zilongwang/ReadingBank huggingface dataset:
Meaning can be learned from context Page ___ – hedgerow Page ___ – platoon Page ___ - column Page ___ – inertia* Page ___ – stifle Page ___ - mortar *definition given in text Page ___ – primitive Page ___ – diffuse* Page ___ – valiantly Page ___ – consolation* *definition given in text Meaning needs to be provided Page ___ – stealth* Page ___ - groping Page ___ – battlements* Page ___ – inert* Page ___ – agile *definition given in text Page ___ – fecund* Page ___ – skirted* Page ___ – succumbing* *definition given in text Culminating Writing Task Prompt
For Newton’s second law don’t forget the phrase ‘rate of’ change – it’s easy to leave it out and end up with half marks. To Show that F = ma is a special case of Newton’s Second Law From Newton II: Force is proportional to the rate of change of momentum F = k (ma) F = ma Note: k = 1 because of how we define the newton: (a force of 1 N gives a mass of 1 kg an acceleration of 1 m s-2)* Impulse Change in momentum is also known as ‘impulse’ Impulse = mv – mu Let’s look again at the derivation above: but k = 1 as above Ft = (mv – mu)* This relationship is important when trying to improve performance in ball games; when you want to change the momentum of a ball you need to either increase the force applied (not always easy to do) or else increase the time for which the force is applied (this can come with practice. This formula was required to answer a question in 2008 and 2014. Why use the term impulse? Because the force associated with this change in momentum (due to a collision of some sort) is exerted over a very short period of time, and Newton wanted to distinguish this from a longer-acting force which causes an object to accelerate over a long period of time, for which he was more likely to use F = ma The relationship between mass and weight The weight of an object is a measure of the force of the Earth’s gravitational force acting on it. Because weight is a force, it follows that the unit of weight is also the newton. Mathematically weight = mass × gravitational field strength (where gravitational field strength is a measure of the strength of the Earth’s gravitational field at that point).
surrendered their lives so that we could be free.” (lines 94-97) Describe Mandela’s vision for South Africa. Answers may vary. Elimination of poverty, deprivation, suffering, gender discrimination, and racial discrimination. (lines 72-75) Continued commitment to peace, instilling hope and human dignity. (lines 76-79) “We understand that there is no easy road to freedom.” (lines 106-107) Mandela clearly states that the work is not finished and it cannot be done alone: “None of us acting alone can achieve success.” (lines 108-109) Mandela’s final vision is for “national reconciliation, nation building… justice and peace for all … and freedom must reign.” (lines 110-112)
Unit 2 Title: Helen on Eighty-Sixth Street Suggested Time: 5 days (45 minutes per day) Common Core ELA Standards: RL.9-10.1, RL.9-10.2, RL.9-10.3, RL.9-10.4; W.9-10.1, W.9-10.4, SL.9-10.1; L.9-10.1, L.9-10.2, L.9-10.4 Teacher Instructions Preparing for Teaching Read the Big Ideas and Key Understandings and the Synopsis. Please do not read this to the students. This is a description for teachers about the big ideas and key understanding that students should take away after completing this task. Big Ideas and Key Understandings Part of growing up is learning to deal with loss and let go of childish ideas. Sometimes we have to accept that logic must control our thinking and actions, not our emotions or hopes. Synopsis Vita, the narrator, lives in an apartment with her single mother. She deeply misses her father who left them, and writes letters to him that she never sends. At school her class is staging a production of the story Helen of Troy. Vita longs to play Helen and envies Helen McGuire, who has the role. One day, remembering what her mother told her about ancient sacrifices to the goddess Athena, Vita burns the letters to her father asking Athena for the role of Helen, the return of her father, and the departure of her mother’s boyfriend, Old Farfel. When Helen McGuire gets sick, Vita gets the role and believes that her
from the text to support your answer. she does not believe her. Vita even indicates that she thinks her father may come to see the show. This lack of logical thinking on Vita’s part causes Victoria to become frustrated and prompts her to use a sarcastic remark to make her point. Vita begins to realize that the Greek gods no longer exist. The implication is that her sacrificial ceremony may have been meaningless, which would mean she didn’t cause Old Farfel to leave, she didn’t cause Helen to get sick, and she may not be successful in bringing her father back. The last line in the story references a swan. Find the other examples in the story where a swan is mentioned and consider the context clues in those instances to determine the symbolism of a swan. When the swan is first introduced, it establishes the connection between fathers and swans. Victoria says, “Well, her father was a swan and her mother was too young to have children” in regards to Helen’s father, which establishes the swan as a symbol for fathers. In the next instance, Vita dreams about a swan. It is, “a swan that flies in circles over the ocean.” This reference was made following the recollections of her father. This establishes the symbol of the swan as representing her own father. In the last instance, at the end of her play, Vita “can hear the beating of a swan's wings, and then, nothing at all.” At this point the reader can draw the conclusion that the swan symbolizes her father and that she has now accepted that he is gone and will not return.
Tier II/Academic Vocabulary These words require less time to learn (They are concrete or describe an object/event/ process/characteristic that is familiar to students) These words require more time to learn (They are abstract, have multiple meanings, are a part of a word family, or are likely to appear again in future texts) Meaning can be learned from context Hollow Mantle Ambush Altar Incantation* Scourge* *definition given in text Odyssey* Mortal Embodies* Stabilized Sacrifice *definition given in text Meaning needs to be provided Commune Fretting Stifled* Polytheism* Rampart* *definition given in text Wanderlust Litany* Supplication* *definition given in text
The agency provides clients with information on transportation limitations, clients’ responsibilities for accessing transportation, and the agency’s responsibilities for providing the transportation. Documentation in client record. Number of clients accessing medical transportation services. Number of clients. Client Files ECompas 75% of client files have documentation of policies for accessing medical transportation as explained to the client. Screening for other transportation resources are documented, i.e., Medicaid eligible clients using Medicaid transportation program, etc. Documentation in client record. Number of clients screened. Number of clients Client Files ECompas 75% of clients accessing medical transportation services are screened for eligibility of other transportation services available. “No Shows” are documented in a Transportation log and case managers are notified. Transportation logs document no-shows and case manager notification. Number of “no-shows.” Number of clients. Client Files ECompas 75% of agencies have documentation of transportation log for “no shows” with case manager notification. Transportation increases access and maintenance in medical care, mental health, and substance abuse services. Maintenance in medical care and/or mental health and substance abuse services documented. Number of clients accessing medical care, mental health, substance abuse services. Number of clients. Client Files ECompas 75% of clients accessing medical transportation services have increase in access to medical care, mental health, and substance abuse services.
Financial Aide helps accommodate students’ needs by providing a various forms of financial assistance. While Mt. San Jacinto College subscribes to and supports the philosophy that primary responsibility for funding college expenses rests with students and their families, the college recognizes that some students and/or their families have limited financial resources and are unable to meet all of the expenses associated with higher education without supplemental assistance. (FYE) The MSJC First Year Experience (FYE) Program gives students an enhanced college experience during their first two semesters. At the end of the first year, they will have successfully completed basic skills coursework and have taken transferable college level courses that contribute to their degree. While completing this coursework with MSJC's premier faculty, students will have access to enhanced support designed to help them successfully complete their first two semesters at their full potential while enjoying the college experience. Benefits for the honors students include close interactions between students in the program and professors, challenging courses with fellow honors students, the exploration of current issues in the interdisciplinary seminar, and specific guidance from counselors and faculty advisers concerning the course of studies most suitable for transferring to a four-year university and for achieving professional objectives. Upon completion of the program, honors students are actively recruited by public and private universities, often offered scholarships, and frequently given special university-admissions consideration because of Mt. San Jacinto College’s honors transfer alliances with major universities. Honors students also attend and participate in honors conferences, and have publication opportunities in Scribendi, the Western Regional Honors Council publication dedicated to student work as well as the annual edition of Building Bridges: Selected Abstracts of the HTCC Student Research Conference. (ISP) The International Student Program is committed to international student success and offers students assistance with all aspects of admissions and enrollment including application, English testing, orientation, international student contract, and academic counseling. ISP also assists students with navigating U.S. educational and cultural guidelines to assist them in the transition to a new country and educational system. These services include issuing an official I-20 for Embassy interview, setting Embassy appointments, information on exchange rates, referrals to appropriate local government agencies, as well as other policy, procedural, and personal guidance to assist the student.
Tier II/Academic Vocabulary These words require less time to learn (They are concrete or describe an object/event/ process/characteristic that is familiar to students) These words require more time to learn (They are abstract, have multiple meanings, are a part of a word family, or are likely to appear again in future texts) Meaning can be learned from context Page 344 - borne, avenged, precluded, connoisseurship Page 346 - afflicted, absconded Page 347 - gait, imbedded Page 348 - remote Page 349 - termination, feeble Page 350 - implore, render, obstinate Page 351 - aperture Page 344 - impunity, immolation, accosted Page 347 - repose Page 348 - recess Meaning needs to be provided Page 346 - impose Page 347 - catacombs, leer Page 348 - recoiling Page 344 - retribution, imposture Page 347 - arms Page 348 - grotesque Page 349 - promiscuously Page 350 - niche, bewildered
Tier II/Academic Vocabulary These words require less time to learn (They are concrete or describe an object/event/ process/characteristic that is familiar to students) These words require more time to learn (They are abstract, have multiple meanings, are a part of a word family, or are likely to appear again in future texts) Meaning can be learned from context Page ___ – outset Page ___ – careen* Page ___ – loll Page ___ –barring Page ___ – serene* Page ___ –unfurled Page ___ – mar Page ___ – precariously* Page ___ – reiterate* Page ___ – solder* Page ___ – naught* Page ___ - armada Page ___ – licked Page ___ – sullenly Page ___ – imminent Page ___ – blighted* Page ___ – doggedness Page ___ – heresy* Page ___ – evanesced* Meaning needs to be provided Page ___ – untenanted Page ___ – invalid Page ___ – scowling Page ___ – gilded * = These definitions are provided in the text. Page ___ – infallibility Page ___ – spite
ROLE A Round 1 Observer & Facilitator: Observe and facilitate discussion, ask the outreach worker what was hard for them, ask the client how they felt, ask the observer for feedback and provide your own feedback on words used and body language. Round 2 Client: You just learned about the ABAWD rules from the outreach worker. You want to know if they apply to you. Let the outreach worker screen you for exemptions and the work requirement. Tell the outreach worker that the questions are really personal. In the end, you don’t qualify for an ABAWD exemption and are not meeting the work requirement. Round 3 Outreach worker: You just screened a client and the ABAWD rules and time limit apply to them AND they already used up their countable months. Explain to them how they can regain eligibility. ROLE B Round 1 Client: You received a bunch of notices in the last few months from the CalFresh office. You didn’t understand what ABAWD is so you ignored the notices. However, this month you received no benefits. You don’t know what’s going on. Ask the worker to explain what ABAWD is and why you got no benefits. Round 2 Outreach worker: Screen the client to see if the ABAWD rules and time limit apply. Round 3 Observer & Facilitator: Observe and facilitate discussion, ask the outreach worker what was hard for them, ask the client how they felt, ask the observer for feedback and provide your own feedback on words used and body language.
Tier II/Academic Vocabulary These words require less time to learn (They are concrete or describe an object/event/ process/characteristic that is familiar to students) These words require more time to learn (They are abstract, have multiple meanings, are a part of a word family, or are likely to appear again in future texts) Meaning can be learned from context pacifist obliged liberation means abolish Meaning needs to be provided whit compelled armament race invincible radical severe conscious testimony conviction material power
The historical context of each piece (what was going on in the world at the time; Ghandi and his struggle; etc.) How verb tenses help convey meaning (in particular, the use of modal verbs) Writer’s craft – how writing can reflect/convey both intended and unintended messages from an author
is not recovered. Additionally, the reliability of many of the sighting reports is questionable because pilots often have difficulty identifying UAS with clarity, given their small size, distance from the observed location, and the pilot’s required duties. FAA is in the process of improving the reliability of its data on small UAS sightings by standardizing the reporting process and developing an approach to analyzing and classifying the reports based on factors that affect their level of reliability and their potential impact on safety. Even though this has not yet been accomplished, the lack of reliability and accuracy of UAS sighting reports should not dissuade the accident investigation community from ignoring these events. Continuing to collect and investigate sightings may provide harbingers of collision risks with manned aircraft, as explained below. The Value of Investigating Selected Incidents The active monitoring and investigation of reported UAS sightings are fully aligned with the FAA’s continued operational safety mandate to identify conditions that may adversely impact aviation safety. In cases where a UAS sighting can be verified as authentic, gaining an understanding of the reasons why a UAS entered controlled airspace or ended up in hazardous proximity to a aircraft is an important step to preventing a future event from becoming an accident. For those cases, such knowledge is critical to identify gaps in existing countermeasures and/or to reveal scenarios that future countermeasures will need to address to be truly effective. Investigations of sighting reports could also yield useful data for safety risk assessment purposes and may reveal evidence of -- despite the volume of reports -- few UAS having actually been flown into unauthorized airspace. While investigating every sighting is not practical or provide useful findings, the few that do could reveal critical insights to prevent an accident in the future. Methodical examination of UAS sightings would also enhance the community’s understanding of which factors contribute the most significant risks to safety Additionally, established collaborative networks with stakeholders in the aviation and law enforcement communities should be further expanded to address the challenges in conducting useful sighting investigations. For example, FAA has an outreach effort via its Law Enforcement Assistance Program, or “LEAP”. In January 2015, the FAA published guidance for the law enforcement community on its UAS website and is actively engaged with law enforcement agencies at the federal, state and local levels. Local law enforcement officials routinely work with local FAA field offices to ensure that reported safety issues are investigated and addressed. (21) Incidents in the Aggregate: What Can They Tell Us ?
Assessment Assessment(s) Student learning is assessed via a Quick Write at the end of the lesson. Students respond to the following prompt, citing textual evidence to support analysis and inferences drawn from the text: How does Shakespeare introduce Romeo in lines 158–202? High Performance Response(s) A High Performance Response should: Identify aspects of Romeo’s character (e.g., romantic, sensitive, dramatic). Analyze how Shakespeare introduces Romeo’s character (e.g., Shakespeare introduces Romeo as romantic through his manner of speaking: Romeo uses a great deal of figurative language to describe his feelings about love. Shakespeare also introduces Romeo as sensitive and dramatic through his use of metaphors. Romeo describes love as a powerful emotion: he compares love which is “vexed” or unsatisfied to “sea nourished with loving tears” (line 190). Love is also a bittersweet emotion: it can be a “choking gall” (line 192), or a “preserving sweet” (line 192), suggesting the intensity of love’s impact on him.). Vocabulary Vocabulary to provide directly (will not include extended instruction) morrow (n.) – morning tyrannous (adj.) – unjustly severe propagate (v.) – to increase in number or amount vexed (adj.) – tormented, troubled nourished (v.) – strengthened, built up gall (n.) – something bitter Vocabulary to teach (may include direct word work and/or questions) coz (n.) – cousin Additional vocabulary to support English Language Learners (to provide directly) thou (pn.) – you thine (pn.) – yours wilt (v.) – will
Model Romeo + Juliet Film Summary Tool Name: Class: Date: Directions: Use this tool to record your observations about Baz Luhrmann’s Romeo + Juliet. Scene: The fight between the Montagues and the Capulets, and the meeting with the Prince Characters (i.e., Which characters appear in the film clip?) Events (i.e., What happens in the film clip?) Other observations (e.g., Where and when is the film set? What do the characters wear? How do they behave? What kind of music does the director use?) The Capulet boys The Montague boys Benvolio Abra Tybalt The Prince Capulet Montague A fight breaks out between the Montagues and the Capulets. The Prince is angry with both houses and threatens to execute Montague and Capulet if fighting continues. The film takes place in modern times. The characters have guns instead of swords and wear modern clothes. Everyone is very loud or extreme in their emotions. The director uses both techno and classical music.
Learning Sequence: Introduction of Lesson Agenda Homework Accountability 9.1.3 Mid-Unit Assessment Closing 5% 15% 75% 5% Materials Copies of the 9.1.3 Mid-Unit Assessment for each student Copies of the 9.1.3 Mid-Unit Text Analysis Rubric and Checklist for each student Learning Sequence How to Use the Learning Sequence Symbol Type of Text & Interpretation of the Symbol 10% Percentage indicates the percentage of lesson time each activity should take. no symbol Plain text indicates teacher action. Bold text indicates questions for the teacher to ask students. Italicized text indicates a vocabulary word. Indicates student action(s). Indicates possible student response(s) to teacher questions. Indicates instructional notes for the teacher. Activity 1: Introduction of Lesson Agenda 5% Begin by reviewing the agenda and assessed standards for this lesson: RL.9-10.2, RL.9-10.3, and f. In this lesson, students complete their Mid-Unit Assessment for 9.1.3, using their understanding of the title characters of Romeo and Juliet to write a multi-paragraph response that analyzes how Shakespeare refines a central idea in the play. Students look at the agenda. Activity 2: Homework Accountability 15%
PUBLIC HEALTH SOLUTIONS 995 E Hwy 33, Suite 1 Crete, NE 68333 Phone: 402-826-3880 Fax: 402-826-4101 Website: IMMUNIZATION PROGRAM FEEDBACK ANALYSIS This report serves as documentation of client feedback pertaining to the Immunization Program at Public Health Solutions. Collection of Feedback: Client Experience surveys were distributed in both Spanish and English to all clients utilizing the immunization services at PHS. Surveys were created using examples from other health departments and evaluated for appropriate health literacy levels. Surveys were collected for a period of four weeks during a busy season for immunizations Clients were asked to complete the surveys, and we had a return rate of approximately 65% Analysis of Feedback: Survey results were compiled and presented to the Domain Team for PHAB Domain 9 The majority of respondents were female, and 75% of the respondent surveys were completed on English forms. Clients noted immense satisfaction with staff in the front office and with the nurses providing the immunizations Clients noted a high wait time for services. Conclusions: More data from Spanish-speaking clients would be helpful, as they make up the majority of our immunizations clients Wait time is an issue that could use some attention moving forward Our staff is well trained in friendly client-interaction, and now we can focus on more detailed aspects of our service delivery. Report compiled by: Domain 9 Team Accreditation Coordinator March 16, 2017
The original subnet mask was 255.255.0.0 or /16. The new subnet mask is 255.255.240.0 or /20. The resulting difference is 4 bits. Because 4 bits were borrowed, we can determine that 16 subnets were created because 24 = 16. The new mask of 255.255.240.0 or /20 leaves 12 bits for hosts. With 12 bits left for hosts, we use the following formula: 212 = 4,096 – 2 = 4,094 hosts per subnet. Binary ANDing will help you determine the subnet for this problem, which results in the network 172.16.64.0. Finally, you need to determine the first host, last host, and broadcast address for each subnet. One method to determine the host range is to use binary math for the host portion of the address. In our example, the last 12 bits of the address is the host portion. The first host would have all significant bits set to zero and the least significant bit set to 1. The last host would have all significant bits set to 1 and the least significant bit set to 0. In this example, the host portion of the address resides in the 3rd and 4th octets. Description 1st Octet 2nd Octet 3rd Octet 4th Octet Description Network/Host nnnnnnnn nnnnnnnn nnnnhhhh hhhhhhhh Subnet Mask Binary 10101100 00010000 01000000 00000001 First Host Decimal 172 16 64 1 First Host Binary 10101100 00010000 01001111 11111110 Last Host Decimal 172 16 79 254 Last Host Binary 10101100 00010000 01001111 11111111 Broadcast Decimal 172 16 79 255 Broadcast Fill out the tables below with appropriate answers given the IPv4 address, original subnet mask, and new subnet mask.
Activity 9.1 Product Lifecycle Rubric Topics 4 points 3 points 2 points 1 point Content Thoroughly and clearly states the five steps of the product’s lifecycle in precise detail and sequentially explains the steps involved in the recycling of the given material. Gives precise and accurate details on the recycling process. Adequately states four of the five steps in the product’s lifecycle in precise detail. Adequately explains the steps involved in the recycling of the given material. Gives details on the recycling process. States three of the five steps in the product’s lifecycle in precise detail and most of the steps involved in the recycling of the given material. Contains some unnecessary information. States fewer than half of the five steps in the product’s lifecycle in precise detail. Gives a minimal description of the recycling process of the given material. Most of the information is confusing or unrelated to the recycling process. Organization Clearly organized into a logical sequence. Excellent use of an outline. Excellent flow throughout the presentation. Adequate evidence of a logical sequence of information. Good use of an outline. Satisfactory flow throughout the presentation. Fair evidence of a logical sequence of information. Some use of an outline. Weak flow throughout the presentation. Minimal or no outline followed. No logical organization; some deviations from the subject. Unclear, confusing. No flow throughout the presentation. Collaboration Team cooperation was a shared responsibility, and each member worked toward clear communications, shared decision making, and resolution of conflicts. In general, team cooperation was a shared responsibility; however, one member did not take full responsibility for his/her work or help to resolve conflicts. Responsibility for work to be completed was led by one member. There were many conflicts. There was no team cooperation. No one took responsibility for the work to be completed. Quality The presentation is well- prepared with proper grammar and correct spelling. It is easy to read and understand. The presentation is with proper grammar and correct spelling. Some information is illogically placed, making the document a little The presentation is written with one or two grammatical mistakes or spelling errors. It is somewhat difficult to The presentation has many spelling and grammatical errors. It is very hard to read and understand.
Name:____________________________________ Date:______________ GOAL: Triangle EFG has vertices E(3,6), F(3,-2) and G(-3, -2). What is the perimeter of ⧍EFG? What is the area of ⧍EFG? Use Ruler Postulate and Distance Formula
LOUISIANA STATE UNIVERSITY HEALTH SCIENCES CENTER Department of Rehabilitation Sciences Program in Occupational Therapy FW II 6-Week Independent Study Objectives for: (OT Specialty Area) FW Dates: ______________ MOTS Name:_____________________________ Cell: _______________ Email: ______________________ Learning Objective Activities to Achieve Objective Timeline for Each Objective Evidence of Achievement of Learning Objective Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 MOTS Signature: _______________________________________________ Date: _________________ AFWC Signature: ________________________________________________ Date: _________________
Procedure for Releasing Educational Evaluation Reports to Parents/Guardians Article 7 specifies that: If a parent requests, a copy of the educational evaluation report prior to the case conference committee (CCC) meeting, the public agency must ensure that a copy of the educational evaluation report is made available at no cost to the parent not less than five (5) instructional days prior to the scheduled CCC meeting. The parent may go to the school during the five (5) instructional days prior to the case conference meeting to obtain a copy of the report. The parent will sign the verification of receipt of copy of educational evaluation report, which will be sent to the Student Services Department to be filed. If the parent requests a meeting to have the results of the educational evaluation report explained prior to the scheduled CCC meeting, the public agency must arrange a meeting with the parent and an individual who can explain the evaluation results within five (5) instructional days prior to the scheduled CCC meeting. The meeting shall be scheduled at a mutually agreed upon date, time, and place. A copy of the educational evaluation report must be provided at no cost to and reviewed with the parent at this meeting. If the parent does not request a copy of the educational evaluation report, or a meeting to explain the evaluation, prior to the initial CCC meeting, the public agency must provide a copy of the educational evaluation report at no cost to the parent at the CCC meeting. Any questions may be directed to the Student Services Department.
BALANCING EQUATIONS: FORMULAS GIVEN Practice Sheet #1 Balance the following equations: 1. Al + N2 → AlN 2. Fe + O2 → Fe3O4 3. CaCO3 → CaO + CO2 4. NH4NO3 → N2O + H2O 5. KI + Cl2 → KCl + I2 6. Pb(NO3)2 + HCl → PbCl2 + HNO3 7. BaO2 → BaO + O2 8. Al + H2SO4 → Al2(SO4)3 + H2 9. CH4 + Cl2 → CHCl3 + HCl 10. MgCl2 + NaOH → Mg(OH)2 + NaCl 11. AgNO3 + CuCl2 → AgCl + Cu(NO3)2 12. ZnS + O2 → ZnO + SO2 13. Na + H2O → H2 + NaOH 14. BaCl2 + (NH4)2CO3 → BaCO3 + NH4Cl 15. C6H6 + O2 → CO2 + H2O 16. Na + H2O → NaOH + H2 17. Fe + FeCl3 -→ FeCl2 18. Ba(OH)2 + AlCl3 → Al(OH)3 + BaCl2 19. H2C2O4 + KOH → K2C2O4 + H2O 20. C2H2Cl4 + Ca(OH)2 → C2HCl3 + CaCl2 + H2O 21. (NH4)2Cr2O7 → N2 + Cr2O3 + H2O 22. Zn3Sb2 + H2O -→ Zn(OH)2 + SbH3 23. HClO4 + P4O10 → H3PO4 + Cl2O7 24. C6H5Cl + SiCl4 + Na → (C6H5)4Si + NaCl 25. Sb2S3 + HCl → H3SbCl6 + H2S 26. IBr + NH3 → NI3 + NH4Br 27. KrF2 + H2O → Kr + O2 + HF
12. potassium iodide + chlorine→ 13. iron + copper (II) nitrate → 14. zinc + hydrochloric acid → 15. magnesium + silver nitrate → Double Replacement (ionic reactions) 16. silver nitrate + zinc chloride → 17. copper(II) hydroxide + acetic acid → 18. iron(II) sulfate + ammonium sulfide → 19. ammonium chloride + sodium hydroxide → 20. hydrochloric acid + potassium hydroxide → TYPES OF CHEMICAL EQUATIONS (IDENTIFICATION) State whether each of the following equations represents a synthesis (s) , decomposition(d), single replacement (sr), double replacement (dr), or combustion reaction (c). _____________ 1. CO2 → C + O2 _____________ 2. NaCl + AgNO3 → NaNO3 + AgCl _____________ 3. S + Cl2 → SCl2 _____________ 4. BaCl2 + 2NaOH -→ 2NaCl + Ba(OH)2 _____________ 5. 2C2H2 + 5O2 → 4CO2 + 2 H2O _____________ 6. Zn + CuSO4 → ZnSO4 + Cu _____________ 7. CH4 → C + 2H2 _____________ 8. Pb(NO3)2 + Mg → Pb + Mg(NO3)2 _____________ 9. Mg + 2 HCl → MgCl2 + H2 ____________ 10. H2SO4 → H2 + S + 2O2 _____________ 11. 2O2 + N2 → N2O4 _____________ 12. 3CaBr2 + 2Na3P → Ca3P2 + 6NaBr _____________ 13. 2KI + Br2 → 2KBr + I2
September Events Calendar Monday Tuesday Wednesday Thursday Friday 3 CENTER CLOSED LABOR DAY HOLIDAY 4 Scholarship Information Session 10:00 am – 11:00 am 5 LinkedIn Essentials 10:00 am – 12:30 pm 6 Skills for Success 9:00 am – 12:00 pm 7 Resume Lab 8:30 am – 10:30 am 10 NCWorks Online 2:00 pm – 4:00 pm 11 Talent Connection Networking Group 10:00 am – 12:00 pm 12 Interviewing Skills 10:00 am – 12:00 pm Overcoming the Past to Move Forward 1:00 pm – 3:00 pm 13 14 Resume Lab 8:30 am – 10:30 am 17 18 Scholarship Information Session 10:00 am – 11:00 am 19 20 Skills for Success 9:00 am – 12:00 pm 21 Resume Lab 8:30 am – 10:30 am 24 25 NCWorks Online 5:00 pm – 6:30 pm 26 Mature Workers 9:30 am – 11:30 am 27 28 Resume Lab 8:30 am – 10:30 am
I heard on the news where the Hubble telescope discovered more planets. that Responses to awkward senses: “huh?” / “whaaa?” / “awk” / “wow.” Subject/Verb Agreement, Lesson 41 Page 164 Subject-Verb Agreement (SVA) Your subject is either singular or plural. Your verb needs to agree. When you conjugate your verbs, you get a choice of: To walk (infinitive) Present Tense Singular Plural I walk We walk You walk You walk He/she/it walks They walk “Cheat”: Substitute the pronoun for the subject… Ms. Lopez plan the company party every year. (correct? incorrect?) She ______ the company party every year. (she plans) Our workbook notes five rules of SVA, but there are more. From , we can note that they identify eight separate rules: NOTE We will use the standard of underlining subjects once and verbs twice. Being able to find the right subject and verb will help you correct errors of subject-verb agreement. Basic Rule. A singular subject (she, Bill, car) takes a singular verb (is, goes, shines), whereas a plural subject takes a plural verb. Example: The list of items is/are on the desk. If you know that list is the subject, then you will choose is for the verb. Rule 1. A subject will come before a phrase beginning with of. This is a key rule for understanding subjects. The word of is the culprit in many, perhaps most, subject-verb mistakes. Hasty writers, speakers, readers, and listeners might miss the all-too-common mistake in the following sentence: Incorrect: A bouquet of yellow roses lend color and fragrance to the room.
BC. 9.0.9 Develop the skills to reflect on personal positions and consider other perspectives, adjusting one’s own perspective as necessary. BC. 9.0.10 Examine and discuss the relevance of biblical themes explored, and apply this to one’s life. BC. 9.0.11 Identify and explain that one’s relationship with God is life-changing and is expressed through knowledge, attitudes and actions. Excellent Good Fair Poor Biblical Research BC. 9.0.5 BC. 9.0.6 Student demonstrates a strong foundation of research of Biblical definitions/examples of the chosen characteristic of God. Thoughtful analysis of pertinent Bible references are clearly evident. Student demonstrates a considerable amount of research of Biblical definitions/examples of the chosen characteristic of God.. Both reference and analysis are clearly evident. Student demonstrates some research of Biblical definitions/examples of the chosen characteristic of God.. References are merely stated, but no analysis is evident. Student demonstrates little to no research of Biblical definitions/examples of the chosen characteristic of God. No references are included. Thinking Skills BC. 9.0.7 Student expresses each quality with a high level of critical thinking, creativity and originality. Student expresses each quality with a considerable amount of critical thinking, creativity and originality. Student expresses each quality with some critical thinking, creativity and originality. Student demonstrates little or no critical thinking, creativity and originality. Communication BC. 9.0.8 Structure and mode of presentation is excellent. Student’s spelling and grammar is perfect, where applicable. Structure and mode of presentation is good. Student’s spelling and grammar is near-perfect, where applicable. Structure and mode of presentation is satisfactory. Student’s work contains several spelling and grammar errors, where applicable. Structure and mode of presentation needs development. Student’s work needs to be edited. It is apparent this was done quickly with no thought to errors or the look of the final output. Personal Application RS. 9.0.9 RS. 9.0.10 BC. 9.0.11 Student’s own perspective and the perspectives of others are included. Personal implications and life application are clearly addressed. Student’s own perspective is included. Personal implications and life application are considered. Student’s own perspective is somewhat included. Possible life application was barely touched upon. Student’s own perspective is not included. Little or no life application is evident. Comments: Grade: .
Station Seven The Working Class: During the years 1800 to 1850, however, laborers, or the working class, saw little improvement in their living and working conditions. They watched their livelihoods disappear as machines replaced them. In frustration, some smashed the machines they thought were putting them out of work. One group of such workers was called the Luddites. They were named after Ned Ludd. Ludd, probably a mythical English laborer, was said to have destroyed weaving machinery. The Luddites attacked whole factories in northern England beginning in 1811, destroying laborsaving machinery. Outside the factories, mobs of workers rioted, mainly because of poor living and working conditions. Coal Miners Station Eight The Industrial Revolution in part was fueled by the economic necessity of many women, single and married, to find waged work outside their home. Women mostly found jobs in domestic service, textile factories, and piece work shops. They also worked in the coal mines. For some, the Industrial Revolution provided independent wages, mobility and a better standard of living. For the majority, however, factory work in the early years of the 19th century resulted in a life of hardship. The hardships of a seamstress are displayed in this 1800s song: THE DISTRESSED SEAMSTRESS (Sung to the air "Jenny Jones") You gentles of England, I pray give attention, Unto those few lines, I'm going to relate, Concerning the seamstress,I'm going to mention, Who long time has been, in a sad wretched state, Laboriously toiling, both night, noon, and morning, For a wretched subsistence, now mark what I say.
5 > −2 3x + 5 = 2 61 = 61 −6 < −6 9-54. Robbie builds model rockets. One day he sets up a rocket, backs away from the launch pad, and then shoots the rocket off into the air. The rocket’s path is represented by the equation y = −10x2 + 130x − 400, where y is the height in meters off the ground and x is the horizontal distance in meters from Robbie. Use either the Zero Product Property or the Quadratic Formula to find the x-intercepts of the path of Robbie's rocket. What do the x-intercepts tell you? When Robbie's rocket lands, how far is it from the launch pad? 9-55. For each parabola graphed below, visually estimate the x-intercepts. Then use the Quadratic Formula to confirm your estimates. y = x2 − 5x + 3 y = x2 + 2x − 6
Develop competent staff (*Sonya) Comprehensive written hiring procedure developed Organizational workforce improvement plan in place Written orientation plan developed and responsibility assigned for completion of orientation process Written guidelines developed for individual professional development plans Establish and enhance community and partner development (*Jill & Maria) Educate yourself on all PHS programs available in order to refer individuals to appropriate programs; staff education plan formalized Meetings set up with providers / organizations to introduce PHS programs Special events hosted and attended in all five counties Follow up with customer, clients, and providers to build trust and ensure continued relationships Capture data to measure improvements or success – allow you to strengthen program Achieve accreditation standards (*Caitlin) Accreditation Team created inclusive of all staff; performance manager / quality improvement manager hired; method / location established for storing needed documentation Policy established related to accreditation of work expectations of staff and their accountability of such; bring in Pat Lopez and others to help staff understand ALL the required standards Goal: 1/3 of the accreditation standards met within the first year POTENTIAL QI PROJECTS FOR 2017 The following are a list of goals and strategic priorities identified by a community assessment, the 2015 Strategic Plan consensus workshop, and departmental Quality Team brainstorming sessions. This portion of the PHS Quality Improvement Plan is a living document and may be updated and/or altered at any time, provided approval from the PHS Health Director. Engage public health policy makers and advocates Demonstrate performance improvement by implementing a department-wide data collection system Achieve PHAB Accreditation standards Develop a written hiring and orientation plan in order to hire and retain competent staff Establish and enhance community and partner development Improve efficiency and time management for Immunizations program Streamline budget management for individual programs MONITORING AND EVALUATION OF THE QI PROGRAM The following notes how monitoring and evaluation of the QI plan and projects will be completed.
Suggested Scoring Rubric Activity Section Question Location Possible Points Earned Points Part 1: Examine the Network Requirements Step 1 1 Step 2 4 Part 1 Total 5 Part 2: Design the VLSM Addressing Scheme Complete Subnet Table 25 Document Addressing 40 Part 2 Total 65 Packet Tracer Score 30 Total Score 100 ID: __________________________________________________________________________
Date: Day: Daily Learning Goal(s): To progress with language, math, science, social studies, health, careers, and self-determination skills toward students’ maximum potential. Activities Classwork: Language: proofreading for capitalization errors and comprehension questions after short reading passage /IREADY time Careers / self-determination: CNN news, practice with alphabetization and typing club Math: group work according to level. IREADY math, gridding, and leveled worksheets Science: Super science reading and discussion about hyper loops and coconut crabs Social Studies: Lesson and vocab about Alexander the Great Unique skills, HOPE: walking for HOPE credit Daily ongoing Activities Super Brain Yoga Meditation CNN Student news Some students go to speech classroom on Thursdays throughout the day on THurThursday Standards or Frameworks: Goals are being met through access courses according to each student’s individual needs and the current IEP daily.
Vision and Mission Statements Michelle and Kerry have a phone conference set with ECTA on 9/30 to discuss orientation of the Master Cadre. There are 4 Part B master cadre members: Pam Miller Sallet, Meg Rugg, Liza Hewitt and Kathy Keene And 2 Part C members: Ardis Yahna and Kassie Eafrati We will continue our work on finalizing/adopting mission and vision statements at the 10/22 meeting. SLT members will bring today’s handouts to that meeting. Agreed: it is important that the SLT thoughtfully consider the vision and mission of this initiative and express each very specifically to distinguish it from other similar but different initiatives. 10:30 New business: site selection process Review revised ECTA application form (with suggested modifications for NH) Small group discussion (center- and Reactions Discussion Adopt Determine dissemination process (who? what? when?) Site selection process Subcommittee? The first round of Implementation Sites will be selected from local school districts and FCESS programs. We’ll start small (“4 is dandy!”) and then scale up. The announcement and application will be disseminated electronically to school districts via PTAN and FCESS programs via the Part C office. Dissemination 9/30/14 Application due date 10/30/14 Michelle will take the feedback from today’s discussion and revise the first draft of the application form. Peggy and Kathy will draft an intro paragraph that “sells” the initiative to prospective Implementation Sites. Michelle will email the 2nd draft out to SLT for review and final edits.
Opinion of the Court appropriate in light of the child’s circumstances should come as no surprise. A focus on the particular child is at the core of the IDEA. The instruction offered must be “specially designed” to meet a child’s “unique needs” through an “[i]ndividualized education program.” §§1401(29), (14) (emphasis added). An IEP is not a form document. It is constructed only after careful consideration of the child’s present levels of achievement, disability, and potential for growth. §§1414(d)(1)(A)(i)(I)–(IV),(d)(3)(A)(i)–(iv). As we observed in Rowley, the IDEA “requires participating States to educate a wide spectrum of handicapped children,” and “the benefits obtainable by children at one end of the spectrum will differ dramatically from those obtainable by children at the other end, within finite variations in between.” 458 U. S., at 202. Rowley sheds light on what appropriate progress will look like in many cases. There, the Court recognized that the IDEA requires that children with disabilities receive education in the regular classroom “whenever possible.” Ibid. (citing §1412(a)(5)). When this preference is met, “the system itself monitors the educational progress of the child.” Id., at 202–203. “Regular examinations are administered, grades are awarded, and yearly advancement to higher grade levels is permitted for those children who attain an adequate knowledge of the course material.” Id., at 203. Progress through this system is what our society generally means by an “education.” And access to an “education” is what the IDEA promises. Ibid. Accordingly, for a child fully integrated in the regular classroom, an IEP typically should, as Rowley put it, be “reasonably calculated to enable the child to achieve passing marks and advance from grade to grade.” Id., at 203–204. This guidance is grounded in the statutory definition of a FAPE. One of the components of a FAPE is “special education,” defined as “specially designed instruction . . .to meet the unique needs of a child with a disability.” 13
Day 2 – Wednesday October 25 7:00-8:15 – Registration Open/Continental Breakfast/Trade Show Open 8:15-9:45 – General Session - Grand Ballroom Laurel Wilson – Up In Smoke: The Potential Implications of Marijuana Use During Pregnancy and Breastfeeding 9:45 – 10:45 – Break – Visit Trade Show, Posters 10:45 -11:45 – Motivational Speaker – Sarita Maybin “How to Stay Positive and Focused in Uncertain Times.” 12:00- 1:00 - Closing Remarks, Plated Lunch(provided) and Networking 1:30 – 5:00 – Concurrent Workshops Nutrition Education Room: Grand 1 Breastfeeding Room: Grand 2 Sharing our Kindness Room: Grand 3 Celebrating What Unites Us Room: Cascade 12 Social Media and our Work Room: Cascade 13 Embracing our Strengths Room: Cascade 9-10 Tribal/Urban Indian WIC Staff Forum: Cascade 3-4 1:30-3:00 Dr. Dooms- Food Allergy Update Laurel Wilson – “Mind What You Say: Using Mindfulness and Three Part Communication” Sarita Maybin- "Total Teamwork: Working Together for Better Results" Martha Marino – “Celebrating the table: Global travel and engaging others with food” Hannah Shultz, NWA Social Media 101 – Dimitri A. Christakis MD MPH - “Media and Young Minds” Cindy Gamble and Sheryl Pickering “Beginning the Conversation to Honor Our Culture and Communities” 3:30-5:00 Chef Adrienne - “Lettuce be The Change” Tiffany Weir - “Mother's Milk and the Microbiota” Dana Sturtevant - “The Sweet Middle Path” Panel of WIC Experts: Sharing WIC Foods with a Diverse Population Hannah Shultz, NWA Social Media 201 Ray Soriano - “Engaging Fathers in WIC” No session scheduled. CE Hours: 5.75 (+ 1 Hour Trade show/posters)