zilongwang/ReadingBank huggingface dataset:
C C14H30 D C15H30 (Total 1 mark) 12. The correct systematic name for is A 2,3-diethylbut-2-ene B 2-ethyl-3-methylpent-2-ene C 4-ethyl-3-methylpent-3-ene D 3,4-dimethylhex-3-ene (Total 1 mark) 13. The data below refer to the industrial production of nitric acid from ammonia. Reaction 1 4NH3(g) + 5O2(g) 4NO(g) + 6H2O(g) ∆H = −909 kJ mol−1 Reaction 2 2NO(g) + O2(g) 2NO2(g) ∆H = −115 kJ mol−1 Reaction 3 3NO2(g) + H2O(l) 2HNO3(aq) + NO(g) ∆H = −117 kJ mol−1 Possible units for the equilibrium constant, Kc, for reaction 2 are A mol−2 m6 B mol−1 dm3 C no units D mol dm−3 (Total 1 mark) 14. Which of these substances does not show hydrogen bonding? A HF B NH3 C CH3COOH D CHF3 (Total 1 mark) 15. Hydrogen cyanide (HCN) molecules in the gas phase attract each other by:
C P3+ D Ar (Total 1 mark) 8. Which one of the following samples of gas occupies the largest volume? A 1.0 g of ozone (O3) at l00 kPa and 300 K B 1.0 g of oxygen at 100 kPa and 300 K C 1.0 g of water vapour at 250 kPa and 450 K D 1.0 g of methane at 333 kPa and 500 K (Total 1 mark) 9. What is the formula of calcium nitrate(V)? A CaNO3 B Ca(NO3)2 C Ca2NO2 D Ca(NO2)2 (Total 1 mark) 10. Which one of the following is the electronic configuration of the strongest reducing agent? A 1s2 2s2 2p5 B 1s2 2s2 2p6 3s2 C 1s2 2s2 2p6 3s2 3p5 D 1s2 2s2 2p6 3s2 3p6 4s2 (Total 1 mark) 11. The structure of the molecule of methyl 2-methylpropenoate is shown below. Which one of the following statements concerning this compound is not true? A It displays geometrical isomerism. B It forms an addition polymer. C It undergoes reduction.
A list of access points in the telecommunication network of Telco Pro Services, a. s. Liberec Tanvald Jablonec nad Nisou Hrádek nad Nisou Frýdlant Rumburk Česká Kamenice Děčín Česká Lípa Ústí nad Labem Lovosice Litoměřice Roudnice nad Labem Teplice Litvínov Most Louny Žatec Podbořany Chomutov Ostrov Karlovy Vary Sokolov Cheb Tachov Domažlice Plzeň Klatovy Příbram Rokycany Hořovice Beroun Tábor Benešov Rakovník Kladno Kralupy nad Vltavou Mělník Praha Mnichovo Hradiště Nymburk Říčany Kolín Kutná hora Semily Nová Paka Hořice Hradec Králové Pardubice Týnec nad Labem Choceň Rychnov nad Kněžnou Česká Třebová Polička Šumperk Krnov Zábřeh Olomouc Ostrava Frýdek Místek Jablunkov Nový Jičín Valašské Meziříčí Vsetín Hranice Otrokovice Hodonín Brno
TEXAS A&M ENGINEERING EXTENSION SERVICE College Station, TX 77843-1477 PURCHASE ORDER GSC COPY Order Date: 02/20/2018 VENDOR GUARANTEES MERCHANDISE DELIVERED ON THIS ORDER WILL MEET OR EXCEED SPECIFICATIONS IN THE BID INVITATION. ALL TERMS AND CONDITIONS SET FORTH IN THE BID INVITATION BECOME A PART OF THIS ORDER. INCLUDE P.O. NUMBER ON ALL CORRESPONDENCE AND PACKAGES M890198 Vendor: 15224565660 MYDBSOLUTIONS LLC 3341 S 4000 W STE 300 WEST VALLEY CITY, UT 84120 Invoice To: TX A&M ENGINEERING EXTEN SRVC TEEX TEXAS TASK FORCE 1 PO BOX 40006 COLLEGE STATION TX 77842 Ship To: TX A&M ENGINEERING EXTEN SRVC TEEX TEXAS TASK FORCE 1 101 GATEWAY SUITE B COLLEGE STATION TX 77845 PLEASE NOTE: IF YOUR INVOICE IS NOT ADDRESSED AS INSTRUCTED PAYMENT WILL BE DELAYED. ANY EXCEPTIONS TO PRICING OR DESCRIPTION CONTAINED HEREIN MUST BE APPROVED BY THE TEXAS A&M DEPARTMENT OF PROCUREMENT SERVICES PRIOR TO SHIPPING. USER REF: 480000-0120 NAICS CODE 541511 SIZE STANDARD: $27.5 MILLION IN AVG. ANNUAL RECEIPTS RFP-TEEX-18-0004 PERSONNEL RECORDS SYSTEM THIS IS A BLANKET AGREEMENT FOR PERSONNEL RECORD & CACHE INVENTORY SYSTEM FOR THE PERIOD AWARD DATE 3/1/18 - 8/31/19. QUANTITIES ARE ESTIMATES ONLY. QUANTITIES IN EXCESS OF ESTIMATES ARE TO BE PROVIDED AT SAME PRICE, TERMS AND CONDITIONS.
Parker hardened mannequin case 10 #SHlP-PECSD Domestic shipping charges 1 EA 514.800 514.80 11 #WAR-APP04 Single year premier plus site assurance for Apollo pre-hospital APP179 Period of performance March 38, 2018 - August 31, 2018 1 EA 4,817.000 4,817.00 12 #WAR-APP04 Single year premier plus site assurance for Apollo pre-hospital APP180 Period of performance March 28, 2018 – August 31, 2018 1 EA 4,817.000 4,817.00 13 Single year premier plus site assurance for Apollo pre-hospital APP360 Period of performance - TEEX has a credit for the trade in of MMP193 towards this warranty. Period of performance: April 28, 2018 - August 30, 2018 plus Period of Performance: August 31, 2018 until August 30, 2019 Equipment received April 27, 2018 1 EA 4,817.000 4,817.00 14 #WAR-APP04 Single year premier plus site assurance for Apollo pre-hospital APP361 Period of performance - TEEX has a credit for the trade in of MMP188 towards this warranty. Period of Performance: April 28, 2018 until August 30, 2018 plus Period of Performance: August 31, 2018 until August 30, 2019 Equipment received April 27, 2018 1 EA 4,817.000 4,817.00 15 #WAR-PECS03 Single year premier plus site assurance for PediaSlM ECS PECS851 Period of performance April 17, 2018 - August 31, 2018 1 EA 6,192.160 6,192.16 16 #WAR-PECS03 #WAR-PECS03 Single year premier plus site assurance for PediaSlM ECS PECS852 Period of performance April 17, 2018 - August 31, 2018 1 EA 6,192.160 6,192.16 17 #WAR-APP04 1 EA 4,817.000 4,817.00
© Forname Surname, 0000 (year) Title: Title and possible subtitle of the thesis. Publisher: Örebro University 0000 (year) www.oru.se/publikationer-avhandlingar Print: Örebro University, Repro month/year ISSN 0000-0000 ISBN 978-91-0000-000-0
Curriculum links Links with Digital Technologies Curriculum Area Strand Content Description Knowledge and Understanding Analyse simple compression of data and how content data are separated from presentation (). Close Assessment Note: Criteria are cumulative Quantity of knowledge Quality of understanding Webpage design: Separating style from content No evidence of understanding Student is able to describe the purpose of CSS Student can apply CSS styles to a given webpage Student is able to design and apply CSS code to their own webpages Student is able to apply knowledge of CSS to their own original webpages and demonstrate different designs using identical content Optional Score 0 1 2 3 4
END REPEAT Lesson 2 Goals Introduce the concept of network protocols. Calculate bitrate. Introduce the concept of a Local Area Network (LAN). Simulate a network hub. Review of previous lesson You may wish to begin by having students practice once more with the setup from last lesson. If necessary, put the transmit and receive program onto both micro:bits again, then practice sending a simple message in Morse Code. Introduction What do computers use for network signals, instead of Morse Code? It is the same system they use for storing letters and numbers: binary. Binary is covered in the Data and Information strand (Victorian Curriculum) or the Knowledge and Understanding strand (Australian Curriculum). Data is stored in bits - 1s or 0s. To send a binary message, the 1s and 0s are pushed out as high or low voltages. A small whole number might be transmitted as a single byte of 8 bits: eg. decimal number 57 = binary 00111001 A letter or other character might be encoded using a system like : eg. letter ‘g’ = ASCII code 01100111 What would be the challenges for humans trying to send messages to each other with binary? Too many codes to remember. Not natural to convert binary in our heads (we use decimal for a reason!). How fast should the signal go? What if the transmitter and receiver are thinking at different speeds? Network protocols
Adelaide Adelaide Makin (south part) Port Adelaide (south part) Sturt Adelaide Hindmarsh Boothby (east part) Kingston SA Central Australia Alice Springs Lingiari (south part) Grey (east part) Maranoa (west part) Parkes (west part) Farrer (west part) Wakefield Port Adelaide (north part) Makin (north part) NT SA Qld NSW Wimmera? Warrnambool Mayo Barker Mallee Wannon Murray Boothby (west part) SA Vic Capricornia Rockhampton Dawson Capricornia Maranoa (east part) Flynn Hinkler Groom (west part) Blair (south part) Ryan (west part) Qld Sunshine Coast Maroochydore Wide Bay Fairfax Fisher Longman Blair (north part) Dickson (north part) Qld Brisbane North Brisbane Dickson (south part) Petrie Bonner (north part) Lilley Brisbane Griffith Ryan (east part) Qld Brisbane South Indooroopilly Bowman Bonner (south part) Moreton Rankin Oxley Qld
Tweed Coolangatta Forde Fadden Moncrieff McPherson Richmond Qld NSW Eastern Rivers Armidale Groom (east part) Wright Page Cowper New England Qld NSW Hunter Newcastle Lyne Hunter (east part) Paterson Newcastle Shortland NSW Orana? Dubbo Parkes (east part) Farrer (east part) Riverina Calare (north part) Hunter (west part) Macquarie NSW Berowra Gosford Dobell Robertson Berowra Mackellar (north part) Bradfield (north part) Lindsay Chifley (west part) McMahon (west part) NSW Tablelands Canberra Calare (south part) Hume Eden-Monaro Canberra Fenner NSW ACT Northern Sydney Mosman Mackellar (south part) Bradfield (south part) Warringah North Sydney Bennelong Parramatta (north part) Mitchell (south part) NSW
Phone: 720-457-8017 Email: DANIEL DEPARTMENT CONTACT: DONNA MOREFIELD Phone: 979-458-6873 Email: DIR-SDD-1951 QUOTE: 730712343, 730712821 ITEM DESCRIPTION QUANTITY UOM UNIT PRICE EXTENDED PRICE FJ9Q8Sl EQUALLOGIC PS6010 ND + PSP 5/19/2017 - 5/18/2019 1 EA 5,531.080 5,531.08 7R9Q8Sl EQUALLOGIC PS6010 ND + PSP 5/19/2017 - 5/18/2019 1 EA 5,531.090 5,531.09 BCGS4Vl EQUALLOGIC PS6110 ND + PS 5/19/2017 - 5/18/2019 1 EA 4,197.610 4,197.61 9W6SPS1 EQUALLOGIC PS6110 ND + PS 6/02/2017 - 6/01/2019 1 EA 4,197.610 4,197.61 B7CQ8Sl EQUALLOGIC PS6510 ND + PSP 5/31/2017 - 5/30/2019 1 EA 7,479.040 7,479.04 TOTAL 79,400.00 Purchase made by an Institution of Higher Education, Section 51.9335 Education Code. CC FY ACCOUNT NO. DEPT. UNIT PRICE 59 2016 040000-00719- 26,936.43 DOCUMENT DATE: 08/08/2016 DEPT. CONTACT: DONNA MOREFIELD PHONE NO.: 979-862-2655 PCC CD: 9 TYPE FUND: L TYPE ORDER: HIED FOB: DESTINATION FRT INCLUDED
A Review of Leadership Theories, Principles and Styles and Their Relevance to Educational Management Rose Ngozi Amanchukwu , Gloria Jones Stanley , Nwachukwu Prince Ololube 1Department of Educational Foundations and Management, Faculty of Education, Ignatius Ajuru University of Education, Port Harcourt, Nigeria 2School of Public Health Nursing, Rivers State College of Health Science and Technology Correspondence to: Nwachukwu Prince Ololube , Department of Educational Foundations and Management, Faculty of Education, Ignatius Ajuru University of Education, Port Harcourt, Nigeria. Email: Copyright © 2015 Scientific & Academic Publishing. All Rights Reserved. Abstract This study was motivated by the premise that no nation grows further than the quality of its educational leaders. The purpose of this theoretical debate is to examine the wider context of leadership and its effectiveness towards improving school management. This academic evaluation examines recent theoretical developments in the study of educational leadership in school management. It begins with a concise overview of the meaning and concept of leadership in terms of research, theory, and practice. This is followed by an examination of the theories of leadership, principles and styles of leadership. Each section ends with an identification of contemporary issues and possible means of amelioration. This article concludes that success is certain if the application of the leadership styles, principles and methods is properly and fully applied in school management because quality educational leadership tradition offers great opportunity to further refine educational leadership and management policies and practices by accepting and utilizing the basic principles and styles of educational leadership. Keywords: Education, Leadership, Theories, Styles, Principles, Methods, Management, Policies and Practices Cite this paper: Rose Ngozi Amanchukwu , Gloria Jones Stanley , Nwachukwu Prince Ololube , A Review of Leadership Theories, Principles and Styles and Their Relevance to Educational Management, Management, Vol. 5 No. 1, 2015, pp. 6-14. doi: 10.5923/j.mm.20150501.02. Introduction To many, leaders are not born, but made. It is increasingly accepted, however, that in order to be a good leader, one must have the experience, knowledge, commitment, patience, and most importantly the skill to negotiate and work with others to achieve
1. The emotions a reader might be expected to feel toward Emily include A amusement and gratitude B pity and horror C contempt and disappointment D approval and satisfaction 2. After her father dies, Emily — F moves to another town G sees many suitors H becomes a supporter of the arts J refuses to acknowledge his death
3. The last time the townspeople see Homer Barron alive, he is — A buying a suit of clothes B drinking with other men C proposing marriage to Emily D entering Emily’s house 4. The strand of gray hair discovered at the end of the story implies that — F Emily has lain beside the skeleton G Homer Barron had gray hair H Homer Barron kept a lock of Emily’s hair J Emily was much older than Homer
5. Colonel Sartoris influences Emily by making her — A think about future suitors B feel as if she is above the law C feel as if the world is ending D think about military matters 6. To influence the development of her character, Emily’s father — F drives off suitors and prevents her from marrying G refuses to allow her to use the family name H forces her to work in the family business J forgets to leave anything to her in his will
Self-Directed Learning – a process in which individuals take the initiative, with or without the help of others, in diagnosing their learning needs, formulating learning goals, identifying human and material resources for learning, choosing and implementing appropriate learning strategies, and evaluating learning outcomes. Self-Directed Learning Readiness – the degree to which one perceives oneself to possess the attitudes and skills needed to be an effective self-directed learner. It is measured in the proposed study through the Self-Directed Learning Readiness Scale (SDLRS), developed by Guglielmino (1997). Review of Literature (optional) Before considering this body of literature, it is important to point out that research on qualify of life has not fallen within the exclusive domain of gerontologists. Quality of life is an issue that is relevant to persons of all ages and has been widely studied as such. Cantrill (1965), for instance, studied quality of life among persons in more than a dozen nations at different stages of development. In the U.S., researchers affiliated with the Institute for Social Research at the University of Michigan have undertaken extensive efforts in studying quality of life (e.g., Andrews & Withey, 1996; Campbell, Converse, & Rodgers, 1996; Campbell, 2001, Davis, 2010, Thomkins, 1996). The reader is alerted to the existence of broader studies such as these. The present discussion, however, will concentrate primarily on findings and issues associated with persons in their later years. Defining Life Satisfaction and Related Concepts To fully understand the meaning of life satisfaction as it is used in the proposed study, it is necessary to be familiar with a number of related concepts. The term that probably serves as the
WHITE British Irish Greek Greek Cypriot Turkish Turkish Cypriot Kurdish Albanian Any other White ba background (please type below) MIXED White & Black Caribbean White & Black African White & Asian Any other Mixed bac background (please type below) BLACK or BLACK BRITISH Caribbean African Any other Black bac background (please type below) CHINESE or OTHER Chinese Any other Ethnic background (please type below) ASIAN or ASIAN BRITISH Indian Pakistani Bangladeshi East African Asian Any other Asian bac background (please type below) Do you have a disability? Yes No The Disability Discrimination Act defines a disability as follows: a person has a disability if he/she has a physical or mental impairment which has a substantial and long-term adverse effect on his/her ability to carry out normal day-to-day activities. Do you have any specific requirements in relation to attending an interview or to assist you at work? Yes No If Yes, please give details: Please complete the Children and Young People’s Service Declaration of Criminal Record form below which must be completed and returned with your application. Please indicate where you found out about the position: Children & Young Peoples Service - Declaration of Criminal Record Please read the below notes carefully before completing sections A to C of this form It is Haringey Schools’ policy to safeguard Children, Young People and Vulnerable Adults and it is our aim to require successful applicants to disclose certain information regarding any previous criminal records they may hold. This does not mean that possession of a criminal record will automatically prevent you from working for a school. All information declared will only be considered in the light of it’s relevance to the post for which you are applying. In most cases a particular conviction will be of no relevance and can be disregarded for the purpose of your application. In order to assess your suitability for the post the Council on behalf of schools complies with the Code of Practice, which is recommended by the Criminal Records Bureau. You must clearly state on this form any convictions, cautions, bind overs, reprimands or final warnings you have or any pending prosecutions.
A-State Inspire Program Information August 15, 2018 - August 19, 2018 The A-state Inspire program, is a three-day program designed to introduce incoming freshmen from diverse backgrounds, to resources and involvement opportunities at Arkansas State University. Through team building, resource seminars and campus exposure freshmen will prepare to be active leaders, through their college matriculation at Arkansas State University. The A-State Inspire is based on Four Principles: Diversity, Inclusion, Growth and Education. In addition to personal, cultural, and leadership opportunities the A-State Inspire will provide: 1. One on one campus tour (to become familiar with class schedule for the fall) 2. Ability to move into their resident halls three days before the general move-in date to get acclimated sooner. 3. Meet and Greet with diverse faculty and staff at Arkansas State University. 4. Automatic membership into Brother 2 Brother and Sister 2 Sister mentorship programs. Eligibility · Must be a minority freshman at Arkansas State University · Must be registered for room and board with residence life for the fall semester. · Must have a strong interest to become a student leader · Must be able to stay for the entire duration of the program. For additional information, please contact Chris Davis, Diversity Program Coordinator at or Dominique Phillips, Student Diversity and Recruitment President at
Where will you collect the data? From what programs, services, locations, and/or populations will you collect the data? Your activity/services/learning opportunity map can help identify potential targets. It could be helpful to indicate primary and secondary locations, if there are many potential places to collect data. Are there any targets or benchmarks for the data? (optional) In some cases, departments may be seeking a certain level of performance; if so, indicate here. It is optional or may be added later. What were the results from your assessments? (e.g., strengths, challenges, action steps) It is important to consider these questions in the planning stage, even if answers will not be requested until the SLO reporting year. Assessment Report Assessment Report Assessment Report Assessment Report How and with whom did you share your results? When will this learning outcome be evaluated again? How will you evaluate the impact of any action steps taken?
A Stitch in Time Storyboard Launch Form groups Team building activities as necessary ==> Launch the project Goals ==> KWL Team roles Team contract ==> Investigate and Research SAS Curriculum Pathways Web Inquiry 110: Comparing Translations, Reflections, and Rotations ==> Transformations on the geoboard ==> Distribute Knowledge Rating Scale Begin research of artwork and history “Frieze Patterns” Illuminations Activity ==> Progress check with each team Investigate and Create Transformation constructions Choose art form for artifact ==> SAS Curriculum Pathways Web Inquiry 104: Types of Symmetry ==> Begin to create artifact Revisit KWL and revise ==> Continue work on artifact Present Prepare Artifact Essay ==> Finalize artifact Prepare presentation of the project Peer review of projects ==> Begin making final presentations Peer evaluation Project reflection
C(0,2) BC= e A(-1,1) B(-2,1) C(0,2) AB= AC= BC= f A(-1,1) B(-2,1) C(0,2) AB= AC= BC= g A(-1,1) B(-2,1) C(0,2) AB= AC= BC=
= 3.29 Standard deviation = 1119 - 329 2 100 100 = 11.19 - 3.29 2 = 11.19 - 10.8241 = 0.3659 Figure 5.16 Source: Survey Data 5.3.2 Customer Retention Table 5.17 Overall Questionnaire means & stranded deviation value Statements Strongly disagree Disagree Agree Strongly agree Mean Standard deviation Comparing another Company service do you think that ceylinco insurance company service have a good quality? 3 15 57 25 3.04 0.51 You can get best service from ceylinco insurance company? 9 18 59 14 2.78 0.63 The life insurance plans of the ceylinco insurance company provide highest benefits for you? 7 13 59 21 2.94 0.65 The insurance plans, policies & procedure of ceylinco insurance company are understand able easily? 3 14 47 36 3.16 0.59 The preumim payment of the ceylinco insurance company is less than other insurance company? 2 16 68 14 2.94 0.38 Are you paid premiums on that time? 6 36 40 18 2.7 0.70
Yes, under section 14 of this act , the person who is holding assets outside India or interest on behalf of PROR can be called on without any fetter of provisions of this act. The manager which includes Managing director of company and in case of unincorporated entity all partners jointly and severally liable to pay tax demand. Whether third party or Debtors ( any sum receivable by assessee) liable to tax demand? Yes, Tax Recovery office may ask concerned party to pay a tax demand. Under section 32(14) , TRO can initiate proceeding under section 32 of this act and manner as laid down under second schedule of Income Tax Act. What is penalty for non co operating or furnishing information by third party? Under section 45 a sum of Rs.50,000 ,which may be increased to Rs 2,00,000. What is penalty Where assesse failed to furnish or furnished inaccurate information? Non filing of information in relation to assets held outside India or source of income outside India in return filed under section 139, attracts penalty of Rs 10 lacs under section 45 of this act. However all Bank balance in aggregate does not exceed Rs 5 Lacs, no penalty under section 42 is payable. Penalty for filing of misinformation or to abet or inducing to file false evidences? The proceeding under section 9 of this act is construed as proceeding under section 193 of Indian Penal Code. Under section 53 any professionals, bank, institutions who encourage to file incorrect or untrue evidences will be subject to prosecution and imprisonment for 6 months to 7 years. Whether declaration made under this act will affect wealth tax return filed? No, to the extent declared under section 59 of this act. In case no declaration filed or in other words benefit of compliance window not availed, the provisions of wealth tax are also applicable. Which are valid evidences for computing Tax under this act? Under section 57 of this act, the evidences which are in possession of Tax Authority will be valid documents for computing tax under this act. Who can not avail benefit of section 59 for filing declaration? Any person , in respect of whom an order of detention has been made underthe Conservation of Foreign Exchange and Prevention of Smuggling Activities
For Group Discussion of Joel Why is repentance the first step before conversion? In your discussion of this question, include Matthew 3:1-2; 4:17, Mark 1:15, and Acts 2:38. The prophet Amos warned that God’s judgment (“for three transgressions . . . and for four”) was about to fall on Israel and on nearby nations, including Judah. Chapters 1 and 2, mention a total of eight nations, including Judah that would experience God’s judgment. This judgment came on Israel at the hands of the Assyrians, around 750 B.C. Main Idea: Amos wrote to call the northern kingdom of Israel to repent and return to God. The Narrative of Amos Let’s start with Amos himself. Who was he? He says in 1:1 that he was a shepherd—an ordinary person whom God called to speak His message against Israel. This message begins in 1:2—2:3 with pronouncements of God’s coming judgment on Israel’s neighbors. Israel could probably handle that—after all, it was not a judgment on them, but only on their neighbors. But this is followed in 2:4-5 by a pronouncement of God’s coming judgment on the southern kingdom of Judah. Here again, they might have been able to handle that. After all, Israel was frequently at war with their brethren to the south. But beginning at Amos 2:6 and through 9:10, the prophet prophesies against them—the northern kingdom of Israel!
ST3-5WT plans and implements a design process, selecting a range of tools, equipment, materials and techniques to produce solutions that address the design criteria and identified constraints Assembly Stage 3 Assembly showing and discussing a slide show of past exemplars of experiments in previous Science Fairs and question time was provided for clarification Literacy Continuum Vocabulary knowledge – cluster 12, 13, 14 Aspects of speaking – cluster 11, 12 Quality Teaching – Significance Background Knowledge, level 4 Knowledge Integration, level 4 Connectedness, level 4 Outline of processes and information regarding STEM PowerPoint (Appendix 4) ST3-4WS investigates by posing questions, including testable questions, making predictions and gathering data to draw evidence- based conclusions and develop explanations ST3-5WT plans and implements a design process, selecting a range of tools, equipment, materials and techniques to produce solutions that address the design criteria and identified constraints MA3-1WM describes and represents mathematical situations in a variety of ways using mathematical terminology and some conventions Classroom Discussion and brainstorming about the importance of STEM education in the 21st Century. Collaboration of ideas in groups regarding conducting appropriate investigation methods, including fair tests, to answer questions or solve problems. In small groups, using own prior knowledge to predict and construct a hypothesis to investigate challenge. Safety – using equipment and materials. Construct and use a range of representations, including tables, graphs and labelling of diagrams. Explicit teaching in using numerical techniques to analyse data and draw conclusions from information, including calculating the means and percentages of data sets. Explicit teaching in the use of thinking strategies such as creativity in mind mapping, brainstorming, sketching and modelling. Discussions in small groups in sharing techniques for documenting design ideas for the STEM Fair. Time given to students to research and build an investigation that is based on Science,
BOOKING FORM Please complete one form per delegate. Please return to: Ian Copley, Minding the Gap, Wakefield One, Burton Street, Wakefield, WF1 2EB Tel: 01924 305632 Email: Title: Name: Job Title: Local Authority/Organisation: Postal Address: Email address: Telephone Number: Facilities requested (please tick as appropriate): Vegetarian diet Vegan diet Large print Wheelchair access Induction loop Other (please specify) This event is free. However, we reserve the right to impose a charge of £30 where delegates do not attend and have not informed us of a cancellation. Delegates are welcome to send a substitute if they find they are unable to attend For further information contact; Ian Copley (Minding the Gap)
Hong Kong H.W. Chan Only a person Gather to join Go to there Koon Nam Cheung Warthog Drinking Cape Buffalo Drinking Water 01 Lewis K. Y. Choi Buzz 15 Loretta Yat Wong Akha10 Hungary Imre Kiss Flurry Judit Deri Vars Karoly Barakonyi Spider brigade 1 Zsuzsanna Csillag Room with views India Anuruddha Das Eye Contact Subrata Adhikary POTTERY WORKER Ireland Katy Swarbrigg Zoe Spiral- Michael Strapec Goodfella Cinderella Paul Gaffey Into The Light Italy Giovanni Nuti reflections Virgilio Bardossi The dool Valdarbia Belvedere 2 Walter Gaberthuel Ice-rain Wonderful Autumn Lithuania Normante Ribokaite Housewife Upstairs 3 Ruslan Bolgov TVSet The Prophecy Fashion geometry Sailing the fields of gold Macau Chan Seng Tang Breaking Through the Defence 9 Breaking Through the Defence 5 Boxing 14 Kai Lon Tang Boxing 45 Let it Rain Weng Sang Wong Alms Giving C2 Study C1 Li River Great MomentLi River Great Fire Dragon C1 Malaysia Chanonn Fong Sewing Fish Net2 Salt Collection3 Water City3 Netherlands Daniel LYBAERT Winters tafereel Norway Roald Synnevaag Nigardsbreen 4 On a bench in Copenhagen Poland Tomasz Okoniewski Jasmina in the kitchen 2 Alexander 2 Qatar Abdulla Al-Mushaifri Golden Path With My Dreams Romania Alexandre Vajaianu ALINE 98 Ovi D. Pop deeper underground chess FOUR SEASONS dead or alive Russia Alexey Suloev Yamal women Meeting the dawn Scotland Bill Terrance The Apothecary Goldfinches A Gentleman Steady Terry Railley Golden Embrace Crystal Serbia Djordje Vukicevic Eye Edo Iglic
AGENDA Action Team meeting 2:00pm – 3:00pm August 14, 2014 171 Rosenau Hall Attending: Black, Donaghy, Figueroa, Kathner, Lee, Neal, Ramesh, Smith, Yates Not Attending: Bloom (non-attending member) Announcements CAU staff update Topics Self-defense classes Templates Continue discussion regarding future of A-Team Round robin Adjourn Events SPH Diversity Orientation (8/16) Schoolwide welcome (8/18) First day of classes (8/19) Coordination Group (8/19) mHealth event (8/22) Dean’s Council (8/27) Labor Day – Holiday (9/1) Welcome back social (9/2) Game Lunch – tbd (9/8) SOPHAS fair – (9/10-11) BSPH Open House (9/15) SPH Advisory Council (9/19) Graduate student open house (10/10) 75th Anniversary Celebration Events Reception – Burlington NC (9/11) Reception – Wilmington NC (In conjunction w/ NCPHA conference) (9/17-919) Retired faculty luncheon – Chapel Hill NC (10/8) World of Difference dinner – Chapel Hill NC (11/6) Upcoming Meetings Thu 9/18/2014 2:00 PM - Susie Thu 10/16/2014 2:00 PM - Rob Thu 11/13/2014 2:00 PM - TBD Tue 12/9/2014 2:00 PM - Elisia
righteousness; and all these things shall be added unto you.” John Ashcroft learned this lesson as a spiritual man and stated it like this, “Dad’s devotion to the spiritual over the material, and the eternal over the temporal, required great sacrifice.” Biblical Womanhood Feminist Mind The historical perspective of feminism helps one to understand how the culture has moved away from biblical womanhood. Carolyn McCulley explained, Or, more simply put, liberal theology denies the authority of the Bible, the atoning work of Jesus Christ, and many other core doctrines of Christianity even as it embraces the popular philosophies of the time. The rise of liberalism eventually led to the twentieth-century division of American Christianity into liberal mainline churches and conservative evangelical and fundamentalist churches. This history actually depicts how Satan has gotten a toe hold in the culture, especially in the Western hemisphere. Liberal churches have invited feminism in, not only to the pew but also to the pulpits. The response has been a weekending of the institution of the local church, a devastating result to an innumerable number of marriages. The destruction to the following generations and the confusion in the culture relative to womanhood can largely be attributed to feminism. She also addressed the empowerment of a spiritual woman when she stated,
DeMoss, Nancy. Lies Women Believe: And the Truth That Sets Them Free. Chicago: Moody Publishers, 2001. McCulley, Carolyn, Radical Womanhood: Feminine Faith in a Feminist World. Chicago: Moody Publishers, 2008. Piper, John and Wayne Grudem, Recovering Biblical Manhood & Womanhood: A Response to Evangelical Feminism. Wheaton: IL: Crossway Books, 1991. Swindoll, Charles R. Man to Man. Grand Rapids: Zondervan Publishers, 1996. Internet Sources Barna, George. “What Americans Believe About Sex.” The Barna Group. (accessed April 3, 2017). Duesing, Jason & Thomas White. (accessed April 13, 2017). The Counsel on Biblical Manhood and Womanhood, “The Danvers Statement, 1987,” (accessed April 14, 2017).
Expectations of "A" Tier Umpires Complete Understanding and Consistent Application of the 2-Umpire System. Complete Understanding of the Differences in the High School and Professional Rules PLATE UMPIRE o Have the ability to walk on the field and be "In Charge" o Have the confidence to conduct your own game in the presence of a domineering manager(s). o Consistent slot positioning and head height throughout the game o Consistent proper handling of equipment (mask / helmet & indicator) o Consistent killing and putting ball back into play when required o Consistent proper mechanics on tag up situations with runner on second and third o Know responsibilities in all rundown situations o Consistent vocalization of foul balls that require it o Consistent execution of proper rotations o Consistent coverage when base umpire goes out STRIKE ZONE o Consistent application of strike zone throughout the game o Correct and consistent timing on call balls and strikes o Has the ability to call strike 3 to end the game, on the same pitch you called a strike in the first inning o Consistent vocalization on called balls and strikes BASE UMPIRE o Complete knowledge of base umpire responsibilities o Consistent application of the "Pause, Read, React" principal when going out o The ability to consistently position yourself with the proper angle and distance for each play including double plays o Have an ease fluidity of motion---getting into position ahead of the play without
qafas: cage/network/body qalb: heart/mind/soul/intellect/marrow/pith qalam: reed/pen/handwriting qamar: the moon qaul: word/saying/promise/consent/vow qaum: nation/people qiyaamat: resurrection/Judgement Day/tumult qaid: imprisonment/confinement/obstacle/control qeemat: price/value/woth/cost ********************************************************************** Kaaf kaatib: scribe/writer kaazib: false kaar: affair/work/labor/duty/profession kaarwaan: caravan/large company of pilgrims kaasah: cup/goblet/bowl kaash: would that ! kaashif: discoverer/revealer kaaghaz: paper/letter/document kaafir: infidel/sweetheart/mistress kaafir: impious/ungrateful kaafur: camphor kaafi: sufficient/enough kaam: palate/desire/object/purport/design/intention
HAIR A fundraising trend that keeps growing. Change your hair to raise money. IRONING Offer your ironing and other housework services around for a donation fee. JEWELLERY Buy beads and get threading. Sell your products at markets and craft fairs. At the same time you can advertise the group. KITCHEN PARTY Everyone cooks their favourite dish and pays to enjoy the feast. You cook even sell a cookbook of the recipes. LEFT-HAND Try doing everything with your left hand for the day and get sponsored. MATCHED GIVING Whether you are raising money in the office or outside of work, ask your employer about matched giving. NURSE OR NOVELEST What did you want to be when you grew up? Charge people to match the adult with their childhood ambition and spend a day dressed as dream role. ONLINE GIVING Set up your own online giving platform. Then spread the word via social media and emails of your fundraising.
What is your perfect world? OUR CLASS ANSWERS An ideal community would not have any hunger or starvation. Stop sickness and death But don’t want people to be greedy? Everyone would have more chances to achieve great things. An ideal community would not have any jealousy or competition. 1/2 Jealousy not so much but you need SOME competition – we need competition to improve. Greater things are achieved. Competition motivates and molds us. An ideal community would not have any unemployment. Everyone needs time off from work e.g one spouse would work, the other stays home. Less unemployment is better for families. Having everyone employed helps equality. All children should have equal possessions and privileges at a certain age, regardless of the status of their families. Kids need competition! A waste of resources Depends on what resources: e.g. phones vs clothes Individuality is important – perhaps a budget is a better approach Takes away the effect of rich parents? Shouldn’t kids work for their own resources? Families are much closer when they share their feelings. Life would be better and easier if we did not carry bad memories in our heads. Bad memories help you define who you are; help you grow You can learn from your mistakes People with bad experiences are more traumatized by them: creating mental illness and despair Overpopulation is such a problem that families should not be allowed to have more than two children. We should be able to have as many kids as we like Humans have already destroyed the earth enough! Takes away freedom of choice Fight for more resources: but freedom of choice more important. In order to truly live a life worth living, do we have to experience pain and suffering? Is it worth giving up freedom, individuality, and choice for safety, security, and comfort? We’ve all seen Divergent! That’s not living! That’s an empty existence! One’s job or occupation in life should be a careful match of one’s interests, talents, and skills. If you’re matched to your job because of interests, you’re more likely to enjoy it. But if you’re assigned to your job you’re more likely to not like it. There are only a limited amount of popular jobs: not everyone can do the popular ones.
14 Electrical Services Undertaken by a CI registered electrician as per plans 1 15 Benches and Units No unit Bench approx 2250 long x 950 wide x 800 high with 4 hinge doors and intermediate 750 wide shelf. See plans for further details 18mm ply top (36mm thick) 2 m2 shelf 1 m2 Bottom 1 m2 Sides 2 m2 Base 2 m2 Back 1 m2 Screws 1 sum Glue 1 sum Polyurenthane 3 coats m2 Shelving unit approx 2000 long x 1375 overall height x 300 wide, includes intermediate shelves and vertical dividing panels. See plans for further details. No unit Top and bot 2 m2 Sides 2 m2 Dividers 2 m2 Shelves 3 m2 Polyurenthane m2 Screws sum Glue sum Desk approx 1450 long x 600 wide x 750 high with 40mm min thick work surface. See plans for further details No unit Top (36mm thick) 2 m2 Sides 2 m2 Back 1 m2 Sub frame 1 m2 Polyurenthane m2 edges m
Brentwood Benson Publishing/House Of Black’s Music/ASCAP. All rights reserved. Used by permission. Vs 1 What a blessed day when the Lord washed away my every burden What a joy divine what a glad, happy time and I am certain Though the years have come and gone the Savior’s still as sweet As the very moment that I first believed Chorus I’m still amazed at the grace that He gave when I was holding to the end of my rope Still in awe of the cost at the cross so I can know, that I know, that I know He will be everything that I need every minute of every day At the wonderful, marvelous, glorious way He saves I’m still amazed Vs 2 Not a day goes by that I don’t realize where I’d be without Him And He’s been so good that there’s no way that I could pause to doubt Him He knew well who I was but He saw who I could be And from glory to glory He keeps changing me Bridge Oh, how marvelous, how wonderful and my song shall ever be How marvelous, how wonderful is my Savior’s love for me For What Earthly Reason Dottie Rambo. New Kingdom Music/ASCAP. All rights reserved. Used by permission. Vs 1 For what earthly reason would the Heavenly Father send down His Son To suffer rejection and pay for crimes He had not done For what earthly reason would the Father let Him hang on a tree I wept with the answer, that one earthly reason was me Chorus I was the reason, that one earthly reason I was the guilty, He was the sacrifice I was the taker, He was the giver Dying while I go free, that one earthly reason was me
substantial expenditure throughout their lives. As each household goes through its life-cycle different housing and housing costs are experienced. The proportion of gross income spent on housing is an important indicator of wellbeing, as the income left can be used for other essential items such as food, health services, education and transport costs. How is the ACT progressing? The total gross mean household income spent on housing costs in 2011–12 in the ACT was 14 per cent which is the same as the national figure. This was a 1 per cent increase in the ACT since 2009–10. National figures remained the same. In 2009–10, 13 per cent of gross household income was spent on housing in the ACT compared to 14 per cent nationally. In 2011–12, home owners with a mortgage spent 16 per cent of their gross income on housing costs in the ACT and 18 per cent nationally, which is the same as the 2009–10 percentages. Home owners without a mortgage spent the lowest proportion of their gross income on housing costs, 2 per cent in the ACT and 3 per cent nationally. The same percentages were reported in 2009–10. Renters in the ACT spent 19 per cent of their gross income on housing costs, compared with 19 per cent nationally. This is a 1 per cent increase in the ACT and a 1 per cent decrease in the national figures from the 2009–10 reporting period. ACT public housing tenants reported in 2011–12, that 19 per cent of their income was spent on housing costs, an increase of 1 per cent from 2009–10. In 2007–08 this percentage was 22 per cent. Nationally public housing tenants reported 19 per cent of their income was spent on housing costs.
Name:__________________________________________________________Date:_________________ “A Worn Path” -Eudora Welty Instructions: Read through “A Worn Path” when you find a metaphor or simile write it down in the right column. Identify if it is a metaphor or simile in the first column. Identify if it was said by the narrator or by Phoenix Jackson in the second column. The first line is an example. Metaphor Phoenix “Now comes the trial”
What data are you collecting?) Reviewing student responses will show if the students are following lesson. Preparation: Have booklets premade Coping strategies prepared Essential Question: When do YOU worry? Engagement Question/Hook/Icebreaker: When do people usually worry? Procedures School Counselor Procedures/Steps Confidentiality Group Norms Brief check-in Explain that everybody worries – it’s a natural part of life. Aske “When do people usually worry?” Write down student’s responses on a white board or poster board. Read and briefly discuss the book Wemberly Worried by Kevin Henkes. “When do YOU worry?”: Complete first two parts of the “Worry Free Me!” booklet pages. Share with group if there is time. Have students put their booklets in their folders. Close the group with a musical patter chosen by the child who is the leader that day. Student Involvement (anticipated/expected) Student will discuss their worry over the past week. Student will think of ways everyone worries. Student will write down two ways they worry and strategies to help. Student will play musical pattern on instrument.
A Christmas Carol: a timeline of major plot events Ebenezer Scrooge Miserable Tight-fisted Redeemed by the end Scrooge is the main character of Dickens' novella and is first presented as a , unpleasant man. He rejects all offerings of Christmas cheer and celebration as 'Humbug!' On Christmas Eve he is visited by the ghost of his old business partner, Jacob Marley, who warns that he will be visited by three ghosts. Each of the ghosts shows him a scene that strikes fear and regret into his heart and eventually he softens. By the end of the story, Scrooge is a changed man, sharing his wealth and generosity with everyone. How is Scrooge like this? Evidence Analysis According to Dickens's description, Scrooge is cold through and through. No warmth could warm, no wintry weather chill him. Dickens uses pathetic fallacy to represent Scrooge's nature. The weather is a metaphor for Scrooge's behaviour as he cannot be made either warmer or colder by it. Miserly Scrooge is stingy with his money and will not even allow his clerk Bob Cratchit to have a decent fire to warm him on Christmas Eve. ...as the clerk came in with the shovel, the master predicted that it would be necessary for them to part. The indirect speech shows that Scrooge is threatening and in charge. He will not give permission for Cratchit to take more coal.
Generous He proposes a toast to Scrooge even on Christmas Day. "I'll give you Mr. Scrooge, the Founder of the Feast!" Scrooge is too miserly to offer his clerk a decent wage, but Cratchit is generous enough to be grateful to his boss. Sensitive He cries openly for his son when he is ‘dead’. "My little, little child!" cried Bob. "My little child!" The repetition of 'little' adds to the sad effect of Bob's cry. We feel sympathy for him at this point. Fearful He is afraid of Scrooge's reaction when he arrives late to work after Christmas Day. "It's only once a year, sir," pleaded Bob, appearing from the Tank. Bob 'pleaded' which shows he is worried about being punished by Scrooge. Fred Cheerful Generous Kind-hearted How is Fred like this? Evidence Analysis Positive Even when Scrooge puts down all his talk of Christmas festivities, Fred persists with his good cheer. "I'll keep my Christmas humour to the last. So A Merry Christmas, uncle!" We learn about Fred's positive nature from his dialogue. Everything he says focuses on the positive aspects of Christmas. Persistent Fred refuses to let Scrooge's miserly attitude dampen his sprits. "I mean to give him the same chance every year, whether he likes it or not, for I pity him." He shows his care for his uncle by pledging to continue visiting Scrooge regardless. His concern is revealed by his persistence and pity. Enthusiastic When Scrooge finally turns up for Christmas "Let him in! It is a mercy he didn't shake his arm off." Fred's enthusiasm is evident in his hearty welcome,
Explicit teaching Google Sketchup — a YouTube video of a tutorial for building a house in Google Sketchup Mathematics — area, scale, position (compass), length, perimeter, addition, subtraction, money building design — A PBS website with interactive information on buildings Key inquiry question How do building designs meet the social and environmental needs of users? The hook — week 1 To initiate students into the unit of work. YouTube video on sustainable demountable classrooms — cost of running a classroom need to design a cost effective and functional classroom letter from Mr Mayhew to challenge to build a relocatable affordable and ecofriendly classroom — figures of electricity bills, paper, furniture, budget, size of area 150 sq. 5 years — housing and population increase, which equals increased enrolments. video/pictures. Film Steve Inquiry question 1 (4 weeks) (Weeks 1, 2, 3, 4) What is a built environment? What purpose does it serve? What factors influence the design of built environments (social and environmental)? Inquiry question 2 (6 weeks) (Weeks 4, 5, 6, 7, 8, 9)
pictures of built/ecofriendly/natural environments pros and cons table template A3 & A4 paper floor plan examples technical drawing examples of houses (side, rear, front and 3D) class dojo-message resources Website on demountable classrooms — Bunnings Warehouse website — Microsoft Excel Microsoft Word Google Sketchup Assessment criteria all tasks draft drawing/picture college/google sketch up/building manipulate kid friendly teacher specific Material budget sustainable energy budget-hydropower, etc landscape materials building materials