zilongwang/ReadingBank huggingface dataset:
Mr. Sam is putting a trim around the edge of a circular merry-go-around that has a diameter of 15 feet. How much trim does he needs to buy? Find the circumference of a pizza with a radius of 6 inches. A bicycle tire has a radius of 15 inches. What is the circumference of the tire? A dime has radius of 8.5 millimeters. Find the circumference of a dime? The ring system around Saturn has a diameter of 170,000 miles. Find the circumference of the ring system. Earth’s dimeter at the equator is 7,926 miles. Find the distance around Earth at its equator? Find the circumference Find the circumference Solutions: 1) 4.5 inches 2) 28.3 inches 3) 47.1 feet 4) 37.7 inches 5) 94.2 inches 6) 53.4 millimeters 7) 533,800 miles 8) 24,887.6 miles 9) 12.6 centimeters 10) 44 feet HW: 8.1A page 321 #1-11 ALL Resources:
A flashlight is an example of a very simple electric circuit. The flashlight shown consists of wires that connect the parts together, a cylindrical holder that contains two D-cells, a light bulb, and a switch. Label which part is the: Conductor Load Switch Source Make a circuit diagram (schematic diagram) for the flashlight.
Analyzing Graphs of Variations of and The value for a sinusoidal function is called the ______________ _______________, or the horizontal displacement of the basic sine or cosine function. If C>0, the graph shifts to the __________. If C<0, the graph shifts to the _________. The greater the value of∣C∣,the more the graph is shifted. The figure below shows that the graph of f(x)=sin(x−π)shifts to the _______ by ___ units, which is more than we see in the graph of f(x)=sin(x − ),which shifts to the right by _____units. While C relates to the horizontal shift, D indicates the vertical shift from the midline in the general formula for a sinusoidal function. The function y=cos(x)+D has its midline at y=D. Examples Examples Graphing Variations of and Examples
Content NAGC/CEC Teacher Preparation Standards (2013) ODE Teacher Competencies (2016) PD Hours Date(s) Session Title(s) Evidence of Implementation of New Learning from this PD Session (Include samples/copies of evidence as artifacts in portfolio) Higher Level Thinking And Complexity (Part II – Emphasis on Higher Level Thinking at the core of unit design) 3.1, 5.1, 5.2 a, b 7.5 hours Year Three Professional Development Plan: 7.5 Hours Content NAGC/CEC Teacher Preparation Standards (2013) ODE Teacher Competencies (2016) PD Hours Date(s) Session Title(s) Evidence of Implementation of New Learning from this PD Session (Include samples/copies of evidence as artifacts in portfolio) Characteristics of Gifted Students (Part II - Emphasis on Motivation, Underachievement, Perfectionism, and Relationships) 1.2, 2.1, 5.5 d, e 2.5 hours Lesson Design for Gifted and Talented Learners Application of Complexity to Curriculum 2.2, 3.3, 3.4 b, c, f 5 hours
8-2 Skills Practice Multiplying a Polynomial by a Monomial Find each product. 1. a(4a + 3) 2. –c(11c + 4) 3. x(2x – 5) 4. 2y( y – 4) 5. –3n( + 2n) 6. 4h(3h – 5) 7. 3x(5 – x + 4) 8. 7c(5 – 2+ ) 9. –4b(1 – 9b – 2b2) 10. 6y(–5 – y + 4) 11. 2(2 + 3m – 5) 12. –3(–2 + 3n + 4) Simplify each expression. 13. w(3w + 2) + 5w 14. f (5f – 3) – 2f 15. –p(2p – 8) – 5p 16. (–4y + 5) – 6 17. 2x(3 + 4) – 3 18. 4a(5 – 4) + 9a 19. 4b(–5b – 3) – 2( – 7b – 4) 20. 3m(3m + 6) – 3( + 4m + 1) Solve each equation. 21. 3(a + 2) + 5 = 2a + 4 22. 2(4x + 2) – 8 = 4(x + 3) 23. 5(y + 1) + 2 = 4(y + 2) – 6 24. 4(b + 6) = 2(b + 5) + 2 25. 6(m – 2) + 14 = 3(m + 2) – 10 26. 3(c + 5) – 2 = 2(c + 6) + 2
character streetscape; (c) do not detract from the appearance of existing buildings and neighbourhood character elements. AO1.2 Garages and carports are located wholly under or within an existing building and any associated building works comply with AO3.1; or AO1.3 A carport may be located in area B on Figure 8.2.12.3.a where: (a) a single vehicle carport no greater than 3m in width and height; (b) it does not have a door to the street frontage. Note – Height is inclusive of the roof height. PO2 Fences and driveways complement the traditional building and enhance the overall appearance of the neighbourhood character streetscape. AO2.1 Fences to road frontages are not more than: (a) 1.2 metres in height if solid; or (b) 1.5 metres if partially transparent. AO2.2 Vehicle access crossovers are not more than 3 metres wide. Raising, relocating or repositioning of buildings within a site PO3 Development involving the enclosure of the under storey area of a building: (a) preserves the dominant visual form of the upper storey; (b) does not detract from the overall character of the place or the neighbourhood character streetscape. Note – Planning scheme policy - Neighbourhood character provides guidance on meeting the Performance outcome. AO3.1 Development of a lower storey is recessed behind the front façade of the upper storey by not less than 1 metre. PO4 Development involving the raising of buildings on AO4.1 Development involving the raising of buildings on a
Touch the Orientation icon to unlock portrait orientation. Rotate the device 90 degrees clockwise. What happens to the screen? Click the Home button to return to the home screen. Part 3 – Android Brightness Step 1 Touch the notification and system icons. The “notification” area appears. Touch the Settings icon. The “Settings” menu appears. Step 2 Touch Display. The “Display” menu appears. Touch Brightness. The “Brightness” menu appears Move the slider all the way to the right. What happens? Touch the Automatic brightness checkbox repeatedly until there is a check in the box. What happens?
Touch the Back button. The “Maps” app is displayed. What is the accuracy of the location? Touch the Home button. Part 6 – iOS GPS Step 1 Touch the Settings icon. The “Settings” menu appears. Step 2 Touch Privacy. The “Privacy” menu appears. Touch Location Services. The “Location Services” menu appears. What apps are using Location Services? Turn Location Services off. Click the Home button. Step 3 Touch the Map app icon. The “Map” app opens. Touch the Current Location icon.
IT Essentials 5.0 8.2.4.4 Worksheet – Mobile Device Information Print and complete this activity. In this activity, you will use the Internet, a newspaper, or a local store to gather information and then enter the specifications for an Android and iOS device onto this worksheet. For both devices, you will identify common operating system features. Be prepared to discuss your decisions regarding the devices you select. Select an Android and iOS device to research. Record the hardware specifications in the boxes below. Specifications: Android Device: Selection: iOS Device: Selection: Manufacturer Samsung Galaxy S5 Apple Iphone 6 Operating System Android IOS 8 Available Memory 2gb Ram/ 16gb Rom 16gb Battery Information Up to 29 Hours 3.85 Volt Lithium Ion 2800 mAh Lithium ion Battery Screen Size and Resolution 1920 x 1080 Pixel 1334-by-750-pixel resolution at 326 ppi, Size and Weight 5.1 inches, 5.11 Ounces 4.7-inch, 4.55 ounces For each device, specify the pathway to the given operating system feature and list available options for that feature.
Identify the part(s) of the brain involved with: Short-term memory Long-term memory Movement What part of the brain controls essential survival functions such as breathing and heart beat? Conclusion What region of the brain is responsible for complex thinking such as memory, speech, emotion, planning, and reasoning? Explain. Why is the brain stem sometimes called the “reptilian brain”? Why do you “see stars” when you hit the back of your head?
As a class or individually, watch the video titled “What is Huntington’s Disease?” at . Visit the page on the HOPES website titled “Bryan’s Dad has Huntington’s Disease” and read through Part I. As you read, answer conclusion questions 1-8. As time allows, investigate Huntington’s disease on the HOPES website. How is DNA isolated? DNA is often described as the “code of life” because it determines an organism’s characteristics and is passed from one generation to the next. DNA is located in almost every cell of your body. The length of DNA is about 100,000 times as long as the cell itself. However, it fits into the nucleus, which takes up only about 10% of the cell’s volume by folding around proteins and compacting into chromosomes. Answer the questions below as your teacher reviews the structure of DNA. What are the base pairs? What molecule is encoded by genes? Describe the basic structure of DNA. What is a histone? How many chromosomes do human beings have? Label the image below: Describe the three steps involved in precipitating and isolating DNA from cheek cells as your teacher continues the presentation. Collect cheek cells
PO4 For development that involves reconfiguring a lot, lot layout and design is responsive to the natural constraints of the land and each lot is capable of being used for its intended purpose. AO4.1 The frontage and depth of all lots is of sufficient width to: (a) allow driveways to follow the natural contours of the site and not exceed a gradient of 1 in 6 (16.6%); (b) accommodate any changes in gradient between the road and lot within the lot boundary and not within the road reserve. AO4.2 Development does not create new lots containing land of greater than 1 in 4 (25%), except where a rectangular area of land of lesser grade and a nominated driveway/access arrangement is contained within the new lots to accommodate the intended land use, with the balance left in their natural state to the greatest extent possible. Note – The size of rectangular areas is outlined within the lot reconfiguration outcomes identified in each zone code AO4.3 Development does not alter ridgelines. AO4.4 Lots are designed to ensure rooflines of future buildings and structures do not protrude above a ridgeline.
Dimension Description Geometric Relationship Parametric Equation Value d0 Overall Plate Depth -- -- 3 in. d1 Overall Plate Width 5:3 ratio; overall plate width to overall plate depth d0*(5/3) d2 Plate Thickness 20 times smaller than the overall width d1/20 d3 Plate Taper Angle perpendicular to the top and bottom plate surfaces -- 0° d4 Slot Width ½ the overall plate depth d0/2 d5 Slot Width Location 4/5 of the overall plate width d6 Slot Depth Location 1/3 of the overall plate depth d7 Slot Radius same as the plate thickness d2 d8 Slot Extruded Height same as the plate thickness d9 Slot Taper Angle same as the plate taper angle d3 d10 Hole Width Location ¼ of the overall plate width d11 Hole Depth Location 2/3 of the overall plate depth d12 Hole Diameter twice the slot radius 2*d7 d13 Hole Extruded Height same as the slot height d14 Small Hole Taper Angle same as the slot taper angle d9 Use the given information to fill in the missing parametric equations and missing numeric values for each parameter in the table below.
BUDDIES! -presentations -notes: osmosis -Team practice OSMOSIS LAB! -Study and complete lab write up!!! -NOTES finish ALL of CH 2 TEAM practice HW= online book Ch 2.2 and 2.3 questions in full sentences! Thurs 8.30 GO OVER HW TEAM 3.1-3.6 presentations STUDY GO OVER HW TEAM 2.1-2.3 presentations *anyone may report to room 203 after school or before school for a copy of an old test. Friday 8.31 Test ---- HW= complete cell diagrams with functions and do test corrections. Test --- HW= CH 2.4 #1-9 full sentences and show ALL work! SEE Erin’s 1-3 below…. (BE READY to present it!)
1250 of gas to dm3 (*hint= 1L of volume = 1 dm3) Wednesday 8.29.18- https://evansccca.weebly.com/ BIO Warm up: Turn OFF your cell phone and put in bin 😊 Describe and draw your minilab results. Why does your look different? In terms of polarity and density, what happened? CHEM Warm up: Turn OFF your cell phone and put in bin 😊 Element “X” has two isotopes. One with a mass of 35 and it makes up 75% of the sample. The other has a mass of 37 and it makes up 25% of the sample. What is the average isotopic mass? Explain what you learn from this short video on cell membranes:
Thursday 8.30.18- https://evansccca.weebly.com/ BIO Warm up: Turn OFF your cell phone and put in bin 😊 Describe the difference between an analysis and a conclusion CHEM Warm up: Turn OFF your cell phone and put in bin 😊 THREE isotopes of hydrogen Friday 8.31.18- https://evansccca.weebly.com/ BIO Warm up: Turn OFF your cell phone and put in bin 😊 In your own words, explain what a computer model does for science. CHEM Warm up: Turn OFF your cell phone and put in bin SHOW WORK to calculate the mass ratio of Na2O 2,3,4,5,9,11,16, 17, 18, 23,24,27,28,30,
provides a framework for providing this evidence. District Staff Gifted PD Tracker This Excel document is designed to help districts monitor and track the progress of all staff members who must have the gifted HQPD. Superintendents, principals, curriculum directors, gifted coordinators, gifted intervention specialists, and/or whoever responsible for compliance. Topic Merge and Assessment for Regular Classroom Teachers This document describes how the implementation of strategies and content should look in a regular classroom. It can be used as an evaluation and/or a goal setting tool. Gifted coordinators, gifted Intervention Specialists, principals, classroom teachers *Note: this version would be most helpful to those responsible for planning HQPD sessions and for a goal setting tool. Topic Merge of HQPD and Assessment for AP/IB Teachers This document describes how the implementation of strategies and content should look in an AP/IB classroom. It can be used as an evaluation and/or a goal setting tool. Gifted coordinators, AP/IB teachers, gifted intervention specialists, principals *Note: this version would be most helpful to those responsible for planning HQPD sessions and for a goal setting tool. Annual Merge of HQPD and Assessment for Regular Classroom Teachers The annual merge provides teachers and evaluators with implementation descriptions organized for each year. This provides a yearly progression to assess overall growth. Gifted Coordinators, principals, gifted intervention specialists and regular classroom teachers *Note: this version would be most helpful as an evaluation tool. Annual Merge of HQPD and Assessment for AP/ IB Teachers The annual merge provides AP/IB teachers and evaluators with implementation descriptions organized for each year. This provides a yearly progression to assess overall growth. Gifted coordinators, principals, gifted intervention specialists and AP/IB teachers *Note: this version would be most helpful as an evaluation tool. GT Ignite Course Alignment for Classroom Teachers. This document lists the courses available with GT Ignite and how they fit into the four-year professional development plan for gifted. Gifted coordinators, gifted intervention specialists, and regular classroom teachers *Note: this is a work in progress. Ohio presenters and specific topics will be added as they are completed.
Does the child echo what is said rather than giving an appropriate response? Yes No Do you notice hearing difficulties in the classroom? Yes No Social Skills Describe the student’s relationships with peers: Describe the student’s relationship with teachers: Distribution: Student Services Parent Confidential File
Chemical Sampling Equipment Checklist Streams Sample Collection  Field forms  RID Stickers  SLD submittal forms  Cubitainers (quarts, gallons)  Nitrile Gloves  Cartridge filters  Silicon Tubing  Geopump  Kimwipes  Water carboy (w/DI water)  bottles  Nitric acid / Sulfuric acid  NaOH (for cyanide)  HCl (for VOCs)  pH paper  Organics sample bottles (vials/bottles)  VOC Trip Blank  Pipetters (and repair kit)  Pipetter tips  Total Residual Chlorine Test Kit  Coolers (and Ice) E. coli Collection  AC/DC Inverter  Black Light  DC Cable  DC/AC Inverter  DC/DC Connector  Deep Cycle Battery  IDEXX Bottles  Incubator  Reagent (18-hr and  IDEXX Quanti-Trays  Sealer with Rubber Tray & Cord  Table  Dipper Flow  Bank pins  Flow meter  Hammer  Measuring tape  Wading rod Sonde  Sonde, data logger, probe guard, cable, manual, log book, calibration forms  Sonde maintenance kit  Conductivity standard  D.O. calibration values table  D.O. probe repair kit  pH buffers  Turbidity standard General  Clipboard  Pencils / Pens / Sharpies  Site List / Directions  Access authorization documents  Camera  Cell phone  GPS unit  Calculator / Timepiece  Extra batteries (AA, C, D)  First aid kit  Flashlight  Maps  Toolbox  Vehicle Kit (incl. shovel)  NMED ID/business cards  Defensive Driving Certificate  Trash Bags Personal/Optional  Binoculars  Boots/waders  Field guides  Field notebook  Hat/sun protection  Neoprene gloves  Rain gear  Sunglasses/polarized glasses
Approved Arrangement 8.3 - autoclave requirements Version 5.0 © Commonwealth of Australia Ownership of intellectual property rights Unless otherwise noted, copyright (and any other intellectual property rights, if any) in this publication is owned by the Commonwealth of Australia (referred to as the Commonwealth). Creative Commons Licence All material in this publication is licensed under a Creative Commons Attribution 3.0 Australia Licence, save for content supplied by third parties, logos and the Commonwealth Coat of Arms. Creative Commons Attribution 3.0 Australia Licence is a standard form licence agreement that allows you to copy, distribute, transmit and adapt this publication provided you attribute the work. A summary of the licence terms is available from creativecommons.org/licenses/by/3.0/au/deed.en. The full licence terms are available from creativecommons.org/licenses/by/3.0/au/legalcode. This publication (and any material sourced from it) should be attributed as: Approved Arrangements section, 2016, Approved arrangement for autoclave requirements, (Approved arrangement for autoclave requirements - prepared for the Department of Agriculture and Water Resources), Canberra. Department of Agriculture and Water Resources Postal address GPO Box 858 Canberra ACT 2601 Switchboard +61 2 6272 3933 Web Inquiries regarding the licence and any use of this document should be sent to: . The Australian Government acting through the Department of Agriculture and Water Resources has exercised due care and skill in the preparation and compilation of the information and data in this publication. Notwithstanding, the department, its employees and advisers disclaim all liability, including liability for negligence, for any loss, damage, injury, expense or cost incurred by any person as a result of accessing, using or relying upon any of the information or data in this publication to the maximum extent permitted by law. Version control Updates to this document will occur automatically on the department’s website and the revision table below will list the amendments as they are approved.
8-3 Skills Practice Multiplying Polynomials Find each product. 1. (m + 4)(m + 1) 2. (x + 2)(x + 2) 3. (b + 3)(b + 4) 4. (t + 4)(t – 3) 5. (r + 1)(r – 2) 6. (n – 5)(n + 1) 7. (3c + 1)(c – 2) 8. (2x – 6)(x + 3) 9. (d – 1)(5d – 4) 10. (2ℓ + 5)(ℓ – 4) 11. (3n – 7)(n + 3) 12. (q + 5)(5q – 1) 13. (3b + 3)(3b – 2) 14. (2m + 2)(3m – 3) 15. (4c + 1)(2c + 1) 16. (5a – 2)(2a – 3) 17. (4h – 2)(4h – 1) 18. (x – y)(2x – y) 19. (w + 4)( + 3w – 6) 20. (t + 1)( + 2t + 4) 21. (k + 4)( + 3k – 6) 22. (m + 3)( + 3m + 5)
Welcome Reception Tuesday, October 17 7:30 – 8:30 am Breakfast 8:00 – 9:15 Breakfast Roundtables Loss Control Roundtable Health Care Roundtable Underwriting Round Table 9:30 – 10:45 General Session: Rivers of Information and How to Manage their Flow Andrew Ranson, Future Point of View 11:00 am – 12:15 pm Work Better with Information Targeting Andrew Ranson, Future Point of View How to Manage Your Pool’s Exposure to Employment Practice Liability Losses Brian Dickey, CPCU, Suzanne Reed, CIC & Ned Wertz, CPCU, KLC Insurance Services “Am I Being Detained or am I Free to Activists and the 1st & 4thAmendments Scott D. MacLatchie, Womble Carlyle Sandridge & Rice, LLP 12:15 – 1:30 Lunch & Annual Business Meeting 1:45 – 3:00 General Session: Artificial Intelligence & Your Pool in the Next Five Years Chris Willis, DOMO 3:15 – 4:30 Technology/Data Round Robin Ryan Draughn, NLC Mutual Who Wants to Think Like an Actuary? Chris McKenna, NLC Mutual Addressing the Emergence of PTSD Presumption John Hanson, Willis, Towers, Watson Wednesday, October 18 7:30 – 8:30 am Breakfast 8:00 – 9:15 Breakfast Roundtables Claims Roundtable Public Safety Roundtable Marketing Roundtable 7:30 – 9:15 Pool Administrator Breakfast
8-4 Practice Special Products Find each product. 1 2. 3. 4. 5. 6. (b + 6)(b – 6) 7. (z + 13)(z – 13) 8. 9. 10. 11. 12. 13. (7k + 3)(7k – 3) 14. (4d – 7)(4d + 7) 15. (3g + 9h)(3g – 9h) 16. (4q + 5t)(4q – 5t) 17. 18. 19. 20. 21. 22. 23. 24. 25. (6a – 7b)(6a + 7b) 26. (8h + 3d)(8h – 3d) 27. 28. 29. 30. 31. 32. (2 – g)(2 + g) 33. (2 + 3)(2 + 3) 34. GEOMETRY Janelle wants to enlarge a square graph that she has made so that a side of the new graph will be 1 inch more than twice the original side g. What trinomial represents the area of the enlarged graph? 35. GENETICS In a guinea pig, pure black hair coloring B is dominant over pure white coloring b. Suppose two hybrid Bb guinea pigs, with black hair coloring, are bred. a. Find an expression for the genetic make-up of the guinea pig offspring. b. What is the probability that two hybrid guinea pigs with black hair coloring will produce a guinea pig with white hair coloring?
Enter your cover letter (optional) and then click “Save and continue.” Click “Choose File” and select the item from your computer. Verify that the file name is correct and click “upload” to submit it to our server. After the item has been successfully uploaded, click “Save and continue” for the next step. Fill out the form with the author’s information. URLs must begin with “http://”. Please use complete sentences to complete the “Bio statement”. Additional authors can be added by clicking the “Add Author” button.
reinforce RL 8.6 *Use DOQ 8.13 to reinforce RL 8.1/RL 8.2 Week of April 16th ROOTS: rupt PREFIX: phon SUFFIX: ance PARCC WINDOW OPENS Week of April 23rd ROOTS: spir PREFIX: orth SUFFIX: ence ½ Day for Students/Conferences To Kill a Mockingbird ½ Day for Students/Conferences Week of April 30th ROOTS: vict/vinc PREFIX: hetero SUFFIX: ty To Kill a Mockingbird
Week of May 7th ROOTS: pan PREFIX: arch, archi SUFFIX: ive To Kill a Mockingbird Week of May 14th ROOTS: scope PREFIX: en, em SUFFIX: logue,log To Kill a Mockingbird PARCC WINDOW CLOSES Week of May 21st ROOTS: hydro, hydra PREFIX: meta, met SUFFIX: oid To Kill a Mockingbird Week of May 28th ROOTS: dorm PREFIX: pro SUFFIX: meter, metry Memorial Day To Kill a Mockingbird Writing Task:
8.4 Harmonic Motion 1. A buoy oscillates in simple harmonic motion as waves go past. At a given time it is noted that the buoy moves a total of 3.5 feet from its low point to its high point, and that it returns to its high point every 10 seconds. 2. A 5-pound weight is oscillating on the end of a spring. The position of the weight relative to the point is given by where t is in seconds. Find the times when the weight is at the point of equilibrium (y=0) for . 3. A weight stretches a spring 1.5inches. The weight is pushed 3 inches above its equilibrium position and released. Its motion is modeled by (t is in seconds and y is in feet). What is the period of oscillations? And determine the first time the weight passes the point of equilibrium (y=0).
“Everybody knows that I sell ecologically clean product - tomato, cucumber, eggplant, squash, broccoli, beans and green pepper. I don’t even take it to the market. The villagers themselves come to me to buy vegetables. I thank them, and they thank me…” Communities involved in the project are 80 percent resided by refugees from Azerbaijan. “If this project was initiated some 20 years ago, many families would not leave the village,” Khachik says. “Many of those who settled in the village had fled from urban areas like Baku and Kirovabad, and did not have a clue about gardening. So they preferred to leave the village, and the land remained devastated.” Project participants underwent training in Yerevan and their communities where they practiced their new skills and knowledge on every shrub and plant in the garden. Save the Children performed this work in partnership with the HDP Foundation. “Committed to creating lasting change for children, Save the Children remains faithful to its mission through this project as well. By helping vulnerable families increase family income, we help children live in economically viable families and get healthy food which is an important precondition for being healthy, educated and protected,” says Irina Saghoyan, Director of Save the Children’s Armenian Representative Office.
8-5 Practice Using the Distributive Property Factor each polynomial. 1. 64 – 40ab 2. 4 + 16 3. 6t – 3r 4. 15ad + 30 5. 32 + 24 6. 36x – 48y 7. 30y + 35 8. 9 – 6a 9. 75 + 60b 10. 8 – 24p + 16pr 11. 5 + 10y + 25x 12. 9a + 18b + 24cx 13. + 4x + 2x + 8 14. 2 + 3a + 6a + 9 15. 4 – 12b + 2b – 6 16. 6xy – 8x + 15y – 20 17. –6mp + 4m + 18p – 12 18. 12 – 15ab – 16a + 20b Solve each equation. Check your solutions. 19. x(x – 32) = 0 20. 4b(b + 4) = 0 21. (y – 3)(y + 2) = 0 22. (a + 6)(3a – 7) = 0 23. (2y + 5)(y – 4) = 0 24. (4y + 8)(3y – 4) = 0 25. 2 + 20z = 0 26. 8 – 4p = 0 27. 9 = 27x 28. 18 = 15x 29. 14 = –21x 30. 8 = –26x 31. LANDSCAPING A landscaping company has been commissioned to design a triangular flower bed for a mall entrance. The final dimensions of the flower bed have not been determined, but the company knows that the height will be two feet less than the base. The area of the flower bed can be represented by the equation A = – b. a. Write this equation in factored form. b. Suppose the base of the flower bed is 16 feet. What will be its area? 32. PHYSICAL SCIENCE Mr. Alim’s science class launched a toy rocket from ground level with an initial upward velocity of 60 feet per second. The height h of the rocket in feet above the ground after t seconds is modeled by the equation h = 60t – 16. How long was the rocket in the air before it returned to the ground?
Name Class Date Factoring ax2 + bx + c 8-6 Practice (continued) Form G 13. 20p2 – 115p – 30 14. 15r2 + 141r – 90 15. 12z2 – 14z + 4 16. 20k2 + 110k + 120 17. 9m2 – 66m + 21 18. 40x2 – 136x – 96 19. 42y2 + 28y – 14 20. 8t2 – 16t – 90 21. 24c2 + 96c + 90
8-7 Skills Practice Solving a + bx + c = 0 Factor each polynomial, if possible. If the polynomial cannot be factored using integers, write prime. 1. 2 + 5x + 2 2. 3 + 5n + 2 3. 2 + 9t – 5 4. 3 – 7g + 2 5. 2 – 11t + 15 6. 2 + 3x – 6 7. 2 + y – 1 8. 4 + 8h – 5 9. 4 – 3x – 3 10. 4 + 15b – 4 11. 9 + 6p – 8 12. 6 – 13q + 6 13. 3 + 30a + 63 14. 10 – 19w – 15 Solve each equation. Check the solutions. 15. 2 + 7x + 3 = 0 16. 3 + 14w + 8 = 0 17. 3 – 7n + 2 = 0 18. 5 – 22d + 8 = 0 19. 6 + 8h + 2 = 0 20. 8 – 16p = 10 21. 9 + 18y – 12 = 6y 22. 4 – 16a = –15 23. 10 – 15b = 8b – 12 24. 6 + 21d = 10d + 35
A translation 4 units right and 1 unit down. Note, that when writing translations, there is a shorthand form. For example, when writing the translation 4 units right and 1 unit down, we can write this as ____, ____. Ex. 3 Write the shorthand form for the translation 7 units left and 2 units up. Ex. 4 Draw the image of the pentagon PQRST after each translation below. Label the vertices of the pentagon’s image and list their coordinates. If each diagram has symmetry, describe it. A translation L2. A translation L2, D3. Assignment Do #1 – 15 (omit #14) p. 373 Do Unit Review #1 – 19 p. 377
8-8 Practice Differences of Squares Factor each polynomial, if possible. If the polynomial cannot be factored, write prime. 1. – 100 2. 81 – 3. 16 – 36 4. 4 + 25 5. 144 – 9 6. 36 – 49 7. 121 – 144 8. 32 – 8 9. 24 – 54 10. 32 – 18 11. 9 – 32 12. 36 – 9z 13. 45 – 20q 14. 100 – 36b 15. 3 – 48 Solve each equation by factoring. Check your solutions. 16. 4 = 81 17. 64 = 9 18. 98 – 50 = 0 19. 32 – 162= 0 20. – = 0 21. – = 0 22. – 25 = 0 23. 27 = 48h 24. 75 = 147g 25. EROSION A rock breaks loose from a cliff and plunges toward the ground 400 feet below. The distance d that the rock falls in t seconds is given by the equation d = 16. How long does it take for the rock to hit the ground? 26. FORENSICS Mr. Cooper contested a speeding ticket given to him after he applied his brakes and skidded to a halt to avoid hitting another car. In traffic court, he argued that the length of the skid marks on the pavement, 150 feet, proved that he was driving under the posted speed limit of 65 miles per hour. The ticket cited his speed at 70 miles per hour. Use the formula = d, where s is the speed of the car and d is the length of the skid marks, to determine Mr. Cooper’s speed when he applied the brakes. Was Mr. Cooper correct in claiming that he was not speeding when he applied the brakes?
RISK ASSESSMENT Describe Potential Risk Event Assess Risk Likelihood Estimate Impact Strategy/Plan to Mitigate Risks Use a single row for each potential risk identified Use specific project objectives, milestones, activities or deliverables to identify risk events. Select one response from the list below for each risk identified: -Very Likely -Probable -Very Unlikely Select one response from the list below for each risk identified: -High -Medium -Low Describe the strategy or plan for each risk identified PART 5: PROJECT BUDGET: EXPLANATION OF BUDGET AND JUSTIFICATION OF BUDGET ITEMS Please refer to Section 4.5 Part 5 and Section 6 of the Applicant Information Document. Use the Table below to assist you in completing the budget. Year 1 Year 2 Total Budget Item WCB $ Request WCB $ Request WCB $ Request 1 Salaries Insert rows as needed Benefits costs Consultancy fees Other remuneration Sub-Total 2 Material and supplies (list each item greater than $1,000) Insert rows as needed Subtotal 3 Equipment purchase Insert rows as needed Equipment rental Equipment lease
8-9 Skills Practice Perfect Squares Determine whether each trinomial is a perfect square trinomial. Write yes or no. If so, factor it. 1. – 6m + 9 2. + 4r + 4 3. – 14g + 49 4. 2 – 4w + 9 5. 4 – 4d + 1 6. 9 + 30n + 25 Factor each polynomial, if possible. If the polynomial cannot be factored, write prime. 7. 2 – 72 8. 6 + 11b + 3 9. 36 – 24t + 4 10. 4 – 56 11. 17 – 24ab 12. – 14q + 36 13. + 24y + 144 14. 6 – 96 Solve each equation. Check the solutions. 15. – 18x + 81 = 0 16. 4 + 4p + 1 = 0 17. 9 – 12g + 4 = 0 18. – 16y + 64 = 81 19. 4 – 17 = 19 20. + 30x + 150 = –75 21. = 16 22. = 7
conversion stimulate merged benefits prosperity telecommunications baby boom demographics aspirations investment globalization interdependence outsourcing 1. The ____conversion______ from producing war time materials to consumer goods occurred after WW2. 2. Many labor unions _________merged_______ and became more powerful; workers gained more (3) ________benefits__________ and higher salaries. 4. The American ________economy_________ was (5) _______stimulated______ by our countries involvement in the war. 6. African Americans’ _______aspirations_____ for equality would help to ignite the Civil Rights Movement. 7. The ____Baby Boom_________ led to changing (8) ____demographics_____ in America as many large families moved to the suburbs. 9. After WW2 Americans realized the importance of a greater ______investment_______ in education. 10. A positive impact of __globalization__ is the improvement of all (11) __forms of communication___. 12. _____Telecommunications__________ make it possible to view sports events taking place anywhere in the world. 13. _____Outsourcing___________ of jobs affects the American economy in negative manner.
21. Abby uses the equation y = 0.50x to calculate the amount she will earn selling x cups of lemonade. The table below shows the amount of money Jacob will earn from selling cups of lemonade. Jacob’s Lemonade Sales Which statement is true? 22. The graph below shows the total cost, y, of x bananas. What is the slope of the line?
24. Line n is graphed below. Line p will be graphed below. The equation for line p is y = 2x + 2. What is the point of intersection of lines n and p? 25. Line j goes through the points (3, 2) and (–3, –2). Line k goes through the points (–2, 2) and (2, –2). What is the point of intersection for lines j and k?
23. Which set of ordered pairs does not represent a function? 24. Part A Which ordered pair could be removed from the set {(2, 5), (3, 5), (4, 6), (2, 8), (6, 7)}so that the relation represents a function? Explain your answer. Part B Write an ordered pair that could be added to the set {(3, 4), (5, 6), (7, 7)} such that the set would still be a function. Explain your answer. 25. Which of the equations shown below represents a function? Equation 1 : Equation 2 :
How much more does Tyler charge to babysit one child than Jenna charges to babysit one child? 68. Two different fitness centers charge a one-time membership fee, plus a monthly charge to use the facilities. Fitness center A charges a membership fee of $100, plus $45 per month. The table below shows the cost of fitness center B after a certain number of months of use. Fitness Center B What is the difference between the membership fees at the 2 fitness centers?
Rascal’s weight. Part B Write a linear equation based on the data to model Rascal’s weight, y, after x days. Part C Using data from the table, determine the rate of change of Snowball’s weight. Part D Write a linear equation based on the data to model Snowball’s weight, y, after x days. Part E Solve the system of equations algebraically to determine the number of days before the kitten weights will be the same. 20. Which is an equation of the line that has a slope of 2 and passes through the point (3, 1)? 21. Which equation represents the data in the table below?
29. Triangle MXP will be rotated 90° clockwise about the origin. What will be the coordinates of triangle M′X′P′? 30. The vertices of are K After a transformation of to the resulting points are Which transformation results in this image? 31. Consider a translation of a quadrilateral of 6 units left and 3 units up. Which statement about the vertices is true?
42. Triangle XYZ has vertices at X(2, –1), Y(–4, –1), and Z(2, 2). The triangle will be dilated by a scale factor of 4. What will be the coordinates of triangle X′Y′Z′? 43. The quadrilateral graphed below will be reflected over the x-axis. What will be the coordinates of the vertices of the image quadrilateral?
81. Square EFGH will be dilated by a scale factor of . What will be the coordinates of G′? 82. Triangle GHI is graphed below. The coordinates of GHI after a transformation are G′(–5, –5), H′(–8, –9), and I′(–10, –5). Which transformation occurred? 83. Triangle JKL has vertices at the coordinates J(–4, –5), K(–3, –1),
Read aloud the task on . Explain the handout activity to participants. Possible Script: Individually, take a few minutes to think about new challenges that have emerged, or that you anticipate, due to your work in HIV care and support (for example, dealing with death and family bereavement) that may increase your risk of burnout. Then think about how you can adapt the coping strategies you identified earlier (or if this is new, identify coping strategies) to manage these new challenges related to HIV care and support. What actions can you take to increase your empowerment, protection, integration, and connections to avoid burnout? Afterward, take 5 minutes to briefly share with one partner the new challenges that you’ve identified and how you will adapt your coping strategies. Give the end time when participants should share their ideas with a partner (about 5-10 minutes). Ask participants if the task is clear. If yes, let them start. If no, clarify the task. Note: Float around and listen to small groups to assess Learning Objective 2. In the large group, invite 2-3 participants to share what new challenges they identified, in light of their work in HIV care and support, and their revised plan for coping strategies (about 5 minutes). Wrap up the session with a 5-minute discussion of this question in the large group. Ask participants how the EPIC model relates to increasing the well-being and resiliency of PLHIV through self-care and living positively. Invite participants to respond. They may say the following: PLHIV can reach the behavioral goal of “Integration” by joining a support group. PLHIV can reach the behavioral goal of “Protection” by getting educated on self-care and living positively. Assessment Learning Objective 1 will be observed during the simulation in the Practice section (Participants adapt and deliver a 10-minute training session using a self-care/living positively curriculum through a simulation). Learning Objective 2 will be observed during individual and teams of two work in the Application section (Participants revise their pre-service training personal coping strategies to reflect the potential stresses of working with PLHIV in care and support through individual work and sharing with a peer). Trainer Notes for Future Improvement Date & Trainer Name: [What went well? What would you do differently? Did you need more/less time for certain activities?] Resources
He acknowledged that waste is sometimes inevitable in combat - Marines need to leave their trucks running at an IED stop outside the wire, for example - but data would give commanders the ability to discern the difference between necessary energy use and waste. "[Commanders] can't decide whether it's good or bad ... because no one is telling them, 'Half your idle is done inside the base, inside of the motor pool,' " Caley said. "So, they're not ... doing anything about it because they don't have a number that says, 'Wow, this is what I'm not using wisely.' " The next phase of the Marine Corps' energy-saving strategy will have more teeth; as Marine Corps Times has reported in the past, Marine officials have cited plans to hold individual units accountable for energy use over an established norm, the way Marine bases now give residents in military housing a fiscal penalty or bonus based on their power use. "I'm an operational guy; so what [holding units accountable] looks like in garrison, I'm not entirely sure," Caley said. "but I'll bet that looks like a power bill."
Stephen d’Esterhazy James Duffy Alan Glabe Reza Lorestany Carolyn Lozo Alexander “Lex” Mitchell Manisha Singh Also, thanks to: Christopher Newton Ron Oineza Chan Pham Marcie Pullman Jose Saldana Katrina Sideco Susan Solarz TABLE OF CONTENTS
9 ppmvd @ 15% O2 (or 0.15 g/bhp-hr) Biogas-fired turbine, <3 MW 9 ppmvd @ 15% O2 60 ppmvd @ 15% O2 3.5 ppmvd @ 15% O2 Landfill gas: Emission limit corresponding to use of landfill gas with sulfur content of no more than 150 ppmv as H2S Digester gas: Emission limit corresponding to use of digester gas with sulfur content of no more than 40 ppmv as H2S Emission limit corresponding to use of a fuel gas pretreatment system for particulate removal Biogas-fired turbine, ≥3 MW 5 ppmvd @ 15% O2 Biomass reciprocating internal combustion engine 5 ppmvd @ 15% O2 N/A 25 ppmvd @ 15% O2 N/A N/A Diesel-fueled emergency engine generator Engine meeting emission standards of ARB’s Airborne Toxic Control Measure for Stationary Compression Ignition Engines for applicable horsepower range Engine meeting emission standards of ARB’s Airborne Toxic Control Measure for Stationary Compression Ignition Engines for applicable horsepower range Engine meeting emission standards of ARB’s Airborne Toxic Control Measure for Stationary Compression Ignition Engines for applicable horsepower range Emission limit corresponding to use of CARB, or very low sulfur, diesel fuel (15 ppm sulfur by weight) Engine meeting emission standards of ARB’s Airborne Toxic Control Measure for Stationary Compression Ignition Engines for applicable horsepower range Table 3. Most Stringent Emission Limits Identified for Process Equipment at Biorefineries – Miscellaneous Sources
A rights-based approach must always be adopted in women’s health care. These rights and principles include human dignity, addressing the needs and rights of vulnerable groups, accessibility to health systems and freedom from discrimination, based on sex and gender roles. Confidentiality and patients’ privacy must always be respected and a safe and intimate place for the consultation should be ensured.
S. 3(10) inserted by No. 3/2005 s. 18(2). (10) A person must not refuse to comply with a requirement under subsection (3). 10 penalty units. S. 3A inserted by No. 68/2009 s. 97(Sch. item 36). 3A Police to be present at courts The Chief Commissioner of Police must— S. 3A(a) amended by No. 37/2014 s. 10(Sch. item 35.3). (a) direct that a sufficient number of police officers be present to keep order on court premises at all sittings of— (i) the Supreme Court in its criminal jurisdiction; and (ii) the County Court in its criminal jurisdiction; and S. 3A(b) amended by No. 37/2014 s. 10(Sch. item 35.3). (b) at the request of the judge presiding at a particular sitting of a court referred to in paragraph (a), direct that an additional number of police officers be present at that sitting. S. 4 (Heading) inserted by No. 62/2014 s. 76. 4 Offence to carry or possess firearm, explosive substance or offensive weapon on court premises A person who without lawful excuse carries or has in his possession on court premises a firearm or an explosive substance or an offensive weapon is guilty of an indictable offence. Imprisonment for seven years. S. 4A inserted by No. 62/2014 s. 77. 4A Offence to record proceeding (1) A person must not intentionally make a recording of a proceeding except in accordance with subsection (2), (3) or (4). Penalty: 20 penalty units.
2 Table of Amendments This publication incorporates amendments made to the Court Security Act 1980 by Acts and subordinate instruments. ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– Prescribed Weapons Act 1989, No. 39/1989 Assent Date: 6.6.89 Commencement Date: 1.9.89: Government Gazette 30.8.89 p. 2210 : All of Act in operation Magistrates' Court (Consequential Amendments) Act 1989, No. 57/1989 Assent Date: 14.6.89 Commencement Date: S. 3(Sch. item 38) on 1.9.90: Government Gazette 25.7.90 p. 2217 : This information relates only to the provisions amending the Court Security Act 1980 Courts and Tribunals (General Amendment) Act 1996, No. 64/1996 Assent Date: 17.12.96 Commencement Date: Pt 6 (ss 19–21) on 1.4.97: Government Gazette 20.3.97 p. 619 : This information relates only to the provisions amending the Court Security Act 1980 Firearms Act 1996, No. 66/1996 Assent Date: 17.12.96 Commencement Date: S. 204 on 29.4.97: Government Gazette 24.4.97 p. 912 : This information relates only to the provisions amending the Court Security Act 1980 Monetary Units Act 2004, No. 10/2004 Assent Date: 11.5.04 Commencement Date: S. 15(Sch. 1 item 3) on 1.7.04: s. 2(2) : This information relates only to the provision/s amending the Court Security Act 1980 Courts Legislation (Judicial Appointments and Other Amendments) Act 2005, No. 3/2005 Assent Date: 5.4.05 Commencement Date: Ss 17, 18 on 6.4.05: s. 2(1) : This information relates only to the provision/s amending the Court Security Act 1980 Coroners Act 2008, No. 77/2008 Assent Date: 11.12.08 Commencement Date: S. 129(Sch. 2 item 8) on 1.11.09: s. 2 : This information relates only to the provision/s amending the Court Security Act 1980
the Action Plan of this ISP. The providers approved below for these authorized services are responsible for carrying out this ISP and meeting the health and personal safety needs of this person. A b c d e f g (didd Use Only) Service Name & Type of Request Service Code & Fund Source Provider Name & Provider Code Site Name & Site Code Start Date & End Date Unit Rate & Unit Type Units of Svc & Cost of Svc Approve Deny Deny & Partially Approve 1 [ ] [ ] [ ] 2 [ ] [ ] [ ] 3 [ ] [ ] [ ] 4 [ ] [ ] [ ] 5 [ ] [ ] [ ] 6 [ ] [ ] [ ] 7 [ ] [ ] [ ] 8 [ ] [ ] [ ] 9 [ ] [ ] [ ] — If checked, the listing of requested / authorized services continues on the next page of this section. DIDD Review and Authorization of Services: Projected Total for ISP Year: $ Note: The total units for any combination of day services listed here in Section C.2 will be shown just for the type of Day Service with the highest unit rate. Day Services are limited to 243 days across any and all combinations of day services and settings. (Authorizing Signature) (Title) (Date) 2. Medicaid HCBS Waiver Services (Continued):
3. PARTIAL APPROVAL OF A SERVICE DENIED BY DIDD: (This section is to be completed only by DIDD for partial approval of a HCBS Medicaid Waiver Service.) A C D E F G H (DIDD Use Only) Service Name & Type of Request Service Code & Fund Source Provider Name & Provider Code Site Name & Site Code Start Date & End Date Unit Rate & Unit Type Units of Svc & Cost of Svc Partial Approval of Denied Service 1. [ ] 2. [ ] 3. [ ] 4. [ ] Revised Total Cost of Services Approved: $ DIDD Review and Authorization of Partially-Approved Services: Note: The total units for any combination of day services listed here in Section C.3 will be shown just for the type of Day Service with the highest unit rate. Day Services are limited to 243 days across any and all combinations of day services and settings. (Authorizing Signature) (Title) (Date)
SAMPLE ENROLLMENT AGREEMENT [School Name] [Address] [Address] [Telephone] This enrollment agreement is between the above named school and: Student Name: Telephone: Physical Address: City: State: Zip: Start date: Completion date: Program consists of: weeks x hours/week = total hours The school agrees to provide the following training: (Course or program title) COST: Registration Fee $ Tuition $ Books $ Supplies and Materials $ TOTAL $ METHOD OF PAYMENT: I agree that the payment of program costs will be satisfied by (check all that apply): Cash Credit Card Financial Aid Scholarship Third Party (e.g. VA, Voc. Rehab., L & I, Employer) List third party payer: ____________________________________________________________________________ Down Payment $ Monthly Payment(s) $ Loan Payment (if applicable) $ AGREEMENT NOTICE: This agreement will be binding only when it has been fully completed, signed, and dated by the student and an authorized representative of the school prior to the time instruction begins.
Code Project title Date completed (Actual) Approved funding plus adjustments as of 31 December 2016 (US$) Funds disbursed as of 80th meeting (US$) Balances committed as per 80th meeting (US$) Balances as per 80th meeting (US$) Support cost on balances committed and not- committed as per 80th meeting (US$) Why any balances could not be returned? When they could be returned? Project subject to decision UNEP BAH/PHA/59/TAS/21 Terminal phase-out management plan (second tranche) Dec-14 95,000 33,054 61,946 8,053 Balances transferred and committed to HPMP project (ref. decision 68/33) DJI/SEV/70/INS/20 Extension of the institutional strengthening project (phase V: 60,000 35,996 24,004 0 GAB/PHA/62/TAS/26 HCFC phase-out management plan (stage I, first tranche) Dec-15 90,000 85,000 650 KUW/PHA/52/TAS/10 Terminal phase-out management plan for Annex A Group I substances (first tranche) Jan-16 240,000 17,243 222,757 28,958 MYA LIR/SEV/69/INS/20 Extension of the institutional strengthening project (phase V: May-16 85,213 65,713 19,500 0 PRC/SEV/71/INS/25 Extension of the institutional strengthening project (phase VIII: Dec-15 60,000 45,084 14,916 0 QAT/PHA/59/TAS/14 Terminal phase-out management plan (second tranche) Dec-14 55,000 0 55,000 7,150 Balance was transferred and committed to HPMP as per decision 65/45 STP/SEV/63/INS/20 Extension of the institutional strengthening project (phase III) Mar-13 60,666 33,332 27,334 0 YEM/PHA/60/TAS/35 National ODS phase-out plan (second tranche) Dec-14 140,000 0 140,000 18,200 Amount not commited however according to ExCom decision (77), projects to be frozen until security situation is resovled. UNEP understanding is funds to be kept with it.
JAPAN AFR/REF/48/DEM/35 Strategic demonstration project for accelerated conversion of CFC chillers in 5 African Countries (Cameroon, Egypt, Namibia, Nigeria and Sudan) Jun-16 700,000 464,951 234,993 56 30,556 Financial completion to be initiated after settlement of all pending issues 81st meeting 71/10(d)(ii), 74/2(c)(iii) and 75/11(b)(ii) IND/PHA/45/INV/389 CTC phase-out plan for the consumption and production sectors: 2005 annual programme Dec-13 2,500,000 1,686,357 813,643 91,128 Government in process of finalizing planning and implementation of revised activities 81st meeting 70/7(b)(ii)c TOTAL JAPAN 234,993 813,699 121,684