zilongwang/ReadingBank huggingface dataset:
New ideas in science, technology, and the arts emerge in the postwar period. In response to aggression by fascist Italy and Nazi Germany, Britain and France pursue a policy of appeasement, while the United States follows a path of isolationism. Student examine how roles of aggressive ideology, nationalism, and powerful weapons led to World War II. These themes and traits continue to shape politics today. TCI History Alive! World Connections Chapter 23 Chapter 24 Primary vs. Secondary Sources RAFT (speech, letter, political cartoon, posters) Web Quest (Dowler, Roosevelt) DBQ Project DBQ: How did the Versailles Treaty help cause World War II? Heartland AEA Resources Learn 360 NetTrekker Newsela Link to Course Page: Link to Curriculum 101 Office Mix: Scales
fines and a host of other areas – so please, let’s make a useful e-mail go viral and let’s get everyone in Australia to sign up to this because everyone will benefit. And remember, you do not need to live in Victoria to register your interest and anyone can get involved from any State and once the class action has been successfully run in Victoria, the ramifications of that case would flow onto all other States as well. Okay, so I’m going to give you a few minutes to actually go and do some of those things right now. I want everyone listening to this, if you haven’t already, to use the next song break to add your expression of interest to the local government class action page and to also, at the very least, download the local government press release that is applicable to your state. Play Songs As we have mentioned on our last few shows, we are looking at new ways of generating some cash flow to ensure that we can continue running these weekly radio shows and organising great guest speakers, so that we can continue researching for our shows and continually updating our website with the latest, cutting edge information and strategies for learning about and standing up for your rights. Maybe mention getting another cop or even Judge on the show. Now, last week we received a few e-mails from people who suggested that they would be interested in a full day Know Your Rights seminar with speakers from CLRG, Aussie Speeding fines, David Woods and the like. So, we’re going to ask you all to shoot us through a quick e-mail – not to the but to our regular address just some time during the week to let us know if this is something that you would be interested in. I have had some preliminary discussions with the CLRG guys, as well as Aussie Speeding Fines and they have said that, if the interest is there then they would be more than happy to put something together. We would be looking at charging something around the $100 mark for the full day and that would include handouts as well as the information that was actually being presented and, to cover the costs of travel, venue and equipment hire, we would need around 50 or so attendees. So, if you would be interested in attending and, more so, if you are part of a group that you know that would be interested in attending, please let us know so we can try and put that together.
Write a question that can be answered using the note to the right. Make sure the question is lined up directly to the left of the note. Take notes on this side of the page. Skip a line or leave a clear indication of space. Summmary: Supplemental Reading - The Columbian Exchange by Alfred Crosby Professor Emeritus, University of Texas at Austin SOURCE LINK -
Australian Therapy Outcomes at La Trobe Transcript AusTOMs Australian Therapy Outcome Measures Professor Carolyn Unsworth What are AusTOMS? AusTOM’s are short for Australian Therapy Outcome Measures. These are a standardised set of measures to determine client change over time. It’s based on the TOM’s from the UK and it maps closely to the concepts of the ICF or International Classification Functioning. There are three sets that have been developed for Physiotherapy, Occupational Therapy and Speech Pathology. How are AusTOM’s used? You can use AusTOM by making a rating of your client on admission and discharge. On admission you conduct your regular interviews and standardised assessments that you would usually conduct and then set goals as usual. You choose your AusTOM’s scales to reflect the goals that you have set. So you make a rating for each scale in the domains of impairment, activity limitation, participation restriction and stress and wellbeing. That means that you end up with a profile of four scores for each scale for each client. What are the advantages of using AusTOM’s? There are several advantages to using AusTOM’s. It’s a standardised assessment so it has known reliability and validity and you can use it with any client. Clients of any age group of any diagnosis and in any setting and it takes only a few moments to administer once you are used to using the kits. Each kit comes with a manual which also has a set of scales and the occupational therapy kit has a DVD for training purposes as well. You can look on the web site for further information and if you have any further questions please email us at La Trobe University.
Written Application Mark was really excited about getting his new braces. He ran with joy down the stairs of the dental office thinking how excited he is to show his sister his shiny new smile and tripped down the stairs. He fell down 20 concrete stairs and hit the bottom stair with his hands outstretched and felt a crack in his anterior shoulder. Mark was rushed to the emergency room for immediate X-rays. Why might doctors need more than one x-ray to property diagnose Mark’s injury? Cite 2 examples of x-rays from the Lab: Identifying X-Rays and explain how they relate to diagnosing Mark’s injury. 7 Slice Paragraph Topic Sentence _____ Introduce and provide evidence with citation _____ Paraphrase _____ Introduce and provide evidence with citation _____ Paraphrase _____ Explain in greater detail _____ Connect to your main point _____ Written Response Rubric 4 3 2 1 CCSS Writing Anchor Standard 9: Draw evidence from literary or informational text to support analysis, reflection, and research. Main idea is clear. Explain why using 2 pieces of evidence from the text with citation. Explain how the evidence supports your point (paraphrase/explain/details) Readable. Well-organized. No convention errors. Main idea is clear. Explain why using 2 pieces of evidence from the text with citation. X Readable. Well-organized. Little to no convention or grammar errors. Main idea is somewhat unclear. One piece of evidence from text or citation is missing. X Somewhat Readable. Somewhat organized. Frequent convention and spelling errors. Main idea is unclear. No evidence from the text. X Unreadable. Unorganized. Many convention and spelling errors. Name ____________________________________________________ Date _________________________________Period _____
Michelle Reitz, Vice-President (SMD #6) Destry Gruetzmacher, Trustee (SMD #4) Carlos Gutierrez, Secretary (SMD #1) Steven Webel, Trustee (SMD # 5) Trey Wimberley, Trustee (SMD #7) Central Administration David E Plymale, Superintendent Debra Bauer, Director of Special Programs DeAna Helmer, Director of Curriculum Campus Schools and Contact Persons SCHOOL/ADDRESS CONTACT PERSON PHONE NO. Goliad High School 749 North Tiger Drive Brenda Gohmert Home 649-1606 School 645-3257 Goliad Middle School 659 North Tiger Drive Mary Tippin Home 578-1363 School 645-3146 Goliad Elem EE-6 School 102 West High Patricia Huber Home 439-7599 School 645-3206 Director of Operations 1051 North Tiger Drive David Hill Home 645-3941 School 645-3257 Introduction Goliad Independent School District maintains a current list of persons qualified to serve as substitute teachers. When a teacher expects to be absent from duty, the teacher notifies the
Output Card HDMI Supports 1 HDMI+LR Signal input Resolution up to 1080P60 Supports HDCP Audio de-embedded DVI (Universal) Supports 1 HDMI/ DVI/ VGA/ YPBPR/ CVBS+LR Signal input Resolution under 1920*1200 Supports HDCP 3.5mm audio can embedded HDBaseT The distance can up to 70/100m Supports POC function, RS232 and IR transmit Can work with C70/100 extenders Fiber The distance can up to 10km with 1 core single model LC fiber Can work with 110D/ M transmitters to realize the long distance transmission SDI Supports 1 3GSDI input and 1 3GSDI output Automatically adapt the SD, HD, 3G SDI signal Audio de-embedded Part 4. Packing list: 9x9 chassis 1 pcs Power cord 1 pcs
LESSON 1 LESSON 2 LESSON 3 LESSON 4 LESSON 5 MONDAY Maths (Non-Calculator) German (reading) TUESDAY German (speaking) Classical Civilisations History WEDNESDAY ICT English Physical Education THURSDAY English Math (Calculator) Geography FRIDAY ART Religious Education
curriculum includes instruction in the seven Sacraments, and we have begun by looking closely at the Sacrament of Confirmation. We will have a quiz on this material on Tuesday. Science: We began our year with a hands-on activity entitled Mystery Boxes. Working in groups, students practiced the skills of scientists, as they observed, recorded, inferred, and reached consensus on the contents of 6 mystery boxes. Then, we conducted a mock science conference, during which they had a chance to consider the findings of other groups, ask and answer questions, and defend their theories or revise their thinking. Finally, they discovered (much to their dismay!) that they could not open the tops to confirm with certainty the boxes’ contents. The goal of this activity is to help students tap into the same curiosity that drives scientists to research, discover, and invent. I can’t wait to challenge their curious minds this year! Our first Physical Science unit is underway, as well. We have been busy exploring the energy transformations that take place during a roller coaster ride. Check out the following link to see what we’ve been up to… Social Studies: As an introduction to our Map & Globe Skills unit, students put on their cartographer hats. They created their own Royal Castle Floor Plans and U.S. state maps to brush up on the 4 cardinal directions, state abbreviations, and capital cities. Then, we began to explore the features on globes that help us to pinpoint locations. Finally, we built online maps of the world using the Scholastic GeoGames site. We added continents, oceans, mountain ranges, rivers, countries, and world capitals. Hope everyone is enjoying the beautiful weekend weather! Mrs. Greco
3/14 NO HOMEWORK 3/15 PERIODS 1, 3, 4 Page 312 7-25 ODD PERIOD 2 Page 574 12-28 EVEN 3/16 PERIOD 1 Page 313 31-34 PERIOD 2 Page 581 30-37 PERIOD 6 Page 312 7-25 3/17 PERIODS 3, 4, 6 Page 313 31-34 3/18 3/21 ALL PERIODS Page 321 30-37 *All classes on same schedule* 3/22 PERIODS 1-4 Page 329 5-20 3/23 PERIOD 1-2 Page 331 41-45 PERIOD 6 Page 329 5-20 3/24 PERIODS 3-6 Page 331 41-45 3/25 SPRING BREAK: March 28-April 1, 2016
Lithium 519 Boron 799 Carbon 1088 Nitrogen 1406 Oxygen 1314 Fluorine 1682 Neon 2080 To calculate the scale factor: Measure the length of a precut straw = ______14.5______ cm Divide the length of the straw by 2 = _____7.25_________cm Divide that number by 2080 = Scale factor_______________ cm To calculate the length of your straw: Multiply the scale factor by the ionization energy given in your data table. Answer the following questions in your notebook: In a sentence, describe the relationship between atomic number and the amount of ionization energy as you go down a group on the periodic table. Based on your understanding of ionization energy and atomic size, explain why this trend makes sense as you go down a group on the periodic table. In a sentence, describe the relationship between atomic number the amount of ionization energy as you go across a period on the periodic table. Based on your understanding of ionization energy and valence electrons, explain why this trend makes sense as you move across the periodic table. Electronegativity: The electronegativity for the following elements is estimated to have the following values: Name Symbol Atomic Number Electronegativity Calculated Straw Length (cm) Nitrogen 3.0 Phosphorus 2.1 Arsenic 2.0
1st 2nd 1st example 2nd example Long Short What do you call this in English? What’s this? Difficult Easy Circle the odd one out. Circle the different word _________. ___________? These two are different. Are these different? General Specific There are many colors around us. Which colors can you see? Group Individual Can you see this picture? David, can you see this picture?
GOAL Your lesson Language 1__ Introductions 2__ Review words __ CE language __ Examples 3__ Questions __ Feedback __ Paraphrasing Used the screen/board, asked Q’s Used ppt/Prezi/flashcards; board; word/picture cards Simple, clear, short, full sentences, direct instructions ..whenever possible Convergent, divergent, display, real, s>T, EASY Repeated, clarified, prompted, (taught), gave recast Used different words & grammar to maximize ss learning Introduced ______________& ____________ ~#__ ___________ words from __/__/__ groups s>T means ____________________________ TEE 4__ Gestures __ Demonstration 5_ Participation 6_ Board use 7_ Techniques 8_ Materials Pointed, used body language Showed ss how to do game directions Maximized individual student participation Used the board to write, point, draw, show Used teacher strategies, techniques Used cards, swatters/hammers, sticky balls, miniboards Pointed to words on ______ and/or _____________ Activities 9_ Preparation __ Core 10_ Follow-up Previewed all game words Suitable for reviewing words Assessed ss learning individually ex.)__________________, ______________________ _____________________________________________ ex.)_________________, _________________________
Preview “The Crow and the Robin” to determine the genre you are reading. (See the “Genre Table” on the resources page for support!) Once you’ve made a decision about the genre of this text, jot down some elements of the genre in the table below! Afterwards, closely read the text through the lens of the genre! Reading Through the Lens of the Genre Genre Some elements of this genre are: Now, preview the question below, and reread the text through the lens of the question! (you do not need to respond to the question yet) Question: Explain how Crow from “The Crow and the Robin” and Dog from “Dog and His Reflection” are alike and different. Use two details from the stories to support your response. Reading Through the Lens of the Question Rewrite the question in your own words: In order to answer this type of question, what specific details will you need to be on the lookout for when you read the text? (Think: Is this a question about the setting? Character? Theme? What information do readers need to find to write about the setting/character/theme?) FORMAT OF VENN DIAGRAM: Use the Venn Diagram format to compare and contrast Crow and Dog in your reader’s notebook Reading: Read your independent reading book for 40 minutes. Log in your reading log. In your reading notebook, use TWO of the prompts from your bookmark to write entries about your reading in your reading notebook.
ACSA REGION XV CHARTER ACTION PLAN 2014-2015 This Action Plan, Council/Committee member list, and Membership List update is due before September 24 for full Rebate: Charter PAC²E Charter President Laura Solis Year 2015-2016 Region Responsibilities Date Activity Person Responsible Topic Location or Sent To Budget 9/23/15 9/23/15 10/20/15 11/12/15 1/20/16 2/27/16 3/2/16 4/3-4/4/16 4/13/16 Action Plan Due Regional Assembly Women’s Leadership Leadership Every Student Succeeding Recognition Regional Assembly Region Conference Student Oratory Contest Legislative Action Day Regional Assembly President /Pres Elect/Membership Charter President/ Membership Members Charter President/Members President /Pres Elect/Membership Charter President/ Membership Membership President Charter Pres/Treasurer Members ACSA Website Coco’s Pasadena American Legion Sacramento Maria Thompson/Pasadena American Legion Coco’s Marshall Fundamental HS Pasadena Amer. Legion Sacramento/Alex Rojas ’s
4/27/16 6/16-6/17 Spring Awards Banquet Leadership Retreat Everyone/Members President-Elect Castaways/Burbank TBD Charter Membership Promotional Activity Date Activity (Breakfast, Dinner, etc.) Speaker/ Attendance/ Responsible Topic Location Budget Fall Winter Spring Kick off PACE Event – Breakfast Principal’s PLC Administrative Team Meeting Superintendent’s Intro to the 15-16 year Announce Nominations and process Announce Every Students Succeeding Announce Oratorical Contest Membership Benefits, Dues Membership Benefits, Dues Ed Center $100 Charter Activities
The following table gives the correspondence between the four number system : Hexadecimal 0 0 0 0 1 01 1 2 2 10 2 3 3 11 3 4 100 4 5 5 101 5 6 6 110 6 7 7 111 7 8 10 1000 8 9 11 1001 9 A 12 1010 10 B 13 1011 11 C 1100 12 D E F 10 11 12 Continue the above table.
0011 3 0100 4 0101 5 0110 6 0111 7 1000 8 1001 9 0001 0000 10 0001 0001 11 Other BCD codes : Many other 4-bit codes exists , such as 7421 , 6311 , 5421 ,5311 , 5211 , 2421 ….. All are weighted codes . EX: (16)D to 2421 code 1 6 0001 1100 (75)D to 5421 code 1010 1000 (693)D to 6311 code 1000 1100 0100 7421 6311 2421 D 0000 0000 0000 0 0001 0001 0001 1 0010 0011 0010 2 0011 0100 0011 3 0100 0101 0100 4 0101 0111 1011 5 0110 1000 1100 6 1000 1001 1101 7 1001 1011 1110 8 1010 1100 1111 9 5311 5421 Decimal bit
0000 0000 0 0001 0001 1 0011 0010 2 0100 0011 3 0101 0100 4 1000 1000 5 1001 1001 6 1011 1010 7 1100 1011 8 1101 1100 9 Gray code : It is un weighted code the main characteristic of this code is that each gray number differs from the preceding number by single . Binary Gray Decimal 0000 0000 0 0001 0001 1 0010 0011 2 0011 0010 3 0100 0110 4 0101 0111 5 0110 0101 6 0111 0100 7 1000 1100 8 1001 1101 9 1010 1111 10 1011 1110 11 1100 1010 12 1101 1011 13 1110 1001 14 1111 1000 15 EX: 1 0 1 0 Gray 1 1 0 0 Binary 1 1 0 0 Binary 1 0 1 0 Gray Alpha numeric codes :
Distribution Needed for Hypothesis Testing Earlier in the course, we discussed sampling distributions. Particular distributions are associated with hypothesis testing. Perform tests of a population mean using a normal distribution or a student's-t distribution. (Remember, use a student's-t distribution when the population standard deviation is unknown and the distribution of the sample mean is approximately normal.) In this chapter we perform tests of a population proportion using a normal distribution (usually n is large or the sample size is large).
Loan Liquidation Report – Example #2 (Full Payoff) Transaction Loan Name / Property Name Prosup # / Loan # Liquidation Code / Date R64 - Full Payoff / 9/16/2013 Preparation Date 11/1/2013 Reporting Period i.e. Determination Date November 2013 Scheduled Balance at Liquidation $11,658,539.39 Advances Outstanding at Liquidation $1,304,249.55 Transacted with Borrower, Third Party or SS Affiliate Borrower (sale of property to Third Party through a Bankruptcy Plan) Payoff / Purchase Price $15,345,789.80 Broker Name XYX International (for Borrower) Total Broker Fees (%) 1.5% Total Fees to Special Servicer Affiliated Entities $0
REO Liquidation Report – Example #2 (Multi Property Collateralized) Transaction Loan Name / Property Name Prosup # / Loan # REO Date 2/7/2012, 8/2/2011, 11/1/2011, 11/1/2011, 11/1/2011 Liquidation Code / Date 03 Liquidation / Disposition / 11/21/13 (Final) Preparation Date 2/24/2014 Reporting Period / Determination Date March 2014 Scheduled Balance at Liquidation $44,349,266.57 Transacted with Third Party or SS Affiliate Third Party Purchase Price $22,144,072.19 Broker Name 123 Real (Broker) XYX State (Co-Broker)
Total Broker Fees (%) 1.75% Total Fees to Special Servicer Affiliated Entities $168,875 Collateral Description: Insert general description of collateral property(s). Collateral Valuation: Insert a valuation table for each property and include firm name, report date and valuation data. Appraisal Appraisal Appraisal Appraisal BOV Firm 1 Firm 2 Firm 3 Firm 4 Firm 1 Date Date Date Date Date As-Is Value Per Unit As-Is Value Per Unit As-Is Value Per Unit As-Is Value Per Unit As-Is Value Per Unit Collateral Condition: Insert a condition table for each property and include firm name, report date and a status comment. Inspection Environmental Report Engineering Report Firm A Firm B Firm C Date Date Date Property Operation Information: Insert a valuation table for each property. The table can also include annualized and budgeted financial information. Original U/W FYE YYYY FYE YYYY FYE YYYY FYE YYYY Annualized Occupancy Effective Gross Revenue Total Operating Expenses Net Operating Income
p-value = P(p’ < .287 or p’ > .313) = 2*normalcdf(-10^99,.287,.3,)= 0.7216 Make a decision. The level of significance is the preset α. Since α is not given, assume that α = 0.05. α < p-value. The Decision is do not reject Ho because there is not sufficient evidence to conclude that the proportion of households that have three cell phones is not 30%. NOTE: Hypothesis testing problems consist of multiple steps. To help you do the problems, solution sheets are provided for your use. Look
Attachment A: QUARTERLY STUDENT ENROLLMENT BY PROGRAM – SAMPLE Program with CIP Code # of students currently enrolled Average Credits Earned Average Credits Remaining for Program Completion Expected Graduation Date Example: BS Graphic Communications 500499B 8 81.1 8.9 6/28/2008 14 68.8 21.2 9/27/2008 Example: Visual Arts 20 80.9 9.2 6/28/2008 11 69.5 20.5 9/27/2008 Attachment B: QUARTERLY REPORT OF EMPLOYEES BY PROGRAM/FUNCTIONAL AREA Semester/Quarter &Year Program/Functional Area Number of Fulltime Faculty Number of Part-time Faculty Number of Administrative Staff QUARTERLY PROGRAM TEACH OUT / TRANSITION PROJECTIONS Teach Out Year 1 Transfer Year 1 Year 2 Teach Out Year 2 Transfer Year 3 Transfer Full Time Part Time Totals APPENDICES TO BE ATTACHED Letter of Intent
9.1.1 Elements of an ADA Claim— Disparate Treatment — Mixed-Motive Model In this case [plaintiff] is alleging that [defendant] [describe alleged disparate treatment] [plaintiff]. In order for [plaintiff] to recover on this discrimination claim against [defendant], [plaintiff] must prove that [defendant] intentionally discriminated against [plaintiff]. This means that [plaintiff] must prove that [his/her] [disability] was a motivating factor in [defendant's] decision [describe action] [plaintiff]. To prevail on this claim, [plaintiff] must prove all of the following by a preponderance of the evidence: First: [Plaintiff] has a “disability” within the meaning of the ADA. Second: [Plaintiff] is a “qualified individual” able to perform the essential functions of [specify the job or position sought]. Third: [Plaintiff’s] [disability] was a motivating factor in [defendant’s] decision [describe action] [plaintiff]. Although [plaintiff] must prove that [defendant] acted with the intent to discriminate on the basis of a disability, [plaintiff] is not required to prove that [defendant] acted with the particular intent to violate [plaintiff’s] federal rights under the ADA. In showing that [plaintiff's] [disability] was a motivating factor for [defendant’s] action, [plaintiff] is not required to prove that [his/her] [disability] was the sole motivation or even the primary motivation for [defendant's] decision. [Plaintiff] need only prove that [the disability] played a motivating part in [defendant's] decision even though other factors may also have motivated [defendant]. As used in this instruction, [plaintiff’s] [disability] was a “motivating factor” if [his/her] [disability] played a part [or played a role] in [defendant’s] decision to [state adverse employment action] [plaintiff]. [I will now provide you with more explicit instructions on the following statutory terms: 1. “Disability.” — Instruction 9.2.1 2. “Qualified” — See Instruction 9.2.2 ] [For use where defendant sets forth a “same decision” affirmative defense: If you find that [defendant's] treatment of [plaintiff] was motivated by both discriminatory
a job; any such appearance would have been only a minor aspect of her job); Conneen v. MBNA America Bank, N.A., 334 F.3d 318, 327 (3d Cir. 2003) (promptness was not an essential function merely because the employer thought it necessary for the employee to set an example for employees); McNelis v. Pennsylvania Power & Light Co., 867 F.3d 411, 413, 415 (3d Cir. 2017) (plaintiff – who was fired from his job as an armed security officer at a nuclear power plant after he “experienced personal and mental health problems” and failed a fitness for duty exam conducted by a psychologist – could not perform the “essential functions” of his job because “[Nuclear Regulatory Commission] regulations require Nuclear Security Officers to be fit for duty … and to maintain unescorted security clearance” and the plaintiff “did not satisfy either legally mandated requirement at the time he was fired”); id. at 416 n.2 (reasoning in the alternative that even if the plaintiff had stated a prima facie case, the NRC’s regulatory requirements would provide a defense (citing 29 C.F.R. § 1630.15(e)). The Third Circuit has held that whether a particular function is an “essential function” of a job under the ADA is a question best left for the jury. Turner v. Hershey Chocolate USA, 440 F.3d 604, 613 (3d Cir. 2006). However, where the function is an essential function because it is a legally-defined requirement, that presents a question of law for the court. See McNelis, 867 F.3d at 415 (in affirming grant of summary judgment dismissing plaintiff’s claims, citing Nuclear Regulatory Commission requirements and “the well-settled proposition that ‘a legally-defined job qualification is by its very nature an essential function under [the ADA]’” (quoting Brickers v. Cleveland Bd. of Educ., 145 F.3d 846, 850 (6th Cir. 1998))).
a job; any such appearance would have been only a minor aspect of her job); Conneen v. MBNA America Bank, N.A., 334 F.3d 318, 327 (3d Cir. 2003) (promptness was not an essential function merely because the employer thought it necessary for the employee to set an example for employees); McNelis v. Pennsylvania Power & Light Co., 867 F.3d 411, 413, 415 (3d Cir. 2017) (plaintiff – who was fired from his job as an armed security officer at a nuclear power plant after he “experienced personal and mental health problems” and failed a fitness for duty exam conducted by a psychologist – could not perform the “essential functions” of his job because “[Nuclear Regulatory Commission] regulations require Nuclear Security Officers to be fit for duty … and to maintain unescorted security clearance” and the plaintiff “did not satisfy either legally mandated requirement at the time he was fired”); id. at 416 n.2 (reasoning in the alternative that even if the plaintiff had stated a prima facie case, the NRC’s regulatory requirements would provide a defense (citing 29 C.F.R. § 1630.15(e)). The Third Circuit has held that whether a particular function is an “essential function” of a job under the ADA is a question best left for the jury. Turner v. Hershey Chocolate USA, 440 F.3d 604, 613 (3d Cir. 2006). However, where the function is an essential function because it is a legally-defined requirement, that presents a question of law for the court. See McNelis, 867 F.3d at 415 (in affirming grant of summary judgment dismissing plaintiff’s claims, citing Nuclear Regulatory Commission requirements and “the well-settled proposition that ‘a legally-defined job qualification is by its very nature an essential function under [the ADA]’ ” (quoting Brickers v. Cleveland Bd. of Educ., 145 F.3d 846, 850 (6th Cir. 1998))).
Save Only saves the created code to the Program Editor, but does not run the code. Cancel closes the dialog box without saving or executing a command. Clear empties the fields so information can be re-entered. Help opens the Help topic associated with the module being used. (Currently Disabled). Try It From the Analysis Command Tree, use the READ command to open a PRJ project file. Select a form or table. From the Analysis Command Tree, click Advanced Statistics > Cox Proportional Hazards. The Cox Proportional Hazards dialog box opens. From the Censored Variable drop-down list, select the variable that indicates whether the case is a failure or a censored case. From the Value for Uncensored drop-down list, select the value of the censored variable that indicates a failure. From the Time Variable drop-down list, select the variable that indicates at which time the failure or censorship occurred. From the Time Unit drop-down list, select the unit in which the time variable is expressed, if needed. From the Test Group Variable drop-down list, select the discrete variable used to divide cases into groups. In the Cox model, there is no essential difference between the group variable and other predictor terms. For this reason, using the group variable is optional. From the Other Variables drop-down list, select the predictor variables. If you select any predictor variables, Make Dummy will be activated. Selecting will allow a numeric variable to become discrete rather than continuous; the variable is enclosed in parentheses to indicate that dummy variables are created. If a predictor variable enclosed in parentheses is selected in the list, the Make Dummy button changes to Make Continuous. Selecting it makes the variable continuous. If you select more than one, the Make Dummy button changes to Make Interaction. Selecting it results in all possible combinations of the selected variables being added to the regression as interaction terms. Click Graph Options. The Cox Graph Options dialog box opens. From the Plot Variables drop-down list, select a graph type. From the list box, select a variable(s) to graph.
Factorise and Solve Quadratics 1. a) Factorise x2 + 5x + 6 ……………………………… b) Solve x2+ 5x + 6 = 0 x = ……………… or x = ……………… (3) 2. (i) Factorise x2 – 5x - 24 …………………………… (ii) Solve the equation x2 – 5x - 24 = 0 x = ……………… or x = ……………… (3) 3. (i) Factorise x2 – 16 ………………………………… ii) Solve the equation x2 – 16 = 0 x = ……………… or x = ……………… (iii) Sketch the graph of y = x2 – 16 (3) (1) TOTAL /10
Gathering evidence 20 minutes Evidence from text Evidence from text Small group work Focus: Gathering evidence from multiple sources texts and primary sources Sharing evidence 8 minutes Evidence from text Evidence from text Whole class consolidation and collection of ideas Focus: Competing Values? Imperialist Argument? Indigenous Argument? Close 2 minutes Assign Final Writing task
Cap on and reimbursement for Resident Site Staff passage (10) If a member of the Resident Site Staff was recruited directly from overseas and when he/she leaves employment as such, a cap is allowed for him/her and each of his/her dependant family members a passage from Hong Kong to the place where he/she will take up immediate employment. The cap for each of such person shall be the full fare rate of single airfare (economy class) from Hong Kong to London for that person, or any other rate as may be confirmed by the Director’s Representative pursuant to Clause 36(5) of the General Conditions of Employment. Prevention of double benefit during terminal leave period (11) If a member of the Resident Site Staff during his/her terminal leave period upon expiry of the Employment Contract fills up another Resident Site Staff post in a consultancy let out by a Government department, the Government shall only reimburse the salary and mandatory provident fund of the Resident Site Staff for the terminal leave period to the Consultant but not any other fringe benefits (including but not limited to end-of-contract gratuity, medical and dental care, children education benefits, housing benefits, passages ) to prevent double benefits for the Resident Site Staff concerned during the terminal leave period.
Schedule of Standard Printing Charges and Standard Charges of Electronic Storage Media with effect from 1 June 2015 Printing Charges Size Type Printing Charge Per Sheet A0 Print $5.98 A0 Polyester $51.56 B1 Print $5.06 B1 Polyester $41.52 A1 Print $2.99 A1 Polyester $27.12 A2 Print $1.98 A2 Polyester $15.35 A3 Print / Photostat $0.40 A3 Colour Print / Photostat $3.16 A3 Polyester $13.05 A3 B&W Double-sided Print / Photostat $0.81 A3 Colour Double-sided Print / Photostat $6.33 A4 B&W Double-sided Print / Photostat $0.44 A4 Colour Double-sided Print / Photostat $3.45 A4 Color Print / Phtotstat $1.73 A4 Print / Photostat $0.24 Monochromatic Computer Plotted A0 Paper $23.00 A0 Tracing $32.20 B1 Paper $19.67 B1 Tracing $24.15 A1 Paper $11.50 A1 Tracing $16.68
Manna in the Desert Exodus 16 August 30, 2015 The children will understand: The story of God providing manna from heaven. That the Israelites didn’t trust God and they became grumblers. That we must choose to trust God and not grumble. ASK FIRST: BIG Question???? How do I trust God and not grumble when life is hard????? END WITH: Sticky Proverb- Jesus understands how hard things are and can help us be content… CONTENTMENT IS CONTAGIOUS Hangman Words- “contentment”, “grumble” “mumble” Know Your Bible Supplies: real fresh white bread sandwich bags trash bag Before the lesson begins, the leader will place a sandwich bag that contains half a piece of real fresh bread under each child’s chair. When instructed, the children will pull the crust off the bread and wad the bread into a ball. Put the crust in a bag to use later for whatever (feed the birds, croutons). After the bread is in a tiny ball, the children will flatten it as much as they can. These “homemade wafers” represent the manna that God provided to the Israelites in today’s Bible account from Exodus 16. In the Bible account today, you’re going to learn how God fed His children, the Israelites, while they were wandering in the desert. Every morning, this unique white stuff was found on the ground around the Israelites’ campsites. The Israelites saw it and said, “What is it?” The word “manna” sounds similar to the Israelites’ phrase “What is it?” So the bread that miraculously appeared on the ground each morning was called manna. Another really cool fact about this miraculous food, manna, is that there is no substance today that completely matches the food described in the Bible. God supernaturally provided a meal to the children of God every morning! The manna was white like coriander seed and tasted like wafers made with honey. God decided when the manna would appear, when it would spoil, and how long He would preserve it. Hold your piece of manna in your hands while the Bible account starts. You’re going to use this bread to participate in the story.
no more than one minor error. more than two minor errors. major error or three minor errors. than two major errors or more than three minor errors. Organization All information is well organized Information is well organized Information is well organized Information is poorly Information is disorganized and arranged with no more with no more organized with and difficult logically. than one minor than two errors. more than to read. error. three errors. Message The message to the viewers is clear and strong. It is easy for the viewer to The message to the viewer is clear. It is easy for the viewer to The message to the viewer is clear. It is not a strong message The message is unclear or weak. It is difficult for the viewer to No message is given to the viewer. understand the understand the understand the message. message. point. Presentation The illustration The The illustration The The is drawn neatly with excellent details. It is free from smudges. The caption and the title are written neatly and fully explain the picture. illustration is drawn neatly with good details. The caption and the title summarize the picture. The caption and title are neatly written. is drawn neatly. A caption and title identify the subject of the picture. The caption and the title are printed clearly. illustration is drawn poorly. There are few details. The caption and the title do not identify or explain the picture. The caption and title are not illustration is missing. The title or caption is missing. written neatly. Total: /25 Comments:
PSA Scripts (Samples)____________________________ Sample #1: In this tax year, we have a unique opportunity to increase the funds available in (insert your county or community) to prevent child abuse and neglect. All increases in tax check-off revenues from (insert your county or community) to the Children’s Trust Fund will be added to our next grant thereby strengthening our capacity to serve children in (insert your county or community). While completing your Michigan 2017 State taxes, please use Form 4642 to contribute to the Children’s Trust Fund. Dollar for dollar all contributions will come back to us to support our work! Your support will help us make meaningful differences for the children and families of (insert your county or community). Sample #2: Our listeners and the Michigan Children’s Trust Fund are teaming up to keep children safe from abuse and neglect. Last year over thirty-thousand children were abused and neglected in Michigan. Every child deserves OUR protection! You can help by making a contribution/donation to the Children’s Trust Fund on your Michigan State Income Tax Form 4642. Kid’s voice: Please remember the Children’s Trust Fund and Michigan’s children this tax season! Sample #3: Every day in Michigan, there are more than 375 reports of child abuse and neglect. Every child deserves OUR protection! Support the Children’s Trust Fund by making a contribution on your Michigan State Income Tax Form 4642. Your support will help transform the lives of ’s children and families. Call 800-Children NOW or visit the website for more information about how you can become a “champion for children” during the 2018 Children’s Trust Fund Income Tax Campaign.
utilization of care by CYSHCN and their families, appropriateness of care for CYSHCN, and compliance with all system standards for CYSHCN experience of care surveys of families of CYSHCN and youth (including targeted feedback from relevant racial/ethnic and language groups) to obtain their feedback and assess their experiences with care assessment of out of pocket expenses and lost work burden on families assessment of child outcomes including measures of health and functional status Enter Score: Enter Score: Child medical record reviews include a sample of CYSHCN. Yes (IF YES) How effective are those policies and procedures? 1 Not effective 2 Somewhat effective 3 Very effective No (Select “0” for score, above ) Not applicable to my organization Enter Score: Title V State Medicaid CHIP Health Plan/Insurer Provider (please specify) Family/Consumer Other (please specify) 0 None 1 Weak 2 Moderate 3 Strong OPTIONAL: Why? Enter Score:
LEVEL FOCUS ACTS RESPONSES HIGH 2nd Drugs Drug Assessment/Treatment Behavior Improvement Room Saturday School School Based Community Service Class-to-Class Escort Restrict School Events MEDIUM 2nd Affray/Fight 2nd Disorderly Conduct 2nd Disrupting Public School Sexual Battery 2nd Theft 2nd Battery (no physical injury) Battery (physical injury) Sexual battery Drugs Drug Awareness Education Conflict Workshop Boundaries Theft Workshop Mediation Behavior Improvement Room School-Based Community Service Class-to-Class Escort Restitution Behavior Contract Letter of Apology Restrict School Events LOW Disorderly Conduct Disrupting School Affray/Fight Theft Battery (no physical injury) Verbal Warning Written Warning Essay Restitution Letter of Apology
HOMEWORK YEAR 9 ADVANCED TERM 2 SHEET 1 Number Place in descending order 1.49, , 2 Without a calculator, find 29.7 2.4 Surds Rationalise the denominator then simplify Algebra Expand and simplify Rates and Ratio Silicone rubber contains Carbon, Hydrogen, Oxygen and Silicone atoms in the ratio 2 : 6 : 1 : 1 What percentage of atoms in Silicone rubber are actually silicone atoms? Probability The probability that a person is unemployed is 6%. If 300 people are surveyed, how many would you expect to be unemployed? Measurement Find the perimeter of the trapezium in metres Algebra If Find the value of Geometry Find the angles . Give reasons for your answers Problem Solving Ocean water is 5% salt. How many Litres of pure water have to be added to 4L of ocean water to reduce the concentration of salt to 2%?
1. Pythagoras’ Theorem (2) Label the sides of this right angled triangle with O, A and H. 2. Fractions (2) Multiply and simplify 3. Statistics – stem and leaf plots (3) Produce a stem and leaf plot for the following data set. 143 150 152 157 159 163 163 167 170 174 177 180 4. Standard Notation (1) Write 4.56 as a number. 5. Index Laws (2) Simplify a) h7 × h b) 24 × 25 6. Geometry- angles(1) Show a pair of alternate angles. 7. Expanding (4) a) 3(x – 1) b) c) * *challenge 8. Financial Arithmetic (3) John is a salesman of vacuum cleaners who receives 2% of his sales and a retainer of $300 per week. What is his income in a week when he sells three vacuums worth $499, $99 and $1200? 9. Measurement (3) What is the area of a circle with radius of 6cm? Hint 10. Find the length of the unknown sides (6) a) b)
Year 9 Advanced Maths Homework Term 4 Sheet 4 Name :___________________ Please show full working out Due Date: __________ Expand and simplify 1. 2. Expand and simplify 1. 2. 3. 4. A student divided a number by 8 instead of multiplying by 8. His answer was 13. What should his answer have been? Use Trigonometry to find the unknown side length, answers to two decimal places Calculate the circumference (Answers to two dec places) Use Pythagoras’ Theorem to find the unknown side length: (Answers to two decimal places) Use index laws and express answers in positive indices 1. 2. 3. 4. 5. 6. A cylindrical swimming pool has a diameter of 6 metres and a depth of 1.2 metres. Calculate the capacity of the pool in litres. (Remember to draw a diagram) A grandfather clock strikes the number of hours for every hour of the day. How many strikes will it make in one day?
Year 9 Advanced Maths Homework Term 4 Sheet 5 Name :___________________ Please show full working out Due Date: __________ State the y – intercept for the following quadratic equations: Simplify 1. 2. 3. Factorise 1. 2. 3. 4. I am thinking of a right-angled triangle. Its longest side is 15.2m. One angle is 42⁰. Calculate the third angle using the angle sum of a triangle and use trigonometry to calculate the two missing side lengths (draw a diagram). Fill in the blanks 1. 53 cm = ____________ m 2. 457 mm = ___________m 3. 0.88Km = ____________m 4. 7.8 cm2 = ____________ mm2 5. 375 ml = ____________L 6. 1.875 L = _____________ ml Find the Area of a trapezium that has a top length of 12, base length of 17 and a height of 10 (draw a diagram) Sketch the following quadratic function state the y-intercept state the x- intercept state the axis of symmetry state the turning point
A typical day in the life of this professional Education or training necessary for the job An interesting case he/she had to work on (including relevant science) For both entries, make sure to cite your sources using the Biomedical Sciences Documentation Protocol. Rubric 3 points 2 points 1 point Total Definition of Anthropology X Present. X X1 Duties Description is concise and accurate indicating the multiple responsibilities. Description is accurate but is too wordy or is missing some necessary information Description does not include most of the pertinent information X2 Aspects of Job Both clearly explained and defined. Both explained but in not great depth. Only one aspect stated OR both aspects but lack sufficient content. X1 Reflection of Interest Interest is discussed in depth and one can identify if you would like this career or not. Interest is not well defined. Limited information. Information is missing or lacking in sufficient content. X1 Colleges Two colleges listed with one being in Indiana Two colleges listed but one not in Indiana One college listed only DNA Analyst Interview 5 interesting, creative, and thoughtful questions are asked. 4 questions asked OR 5 questions asked are lacking in quality and creativity. 2 questions asked or questions that are asked are weak in content and not much thought was put into the questions. X2 DNA Analyst Interview Questions Answers to questions are accurate in information and thoroughly discuss the job of a DNA Analyst. Answers somewhat answer the questions asked and may lack thorough discussion of job. Answers lack content and do not discuss the job of DNA Analyst in any depth. X2
Glossary A.U Administrative Unit ACP Agency of Consumer Protection Agency Agency on Inventory and Administration of Public Property at the Ministry of Interior ALL Albanian lek APP Public Procurement Agency CD Compact Disc CHUIA Central Harmonization Unit of Internal Audit Cr Credit DCM Decision of the Council of Ministers of the Republic of Albania Dr Debit Draft Organic Law Draft Law with amendments to the Organic Law FS Financial statement FY Financial year GoA Government of Albania HR Human Recources ICG Instructions of Central Government Institutions IT Information Technology KKRT National Council on Territory Regulation LGU Local government unit, Ura Vajgorore MoF Ministry of Finance of the Republic of Albania No. Number N/A Not Applicable NBV Net book value NIPT Fiscal Number OM Omissions PM Policy Modification PPE Property plant and equipment RE Reclassifications T Template TAR Territorial and administrative reform VAT Value Added Tax VKB Decision of Municipal Council WIP Work in proggress
Application Preference Form Full Name: Contact Number(s): Post(s) Applied For: Where did you see this post advertised? To be considered for the vacancy please indicate which relevant qualifications you hold, giving further details where specified: (further details on qualifications required for each vacancy which be detailed in the specific job description) NVQ2 in Advice & Guidance Equivalent NVQ level 2 qualification (please specify below) NVQ3 in Advice & Guidance QCG (Qualification in Careers Guidance) DipCG (Diploma in Careers Guidance) Parts 1&2 NVQ4 in Advice and Guidance NVQ4 in Learning, Development and Support Services (LDSS) Level 6 Diploma in Career Guidance and Development Level 4 Diploma in Career Information and Advice Other level 4 or above careers guidance qualification. Please give details: Other qualification(s) relevant to post applying for. Please give details: Hours of Work - Please select one of the following: 1) I wish to apply for a Full Time position? Yes No 2) I wish to apply for a Part Time position? Yes No Please note: Part time hours for the post, are as stated on the job advert. For Part Time applicants, please indicate which days you are available to work: Monday Tuesday Wednesday Thursday Friday AM AM AM AM AM PM PM PM PM PM Car Details Travel is required, for most positions, as necessary to meet the needs of the business Do you have a full current driving licence? Yes No Does your licence have any current endorsements? Yes No Do you have the use of a car? Yes No N.B. Please note that whilst we encourage all suitable applicants to submit an application, Ansbury are unable to pay any relocation costs for candidates who wish/need to relocate. Please return this form together with your completed application form. Thank you Human Resources