By Date Received DATE DESCRIPTION QUANTITY UNIT UNIT PRICE AMOUNT FOR AGENCY USE 2018-2020 Consolidated Contract Billing for the Month of: ______________ Prepared by Telephone Number Date Agency Approval Date Doc. Date Pmt Due Date Current Doc No. Ref. Doc No. CLH18237 Vendor Number SWV0008939-02 Vendor Message Work Class County City/ Town Ref Doc Suf Trans Code M O D MASTER INDEX Fund - Appn - P.I. Sub Obj Sub Sub Obj Org Index Alloc Budget Unit MOS Project Sub Proj Proj Phas Amount Invoice Number NB Grants Approval for Payment Date Warrant Total Invoice No
How does the project meet the objectives of the Programme? Please make reference to how your project either: supports economic development in the IOT; assists with the development of the IOT communities; improves liveability, culture and sense of community in the IOT; and/or preserves, protects or promotes the natural environment of the IOT. 2.1 Does the project support economic development? YES NO If Yes, please describe how the project supports economic development. Please describe the economic benefits that will be generated by the project and, where possible, quantify the value of those benefits. If No, please proceed to Question 2.2.
Task / Activity: Location: Off site (client visits) Department: Main hazards Controls required Action required Consider people and any hazards. Consider appropriate physical controls and procedure. Any further action Affecting Visiting staff. Hazards Accident / injury, delayed assistance in emergency. Physical assault / verbal abuse Lone working activities are avoided where practicable. Inexperienced employees are not given lone working assignments. Where practicable time spent working alone is reduced to a minimum. Mobile phone made available, charged and switched on. Agreed schedule – times and location of visits to be known. More consideration should be given to staff at increased risk such as new or expectant mothers. All staff to be made familiar with lone working procedures. Response procedure in event of overdue contact required. Recognising signs of aggression and avoiding / de-escalating training should be considered.
11 Typical deal/position size (Complete this question if you selected as your predominant AIF type ’private equity fund’ above) [Select one] Very small (<€5m) Small (€5m to< €25m) Low / mid market (€25m to < €150m) Upper mid market (€150m to €500m) Large cap (€500m to €1bn) Mega cap (€1bn and greater) 12 Dominant Influence [see Article 1 of Directive 83/349/EEC] (Complete this question if you selected as your predominant AIF type ’private equity fund’ above; please complete for each company over which the AIF has a dominant influence (leave blank if none) as defined in Article 1 of Directive 83/349/EEC) Name % Voting Rights Transaction Type Risk Profile of the AIF 1. Market Risk Profile 13 Expected annual investment return/IRR in normal market conditions (in %) Net Equity Delta Net DV01: Net CS01 : 2. Counterparty Risk Profile 14 Trading and clearing mechanisms a) Estimated % (in terms of market value) of securities traded: (leave blank if no securities traded) % On a regulated exchange OTC b) Estimated % (in terms of trade volumes) of derivatives that are traded: (leave blank if no derivatives traded) % On a regulated exchange OTC c) Estimated % (in terms of trade volumes) of derivatives transactions cleared: (leave blank if no derivatives traded) %
SNC 1D Measuring Distances Beyond the Solar System (9.1) Read pp. 365-369 Define light year (ly). Complete the following table involving distances. SI unit of distance Equivalent distance in metres (m) kilometres (km) 1 km 1 km 1 AU 1 ly The equations to convert between light years and kilometres are: OR How far from Earth is the nearest star, Alpha Centauri? _________________ How far from Earth is the nearest spiral galaxy, Andromeda? ___________________ What is parallax and what can it be used for? Text Questions: p. 369 # 1, 2, 3, 11
Activity 1.7 Discover Engineering Introduction What is engineering? Many people have difficulty answering this question. In fact, engineering is a diverse field – there are many disciplines within engineering that can involve the application of a very different body of knowledge and skills. Nearly everything that is not “natural” (i.e., created by Mother Nature) most likely was designed and created with input from engineers. The shampoo you used this morning to wash your hair, the technology that cleans the water you drink, the buildings in which you live, work, and attend school, and the iPhone you use to communicate all involved the expertise of engineers in the initial design, building and testing, and final production. All engineers are problems solvers. The differences among engineers in varying disciplines are dependent on the types of problems that they solve. In general there are four major disciplines within the engineering field: chemical, civil, electrical, and mechanical. Many other engineering disciplines are derived as an extension of or specialization within one of these major disciplines. For example, environmental engineering is a subcategory of civil engineering. Other engineering disciplines have resulted from the combination of aspects of two or more of the major disciplines. Mechatronics is a relatively new branch of engineering that incorporates both mechanical and electrical engineering principles. In this activity you will investigate the four major disciplines of engineering and consider their impact on you and the world. Equipment Engineering notebook Pencil Computer with internet access Procedure What is engineering? Based on your current perception, in a few sentences define the term “engineering”. Now investigate the engineering profession. Some websites that may be helpful in your research include the following. Discover Engineering.
A1 DOUBLES ASSIGNMENT 24 – PART B Drill Ans. Ans. PROBLEM SOLVING 1. A car is moving along a straight road with uniform acceleration. The car passes a A with a speed of 12 m s-1 and another check-point C with a speed of 32 m s-1. The distance between A and C is 1100 m. (a) Find the time, in seconds, taken by the car to move from A to C. Given that B is the mid-point of AC, (b) find, in m s-1 to 1 decimal place, the speed with which the car passes B. ANS: (a) 50 seconds (b) 24.2 ms-1 2. A particle is moving on an axis Ox. From time t = 0 s to time t =32 s, the particle is travelling with constant speed 15 m s. The particle then decelerates from 15 m s to rest in T seconds. point
Grade 2: Year at a Glance 2nd Aug-Oct Oct-Jan Jan-March March-May Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Unit 8 SS SS Science Science SS Science SS Science Mapping Our Environment (Geography) Services in Our Community (Civics) Properties of Materials Heating and Cooling (Solid and Liquid FOSS Kit) Properties of Materials Heating and Cooling (Solid and Liquid FOSS Kit) Leadership and Cooperation (Behavioral Science and History) Changes in Earth's Surface, Land and Water (Pebbles, Sand, and Silt FOSS Kit) Wants and Need (Economics) Interactions of Plants and Animals, Diversity of Life (Insects and Plants FOSS Kit) Topic Scales Solids and Liquids Foss Kit Q2 Pebbles, Sand and Silt Foss Kit Q3 Insects and Plants Kit Q4 Suggested Pacing Oct-Nov Feb- March Apr-May Properties of Materials Investigations 1, 2, 3, and 4 Heating and Cooling Investigations 3 and 4 Changes in Earth’s Surface Investigations 1, 2, and 4 Land and Water Investigations 2 and 4 Interactions of Plants and Animals Investigation 1,2, and 3 Diversity of Life Investigation 5
Grade 3: Year at a Glance Aug-Oct Oct-Jan Jan-March March-May Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Unit 8 SS Science Science SS Science SS Science SS My Community and Diversity (Civics and Behavioral Science) Life Cycles, (Structures of Life FOSS Kit) Heredity, Natural Selection, Changes in Environment (Structures of Life FOSS Kit) Migration and Immigration (Geography) Forces in Motion, Application of Forces (Motion and Matter FOSS Kit) Our Global Community (History) Weather and Climate (Weather and Climate FOSS Kit) Economics: Supply and Demand (Economics) Topic Scales Structure of Life Foss Kit Q1-2 Motion and Matter Foss kit Q2 Weather and Climate Foss Kit Q4 Suggested Pacing Oct-Nov Jan-Feb March-Apr Life Cycles Investigations 1 and 2 Heredity Investigation 3 Natural Selection Investigation 3 Changes in Environment Investigations 3 and 4 Forces in Motion Investigations 1 and 2 Application of Forces Investigations 1 and 3 Weather and Climate Investigations 1, 2, 3, and 4
Grade 4: Year at a Glance Aug-Oct Oct-Jan Jan-March March-May Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Unit 8 SS Science SS Science Science SS SS Science Regions of the U.S. (Geography) Earth's Changing Surface, Natural Hazard(Soils, Rocks, and Landforms) Technology and Innovation in the U.S. (History) Transfer of Energy, Energy in Motion, Waves, Energy Resources in the Environment (Energy FOSS Kit) Transfer of Energy, Energy in Motion, Waves, Energy Resources in the Environment (Energy FOSS Kit) Rules and Laws (Behavioral Science and Civics) Exchange and Markets (Economics) Plants and Animal Systems, Energy Resources in the Environment (Environments FOSS Kit) Topic Scales Soils Rocks and Landforms Foss Kit Q1 Energy Foss kit Q2-3 Environments Foss Kit Q4 Suggested Pacing Oct Nov-Jan Apr-May Earth’s Changing Surface Investigations 1, 3, and 4 Natural Hazards Investigations 2 and 3 Transfer of Energy Investigation 1, 2, and 3 Energy in Motion Investigation 4 Waves Investigation 5 Plant and Animal Systems Investigation 1, 2, Energy Resources in the Environment Investigation 5 Investigation 3
Grade 5: Year at a Glance Science and Social studies Planning Guide Aug-Oct Oct-Jan Jan-March March-May Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Unit 8 Science Science SS SS SS Science Science SS Patterns in the Sky, Gravity (Earth and Sun FOSS Kit) Water in Earth's Atmosphere, Environmental Stewardship (Earth and Sun FOSS Kit) Early American History (History) Founding Documents (Behavioral Science and Civics) U.S. Colonies to Country (Geography) Matter and Energy in Living Systems (Living Systems FOSS Kit) Nature of Matter, Properties of Matter (Mixtures and Solutions FOSS Kit) Financial Literacy (Economics) Topic Scales Earth and Sun Foss Kit Q1 Living Systems Foss kit Q3 Mixtures and Solutions Q4 Suggested Pacing Aug- Sept Feb-March March-Apr Patterns in the Sky Investigations 1 and 2 Gravity Investigation 2 Water in Earth’s Atmosphere Investigation 3, 4, and 5 Environmental Stewardship Investigation 5 Matter and Energy in Living Systems Investigations 1, 2, 3, and 4 Nature of Matter Investigations 1 and 2 Properties and Interactions of Matter Investigations 3, 4, and 5
Grade K: Year at a Glance Kindergarten Aug-Oct Oct-Jan Jan-March March-May Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Unit 8 SS SS Science Science Myself and Getting Along (Behavioral Science and Civics) People Around Me (History) Weather + Sun’s Energy (Trees and Weather FOSS Kit) Forces and Motion + Earth and Humans (Materials and Motions) My World (Geography) Choices (Economics) Needs of Living Things (Animals Two by Two) Needs of Living Things (Animals Two by Two) Topic Scales Trees and Weather Foss kit Q2 Materials and Motion Foss Kit Q2 Animals Two by Two Foss Kit Q4 Suggested Pacing Oct-Nov Nov-Jan Apr-May Forces and Motion Investigation 4 Earth and Humans Investigations 1 and 2 The Sun’s Energy Investigation 3 Investigation 3 Weather Investigations 3 and 4 The Needs of Living Things Investigation 4 Investigations 1, 2, 3, 4
for candidates – for reasons of portability and progression – for the Standard to require nationally recognised qualifications in these areas. Which currently available qualifications are acceptable? Qualification Type Literacy Numeracy GCSE English or Welsh (1st language) A* - C Mathematics A* - C Basic Skills (now available in only) Certificate in Adult Literacy Level 2 Certificate in Adult Numeracy Level 2 Essential Skills (ESW) Key Skills Essential Skills in Communication Level 2 Key skills in Communication Level 2 Essential Skills in Application of Number Level 2 Key Skills in application of Number Level 2 ESOL Skills for Life Qualification Level 2 Evidence of attainment of some level 3 qualifications may also meet Standard 11. Acceptable qualifications are: Qualification Type Literacy Numeracy GCE A-Level English or Welsh (1st language) Language English or Welsh (1st language) Literature English or Welsh (1st language) Language and Literature Use of Mathematics Mathematics Further Mathematics Statistics GCE AS-Level English or Welsh (1st language) Language English or Welsh (1st language) Literature English or Welsh (1st language) Language and Literature Use of Mathematics Mathematics Further Mathematics Pure Mathematics Statistics Essential Skills (ESW) Key Skills Essential Skills in Communication Level 3 Key skills in Communication Level 3 Essential Skills in Application of Number Level 3 Key Skills in application of Number Level 3
A1 Tool 2: Communicate NPIAS and ASSET Roles to the Community Part 1 of this worksheet can be used to gather information about why your airport is included in the NPIAS, and why it has a particular NPIAS classification. For nonprimary airports, Part 2 of this worksheet can be used to identify why your airport has a particular ASSET classification. This information may be used to develop a statement that speaks to these attributes and increases awareness of your airport’s benefits and roles in the community. Part 1: NPIAS Classification Airport description/ type: Airports must meet the following criteria to be included in the NPIAS. Choose all criteria that describes your airport: Commercial service airport Publicly owned airport with scheduled air carrier service and more than 2,500 annual revenue passengers enplaned entered into the NPIAS as a: Primary commercial service airport – has 10,001 or more enplanements; or Nonprimary commercial service airport – has between 2,500 and 10,000 enplanements. Nonprimary publicly owned airport Is included in the current State Airport System Plan, accepted by FAA; Has at least 10 based aircraft; and Serves a community located 30 minutes (20-mile radius is often used as equivalent) or more average ground travel time from the nearest existing NPIAS airport. Special justification nonprimary airport Significant national interest such as serving Native American communities or an isolated community; and A determination that the benefits of the airport will exceed the potential Federal investment. Reliever airport Relieve congestion at a commercial service airport that is serving a metropolitan area with a population of at least 250,000 or at least 250,000 enplanements; Provide general aviation access to the overall community; Has at least 100 based aircraft or 25,000 annual itinerant operations; and The airport being relieved must be operating at 60 percent of its capacity. Privately owned airport Meet the reliever airport criteria and be designated as a reliever airport; or Have scheduled service and at least 2,500 passenger enplanements per year Based on: FAA Report to Congress – Evaluating the Formulation of the National Plan of Integrated Airport Systems (NPIAS), November 2015
[GO TO B6d] [Don’t know OR Refused: GO TO B6d] B6d/B6d1 Did you buy your LAST (fill appropriate term here from B6a responses (=1 or 3 or DK or R fill “pack”; =2 fill “carton”) of cigarettes in (fill respondent’s state of residence) or in some other state? (1) In respondent’s state of residence (2) In some other state (including DC) (3) BOUGHT SOME OTHER WAY (Internet, other country, Indian reservation.) |__| BOX 7 IF B6d1 =1 ENTER AUTOMATICALLY RESPONDENT’S STATE OF RESIDENCE IN B6d2, THEN GO TO B6d3 ELSE IF B6d = 2, THEN GO TO B6d2 ELSE IF B6d=3 GO TO B6dOTH ELSE, THEN GO TO B6e1 B6d2 In what other state did you buy your LAST (fill appropriate term here from B6a responses …=1, 3, DK or R, fill “PACK”; =2, fill “CARTON”) of cigarettes? |__|__| ENTER STATE ABBREVIATION –TEXT OF AT MOST 2 CHARACTERS - GO TO B6d3 B6d3 Did you buy your LAST (fill appropriate term here from B6a responses…=1, 3, DK or R, fill “PACK”; =2, fill “CARTON”) of cigarettes from an Indian reservation? (1) YES- GO TO B6e1 (2) NO GO TO B6e1 [DON’T KNOW OR REFUSED, GO TO B6e1] B6dOTH Was the “Other Way” in which you purchased your LAST (fill appropriate term here from B6a responses …=1, 3, DK or R, fill “PACK”; =2 fill “CARTON”) of cigarettes: READ the FIRST THREE CHOICES (1) In a foreign country or a duty-free shop (2) From an Indian reservation OR (3) By mail-order, phone or internet
C6b/C6b2 What price did you pay for the LAST PACK of cigarettes you bought? Please report the cost after using discounts or coupons. [FR: PRICE PER PACK] $___ ___ C6b (0-99) ENTER DOLLARS PORTION OF THE PRICE PER PACK .___ ___ C6b2 (0-99) ENTER THE CENTS PORTION OF THE PRICE PER PACK GO TO C6c4 [Don’t Know OR Refused: GO TO C6c4] C6c/C6c2 What price did you pay for the LAST carton of cigarettes you bought? Please report the cost after using discounts or coupons. [FR: PRICE PER CARTON] $__ __ __ C6c (0-999) ENTER THE DOLLARS PORTION OF THE PRICE PER CARTON .__ __ C6c (0-99) ENTER THE CENTS PORTION OF THE PRICE PER CARTON GO TO C6c4 [Don’t Know OR Refused: GO TO C6c4] C6c4 Did you use coupons, rebates, or any other special promotions when you bought your LAST (fill appropriate term here from B6a responses…=1 or 3 or DK or R, fill “PACK”; =2, fill “CARTON”) of cigarettes? (1) Yes (2) No |__| GO TO C6d1 [Don’t Know OR Refused: GO TO C6d1] C6d1 Did you buy your LAST (fill appropriate term here from C6a responses …=1, 3, DK or R, fill “pack”; =2, fill “carton”) of cigarettes in [fill respondent’s state of residence] or in some other state? (1) In respondent’s state of residence (2) In some other state (including DC) (3) BOUGHT SOME OTHER WAY (Internet, other country, Indian reservation...) |__| BOX 15
Sheet C “Creator” 4x – y = x – 2y = Pick a solution to the problem: ( , ) Substitute it into the partial system above and simplify. 4( ) – ( ) = = = = Write this answer to the right of the first expression above. ( ) – 2( ) = = = = Write this answer to the right of the second expression above. Copy the system of equations to the “Solver” side at the top of the right side. Fold the paper on the dotted line so that only the “Solver” side can be seen. Give to your partner. “Solver” 4x – y = x – 2y =
Warm Up “Variables” are attributes that take on a variety of values. The items in the first column of the chart below represent examples of things that “vary”. The second column provides some possible values for the given item. Add two additional items to the first column and then provide possible values for the items. Variables “Values” of given variables Eye Color Blue Brown Green Gray Weight 10 pounds 5 kg 6 ounces Make of Car Ford Chevy Honda The following list contains variables and values. Identify each item as a variable or a value by checking the appropriate box. For the items that represent variables record a possible value for the variable in the “Value of the Variable” column. For items that represent value of variables provide a variable that could have that value in the “Variable” column.
Construct a circle in the space below using a compass. Mark the center of your circle with a dot. Determine the radius of your circle in M& M’s. Radius = _________ Lay M&M’s along the circumference of your circle. How many M&M’s did it take to completely cover the circumference of your circle? # of M&M’s needed to cover the circumference ________________ Record class data in the space below. Fitting a Function to Data Using M&M’s Graph class data in the space below.
Learning Experience Which SMP does this experience address? Component Details SMP # 7 Look for and make use of structure. The activities in this lesson provide opportunities for students to use the structure of quadratic equations to determine properties of quadratic relationships. Warm-Up/Drill Teacher Note: The Warm-Up provides an opportunity for the distributed practice over time that is necessary for mastery learning by asking students to produce the graph of a quadratic function. At the same time, the problems in the Warm-Up provide a means for grouping the students. The problems in the Warm-Up also serve as tools for activities in later lessons. Materials Needed for Warm-Up Warm-Up Cards (on card stock) Graphing calculator Preparation for Warm-Up Copy and cut out warm-up cards Implementation Suggestions for Warm-Up Model the process that you want students to follow for the Warm-Up by using a graphing calculator to produce the graph of a quadratic function. This demonstration should include discussion of : the steps for setting the window on a calculator. how to use the structure of the algebraic form of given quadratics for clues on an appropriate viewing window for the graph. how to use the table view for clues on setting an appropriate window on the calculator. how to use the calculator to identify the max/min of a graph of a quadratic function. how to use the calculator to identify the x-intercepts of the graph of the quadratic function. copying the sketch from the calculator to the provided graph paper to include labeling the axes, the vertex and the intercepts
First Quantity Comparison Second Quantity The rate of change on the interval -1 Use the graph and table of to answer the following questions. At what point on the graph is the rate of change zero? Predict what the rate of change will be on the interval . Explain. Describe how the rate of change differs on the interval . PART IV: Piece-Wise Rate of Change Given the graph below of a step function p(x), compare the quantities in the table and decide if the quantities are less than, greater than, or equal.
F.IF.9 Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). (supporting) Note: Focus on expanding the types of functions considered to include, linear, exponential, and quadratic. Ability to connect experience with comparing linear and exponential functions from Unit 2 of this course to include quadratic functions Ability to recognize common attributes of a function from multiple representations While the main focus should be on comparing linear, quadratic and exponential (with integer domains) functions, instruction addressing this standard should also include the comparison of functional relationships that are not defined by a specific named function. Example Compare the properties of the two functions graphed below. F.BF.1 Write a function that describes a relationship between two quantities. ★ a. Determine an explicit expression, a recursive process, or steps for calculation from a context. (supporting) Ability to connect experience with linear and exponential functions from Unit 2 of this course to quadratic functions Ability to write the algebraic representation of a quadratic function from a contextual situation Tasks have a real-world context. Tasks are limited to linear functions, quadratic functions, and exponential functions with domains in the integers.
Lesson Seeds The lesson seeds have been written particularly for the unit, with specific standards in mind. The suggested activities are not intended to be prescriptive, exhaustive, or sequential; they simply demonstrate how specific content can be used to help students learn the skills described in the standards. They are designed to generate evidence of student understanding and give teachers ideas for developing their own activities. This chart indicates one or more lesson seeds which have been developed for this unit. Lesson seeds are being written and posted on the Curriculum Management System as they are completed. Please check back periodically for additional postings. Standards Addressed Title Description
Had basic understanding of concepts related to number, size, weight, colours, textures, distance, position and time 4 years 4 years Continued one activity for 10-15 minutes 4 years 4 years Had long attention span and finishes activities 4 years 4 years Understood and remembered own accomplishments 4 years 4 years Understood the order of daily routines (breakfast before lunch, lunch before dinner, dinner before bed time) 4 years 4 years Understood the concepts of “tallest, biggest, same, more, in, under, and above” 4 years 4 years Could recognise some letters if taught 4 years 4 years Named 6-8 colours and 3 shapes 4 years 4 years Used 5-8 words in a sentence 5 years 4 years Understood that stories have a beginning, middle, and end 5 years 4 years Drew pictures that represent animals, people and objects 5 years 4 years Could sort objects by size 5 years 4 years Understood “more, less and same” 5 years 4 years Had good attention span and could concentrate well 5 years 4 years Could understand time concepts like yesterday, today and tomorrow 5 years 4 years Reading became a major interest 6-8 years 6 years Had increased problem-solving ability 6-8 years 7 years Had the ability to learn difference between left and right 6-8 years 6 years Could begin to understand time and the days of the week 6-8 years 7 years Emotional and social development Development milestone General age milestone is met Age Marie met the milestone Cried (with tears) to communicate pain, fear, discomfort, or loneliness 4 months 4 months
A2 Exam Guide Choices Experience Contexts Section A Language Variation Of lexis Of word formation Of grammatical construction Of orthography Of discourse structuring Of the world: Resources of language Conditions of speaking/writing Usages of language for certain purposes Of period Of region Of social organisation Of technology Section B Child Language Of interaction form Of phonological form Of morphology Of spelling and letterforms Of word sequence (syntax) Of language: Grasp of standards and rules Grasp of language functions Metaphorical or improvised usages Motor skills, social skills Of interaction and purpose Of immediate environment Of developmental stage Of educational stage/level How do language choices reflect the utterer's experience in their context(s)?
members. The chart shows that since 1976 the number of “administrative and support” employees per 100 teachers has risen from approximately 50 in 1976 to almost 100 in 2009 (113). This unnecessary spending is creating a gap between the value of the education students receive and the cost they are asked to pay for that education. Compounding the issue is the amount of debt students must take on during college versus their post-graduation ability to pay that debt off. According to the article in The Economist, “After adjusting for inflation, graduates earned no more in 2007 than they did in 1979” (115). Considering the aforementioned statistics on the increase in cost of attendance, the lack of growth in earnings is a significant problem. If universities are unable to ensure students of the value required to make college worth it, students will not attend and the American economy is likely to suffer. According to one of the cases presented an article in Ethics in Higher Education, which is a compilation of “9 Unbelievable Student Loan Horror Stories” by Mandi Woodruff, who published the article in the Yahoo! Finance Business Insider in November 2012 (145), the former student states, “My original loan was $80,000 but has grown to $135,000 and all I can pay is interest only, which is already $700 a month” (148). This is a prime example of the inability graduates have, to pay back the cost of their education, given the pay they earn after graduating from college. Given the recent state of affairs, morale in Higher Education has begun to plummet. According to an interview session on the National Public Radio By Jennifer Ludden in May 2012, which was published in Ethics in Higher Education, one of the contributors, Zukin, says that graduates no longer see anything concrete in their future, no secure career, income, the ability to start a family, and “45 percent-do not see owning a home at any point in the near future” (131). This represents the mindset of today’s graduates. They are told by society that they need to attend college and get a degree, then, by the time they have accomplished just that,
reconciliation of transactions and the timely provision of invoices to the NRCS Please describe credit card reconciliation process, timing and deliverables (if applicable). 5 TECHNOLOGY, MANAGEMENT INFORMATION AND REPORTING Insert total weight of section 5 SECTION 15.6 5.1 Describe the proposed booking system e.g. Global Distribution System (GDS), Online Booking Tool (OBT) or Self-Booking tool (SBT). Describe how you will manage data and management information such as traveller profiles, tracking of savings and missed savings, tracking of unused airline tickets, cancellation, traveller behaviour, transaction level data, etc. (refer to the detail in Section 15.6.6) Give actual examples of standard reports that you currently have available. Give an indication if reports can be customised. Can the TMC comply with the NRCS’ s monthly reporting requirement as prescribed by National Treasury? See Monthly Reporting Template 5 Section 15.6
provided to Travellers and /or Travel Bookers. 7 VALUE ADDED SERVICES Insert total weight of section 7 SECTION 15.8 7.1 Please provide information on any value-added services your company can offer. 5 Section 15.8 8 COST MANAGEMENT Insert total weight of section 8 SECTION 15.9 8.1 Describe your detailed strategic cost savings plan for the contract duration. What items do you target for maximum cost savings results? Describe how you will assist the NRCS to realise cost savings on annual travel spend. 5 Section 15.9 9 QUARTERLY AND ANNUAL TRAVEL REVIEWS Insert total weight of section 9 SECTION 15.10 9.1 Provide a sample of a Quarterly and Annual review used for performance management during the life cycle of the contract. 5 Section 15.10
10 OFFICE MANAGEMENT Insert total weight of section 10 SECTION 15.11 10.1 Provide an overview of your back-office processes detailing the degree of automation for air tickets workflow, ground arrangements and bill workflow. Describe roles and responsibilities of assigned staff. Please provide the management hierarchy. 5 Section 15.11 PRESENTATION 20 Part A: presentation must not exceed 90 minutes Summary of the proposal Value added Services - Provide information on any value-added services that can be offered to the NRCS. Cost saving strategy - Describe and provide examples of cost savings initiatives 20
3 COMMUNICATION WEIGHT 3.1 Describe how you will ensure that travel bookers are informed of the travel booking processes. Describe your communication process where the traveller, travel co-ordinator/booker and travel management company will be linked in one smooth continuous workflow. 5 Section 3.7 4 FINANCIAL MANAGEMENT WEIGHT 4.1 Describe how you will implement the negotiated rates and maximum allowable rates established either by the FP&M SETA or the National Treasury. Describe how you will manage the 30-day account facility. Describe how pre-payments will be handled where it is required for smaller Bed & Breakfast /Guest House facilities. Describe how invoicing will be handled, including the process of rectifying discrepancies 9 Section 3.8 back
bill workflow. Describe roles and responsibilities of assigned staff. Please provide the management hierarchy. Describe type of training provided to travel agency personnel Describe the forecasting system employed to staff operations in response to volume changes owing to conferences, project-related volumes, etc.
THIS COMPLETED PAGE IS TO BE INCLUDED WITH THE APPLICATION FORM WHEN LODGED COVER SHEET TO COSTS ASSESSMENT APPLICATION To assist with allocation to an appropriate assessor, please nominate the general subject matter of the legal work done or the type of court matter involved in the costs to be assessed by crossing the relevant box(es) and attaching to the front of the application for assessment. ☐ Administrative Law, including ☐ Tax ☐ Commercial ☐ Commercial arbitration (with a Court order if under LPA 2004) ☐ Insurance ☐ Corporations Law ☐ Building and construction ☐ Common Law ☐ Defamation ☐ Personal Injury – including public liability ☐ Motor Vehicle Accidents ☐ Professional negligence ☐ Possession 􏰀 ☐ Equity (general) ☐ Family Provision ☐ Guardianship, de facto relationships ☐ Probate ☐ Land and Environment Court ☐ Tribunals ☐ Dust Diseases Tribunal ☐ NCAT ☐ Other Tribunal ☐ Other ☐ Criminal ☐ Family Law (for costs between client and their own lawyer only – for any court orders see Family Court Rules) ☐ General Federal (for costs between client and their lawyer only – any court orders see Federal Court Rules) ☐ Industrial ☐ Workers Compensation ☐ Property including conveyancing. ☐ Any other area of law
Cueto, supra, 241 Cal.App.4th 550, is distinguishable. In that case, as in the present case, the initial restraining order was issued due to substantial violent conduct that alone could support renewal of the order. (Id. at p. 562.) The court of appeal found the trial court abused its discretion in denying the renewal order. (Id. at p. 563.) But the trial court in Cueto “relied largely on the lack of any violation of the restraining order.” (Id. at p. 562.) In the present case, in contrast, the trial court had evidence of affirmative efforts by respondent to avoid appellant, as well as evidence that appellant intentionally put herself in a situation where she could encounter respondent (by joining Sonoma Fit) and used the restraining order to defame respondent (the incident at the Glen Ellen Lodge). Moreover, in Cueto, the restrained party failed to attend anger management classes he had been directed to attend (ibid.); appellant has not pointed to any analogous failures by respondent. Finally, the trial court in Cueto told the previously-restrained party that “if there is ‘any contact,’ the [trial] court would ‘strongly consider another restraining order.’ ” (Ibid.) This admonishment suggested that the party seeking renewal of the restraining order had demonstrated reasonable apprehension of future abuse. (Ibid.) Again, appellant points to nothing comparable in the present case. Disposition The trial court’s order is affirmed and the matter is remanded for further proceedings consistent with this decision. Costs on appeal are awarded to respondent.
WB6 Segment area Calculate the Area of the segment shown in the diagram below WB7 Segment area In the diagram AB is the diameter of a circle of radius r cm, and angle BOC = θ radians. Given that the Area of triangle AOC is 3 times that of the shaded segment, show that 3θ – 4sinθ = 0
Red 1) Show that [2] 2) Prove that [4] 3) a) Express 12 cos – 5 sin in the form R cos ( + ), where R > 0 and [4] b) Hence solve the equation 12 cos – 5 sin = 4 for giving your answer to 1 decimal place [3] 4) Solve the equation 3 cos 2 – cos  + 1 = 0 giving all solutions in degrees to the nearest degree in the interval 0°    360°. [6]
Appendix A ABET Visit Team – Collected Personal & Travel Information Note: One completed form per team is due five weeks prior to the scheduled travel. ABET Commission ABET Team Chair (Name) Visit Institution Visit Country Visit Dates Hotel Name (and URL if any) Hotel Address Full Name as Shown on Passport DOB (MM/DD/YY) of Passport Number Home Address Emergency Contact (Name & Number) Flight Locator (i.e. ABCD8X) Departure Flight Itinerary (Airline/Flight Number, Depart/Arrive Date, Time & Location) Return Flight Itinerary (Airline/Flight Number, Depart/Arrive Date, Time & Location) (Add additional rows as needed)
The ZEUS AtheNA Multi-Lyte ANA-II Plus Test System is a diagnostic aid and by itself is not diagnostic. Test results should be interpreted in conjunction with the clinical evaluation and the results of other diagnostic procedures. Positive ANA may be found in apparently healthy people. It is therefore imperative that the results be interpreted in light of the patient’s clinical picture by a medical authority. SLE patients undergoing steroid therapy may have negative test results. Many commonly prescribed drugs may induce ANA. Hemolytic, icteric, or lipemic samples may interfere with the outcome of this assay. Additionally, specimens with abnormal IgG concentrations may interfere with the outcome of this assay. Use of these types of specimens should be avoided. REFERENCES U.S. Department of Labor, Occupational Safety and Health Administration: Occupational Exposure to Bloodborne Pathogens, Final Rule. Fed. Register 1991. Procedures for the Handling and Processing of Blood Specimens. NCCLS Document H18-A, Vol. 10, No. 12, Approved Guideline, 1990. Procedures for the collection of diagnostic blood specimens by venipuncture. 2nd edition. Approved Standard (1984). Published by National Committee for clinical Laboratory Standards. Procedures for the Handling and Processing of Blood Specimens for Common Laboratory Tests; Approved Guidelines – 4th Edition (2010). CLSI Document (ISBN 1-56238-724-3). Clinical and Laboratory Standards Institute, 950 West Valley Road, Suite 2500, Wayne, PA 19087.
MAKING LINKS ACROSS THE CURRICULUM Geography/Science • Recycling • Ecology • Food chains DT/ICT Use pictures from book or photographs of new created environment to make slide show Add voice over or commentary to make audio guide to the forest PSHE • Dreams and aspirations Useful links Art • Make plants/flowers/animals or birds etc from recyclable materials to create a class “Tin Forest” Transform plastic pots into plant pots using collage techniques Year 2 Science: What is our school made of? Year 3 Science: How did that blossom become an apple? Year 4 Science: Which wild animals and plants thrive in yourlocality? Author: Helen Ward Publisher: Templar ISBN- 978-1-84011-743-1
201316230009 9 Muhammad Moosa 穆萨 Good Performance 201316230006 6 Reaz Moolla 瑞泽 Good Performance 201316230090 90 Ashmika Singh 甜甜 Good Performance 201316230097 97 MURUGAN TERCIA 特斯亚 Good Performance Grade 2014-1 ID No English name 中文名 RP 4 201416230001 1 Docrat Aadam Mohummed Sadek 萨迪 1st Scholarship 201416230015 15 Bismilla Zeenat 洁莲 2nd Scholarship 201416230019 19 Wuni Nadia Isabelle 伊莎 2nd Scholarship 201416230022 22 Khan Naazneen Begum 贝娜 3rd Scholarship 201416230047 47 GOVENDER VENAILIN 艾兰 3rd Scholarship 201416230032 32 Babulal Ashish-Rowen 史诗 3rd Scholarship 201416230005 5 Reynolds Mallory 麦儿 Good Performance 201416230036 36 UNICE TALIA 丽娅 Good Performance 201416230021 21 Ong Suet Yee 王雪镱 Good Performance 201416230013 13 Jaffer Inaamul Hassan 文强 Good Performance 201416230007 7 Pillay Tevin Lyle 泰文 Good Performance 201416230003 3 Esterhuizen Yvonne 伊娃 Good Performance
DRAFT WELSH AMBULANCE SERVICES NHS TRUST MINUTES OF THE OPEN MEETING OF THE TRUST BOARD MEETING HELD ON 20 MARCH 2014 AT COLEG POWYS, NEWTOWN MEMBERS PRESENT: Mick Giannasi Dilwyn Evans Judith Hardisty Philip James John Morgan Mary Powell Elwyn Price-Morris Patsy Roseblade David Scott Non Executive Director and Chairman of the Board Non Executive Director Director of Workforce and Organisational Development (OD) Non Executive Director Non Executive Director Interim Non Executive Director Chief Executive Director of Finance and ICT Interim Non Executive Director TRUST BOARD REPRESENTATIVES: Sally Bruce Nigel Heal Roger John Nick Morgan Steve Owen Gordon Roberts Dawn Sharp Corporate Communications Manager Staff Side Representative (RCN) Staff Side Representative (UNITE) Staff Side Representative (GMB) Corporate Governance Officer Head of Service Betsi Cadwaladr University Health Board Corporate Secretary APOLOGIES Stuart Castledine Mike Collins Nathan Holman Sara Jones Mick Jose Bleddyn Roberts Dr Jonathan Whelan OBSERVERS Dr Mike Coupe Jo Gronow Leanne Hawker Richard Lee Roy Norris Ashleigh O’Callaghan Non Executive Director Director of Service Delivery Staff Side Representative (GMB) Director of Quality and Nursing Staff Side Representative (UNISON) Staff Side Representative (UNITE) Interim Medical Director Director of Strategy, Planning and Performance designate Discharge Liaison Nurse, Velindre Partners in Healthcare Lead Head of Clinical Services CHC Representative Support Manager/Transport Project Lead, Velindre
Department of Information Technology Analog to Digital Conversion Implementation Phase Project Abstract 08/05/2009 Funding Per Phase Phases Certification Date Amount Requested Major Deliverable(s) / Performance Measure(s) Due Dates Initiation: N/A $ 0 Planning: NA $ 0 Implementation: Aug 5, 2009 $1.0M Complete two sites that have been started and begin six new sites December 2010 Closeout: NA $ 0 Analog to Digital Conversion Executive Governance / Steering Committee
EDUC 1300 Learning Framework Fall Calendar, 2015 WEEK TEXT CHAPTER TOPICS ASSIGNMENTS DUE DATES 1 Chapter 1 – College Expectations: Becoming a Critical Thinker Start Here: Course Introduction Jigsaw Classroom Exercise on the Syllabus Your College Resources – It’s All About You! Textbook and Mindtap Resources (ex. 7 Smart Strategies Feature in Text) Academic Integrity Academic Expectations and Netiquette Critical Thinking and Information Literacy Writing Assignment: CSFI- College Success Factors Index Student Handbook Quiz Writing Assignment: Mindtap Overview and Reflection Assignment Chapter 1 Reading Assignment Academic Integrity Quiz Writing Assignment: Your Academic Autobiography 2 Chapter 1 continued Chapter 2: Skills You Need: Memory, and Studying Advice vs. Research: Understanding the Value of Psychological Research Actively Reading Strategies: 3R and SQ3R Reading Peer Reviewed Research Learning and Memory Note-Taking Mindtap Assignments (Time for Actions) Mindtap Online Chapter Quiz Chapter 2 Reading Assignment Writing Assignment: Exploring the Research in Summary Worksheet 3 Chapter 2 continued Chapter 3: Setting Goals and Making the Most of Your Time Research Based Study Strategies Goal Setting: The ABC’S Approach Mindtap Assignments (Time for Actions and Critical Thinking) Mindtap Online Chapter Quiz Chapter 3 Reading Assignment
4 Chapter 3 continued Chapter 4: It’s Show Time: Tests, Papers, and Presentations Time Management Test-Taking Skills Mindtap Assignments (Time for Actions and Critical Thinking) Writing Assignment: Multi-Tasking: Exploring the Research in Summary Worksheet Mindtap Online Chapter Quiz Chapter 4 Reading Assignment 5 Chapter 4: It’s Show Time: Tests, Papers, and Presentations Papers and Presentations Visit Library MIDTERM EXAM Mid-Semester Reflection Finding Two Possible Articles for the Presentation Mindtap Assignments (Time for Actions) Mindtap Online Chapter Quiz Exam Writing Assignments: Mid-Semester Reflection Paper 6 Chapter 5: Motivation, Resilience, Stress Management: Strategies for When College and Life Get Challenging Chapter 6: How Are You Doing? Maximizing Learning via Motivation, Resilience, and Stress Management Self-Regulation and Reflection Chapter 5 Reading Assignment Mindtap Assignments (Time for Actions) Chapter 6 Reading Assignment Mindtap Assignments (Time for Actions) Mindtap Online Chapter Quiz