zilongwang/ReadingBank huggingface dataset:
HUM/Fine Arts Humanities/ Fine Arts Elective Note: Additional course options: ART 111, ART 114, ART 115, ART 116, ART 117, DAN 110, DAN 211, DAN 212, DRA112, DRA 122, ENG 231, ENG 232, ENG 241, ENG 242, ENG 251, ENG 252, HUM 130, HUM 160, HUM 211, HUM 212, MUS 110, MUS 112, MUS 210, MUS 213, PHI 215, PHI 220, PHI 221, PHI 230, REL110, REL 112, REL 211, REL 212, REL, 221 3 EMS 140 Rescue Scene Management Note: Additional course options: EMS 125, EMS 150, EMS 235 2 Total Credit Hours: 9.00 Fourth Semester (Paramedic Cohort begins in Fall Semester ONLY) Course Number Course Title Credit Hours EMS 130 Pharmacology (EMS 110) 4 EMS 131 Advanced Airway (EMS 110) 2 EMS 160 Cardiology I (EMS 110) 2 EMS 122 EMS Clinical Practicum I (EMS 110) 1 EMS 235 EMS Management Note: Additional course options: EMS 125, EMS 140, EMS 150 2 Total Credit Hours: 11.00 Fifth Semester Course Number Course Title Credit Hours EMS 221 EMS Clinical Practicum II (EMS 122/130) 3 EMS 250 Medical Emergencies (EMS 122/130) 4 EMS 220 Cardiology II (EMS 122/130/160) 3 EMS 231AB EMS Clinical Practicum III (EMS 130/221) 1.5
What’s missing from the above interaction? Jeremy failed to use Chris Dixon’s name! Chris gave it to him on a silver platter. Give the participants a few minutes to respond to you as you ask them to answer the following questions, pretending you are the caller. Leader: “Hi, [participant’s name]. I’m Margie Hrebzinscki. Tell Bill Watson that I called and would like him to call me back by 10:00.” Participant’s Response: [Ask participant to respond appropriately.] Leader: “This is Margie Hrebzinscki returning Bill Watson’s call.” Participant’s Response: [Ask participant to respond appropriately.] Key Point 5: Avoiding Excuses Discussion Questions: 1. Recall a recent incident where your request for information or assistance was met with excuses. How did you respond to the person taking your call? Why do callers find excuses annoying? As participants relate their experiences, emphasize how frustrating excuses are to callers. The excuse signals to callers they aren’t going to get what they need, and they sense that immediately. “Sorry, that’s not my department.” The excuse is often a complete change of topic from the caller’s request. What techniques can you use to keep from making excuses on calls you handle? Keep the conversation focused on the original purpose of the call. Take responsibility and let the caller know you intend to help. “This is Jeremy in the Parts Department. Let me connect you with Keisha in billing. Her extension is 92, in case we get disconnected.” Tell the caller what you can do, not what you can’t do. There always will be situation where callers ask for information or assistance that you can’t directly provide. What responsibility do you have to those callers?
Take control of the call in a positive manner, so the caller knows you will help. Guide the call to a successful conclusion. “I’d be happy to get that information to you. Are you able to hold or would you like me to call you back?” Dictionary definitions for “excuse” will show phrases such as “justifying a fault or error,” “an alibi.” That’s not what customers want. They want solutions, not excuses. TELEPHONE DOCTOR PRESCRIPTION: Excuses deter callers. Callers want solutions, not excuses. Take responsibility for the call and express desire to assist. Let the caller know how you CAN help, not how you can’t help. Skill Practice: Activity #5 - Excuses Deter Callers Ask participants to share some experience they have had from organizations making excuses. Possible responses: “I’m new.” “That’s not my department.” “Our computers were down.” “That’s our policy.” “It wasn’t me. I wasn’t working that day!” Ask participants to take responsibility for the call and turn the comments around to create more positive responses. Have them give solutions, not excuses. Possible response: “I apologize for not directing your call to the right department. I just started last week. I will connect you with Jeremy in the parts department. He will be able to give you the answer you need. Are you able to hold for a moment?” (Wait for a response). “Thank you.”
Do you have the support of your firm to serve (an average estimated time for the position is 8 - 10 hours a month). Please share with us any additional information you think is important for us to consider when appointing a new Associate Director to the Board. Signature: ___________________________________________ Date: ____________________ Please return to the AIACOC Office by Friday, November 3rd. .
11. State Squad 11.1 All full member AV archers attending any National Championship are automatically part of the AV Squad for that Championship and can purchase at their own expense and wear an AV shirt. 11.2 An AV member, but non-team member at a National Championship cannot wear uniform indicating ‘State Team’ irrespective of year and cannot wear AV clothing other than the AV shirt. Addendums: Document 0491 (a) – Addendum 1 Document 0491 (b) – Addendum 2 --END DOCUMENT--
Proxy Voting If a voter is unable to attend a voting place to cast their ballot, they may appoint a proxy to vote on their behalf. This is done through Election Services If a person arrives at the voting place with a Proxy Appointment, voting place staff follow the steps on the Ballot Issuing Placemat Translated Materials and Language Services Election information is available in other languages on the Elections website (www.toronto.ca/elections) If a voter needs assistance in a language that is not on the website, they can call 3-1-1 for over-the-phone interpretation in more than 180 languages A voter may ask anyone who is not a Candidate or a Scrutineer to act as an interpreter for them 'How to Vote' booklets are available in multiple languages and Braille at each voting place Other Items in the Voting Place Magnifying sheets to assist voters with low vision Pads of paper to communicate with voters who are deaf, deafened or hard-of-hearing How to Vote Sample Pads for Election Officials to show voters how to mark the ballot Multilingual posters in the voting place letting voters know there is a How to Vote Booklet with voting instructions
ceremonies, family movie nights and on campus reward trips etc. We are all so grateful for the generous support that our PTO offers throughout the school year. We are looking forward to 2nd semester, with cooler weather and the many events that we do during the winter. We are hopeful that our streak will continue and it will be as fantastic as 1st semester was. Rebecca Hendry Enrollment Report, Next Page CIRCLE CROSS RANCH K-8 S.T.E.M. ACADEMY rebecca hendry, Principal Enrollment Report January 2017 KINDERGARTEN # STUDENTS Dubien, Leslie 22 Eskins, Emily 21 Melidoni, Danielle 20 Goff, Janet 20 GRADE 1 # STUDENTS Dahl, Marla 21 Malpass, Kara 21 Pierce, Rebecca 22 GRADE 2 # STUDENTS Hunt, Alisha 27 Nieto, Sarah 29 Stavely, Mary Irene 27 GRADE 3 # STUDENTS Moya, Christine 30 Holmes, Karen 29 Piel, Kayla 28 GRADE 4 # STUDENTS Chapman, Chelsea 28 Golbeck, Adrienne 30 Schmidlin, Adriana 30 GRADE 5 # STUDENTS Andrews, Ericia 28 Huston, Kresta 28 Renz, Mackenzie 28 Woodside, Shalee 28 GRADE 6 # STUDENTS Bravo, Enrique 104 Cotton, Katrina Garber, Deidre GRADES 7/8 # STUDENTS Bird, Nicholas 225 Christ, Jeff Greenland, Aimee Hirsch, Heather Jacobson, Jared Jacobson, Mindy Johnson, Kevin Querry, Andrea TOTALS # STUDENTS KINDER 83 GRADE 1 64 GRADE 2 83 GRADE 3 87 GRADE 4 88 GRADE 5 112
Adams Elementary School PTA PTA General Assembly Minutes Present: See attached sign-in sheet Next meeting: January 15, 2014, 6:30 pm, Auditorium Budget & Treasurer’s Report Added parents involvement + education Dreambox License – home access Teacher supplies - $400 per classroom Dip into reserve $13,000 ($45,000 reserve) Motion to adopt – Shiloh Holguin, 2nd motion – Brenda Dentinger Curriculum support $30,000 math coaches (school site funds) Context for Learning support – equipment, tools, etc. $7,000 (not budgeted) Standards Plus $15,000 (also not budgeted, but we need it) – 3rd – 6th grade, align with common core, English language arts Voted – all in favor Checks – motion to adopt – Minda Bittle, 2nd motion – Galen Wilson , voted – all in favor Reminder – need to be a member to join PTA and vote, etc. PTA Events Communication – thank supporters Room Parents – trying hard to communicate to community about what is going on at Adams School Years Eve – 400 popsicles, huge turnout Families showed up early A-OK, RAP, Cox, CalFresh, etc. After School Enrichment Enrollment low for K (due to BTSN date switch) Only 1 class cancelled for 1-6 Open to more ideas Daisy conflict - Mondays Principals Coffee – great attendance Annual Appeal - $25,000 - $8,000 to go Decorated box in class Parking lot appeal – booth Principal appeal How does it affect my child, be more specific Dance Party – incentive Hard to use kids as tools Bucket out for beautification 92/400 families donated Sandwich board – parking lot? Teleparent – Amy will give details Send envelope home ? – waste? ParentSquare – send out email with photo & Spanish translation Back to School Night Lots of volunteers Back garden
Applications open: 10:00 on 8th October 2018 Applications close: 16:00 on 5th November 2018 After the application deadline no applications will be accepted. There will be no exceptions to this deadline. You are advised to complete and submit your application ahead of the deadline to allow for any unforeseen problems. Please note: All applicants who do not already hold a National Training Number (NTN) or Deanery Reference Number (DRN) in the GMC specialty to which they are applying for will be required to undertake the national clinical recruitment process and attend an assessment/interview for that GMC specialty as appropriate. Interviews will be held in Leeds, the interview date will be confirmed on the website when confirmed:
A heterozygous mother is crossed with a homozygous recessive father. AA = normal thumb Aa = normal thumb aa = hitch-hiker’s thumb Set up the cross: ____________X____________ A homozygous dominant mother is crossed with a homozygous recessive father. AA = normal thumb Aa = normal thumb aa = hitch-hiker’s thumb Set up the cross: ____________X____________ Two parents with hitch-hikers thumbs are crossed. AA = normal thumb Aa = normal thumb aa = hitch-hiker’s thumb Set up the cross: ____________X____________ Two carriers are crossed. AA = normal thumb Aa = normal thumb aa = hitch-hiker’s thumb Set up the cross: ____________X____________ There are no carriers for Huntington’s Disease. What type of disorder is it (dominant or recessive)? ______________________ The pedigree to the left shows the inheritance of a straight hairline in a family. Is it dominant or recessive? _______________________ What is the sex of the individual? _______________ What disorder do they have? ________________ What causes this disorder? Crossing over Nondisjunction Independent assortment Mitosis
produce honey and other bee byproducts. Some beekeepers in Mexico have learned to breed their European queens with wild African drones, producing generations of worker bees that are more manageable and "tame" than wild Africanized bees. In this way, it is possible to domesticate the Africanized bees. Sources Pros and Cons of European and Killer Bees Pros Cons
...Religious Education Class TODAY Pre-K and Kindergarten Junior High (Class on the 21st is cancelled) Mass Intentions (Sunday) October 14th 8:30 a.m. – Violetta Wienken (Ann.) 5:30 p.m. - Blessing of healing for Todd Elwer (Monday) October 15th 7:00 p.m. – Logan Hamilton (2nd Ann) (Tuesday) October 16th 2:30 p.m. – Eugene and Margaret Lause (Sunday) October 21st 8:30 a.m. – Mike Pohlman (1st year Ann), Rita (1st year Ann) and Julius Beining and for the living and deceased members of the Foresters 5:30 p.m. – Pete and Leona Pohlman Ministry Schedule Sunday, October 14, 2018 Sunday, October 21, 2018 Sunday Rosary Art Rode Sunday Rosary Bob and Mary Lee Miller Gift Offering Violetta Wienken Family Gift Offering Mike Pohlman Family Lectors 1st Reading – Kathy Miller 2nd Reading –Sister Immacolata Lectors 1st Reading – Terry Knebel 2nd Reading – Sue Radabaugh Commentators Jane Stirn Commentators Jennifer Carpenter Communion Distributors Deacon, Linda Martin, Jeff Martin, Choir- Nancy Kroeger Communion Distributors Janet Bonifas, Carl Renner, Ed Paxton Choir- Cheryl Warnement Servers Logan Gallmeier, Isaac Gallmeier, Alonnah Sellers Servers Jenna Illig, Kristin Illig, Alana Knebel Cantor Art Rode and Adult Choir Cantor Jamie Rahrig and Jr/High School Students Usher Chuck Rahrig Usher Chuck Rahrig Mass Set-Up Ed Paxton Mass Set-Up Ken Miller Money Counters Larry and Nancy Kroeger Jeff and Linda Martin Money Counters Larry and Nancy Kroeger Jeff and Linda Martin
2016/2017 Estimated Cheer Costs ITEM Cost Participation Fee $75 Cannot be paid for with fundraising money Spirit Pack $250 Optional items (practice outfits, sweatshirts, etc) Cheer Camp $400 USA/UCA Uniform $300 Required Skirt, shell, liner, spankies Warm-ups $120 Required Cheer Bag $40 Optional Letterman’s Jacket $300 Optional Display Case $15 Varsity Only Decorations and frames Local/Nationals Competition fees $200 USA National Fee $120 USA Dec, USA January, USA March UCA Dec. State, Region Nfinity Shoes $100 OPTIONAL Nationals Flight $350-500 Nationals Hotel $200 Disneyland $131 One Day Hopper Pass OPTIONAL 6 Flags $40 Optional Nationals Food & Misc $100 End of the year Banquet $25 Food and rental of facility Senior Blankets $30 2016/2017 CHEER FUNDRAISERS B-BOOK – April-June (July 8th deadline) FANCLOTH - May
The Learning from Mistakes League – technical note This note explains how the League was constructed. Trusts are initially ranked according to their scores in relation to three ‘key findings’ in the staff survey that are strongly relevant to reporting and learning to produce a ranking and a division into four categories: Key Finding 30: Fairness and effectiveness of procedures for reporting errors, near misses and incidents (Scale 0 – 5) Key Finding 31: Staff confidence and security in reporting unsafe clinical practice (Scale 0-5 ) Key Finding 7: Percentage of staff able to contribute towards improvements at work. These scores are then combined into a single score. We then took this ranking and then adjust the categorisation of Trusts according to whether or not there are negative ‘flags’ against them for issues with reporting to NRLS, poor performance in respect of bullying and harassment or if they are in the bottom 20% for any of the key findings set out above. Specifically this means that the four categories are ‘earned’ as follows: Positioning Flags Outstanding levels of openness and transparency Top 20% individually on KF 7,30 and 31 No red Flags Good levels of openness and transparency Not top 20% on all of KF 7,30 and 31 No red Flags Significant concerns about openness and transparency NA 1 or 2 red flags. A poor reporting culture NA 3 or more red flags The different ‘flags’ are earned as follows: NRLS If a trust has any number of risk/ elevated risks in the NRLS system they receive 1 red flag. Key Finding 30: Fairness and effectiveness of procedures for reporting errors, near misses and incidents If a trust is in the lowest 20% of trusts they receive 1 red flag Key Finding 31: Staff confidence and security in reporting unsafe clinical practice clinical practice If a trust is in the lowest 20% of trusts they receive 1 red flag Key Finding 7: Percentage of staff able to contribute towards improvements at If a trust is in the lowest 20% of trusts they receive 1 red flag
Monday Tuesday Thursday Friday The Five People you Meet… Pg. 19-51 in class story discussion. Pgs. 52-76 with story questions at home (due Wednesday). The Five People you Meet… In class story discussion. “I Write the Songs” project details. The Five People you Meet… Pg. 52-76 in class story discussion. Pgs. 77-97 with story questions at home (due Friday). The Five People you Meet… In class story discussion. Vocabulary Words (definitions due Monday) The Five People you Meet… Pg. 77-97 in class story discussion. Pgs. 98-131 with story questions at home (due Monday). r
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Week #6 9/18 Mon 3.1 Pairs of Lines and Angles #17 P. 129 1-20(all), 25-28, 30, 31 A 3.2 Parallel Lines and Transversals #18 P. 135 #1-14, 17, 23, 25-28 B 3.3 Proofs w/Parallel Lines #19 P. 142 #1-9, 14-28(even), 34, 35, 41-44 9/22 Fri Pep Rally - 3.4 Proofs w/Perpendicular lines QUIZ 3.1-3.3 #20 P. 152 #1, 2-10(even), 16-22(even), 27, 34-41 QUIZ 3.1 -3.3 (last ½ hour) Week #7 9/25 Mon 3.5 Equations of Parallel & Perpendicular Lines #21 P. 160 #1, 2-24(even), 28-36(even), 43, 52-57 A Chapter 3 Review Practice problems from journal in class P. 70 #5,9 P. 75 #5 P.80 #1, 3 p84 #1, 6 P. 89 #4, 5, 7 Homework P. 164 #2-26(even) B Chapter 3 Test Review before test Chapter 3 Test No Assignment 9/26 Fri Performance Task #22
Chemistry: The Mathematics of Chemistry, Answer Sheet 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29.
TABLE OF CLAUSES ON GENERAL CONDITIONS OF CONTRACT Clause No. Headings Page No. 7.1 Definitions……..……………………………………………. 50 7.2 Application…. ……………………………………………… 51 7.3 Joint Resolution Committee..……………………………….. 51 7.4 Country of Origin…..……………………………………….. 52 7.5 Standards……………………………………………………. 52 7.6 Supplier Performance Rating Scheme.…………………….. 52 7.7 Change in Law……..……………………………………….. 53 7.8 Use of Contract Documents and Information………………. 53 7.9 Patent Rights………………. ………………………………. 53 7.10 Performance Security………………..……………………… 53 7.11 Approval Before Manufacture……………………………… 54 7.12 Inspections and Tests……………………………………….. 55 7.13 Pre – Shipment Verification of Conformity………………… 56 7.14 Packaging and Labelling ……………………………………. 56 7.15 Delivery and Documents for Goods Delivered DAP……….. 57 7.16 Transportation………………………………………………. 58
of the SUPPLIER _____________________________ SIGNATURE OF THE SUPPLIER _______________________________ FULL NAMES OF THE SUPPLIER *NOTES TO THE SUPPLIER 1. Please note that the alternative is applicable IF AND ONLY IF the Supplier is not a registered company but has tendered, and, is trading as a sole proprietor or a partnership as provided in the Confidential Business Questionnaire or is registered as a business name. 2. In all other cases, the Supplier is required to execute the contract as first provided. DRAWN BY: - Beatrice Meso, Advocate, C/o The Kenya Power & Lighting Company Limited, 7th Floor, Stima Plaza, Kolobot Road, Parklands, Post Office Box Number 30099–00100, NAIROBI, KENYA, Telephones: + 254-20-3201000/ 731 Facsimile: + 254-20-3514485
Areas of Chemistry Organic – study of carbon-containing compounds living creatures, petroleum (plastics, oils, fuels) Inorganic – study of all substances that DON’T contain carbon reactions involving metals Analytical – measuring quantities very carefully with highly- sensitive instruments Physical – calculating values At what temperature does gold melt? How much “energy” is in Wheaties? Biochemistry – the chemical reactions that occur inside living creatures photosynthesis, respiration
Paper Certification of Completion – The paper Statement of Completion (which will be provided in a separate mailing) must be submitted to the Secretary of State’s Office by January 15th. Electronic Certification of Completion – Municipal Clerk or Registrar notifies the Secretary of State electronically in CVR that VPH is complete (Title 21-A §721), by the same January 15th deadline. Meeting the VPH deadline is critically important to federal reporting requirements and statewide maintenance procedures. CVR Guide Reference Chart for Post-Election Activities Topic Chapter Pages Absentee: entering and updating absentee records 6 2 – 13 Absentee: Unresolved Absentee Reminders 10 25 – 26 Report: Absentee Voter Report 9 36 Report: Municipal Election Certification (Electronic notification of completion of post-election activities) 9 62 Report: Change Detail Report 9 58 Voter Participation History 7 3 – 10 Voter Registration: entering new voters 4 7 – 27 Voter Registration: updating existing voters through Inquiries 4 8 49 – 58 2 – 5 & 12 For assistance with any of these post-election activities, call: CVR Helpdesk Line: 1-877-HAVAHLP (1-877-2457) Elections Division Line: 1-888-VOTESME (1-888-868-3763) or 624-7650 3
Version 3.30 Update New Functionality/ Enhancement Available The table below contains the items that will impact system users directly. In total 4 Enhancements of features and 16 Defect fixes were delivered in version 3.30. Title Impacted User Group Details Enhancement: “View all Transactions Permission” includes visibility of RFQ’s Financial Reviewers, Technical Reviewers This will allow users with the “View All Transactions” Permission to also view the detail of RFQ’s submitted. This will allow a technical Reviewer to search for all RFQ’s in the Request Quotes List (Request Quotes is available from the 3 Horisontal bars Icon on the top left of the screen) New Feature: Tax – GST precision Financial Reviewers and select individuals with the Free Form Order (FFO) permission The Think system now calculates tax to 4 decimals. This allows for the creation of a FFO with a unit cost of $0.01 – used when creating non-discrete blanket orders i.e a contractor order that will have multiple Goods Receipts against the order. Enhancement: Asset Review Deny releases order to suppliers Financial Reviewers, Requesters & Accounts Payable At the review of an asset type transaction at Central Finance, it is now possible for Finance to change an order to a non-asset and release the order to the supplier (as approved by the business unit) Finance previously had to deny the order and return it to the requester to make amendments. Defect: Escalation timing issues Business Approvers The feature that allows a Business Approval task to escalate has been corrected We will Pilot this feature to ensure proper functioning Delivery address not mandatory for BOBO All requesters The delivery address for a Buy On Behalf Of purchase was not a mandatory field in release 3.29 leading to PO creation errors.. In 3.30 it is a mandatory filed.
ASSIGNMENT PAGE NUMBERS DUE DATE HW POINTS EARNED LAB POINTS EARNED Blank Periodic Table of Elements 1 Learning Targets: Atomic Structure 2-3 Scientific Contributions 4 Build an Atom: Phet 5-6 Atomic Structure WS 7 Bohr Models 8 Periodic Practice 9 Periodic Family Notes 10-11 Atoms and the Periodic Table Review 12-13 TOTALS
Scientific Contributions Cartoon Scientists and their contributions: Date: Scientist: 2 important contributions to the Atomic Theory: Date: Scientist: 3 important contributions to the Atomic Theory: Date: Scientist: 2 important contributions to the Atomic Theory: Date: Scientist: 4 important contributions to the Atomic Theory: Date: Scientist: 2 important contributions to the Atomic Theory:
13b.What was the impact of immigration on the nation? 14. What happened to immigrants once they arrived at Ellis Island? 15. What were ethnic ghettos/ ethnic neighborhoods? 15b.Why did immigrants settle there? 16. What was the purpose of the Homestead Act? 17. Which groups did the Populist Party help? 18. Why were third parties like the Populist Party created? 19. What did the Progressive Party want to change/ reform? 20. What did muckrakers do to inform people about problems? 21. What was Theodore Roosevelt’s position on good trusts vs. bad trusts? 22. Was the 18th amendment successful? Explain 23. Define 19th amendment 24. Define suffrage
2017-18 ECPS LOCAL ASSESSMENT CALENDAR (Updated as of 9-2-17) ELEM/MIDDLE ASSESSMENT (Name) ASSESSMENT WINDOW HIGH SCHOOL ASSESSMENT (Name) ASSESSMENT WINDOW EEC ASSESSMENT (Name) ASSESSMENT WINDOW EOG Pretest (except for 3rd grade reading) September 11-22 BENCHMARK #1 WINDOW October 30 – November 3 BENCHMARK #1 WINDOW September 25-29 BENCHMARK #1 WINDOW (including 5th grade science Unit 1 test) October 6 MOCK (EOCs and NCFEs) December 11-15 MOCK (EOCs and NCFEs) November 27-December 4 2nd Semester 2nd Semester 2nd Semester 2nd Semester 2nd Semester 2nd Semester BENCHMARK #2 WINDOW (including 5th grade science Unit 2 test) January 5 BENCHMARK #1 WINDOW March 21 - 30 BENCHMARK #1 WINDOW February 26-March 2 5th grade science only: Unit 3 test March 12-16 MOCK (EOCs and NCFEs) May 14-18 MOCK (EOCs and NCFEs) April 30-May 7 MOCKS (including 5th grade science): Comprehensive including Unit 4 Ecosystems April 23-27
26) Consider a person whose heart beats 70 times per minute, and lives to be 85 years old. How many times would their heart beat in their lifetime (excluding leap years)? Write your answer in scientific notation. 27) If the population in New York City is 3.2 x 107 and the population on Long Island is 1.68 x 105, how many people live in these two areas combined? Express your answer in scientific notation. 28) The masses of the following planets in a given solar system are listed below. Planet A: 3.24 x 1024 Planet B: 5.673 x 1025 Planet C: 2.178 x 1025 Planet D: 3.923 x 1024 What is the average mass of all four planets? Write your answer in scientific notation. Mixed Review Simplify: 29) 8x – 2y + 6x – y 30) -5(-2x + 7) – 5 Simplify: 31) 32) 33) 34) 35) Solve. 36) 4(-3x + 2) = 44 37) 4(x – 2) = 3x + 5 38) 4x + 2 = 5x – 3 – x 39) Convert 68 degrees Fahrenheit to Celsius. 40) Find the slope of the line which passes through points (6,3) and (4, -5) 41) Find the volume of a prism when l = 10, w = 8, and h = 6
Simplifying algebraic expressions: 1) 6x + 3x 2) 5x + x 3) 2x + 7 4) -9x + 4x 5) -2a – 11a 6) -2a + 2a 7) -3x – 2x + 5 8) 10y – 3y – y 9) 9y – 3 + 6y – 8 10) 9x + 4y 11) -7x + 7x + 3 12) -4x – -3x 13) 8y – 5a + 8y – 5a 14) 4a – 7 + 5a + 10 – 3a 15) 6x2 + 3x – 8x2 16) 7 + 6y – 2 – 4y 17) 8 + 11m – 5 – 7m 18) –x – x + 2x Lesson 8: Homework Simplify 1) -6b + 5b 2) -3a - 4a 3) -5k + 5k 4) -8 + 5b + 2 – b 5) 4a – 6a – a 6) 7k – 8k – k 7) 5t – 6 – t – 8 8) -m – 14 – m + 6 9) g – 5 +2g + 10 10) -7 – z – 3z + 2 11) 5c + 8 – 8c – 9 12) -4k – 3m + 6k + m
Winslow High School Bulletin for Thursday, September 28, 2017 Seniors: ASVAB testing will take place Thursday, October 26th. A sign-up sheet is now available in the counseling office. If you are considering the military as a career option this will be your last chance to take the ASVAB test on the WHS campus. If you have any questions stop by the counseling office and talk to your counselor. Study materials are also available in room 110, ask Mrs. Brown. ATTENTION Students …. Robotics Night is September 28 in the student union from 5:00PM-7:00PM. Everyone WELCOME! Free! Donuts and Root beer floats for sale. STUDENTS: In celebration of National Hispanic Heritage Month, the library is displaying several famous Latinos throughout the room. Come in, test your knowledge and win prizes! Who is Diego Rivera? Why is Hilda Solis famous? ART CLUB: If you like any aspects of art or like being creative, come and join Art Club! We are an interesting bunch who like to do our own work, but do community projects as well. So if you like painting, drawing, calligraphy, paper, etc. please come join. We hold meetings in Tuesdays 2:45 pm- 4:00 pm and Thursdays 2:45 pm - 3:15 pm. ATTENTION Students and Staff…. Robotics Night Thursday September 28, 2017 from 5-7PM at the Student Union. Free Entrance and Root Beer Floats and Donuts for sale! Winslow FFA Will have a tailgate party before the home football game Friday. Burger, chips and a drink for $5. Please come out and support Winslow FFA. Ladies …. Are you interested in joining S-Club? Pick up an application from Mrs. Hardy in the nurse’s office. Deadline to turn in applications is October 20th, ANIME CLUB: Are you interested in Anime or Manga? Then, come join Anime Club on Wednesdays @ 2:45 to 4:00 pm in Ms. Evans' room, 209. To participate in club activities, you must have a signed permission slip form. Come check us out!
A business that both maintains a location and employs staff within the NWPTA region. 1. The respondent is a person who is resident in the NWPTA Region. If “Yes,” indicate the applicable province, address, and duration of residency. Address: 2. The respondent is a business that is constituted, established, or organized under the laws of British Columbia, Alberta, Manitoba or Saskatchewan. If “Yes,” indicate the applicable Province, registered office address, and duration of registration. Registered office address: 3. The respondent is business that both maintains a location and employs staff within the NWPTA Region. If “Yes,” provide the location(s), address(es), and the number of staff employed at each location. Location and address: Number of staff employed at each location: Crown Contact Name: Phone: The respondent acknowledges the RFSQ process will be governed by the terms and conditions of the RFSQ, and that, among other things, such terms and conditions confirm that this procurement process does not constitute a formal, legally binding bidding process (and for greater certainty, does not give rise to a Contract A bidding process contract), and that no legal relationship or obligation regarding the procurement of any good Purchasing Entity or service will be created between Purchasing Entity and the respondent unless and until Purchasing Entity and the respondent execute a written agreement for the Deliverables. ________________________________ ________________________________ Signature of Respondent Representative Title of Respondent Representative ________________________________ ________________________________ Name of Respondent Representative Date
Problem 2.4 – Connecting Tables, Graphs, and Equations I can see the solution of an equation in a table and a graph. 15-28, 3. Solving Equations Problem 3.2 – Mystery Pouches Exploring equality I can understand and explain equality. 5-8, 36, 48 Problem 3.3 – From Pouches to Variables Writing equations I can use properties of equality to solve linear equations. 9-16, 42-43, 51 Problem 3.4 – Solving Linear Equations I can discover strategies for solving linear equations. 17-29, 41, 44-47, 50, 52-53, All may not get to this point, and it is okay, will come back later in “Say It With Symbols” May want to plan warm-up to see if they remember how to solve 1 and 2 step equations Practice Solving Equations I can solve equations. Practice solving equations, there will be lots of places in the future where students need to solve equations, so we want to make sure they are proficient with it here, so they can do it throughout the year Always emphasize checking answers 4. Exploring Slope: Connecting Rates and Ratios Problem 4.1 – Climbing Stairs Using rise and run I can relate the steepness of a set of stairs to a graph. 1, 43-45, 49 Problem 4.2 – Finding the Slope of a Line I can find the slope and y-intercept of a line from a table, graph, or equation. 2-15, 46, 50, 52 Don’t need to memorize another formula, rise is change in y’s and run is change in x’s - if they are sitting in a chair and wanted to run, they must stand up (rise) first and then they can run Problem 4.4 – Putting It All Together I can model linear relationships. 35-42, 48, 53-54 Supplement – Bow Wow Barkley – Bow Wow Barkley 58
I can determine outliers. 23, 25 ignore the second questions asking about correlation coefficient Just build conversation around if the data strong or weak and positive or negative 5. Variability and Associations in Categorical Data Problem 5.1 – Wood or Steel? That’s The Question Relationships in categorical data I can use a two-way table to show me about preferences among groups. 1-16, 19, 31 Problem 5.2 – Politics of Girls and Boys Analyzing data in two-way tables I can analyze preferences among groups from recorded data in a two-way table. 17, 25-27, 34 Problem 5.3 – After-School Jobs and Homework Working backward: setting up a two-way table I can organize data to compare two different groups. 18, 28-30, 32-33 8th Grade - Unit 3 – Looking for Pythagoras (25 days) 8.NS.1, 8.NS.2, 8.EE.1, 8.EE.2, 8.G.6, 8.G.7, 8.G.8 Investigations ACE ?’s Notes 1. Coordinate Grids Problem 1.3 – Finding Areas I can use what I know about rectangles and triangles to calculate the area of irregular shapes. 15-25, 37-38, 42-43 Do not have to be specific with area – thinking of how you can rearrange the shape to make perfect squares and why it’s not easy working with diagonals Estimating and why it is hard to find the exact area with these diagonal lines 2. Squaring Off – 8.NS.2, 8.EE.2 Problem 2.2 – Square Roots I can find the square root of a number. 4-37, 68, Only a & b – perfect square roots Problem 2.4 – Cube Roots I can take the cube root of a number. 47-64, 70, Cube roots – perfect roots
End Sub Private Sub Command2_Click() End End Sub 19)Write a visual basic code for following window and display sum of all the Money on click of GO button in Total (textbox). Private Sub Command1_Click() Text6.Text=val(Text1.Text)+ val(Text2.Text)+ val(Text3.Text)+ val(Text4.Text)+ val(Text5.Text) End Sub Private Sub Command2_Click() End End Sub *******************************************************
Before Election Day Checklist Plan your travel route: To arrive at your voting place at 8:30 a.m. on election day Expect a phone call from your MDRO or DRO asking if you intend to work Take the online election training available: Visit https://electionstaffingmyjob.toronto.ca Log in to your account Under Outstanding Training Requirements, click on "Go to Online Training" Read your Accessible Customer Service Handbook Plan your needs for election day: Refreshments: Bring enough food and drinks for the day Dress: Indoor temperatures vary; dress in layers Medication: Bring any medication you will need to take during the day
If the voter is on the list and their information is incorrect: The DRO will complete a Voters' List Amendment Application with the voter and direct the voter to you You will find the voter on the voters' list and issue a ballot If the voter is not on the list and has identification: The DRO will complete a Voters' List Amendment Application with the voter and direct the voter to you You will add the voter to the list and issue a ballot If the voter is not on the list and does not have identification: The DRO will advise if the voter returns with identification they can be added to the list and receive a ballot A voter who is issued a ballot: Marks their ballot at the voting screens Gives the marked ballot to the DRO The DRO: Asks the voter to wait Feeds the ballot into the vote tabulator Thanks the voter for voting
08/08/2018 Welsh Fisheries Quota Management Figures For Area VII Under 10 Metre vessels Species Area Welsh Quota Allocation (Tonnes) Landings % of Quota Amount Left (Tonnes) Sole VIIa 300kg 0 200kg VIIfg 5.1 tonnes 28.4% 3.7T Plaice VIIa 9.2 tonnes 7.0% 8.6T VIIfg 4.4 tonnes 17.5% 3.6T Cod VIIa 1.8 tonnes 0.7% 1.8T VIIb-k 4.1 tonnes 5.6% 3.8T Whiting VIIa 100kg 0 100kg VIIb-k 24.8 tonnes 0 24.8T Haddock VIIb-k 10.1 tonnes 0 10.1T VIIa 7.7 tonnes 0 7.7T Pollack VII 17.6 tonnes 0.4% 17.5T Skates and Rays VI and VIIa-k (ex VIId) 87.2 tonnes 42.5% 50.2T
41. The drawing below shows a person sitting on a sofa in front of a fireplace. Which of the following are the primary modes of heat transfer from the fire in the fireplace to the person? 42. The drawings below show four half-filled 12-oz. plastic coffee cups, containing coffee intially at 80°C. In which cup will the coffee cool most quickly?
Genre Literary Informational Expository Fiction Non-Fiction Literary Period Era Periodical Memoir Historical fiction Biography Autobiography Explicit Inferred Objective Subjective Literal Figurative Concrete Biased/Unbiased Quantitative Qualitative Inference Summary Paraphrase Quote Counter-claim Claim Context Primary Source Secondary Source Syntax Analysis Annotation Evidence Support Citation Organizational Structure Compare/Contrast Logical Order Chronological Order Compare/Contrast Cause/Effect Order of Importance Universal Abridge Pace Multimedia Audio Video Aural Visual Literary Text: Figurative Language Imagery Metaphor Simile Alliteration Personification Hyperbole Onomatopoeia Idiom Symbolism Allusion Suspense Comedy Irony Dramatic Irony Verbal Irony Situational Irony Analogy Anecdote Allegory Myth Traditional Classical Archetype Homer Ovid Shakespeare Pattern Sensory Detail Flashback Foreshadowing Diction Dialogue Theme Tone Mood Characterization Protagonist Antagonist Static Character Dynamic Character Foil Flat Character Round Character Setting Plot Plot Structure Rising Action Climax Falling Action Resolution Crisis Conflict Exposition Episode Author Narrator First Person Narrative Third Person Narrative Omniscient Perspective Point of View Bias Spin Audience Purpose Speaker Occasion Interpretation Informational Text: Strategy Rhetoric Journal Journalism Editorial Political Platform Party Affiliation Thesis Central idea Topic Topic Sentence Organizational Strategy Abstract Introduction Supporting Extraneous Fact Opinion Anecdote Attention Grabber Introduction Body Body Paragraph Conclusion Argument Claim In-text citation Counterclaim Rebuttal Reasoning Evidence
Support Logic Logical Fallacy Bandwagon Pathos Logos Ethos Syllogism Testimonial Plain Folks Induction Deduction Hasty Generalization Validity/Valid Credible Fallacy Deduction Syllogism Debate Premise Redundancy Wordiness Concise Precise Vocabulary: Definition Context Thesaurus Dictionary Domain-Specific Connotation Denotation Nuance Technical Academic Greek/Latin Root Suffix Affix Word Pattern Pronunciation Etymology Homophone Synonym Antonym Juxtaposition Mythological Structural Terms: Grammar Conventions Standard English Mechanics Active Voice Passive Voice Conditional Mood Subjunctive Mood Phrase Clause Subordinate Clause Independent Clause Compound Simple Complex Compound-Complex Transition Modifier Fluency Variation Syntax Capitalization Legible Comma Omission Noun Verb Adverb Adjective Interjection Conjunction Pronoun Article Writing Process Development Brainstorm Strategy Organization Planning Drafting Revising Editing Peer Collaborate Diverse Express Articulate Tolerance Alternative Colloquial Grammatical Adapt Meter Iamb Stressed Syllable Unstressed Syllable Rhyme Scheme Internal Rhyme End Rhyme Rhythm Verse Stanza Rhythm Rhyme Lyric Poem Narrative Poem Prosody Act Scene Script Chapter Arc Abridge Visual Rhetoric Literary License
on the proton and electron are exactly the same size but opposite. The same number of protons and electrons exactly cancel one another in a neutral atom. Teacher will draw the current model of the atom and students will follow along. Students will then create their own atomic models in their handout. Explain Students will make the connection between atoms and matter through drawings and explanations in their handout. Teacher will circulate the classroom providing assistance to students with misconceptions. After Elaborate Students will be given a periodic table to read and look for other elements that they have not created atomic models for to create their own examples of how an elements’ atoms combine to form a piece of matter. Evaluate Teacher will evaluate student understanding of objectives based on the conclusion that asks, “Can the atomic model explain patterns in nature?”
Grade 8 Science Content and Pacing – Quarter 1 September 23, 2015 Facilitator: Catalina Hidalgo 8:30 – 8:45 Welcome and Ice Breaker 8:45 – 10:15 Fostering Open Inquiry – (Conservation of Mass) Asking questions and testing Defining new knowledge (CER) Digital Convergence 10:15 – 10:30 Break 10:30 – 11:30 Literacy in the Content Area Reading vs. Decoding Reading Based Activity 11:30 – 12:30 Lunch 12:30 – 1:45 STEM Activity – Air bag Challenge 1:45 – 2:00 Break 2:00 – 2:45 Edgenuity 2:45 – 3:15 Building a 5E Lesson Plan 3:15 – 3:30 Evaluation and Exit Ticket Follow up: Complete all three portions of the new MyLearningPlan Instructional Evaluation: Due: Friday, October 9, 2015 All parts of the Evaluation can be found in the Team Room within the same form. Part 1: Professional Development Evaluation And SMART Goal Part 2: Instructional Evaluation – Application Part 3: Instructional Evaluation – Impact 5E lesson plan must be submitted with the evaluation
Step 1 Identify the Need or Problem Define Problem/Scenario: Your company wants to be hired to design a cost-effective airbag from nonflammable chemicals that will inflate quickly and prevent injury. Expected Task: Build a prototype of an airbag that will prevent an egg from breaking simulating a car crash. Step 2 Research the Need or Problem Research and Citations: Vocabulary: mass, volume, physical change, chemical change, law of conservation of mass, design, solution, test Step 3 Develop Possible Solution(s) Criteria: Costs: 10 mL of vinegar= $500 1 grams of baking soda= $100 Each group should consist of 3-4 students Constraints: Air bag doesn’t explode Protects passenger (egg) from a minimum of 50 cm. Maximum amount of vinegar 50 mL and 5 grams of baking soda Materials: Vinegar Baking soda Meter stick/measuring tape Electronic scale/triple beam balance Plastic sandwich bags Hard boiled eggs Clear plastic cups Graduated cylinders Masking tape Optional: shoebox or plastic container to hold air bag in place. Step 4 Select the Best Possible Solution (s)/ Step 5 Construct a Prototype Building of the Product (Prototype, model or Artifact): Step 6 Test and Evaluate the Solution(s) Testing of the Product (Prototype, model or Artifact): Peer-Review Questions: Did you the budget of materials play a role in your design? How? How did you choose which ratios of vinegar and baking soda to try? What research did you use to design your air bag? What other designs did your team consider? What would you change to improve in the design of your air bag? Step 7 Communicate the Solution(s) Project Summary: Each team will create a presentation (poster, PowerPoint, etc.) of their company’s airbag and the reason their airbag had the most efficient design. Presentation of Final Solution: Students will present their team’s air bag design and budget to the class. They will test to see the maximum height their air bag can maintain the egg passenger safe. A class data chart will be constructed where the ratio of vinegar and baking soda is recorded with respect to the maximum height the egg was “safe” per team.
Source 2 – Photograph of ancient bone levers. These instruments were used for moving fractured bones into position and may have been used for removing teeth. Retrieved from: Source 3 – Illustrations of Greek-style columns used in architectural designs. Source 4 – Images and description, “Celebrating Greek Gods and Goddesses”
34 Timm, Shane Sturgis MS 15.23 35 Clausen, Connor East MS 15.29 36 Hinker, Ethan East MS 16.05 37 Gutherie, Cole West MS 16.19 38 Krum, Simon Spearfish MS 16.31 39 Fritz, Colton West MS 18.17 40 Marcus East MS 18.29 41 Tristan Spearfish MS 18.32 42 Konechne, Jake Belle Fourche 24.25 43 Matthew, Mason Southwest MS 24.31
8) (n4)9 = Evaluate the expression. 9) 4–2 Write each number in standard form. 10) 6.77 × 10–3 11) 7.67 × 105 Write the number in scientific notation. 12) 2,600 Evaluate each expression. Express the result in scientific notation. 13) (1.2 x 107) · (1.6 × 103) 14) (13.55 × 104) ÷ (2.71 × 102) Find each square root.
23) Solve: x2 = 121 24) Poxvirus, which is an average-size virus, is about 10-11 meters wide. E. coli, which is a large bacterium, is about 10–9 meters wide. How many times wider is E. coli than poxvirus? a) 10-2 b) 10-20 c) 1099 d) 102 25) A packing crate in the shape of a cube has a volume of 80 cubic feet. What is the length, in feet, of one side of the cube? Round to the nearest tenth. [V = s3] 26.7 feet b) 4.3 feet 8.9 feet d) 20 feet 26) The area of a square living room is 144 square feet. What is the perimeter of the room? 12 feet b) 36 feet c) 48 feet d) 576 feet . 27) Simplify (3m2n5)4 a) 12m6n9 b) 81m8n20 c) 81m6n9 d) 12m8n20
8.L.5a 8.L.5b 8.L.5c 8.L.6 8.L.4d 8.L.4d 8.L.5a 8.L.5b 8.L.5c 8.L.6 8.L.4d 8.L.5a 8.L.5b 8.L.5c 8.L.6 8.L.4d 8.L.5a 8.L.5b 8.L.5c 8.L.6 Total: 61 76 83 79
Exponential Expressions 4. Simplify the following expression. (65)2 × 66 A. 613 B. 616 C. 64 D. 642 Systems of Equations 5. The following system of equations is graphed below. Find the solution to the system. A. x = 3, y = -3 B. x = 0, y = -1 C. x = 3, y = 4 D. x = -3, y = 1 Systems of Equations 6. -2x + 4y = -4 x - 3y = 6 The system of equations above is graphed below. Find the solution to the system. A. x = 0, y = -6
concepts of wavelength and frequency, students will discover and verify the relationship between Wavelength and Frequency of the Electromagnetic Spectrum by conducting the lab . Use to guide learning during lab. Week 7 February 18 – February 22 Learning Standards Instruction Resources Products, Projects, Labs Assessment Earth and space. The student knows characteristics of the universe. The student is expected to: research how scientific data are used as evidence to develop scientific theories to describe the origin of the universe. 8.8E Vocabulary Law, theory, Big Bang theory, Steady State theory, Oscillating theory comets, meteorite, asteroids, meteors, galaxy, compressed, elongated. ENGAGE daily using one of the following Asking students, “What evidence do we have that the universe is in constant change?” Watching the segment The Big Bang from the video in order for students to get a better understanding of The Big Bang theory and how it is the most established scientific theory of how the universe began. It is important to emphasize that the "big bang" was not an explosion - it was just the time when the universe started expanding. Have students think about the differences between the explosion model and the big bang model. Ask, “How could you tell, based only on what you can see and measure from Earth, which model correctly describes our universe?” Remind students that the process of deciding between models based on observable evidence is at the heart of the scientific method Provide students with a copy of ; students will discuss this discovery with a partner or with the group to share the importance of Hubble’s discovery Use the following lessons to support students’ understanding and knowledge by using Science Starter 82 Theories and Laws This site provides students the opportunity to view components of the universe. Gateways to science 8th Gateways to Science 8th grade Unit 4 Lesson 2 Distances in Space T.E 258 – 261 Students will participate of the later part of this lesson to investigate and make a model of the Big Bang Theory EXPLAIN / ELABORATE Students will create a to write down information related to the theories of the origins of the universe. Students will draw a picture or a diagram to assist in understanding each . Big Bang Theory Steady State Theory Oscillating Theory EVALUATE: Create a book without words (picture book) that illustrates a theory about the origin of the universe. Reflection Students will write down a journal reflection answering the following question, “How does the balloon and the dot relate to the Universe and apply to the Big Bang Theory?”
Week 8 February 25 – March 1 Learning Standards Instruction Resources Products, Projects, Labs Assessment During this week, the teacher will support students by reviewing and/or clarifying any concepts. Teachers had the option to adjust their lessons from week 3 – 7 by adding 1 day as a review or based on classroom data to make sure students master the learning objective for the week. Evaluate: Students will work in teams to demonstrate their understanding of the universe by answering questions about space. Use the presentation and the following game