zilongwang/ReadingBank huggingface dataset:
Strand: Geography Content Standard 2: Students will analyze ways the geography of Arkansas influenced the development of the state. CCSS ELA- Literacy Alignment C3 Alignment G.2.AH.7-8.1 Analyze the impact of geography on settlement and movement patterns over time using geographic representations and a variety of primary and secondary sources (e.g., Louisiana Purchase survey, westward movement, voluntary and involuntary migration and immigration) CCRA.R.1, 3, 7 CCRA.W.7, 8, 9 CCRA.SL.1, 2, 4 D2.Geo.1, 6, 7, 8.6-8 D2.His.1, 2.9-12 G.2.AH.7-8.2 Analyze relationships between the geography of Arkansas and economic development over time (e.g., tourism, agriculture) CCRA.R.1, 3, 7 CCRA.W.7, 9 CCRA.SL.1, 2, 4 D2.Geo.4, 8, G.2.AH.7-8.3 Examine ways the geography of Arkansas affected cultural characteristics of places and regions CCRA.R.1, 3, 7 CCRA.W.7, 9 CCRA.SL.1, 2, 4 D2.Geo.1, 6, 7, 10.6-8
Contributors The following people contributed to the development of this document: Lacey Alkire – Fayetteville School District Debbie Kamps – Highland School District Laura Beth Arnold – Little Rock School District Bennie Lard – Hope School District Nathan Andrew Bagley – Phillips County Community College, Helena Jan Loyd – Cabot School District Cindy Beckman – Conway School District Dr. Kristen Dutcher-Mann – University of Arkansas at Little Rock Kris Bertelsen – Federal Reserve Bank of St. Louis, Little Rock Branch Marsha Masters – Economics Arkansas Dr. Kay Bland – Butler Center for Arkansas Studies Lisa McGriff – Star City School District Ruth Brown – Marvel School District Toney McMurray – Alma School District Lisa Byrum – Pulaski County Special School District Shannon Neumeier – North Little Rock School District Castleberry – Camden Fairview School District Kari Nichols Henard – Bryant School District Barbara Clements – Marion School District Martha Pelley – Cedar Ridge School District Napoleon Cross – Lafayette County School District Lindsey Phillips – Rogers School District Teddy Davis – Arkansas State University, Beebe Carmen Walker-Pierce – Little Rock School District Debra Ewing-Hight – Bentonville School District Judy Pierce – Benton School District Georgia Fletcher – Russellville School District Don Porter – Little Rock School District David Freligh – Forrest City School District Sarah Pugh – Bentonville School District Lantha Garmrath – Paragould School District Steven Quoss – Warren School District Sue Geery – Norfork School District Julie Roark – Nettleton School District Angie Goodding – Monticello School District Jason Sanders – El Dorado School District Ron Graham – Drew Central School District Joy Spivey – Deer/Mt. School District Willie Gulley – Dollarway School District Linda Thrasher – Mountain Home School District Bailey Hendricks – Searcy School District John Traband – Hampton School District Schula Holley – Little Rock School District Karen Trusty – Paris School District Nancy Hull – Fountain Lake School District Cathy Tucker – Lake Hamilton School District Dr. Margie Hunter – West Memphis School District Shelina Warren – Pine School District Anthony Jackson – Fordyce School District James Washington – Arkansas Consolidated School District Ashley Jackson – Dumas School District Barry Watkins – Bay School District Carmen Jones – Malvern School District Vickie Yates – Virtual Arkansas Dr. Cherisse Jones-Branch – Arkansas State University, Jonesboro
(Name and/or position 202. Who serves as the confirming official? (Name and/or position title or software used is acceptable): 203. Describe the SFA’s verification process (including SFA’s verification for cause process, deadlines, due dates, selection procedures, etc). Comments: 204. Does the SFA use an electronic system to identify applications? If yes, explain in the comments what software the SFA uses? YES NO Comments: Module: Meal Counting and Claiming 300. Does the SFA use an electronic or manual system to count and consolidate reimbursable meals? If a combination of electronic and manual is used check both boxes. Electronic Manual
** For Provision 2 ONLY** Not applicable (if no schools in the SFA operate Provision 2, skip this page) 2100. Are non-federal funds being properly allocated to account for the difference of offering all meals to students at no charge and the Federal reimbursement? YES NO Comments: 2101. What procedures are/were used to calculate the Base Year claiming percentages for each school implementing Provision 2? Comments: 2102. What procedures are used to apply the Base Year claiming percentages to the Year’s claims for reimbursement? Comments: 2103. If applicable, were adjustments made to the claiming percentages established during the Base Year? If yes, describe the procedure used for the adjustment. YES NO Comments: 2104. Has the SFA ensured all meals are provided at no cost to all enrolled students during Provision 2 Base Year? If no, explain. YES NO Comments: ** For Provision 3 ONLY ** Not applicable (if no schools in the SFA operate Provision 3, skip this page) YES NO
Solubility Rules Chart Negative Ions (Anions) + Positive Ions (Cations) = Solubility of Compounds in water Example any anion + Alkali Ions (Li+, Na+, K+, Rb+, Cs+, Fr+) = soluble Sodium fluoride, NaF, is soluble any anion + hydrogen ion [H+ (aq)] = soluble hydrogen chloride, HCl, is soluble any anion + ammonium ion (NH4) = soluble ammonium chloride, NH4Cl, is soluble nitrate NO3- + any cation = soluble potassium nitrate, KNO3, is soluble acetate (CH3-) + any cation (except Ag) = soluble sodium acetate, CH3COONa, is soluble Chloride (Cl-), Bromide (Br-), Iodide (I-) + Ag+, Pb2+, Hg2+, Cu+, Tl+ = low solubility (insoluble) silver chloride, AgCl, forms a white precipitate + any other cation = soluble potassium bromide, KBr, is soluble Sulfate (SO42-) + Ca2+, Sr2+, Ba2+, Ag2+, Pb2+, Ra2+, Hg2+ = low solubility (insoluble) barium sulfate, BaSO4, forms a white precipitate + any other cation = soluble copper sulfate, CuSO4, is soluble + alkali ions (Li+, Na+, K+, Rb+, Cs+, Fr+), alkali earth metals (Be2+, Mg2+, Ca2+, Sr2+, Ba2+, Ra2+), = soluble magnesium sulfide, MgS, is soluble
Responsible University Official: Vice President for Student Engagement & Success Membership Name of Member Term End Date Associate Dean of Students (Co-Chair) Walker, Angela N/A Student Conduct Officer (Co-Chair) Yzaguirre, Kristina N/A College of Education Faculty Representative Johnson, Robin Aug - 2016 College of Education Faculty Representative Gonzalez, Elsa Aug - 2016 College of Nursing & Health Sciences Faculty Representative Deis, Kathy Aug - 2016 College of Nursing & Health Sciences Faculty Representative Garcia, Theresa Aug - 2016 College of Business Faculty Representative Vacant Aug - 2016 College of Business Faculty Representative Vacant Aug - 2016 College of Liberal Arts Faculty Representative Benibo, Bilave Aug - 2016 College of Liberal Arts Faculty Representative Vacant Aug - 2016 College of Science & Engineering Faculty Representative Doyungan, Stella Aug - 2016 College of Science & Engineering Faculty Representative Causegrove, Tim Aug - 2016 College of Graduate Studies Faculty Representative Vacant Aug - 2016 College of Graduate Studies Faculty Representative Vacant Aug - 2016 Staff Council Appointed Representative Vacant Aug - 2017 Staff Council Appointed Representative Vacant Aug - 2017 Staff Council Appointed Representative Vacant Aug - 2017 Council Appointed Representative Vacant Aug - 2017 Staff Council Appointed Representative Vacant Aug - 2017 Staff Council Appointed Representative Vacant Aug - 2017 Council Appointed Representative Vacant Aug - 2017 Staff Council Appointed Representative Vacant Aug - 2017 Staff Council Appointed Representative Vacant Aug - 2017 Staff Council Appointed Representative Vacant Aug - 2017 OJA Appointed Student Representative Kitziger, Aug - 2017 OJA Appointed Student Representative Rodriguez, Buddy Aug - 2017 OJA Appointed Student Representative Gonzalez, Daniel Aug - 2017 OJA Appointed Student Representative Adebo, Antonia Aug - 2017 OJA Appointed Student Representative Vacant Aug - 2017 Student Publications Committee Purpose/Function: The Committee will develop and monitor rules for student publications. Membership Details: Voting members: Two students recommended by the Student Government Association; two students recommended by the University Council of Student Organizations; one student appointed by athletics; university marketing director or representative; and three faculty members selected by the Faculty Senate, including one faculty member from journalism, communications, or English. Ex-Officio Members: Island Waves faculty advisor, Island Waves editor in chief, Island Waves advertising manager, Intercollegiate Representative, University Center and Student Activities Representative, senior Student
Major government-related agencies, including the FBI and NYPD, have published high-profile AS studies, but both agencies use distinct definitions. In addition, the FBI’s report uses a modified version of the DHS’ official definition. This disparity may cause confusion on a level greater than that from sources because the public often views information as authoritative. Uses of modified versions of AS definitions fail to display uniformity amongst US offices. Use of a shared definition could standardize future reporting and facilitate public and private sector understanding of the AS threat. Figure . Semantic analysis of keywords found in the definitions of Active Shooter reports examined in this study. Prominent academic institutions, such as Stanford University and Harvard University, have provided substantial and ongoing input to the public as well as to major press outlets. Terms such as “mass shootings” and “mass killings” (each with their unique definitions) frequently are found within academia and inaccurately applied to the AS problem set. The resulting conclusions drawn from these prominent institutions also may be seen as authoritative, given public perception of academic institutions as adhering to perceived or actual rigorous and comprehensive data collection and analysis. Despite this, academia also suffers from the same lack of commonality in AS definitions, frequently using disparate terms that often are perceived by the public and the press as identical or similar. Institutions of higher elite schools such as Stanford and Harvard—historically have earned reputations as reliable sources of information for the general public. Major academic databases and analyses utilize widely varied terminology, which can be expected to cause discrepancies in perception by the public based on these differences. Through fostering intellectual discourse and debate, academia generally does not adopt and utilize common definitions (i.e., similar to discussions pertaining to terrorism and other potentially subjective terms). Press outlets have utilized either government or academic resources as sourcing for major articles and reports. Given the aforementioned lack of shared definitions, this has exacerbated the problem. The New York Times, USA Today, and Mother Jones have released major and ongoing reports discussing the AS problem set, but offer varied findings based on conflicting source material. USA Today and Mother Jones, for example, also operate ongoing databases that continue to aggravate the lack of a common definition. Because these individual press reports are based on unique data sets, the public often is presented with disparate facts, figures, and findings—thus hindering a common understanding of the AS dynamic. These varied dynamics complicate the use and validity of externally sourced statistics produced particularly
Appendix 4 – Summary of public submissions The first round of consultations involved a public submission process which opened on 19 May 2017 via the Australian Department of Health Consultation Hub and closed on 30 June 2017. A total of 74 submissions were received from various stakeholders, as summarised below. BACKGROUND / INTEREST GROUP % OF TOTAL SUBMISSIONS Consumer group 9 General Public 34 Government 11 Industry 18 Public Health 26 Other 2 100 % A summary of submissions is available at .
Appendix 9 – Testing and analysis of a previous version of the ‘decision tree’ The Food and Nutrition Policy Section, Preventive Health Policy Branch, Australian Department of Health, tested a previous version of the ‘decision tree’ with several product categories that may be eligible to display a HSR ‘as prepared.’ This was intended to assess the robustness of the ‘decision tree’ and highlight any advantages of or concerns with this approach. Results indicated that applying the ‘decision tree’ to several product categories of interest does not necessarily produce a conclusive result. For example, of the possible outcomes in the ‘decision tree’: milk flavouring powders and recipe bases may exit at ‘do not use,’ ‘as sold,’ ‘as prepared,’ or ‘refer to the HSR Advisory Committee’ cake mixes, pasta sauces and breakfast cereals may exit at ‘as prepared,’ ‘as sold’ or ‘refer to the HSR Advisory Committee’ stock powders and cordials may exit at ‘do not use’ or ‘as prepared with water’ In addition, TAG considered the ‘decision tree’ and provided feedback which highlighted how the ‘decision tree’ may provide ambiguous advice, resulting from subjective components at key junctures of the ‘decision tree’ and accompanying text. The AFGC were intending to address this feedback in the revised, current version of the ‘decision tree,’ at Appendix 8.
The preferred option at the Auckland and Melbourne workshops was option 4 - HSR calculated ‘as sold’ with exemptions. Participants found it difficult to agree on the exemptions, although the majority agreed that the exemptions need to be limited and specific, with the basis for exemptions to be clearly established. Exemptions that were generally agreed upon include rehydration with water, dilution with water, and draining of water. At the Sydney workshop, preferences were fairly evenly split between options one, two and four; however, option two was the preferred option by a small margin. An overall summary of feedback on each option is at Appendix 5. Summaries for each workshop are available on the page. Options for consideration Following the public consultations and after consideration of modelling undertaken by TAG, HSRAC is seeking additional stakeholder feedback on the following two options: Limit the application of the HSR system to the ‘as sold’ form of the food with specific exemptions for rehydration and dilution with water and draining of water Provide supporting guidance for interpreting the current ‘as prepared’ rules
Cordial Frozen food Food requiring cooking Creamy condensed soup (1/2 soup ½ Implement a serve size cap with reference to the ADGs RTE should not be allowed to use ‘as prepared’ Implement a requirement to provide additional information alongside rating – e.g. “when prepared according to directions” or “when drained” Must align with ‘as prepared’ figures in NIP where allowed Products such as noodles requiring additional protein and Vegetable Nut Legume content (FVNL) should not be allowed to have exemptions Exempt condiments e.g. spices from the HSR system altogether Create exemptions on energy Create exemptions based on number of ingredients Additional Comments Is ‘the more stars the healthier’ the right messaging for the current system? Perhaps some should not be able to display a HSR at all, e.g. discretionary foods Timing is a factor – would not want a complex solution to slow down an outcome
CAMPUS Storefront Center Daytona Beach Campus 386-506-3067 Mon & Thurs: 8am – 7:30pm Tues & Wed: 8am – 6:30pm Fri: 8am – Noon DeLand Campus 386-785-2029 Mon &Wed: 8am - 5pm Tues 8am-7:30pm (SU-A only) Tues (SU-B) & Thurs: 8am – 6:30pm Fri: 8am - Noon Deltona Campus 386-789-7307 Mon: 8am – 7:30pm Tues & Wed: 8am - 5pm Thurs: 8am – 6:30pm Fri: 8am – Noon Flagler – Palm Coast Campus 386-246-4844 Due to limited seating, please call for walk-in hours or appointment times. Mon & Wed: 8am – 5pm (L- 1:30-2) Tues & Thurs: 8am – 6:30pm (L- 1:30-2:30) Fri: 8am-Noon (Closed for Lunch M-Th) New Smyrna Bch Campus 386-423-6328 Due to limited seating, please call for walk-in hours or appointment times. Mon & Tues: 8am - 6:30pm (L- 12:30-1:30) Wed & Thurs: 8am-5pm (L- 12:30-1) Fri: 8am – Noon (Closed for Lunch M-Th) ATC Campus 386-506-3067 Certification – By Appointment Tues: 8-12:30 & 1:30-4:30pm Thurs: 8 – 12:30pm
REVENUE Details Projected Federal Provincial City of Fredericton Tickets Advertising Sales Fundraising and Donations In-Kind Total Revenues EXPENSES Details Projected Artist Fees Artist, Hospitality and Travel Professional/Technical Fees Venue Rental Equipment Rental Advertising and Promotion Supplies Insurance Licensing Other Total Expenses Item Cost ($) Asset Cost
Symphyotrichum pygmaeum [Lindley] Brouillet and S. Selliah Non-dioecious Probably entomophilous Dry Herbaceous Purple (ray) or yellow (disc) Conspicuous Taraxacum ceratophorum [Ledeb.] DC. Non-dioecious Probably entomophilous Dry Herbaceous Large Yellow Conspicuous Taraxacum holmenianum Sahlin ex Kirschner and Stepánek Non-dioecious Probably entomophilous Dry Herbaceous Large Yellow Conspicuous Taraxacum hyparcticum Dahlst. Non-dioecious Probably entomophilous (agamospermous: no pollen) Dry Herbaceous Large White, yellow (cream) or pink Conspicuous Taraxacum lapponicum Kihlm. Non-dioecious Prtobably entomophilous (agamospermous: no pollen) Dry Herbaceous Large Yellow Conspicuous Taraxacum phymatocarpum J.Vahl Non-dioecious Probably entomophilous Dry Herbaceous Large Yellow (pale) Conspicuous Tephroseris frigida [Richardson] Holub Non-dioecious Probably entomophilous Dry Herbaceous Large Yellow Conspicuous Tephroseris palustris [L.] Fourr. subsp. congesta [R. Br.] Holub Non-dioecious Probably entomophilous Dry Herbaceous Large Yellow Conspicuous Tripleurospermum maritimum [L.] W.D.J. Koch [Rupr.] Hämet-Ahti Non-dioecious Probably entomophilous Dry Herbaceous (ray) or yellow (disc) Conspicuous
KWK11 25 Aug 2015 (1) 25 Aug 2015 (1) – – – 27 Aug 2015 (3) 26 Aug 2015 (6) 26 Aug 2015 (6) – – – – KWK12 9 Aug 2013 (16) 9 Aug 2013 (16) 27 Jun 2014 (6) 27 Jun 2014 (6) – – 27 Aug 2015 (3) 25 Aug 2015 (1) 25 Aug 2015 (1) 25 Aug 2015 (1) 25 Aug 2015 (1) 25 Aug 2015 (27) – 7 7 7
UNIT OVERVIEW Lesson Topic Description 1 and 2 Build the concept of margin of error Test claims involving a single poll% Concrete activity exploring high variability of a sample proportion Use computer tool to develop 95% CI and the “rule of thumb” Calculating and interpreting 95% CIs and testing claims 3 Comparison claims within one group 2 x MoE rule of thumb 95% CIs for a difference within one group –testing claims involving this. 4 Comparison claims involving 2 independent groups Concrete activity and computer tool leading to 1.5 × Av MoE “rule of Calculate and interpret 95%CIs Test claims made in reports 5 Political polls Power-point comparing methodologies trial the
ACTIVITY 4: “Developing the concept of 95% confidence” Use the “Coverage Module” in iNZight: Import the whole population of KareKare College data. Initially use a sample of size 25. One repeat, then 20, then 1000. Ask students to raise their hand when they see a red line-it will help reinforce the idea that a confidence interval can miss the true parameter, but not often. Note: The iNZight module may not show exactly 95% coverage. Both the population and sample are very small in this simulation. ACTIVITY 5 Developing the “rule of thumb” for estimating a margin of error. Repeat the coverage module with a sample size of n=100 Margin of error halves to 10%. Return to the bootstrapping module: Import the n=500 censusatschool sample (the variable of interest is still “travel” and motor). Obtain the confidence interval from 1000 re-samples. The CI has a length of 9% and so the margin of error is 4.5% Hence demonstrate: =0.2=20%, =0.1=10%, =0.045=4.5% and hence the “rule of thumb” for estimating a margin of error. Return to the media article . “Opinion divided on NZ-US exercises”. Verify that = 3.65% is a good estimate of the reported margin of error. (note: you can now also see that the 850 below the graphic is an error). ACTIVITY 6
“Calculating and interpreting a 95% confidence interval for a proportion “ Return to the media article . “Opinion divided on NZ-US exercises” and the write-on template. Complete Q2: 2.Margin of For poll %s of about 50% (between 30% and 70%) , margin of error ≈ at a …95%…… confidence level For poll %s below 30% and above70%, the margin of error is ……smaller……….. 95% of the time, the 95% confidence interval …captures…the true percentage in the population. Students should draw the confidence interval picture: We can say, with 95% confidence, that the % of NZ children who travel to school by car is somewhere between ……39%…….and……48%………... Note: Bootstrap confidence intervals are not necessarily symmetric. However, when doing “rule of thumb” calculations to test claims, we will use symmetric confidence intervals: poll% ± margin of error The margin of error can be abbreviated by MoE in calculation working. Encourage use of both a diagram and the square bracket notation: [39%, 48%] ACTIVITY 7 Now complete Q3 on the write-on sheet, testing the claim in the NZ-US article: “Opinion is fairly divided”
Week commencing Week Component (A Level) Focus area Content for delivery Additional notes 17 Apr Week 1 3 Contemporary Themes in Geography. SECTION A –Tectonic Hazards continued 24 Apr Week 2 Revision for AS 1 May Week 3 8 May Week 4 15 May Week 5 AS Exams 22 May Week 6 YEAR 12 2016/17 - TERM 6 Week commencing Week Component (A Level) Focus area Content for delivery Additional notes 5 June Week 7 AS Exams
Energy Challenges and Dilemmas Weather and Climate Week commencing Week Component (A Level) Focus area Content for delivery Additional notes 8 Jan Week 1 3 Contemporary Themes in Geography. SECTION B Option 1 15 Jan Week 2 3 22 Jan Week 3 3 29 Jan Week 4 3 5 Feb Week 5 3 12 Feb Week 6 3 YEAR 13 2017/18 - TERM 4 Week commencing Week Component (A Level) Focus area Content for delivery Additional notes 26 Feb Week 7 3
Contemporary Themes in Geography. SECTION B Option 2 5 Mar Week 8 3 12 Mar Week 9 3 19 Mar Week 10 3 26 Mar Week 11 3 2 Apr Week 12 3 YEAR 13 2017/18 - TERM 5 Week commencing Week Component (A Level) area Content for delivery Additional notes
Leader and Collaborator Effective Communicator Quality Producer Cross Curricular Priorities Catholic Ethos Aboriginal and Torres Strait Islander Histories and Cultures Social Emotional Learning Asia and Australia’s Engagement with Asia Inclusive Education Sustainability Education General Capabilities Literacy Critical and Creative Thinking Numeracy Ethical Behaviour Information and Communication Technology Personal and Social Competence Links to other LA’s English, Health and Physical Education
portrays the character, ensuring not to use body language or facial expressions. Students perform for the class and the class has to guess what character is being portrayed. At the end of the lesson, have the students reflect on which students’ performance was memorable and why. 5 Warm up: Eyes Right: Have students walk slowly through the area. Call out ‘freeze!’ Students should be completely still. Call out ‘eyes right!’. Students make eye contact with one other student to their right. If the student makes eye contact with another, the pair sits down. If not they can move again. Call out ‘move!’ Students continue moving through the area. Repeat several times until there is a clear winner or final pair. Activity: Discuss with students the dramatic elements needed when presenting to an audience. - Facial expressions - Hand gestures - Body language - Timing - Voice projection Drama Detectives: Students will be provided with a worksheet (example: Appendix A) to be completed while they are viewing or when finished viewing the YouTube clip: ‘Read2uChannel - Mr Archimedes' Bath by Pamela Allen’ (this is only a suggested clip). Explain that students will be drama detectives and are required to find out whether or not the man in the clip they will be viewing is presenting all of the dramatic elements discussed. Their research will be written down on a worksheet and shared with the class. On the bottom of the page, they will be give the chance to write down two stars (positives) and one thought bubble (suggestion) as to the effectiveness of the Read2uChannel - Mr Archimedes' Bath by Pamela Allen: Summative – Assessment Task A: Reflection
terminology Learning Framework Community Contributor Leader and Collaborator Active Investigator Effective Communicator Designer and Creator Quality Producer Cross Curricular Priorities Catholic Ethos Aboriginal and Torres Strait Islander Histories and Cultures Social Emotional Learning Asia and Australia’s Engagement with Asia Inclusive Education Sustainability Education General Capabilities Literacy Critical and Creative Thinking Numeracy Ethical Behaviour Information and Communication Technology Personal and Social Competence Links to other LA’s English, Health and Physical Education
(Reflection) improvisations using detailed examples drawn from the scenes to strongly support their discussion. examples drawn from the scene. others’ improvisations using some relevant examples drawn from the scenes. Of all the performances, which performance/student stood out? Why? Planning for Differently Abled Students Student/s Different Ability Australian Curriculum Content Descriptors being addressed Learning and Teaching Strategies Assessment Strategies
ISLLC STANDARD 3: ORGANIZATIONAL MANAGER STANDARD 3: ORGANIZATIONAL MANAGER: A school administrator is an educational leader who promotes the success of all students by ensuring management of the organization, operations, and resources for a safe, efficient, and effective learning environment. Answer Options Extremely Well Prepared Well Prepared Prepared Somewhat Prepared Not At All Prepared Data Not Available Response Count Average Score Average Score 2012 GENERAL OFFICE ADMINISTRATION 11 9 3 1 0 2 24 4.25 4.24 SCHOOL OPERATIONS/POLICIES 8 13 3 0 0 2 24 4.21 4.16 FACILITY AND MAINTENANCE/ ADMINISTRATION SAFETY AND SECURITY 9 6 5 2 0 4 22 4.0 4.0 STUDENT TRANSPORTATION 5 12 5 2 0 2 24 3.83 3.84 FOOD SERVICES 5 8 8 3 0 2 24 3.63 3.60 PERSONNEL PROCEDURES 12 9 3 1 0 1 25 4.28 4.52 BUDGET SUPERVISION 6 11 7 1 0 1 25 3.88 4.12 SCHOOL/PROGRAM SCHEDULING 11 8 5 1 0 1 25 4.16 4.24 COLLABORATIVE DECISION MAKING 15 7 2 1 0 1 25 4.44 4.80 Standard Average Score 4.08 4.16
Which performer/s stood out? What did they do that made their performances special? ____________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ Criteria A B C D E Explore dramatic action, empathy and space in improvisations, play building and scripted drama to develop Rules of game followed; strong improvisation skills demonstrated (accepting, extending, yielding, advancing); strong acting; strong Rules of game followed; solid improvisation skills demonstrated (accepting, extending, yielding, advancing); solid acting; good Rules of game followed; basic improvisation skills demonstrated (accepting, extending, yielding, advancing); some character acting; Offers made and accepted; rules of game followed; some characters presented; limited physicality and stagecraft. Offers largely blocked; no real extending or advancing of the scene; no identifiable characters; rules of game only partly followed.
and engage an audience. Identify intended purposes and meaning of drama, … using elements of drama to make comparisons Perceptively analyses and evaluates all given dramatic elements in own and others’ improvisations using detailed examples drawn from the scenes to strongly support their discussion. Analyses and evaluates all given dramatic elements in own and others’ improvisations, using examples drawn from the scene. Satisfactorily analyses and evaluates use of some dramatic elements in own and others’ improvisations using some relevant examples drawn from the scenes. Makes cursory analysis and evaluations of own and others’ improvisations. Provides personal comments only about own and others’ improvisational skills. Assessment Performance Task Student Name: Year Level: 5/6 Name of Task: Theatre Sports All Stars Teacher: Learning Area/s: The Arts - Drama Assessed By: Classroom Teacher Date Commenced: ______/______/______ Date Due: ______/______/______ Type of Task: ☐ Performance ☐ Written Reflection Task Conditions: ☐ In class ☐ Group/Individual Assessed By: ☐ Teacher ☐ Self Task Description Students will learn a variety of Theatre Sports games and will then perform them in small groups in front of the class. They will complete a written reflection on their own performance and the performances or their peers. Procedure To complete this task you must:
The general grade boundaries are as follow: A = 80% B = 70% C = 60% D = 50% E = 40% Any remaining homework will be marked with an effort grade which will range from A –E If you make no effort I will return the assignment to you for resubmission. NO EFFORT = NO GRADE Before you hand in an assignment –read it through – spell and grammar check VCOP Each letter of VCOP stands for an aspect of writing that will help you improve the quality of your written work – check VCOP before you hand in work to your teacher V = Vocabulary Check you are using subject specific vocabulary, and check that it is clear to the reader that you know what the word means. C = Connectives (joining are words that make sentences longer. For example: ‘and,
Connecting Strong Evidence Moderate Evidence Little Evidence No evidence Media Arts (K-12) - refer to developmentally appropriate standards in KY Academic Standards (KAS) Creating Strong Evidence Moderate Evidence Little Evidence No evidence Producing Strong Evidence Moderate Evidence Little Evidence No evidence Responding Strong Evidence Moderate Evidence Little Evidence No evidence Connecting Strong Evidence Moderate Evidence Little Evidence No evidence Music (K-12) - refer to developmentally appropriate standards in KY Academic Standards (KAS) Creating Strong Evidence Moderate Evidence Little Evidence No evidence Performing Strong Evidence Moderate Evidence Little Evidence No evidence Responding Strong Evidence Moderate Evidence Little Evidence No evidence Connecting Strong Evidence Moderate Evidence Little Evidence No evidence Theatre (K-12) - refer to developmentally appropriate standards in KY Academic Standards (KAS) Creating Strong Evidence Moderate Evidence Little Evidence No evidence Performing Strong Evidence Moderate Evidence Little Evidence No evidence Responding Strong Evidence Moderate Evidence Little Evidence No evidence Connecting Strong Evidence Moderate Evidence Little Evidence No evidence Visual Arts (K-12) - refer to developmentally appropriate standards in KY Academic Standards (KAS) Creating Strong Evidence Moderate Evidence Little Evidence No evidence Presenting Strong Evidence Moderate Evidence Little Evidence No evidence Responding Strong Evidence Moderate Evidence Little Evidence No evidence Connecting Strong Evidence Moderate Evidence Little Evidence No evidence
D The C–F bond is very strong. 1 mark) 17. Which one of the following has a shape which is not influenced by a lone pair of electrons? A B H2F+ C BF3 D NF3 (Total 1 mark) 18. Which one of the following bond polarities is not correct? A in ethane B in bromoethane C in ethanol D in ethanal (Total 1 mark) 19. energy The total area under the distribution curve represents A total energy. B activation energy. C total number of reacting molecules. D total number of molecules present. (Total 1 mark) 20. The structure of the molecule of methyl 2-methylpropenoate is shown below. Which one of the following statements concerning this compound is not true?
AS November 2018 Schedule Date: November 3 & 4 5:00PM Sat. Vigil 7:30AM 9:00AM 10:30AM 12:00 Noon 5:30PM SERVERS T. Leslie S. Shade S. Bishop D. Burke K. Flowers E. O’Mara E. Fellmeth B. Woods A. Sabadash A. Oliva S. Oliva E. Mergler S. Soderland A. Lord M. Messingschlager A. Sarraga A. Haagenson L. Cummings B. Dunn K. Dunn Date: November 10 & 11 5:00PM Sat. 7:30AM 9:00AM 10:30AM 12:00 Noon 5:30PM ALTAR SERVERS M. A. Jones P. Wojtas A. Stone S. Stone I. Maus J. Pietrafetta K. Pietrafetta A. LaMont A. St. Romain S. St. Romain H. Ferris A. Fowler J. Murphy M. Murphy T. Staab N. Saldias C. Gilbert M. Gilbert M. Diaz Date: November 17 & 18 5:00PM Sat. Vigil 7:30AM 9:00AM 10:30AM 12:00 Noon 5:30PM ALTAR SERVERS F. Ambrose M. Ambrose P. West A. Brady H. Farmer J. Farmer C. Petrosino C. Broderick R. Holden C. Spellacy J. Spellacy I. Jahnes J. Palmesano I. Smigiel S. Baldwin D. Anglero A. Anglero L. Swadener D. McKamey H. Harkins S. Potenti Date: November 24 & 25 5:00PM Sat. 7:30AM 9:00AM 10:30AM 12:00 Noon 5:30PM ALTAR SERVERS B. Ciotti G.Goyette K. M. Berry A. Coffey A. Coffey K. Thomas J. Stuart C. Caccamise N. Caccamise C. Jordan C. Jordan R. Warner C. Salas- Leblanc N. Machado A. Richter I. Richter A. Schneider K. Schneider M. Schneider T. Schneider
Australian Network on Disability (AND) AND is a not-for-profit organisation funded by its members who include large multinational corporations, small to medium enterprises, government departments and not-for-profit organisations. Its role is to help its members and clients so that they become more confident and prepared to welcome people with disability into their organisations. It does this by providing advices and services on disability to employers, government representatives and industry bodies. Disability Employment Australia (DEA) DEA is the peak industry body for Disability Employment Services (DES) providers. It has a critical role in monitoring the DES program's implementation to ensure it achieves outcomes consistent with the Disability Services Act 1986 and the Disability Service Standards. It also represents the interests of its members to government at the national level, promotes the sector through events and undertakes an educational role in best practice and innovative ways to find people with disability real jobs. National Disability Recruitment Coordinator (NDRC) NDRC is a government funded service that provides free, confidential information and expert assistance to employers about recruiting and working with people with disability. It does this by connecting its employment partners with job seekers who are registered with Disability Employment Services Providers. The NDRC information about the employer’s job vacancies to Disability Employment Services Providers who service the area where the jobs are located and highlights the support available to people with disability through initiatives including workplace modifications and employer incentives. It offers a free pre-screening interview service at the point of recruitment to obtain suitable referrals of potential candidates for the vacancies. Australian Federation of Disability Organisations (AFDO) AFDO is the peak national body for organisations for people with disability. It aims to promote the rights of people with disability in Australia and promote the participation of people with disability in all parts of social, economic, political and cultural life. National Disability Services (NDS) NDS is the industry association for disability services. It represents 750 non-governmental organisations working to improve the lives of people with disability. These include Autism Spectrum Australia, Calvary Home Care Services Ltd. and Melbourne Citymission Inc. Its members operate in every State and Territory. It aims to increase its members’ capacity to provide quality services and to ensure they have a voice in
Issues with the Ontological Argument, including those raised by: Gaunilo ‘On Behalf of the Fool’ – the Perfect Island objection. Hume Dialogues Concerning Natural Religion – Reason alone cannot demonstrate the existence of things Kant Critique of Pure Reason – God’s existence can be denied without contradiction. And existence is not a predicate. Knowledge/Specification Not Yet Not Sure Yes To address this before the exam I will:- 2.2 The arguments from design: arguments from purpose and regularity, including those
28: Creative participation in Theatre and Dance – Victorian regions THEATRE & DANCE Victoria Total % Metro % Metro % Regional % n= 944 309 354 281 Traditional or contemporary theatre 2 3 1 2 Social dance like ballroom or street 2 2 1 1 Contemporary dance 1 1 0 1 Circus or physical theatre 1 2 0 0 Ballet or classical 1 1 0 1 Multicultural dance/theatre 1 2 0 1 Experimental theatre 1 2 0 0 Note: There are no statistically significant differences comparing each region to total at 95% confidence. Source: QB2. What form or forms of [art form from B1] did you participate in over the last 12 months? Receptive participation in Theatre and Dance With regard to ‘receptive participation’, ie attending or viewing theatre and dance performances, Victoria is in line with the national norm. Around one in five (22%) attend traditional or contemporary theatre. The level of receptive participation is one in nine (11%) for circus or physical theatre and also ballet or classical dance (11% again). 29: Receptive participation in Theatre and Dance – National vs Victoria THEATRE & DANCE National Victoria ’09 % ’13 % ’09 % ’13 % n= 3006 3004 743 944 Traditional or contemporary theatre 19 20 24 22 Circus or physical theatre 10 12 10 11 Ballet or classical dance 10 11 9 11 Multicultural dance/theatre 7 8 6 8 Social dance like ballroom or street 5 4 6 4 Contemporary dance 5 6 4 7 Experimental theatre 3 4 4 5 Note: Red figures indicate statistically significant differences from 2009 to 2013 at 95% confidence. There are no statistically significant differences comparing national to Victorian results for 2013. Source: QB2. What form or forms of [art form from B1] did you participate in over the last 12 months? Receptive participation in the performing arts is more prevalent in Metro areas, notably traditional or contemporary theatre (29% Metro, 22% Victoria). Table 30: Receptive participation in Theatre and Dance – Victorian regions THEATRE & DANCE Victorian Total % Metro % Outer Metro % Regional % n= 944 309 354 281 Traditional or contemporary theatre 22 29 17 20 Circus or physical theatre 11 12 11 10
Please give details of any award you expect to receive in 2019/20, including fees only awards. If your circumstances change, you must inform the Managing Editor immediately. Research Proposal Please describe your research plans in 2019/20 (max. 500 words). Referees Please give the names and contact details of two referees who will write directly to the Managing Editor at in support of your application. Please note that it is your responsibility to ensure that your referees send in their references by the deadline. Referee 1
Associate in Science –Transfer, 2 Expanded Detail for Engineering MRPs Engineering is a broad discipline and one pathway will not fit the requirements for all sub-disciplines contained within engineering. Therefore, these pathways within the Associate of Science – Transfer, Track 2 Degree are designed for the following major areas: Associate of Science – Transfer, Track 2 Degree Bioengineering and Chemical Engineering (BIO and CHEM E) Pathway Computer and Electrical E and EE) Civil and (CE and ME) Pathway Materials Engineering (MSE and MFGE) Pathway Skills (Min. 5 quarter credits) College level composition course. Skills College Writing - 5 credits Skills College Writing - 5 credits Skills College Writing - 5 credits Communication Skills College Writing - 5 credits Mathematics (10 quarter credits) Two courses at or above introductory calculus level. Third quarter calculus or approved statistics course: 5 quarter credits chosen with the help of an advisor based on the requirements of the specific discipline at the baccalaureate institution the student plans to attend. Mathematics Calculus 1,2,3 - 15 credits Differential Equations - 3-5 credits Mathematics - 15 - Mathematics Calculus 1,2,3 - 15 credits Equations - 3-5 credits Linear Algebra - 5 credits Mathematics Calculus 1,2,3 - 15 credits Linear Algebra - 5 credits n
- 5 Associate of Science – Transfer, Track 2 Degree Bioengineering and Chemical Engineering (BIO and CHEM E) Pathway Computer and Electrical Engineering (Comp E and EE) Pathway Civil and Mechanical Engineering (CE and ME) Pathway Materials Engineering (MSE and MFGE) Pathway Physics (15 quarter credits) or based sequence including laboratory. Students should be advised that some baccalaureate Engineering Physics 1,2,3 + labs 15-18 credits Engineering Physics 1,2,3 + labs 15-18 credits Engineering Physics 1,2,3 + labs 15-18 credits Engineering Physics 1,2,3 + labs 15-18 credits
programs require physics with calculus. Chemistry with laboratory (5 quarter credits) required for Engineering majors. Others should select 5 credits of science based on advising. General Chemistry 1,2,3 + labs 15-18 credits Organic Chemistry 1 + lab - credits Organic Chemistry 2 or Biology for Science Majors + labs - 4-6 credits General Chemistry 1 + lab 5-6 credits General Chemistry 1,2 + labs 10-12 credits General Chemistry 1 + lab 5-6 credits
APPENDIX B Engineering AS-T/MRP Workgroup Participants Co-Chairs: Robert (Bob) Olsen and Jeff McCauley Community and Technical Colleges: Jack Surendranath Jim Hamm Chris Byrne Muhammad Mir Jill Davishahl Eric Davishahl Jeff McCauley Keith Clay Bob Maplestone Dennis Schaffer Patricia Cheadle Smith Kenneth Schroeder Nancy Verheyden Art West Jim Bellotty Kelly Casey Jane Twaddle Baccalaureate Institutions: Anthony de Sam Lazaro Bill Bender George Simmons Brian Miller Mara Rempa Carolyn Denney Chen-Ching Liu Frank Ashby Robert (Bob) Olsen David McLean Donald Richter Steve Dillman Carlos Oncina, Bob Wood Dennis Horn Jennifer Payne Joan Sarles
(c) sin72 = 1.80sin θ Correct answer on its own gets both θ = 31.895 = 31.9 correct answer >= 2sf seen Do not allow 31 for second mark Allow 31.8 − 32 2 (d) 1.80 sin θc=1.40 OR θc = 51.058 = 51.1 ° (accept 51) Correct answer on its own gets both marks Don’t accept 50 by itself 2 OR = 0.778 (e) (i) 22 + their (c) (22 + 31.9 = 53.9) 53.9 > (51.1) critical angle If c + 22 < d then TIR expected If c + 22 > d then REFRACTION expected OR c + 22 < d (θc ) ecf from (c) and (d) angle less than critical angle max 1 for ‘TIR because angle > critical angle’ only if their d > c + 22 2 (ii) TIR correct ecf from e(i) for refraction answer Tolerance: horizontal line from normal on the right / horizontal line from top of lower arrow. If ei not answered then ecf (d). If ei and d not answered then ecf c 1 [11] M2.(a) (i) π / 2 (radians) or 90 (degrees) No path differences Penalise contradictions No fractions of a cycle 1
T = 1 / 780 OR = 1.28 × 10–3 0.25 × 1.28 × 10–3 = 3.2 × 10–4 (s) Allow correct alternative approach using distance of 0.04m travelled by progressive wave in ¼ cycle divided by speed. 0.04 /125 = 3.2 × 10–4 (s) 3 (c) (i) antinode 1 (ii) 2 x 0.240 = 0.48 m ‘480m’ gets 1 mark out of 2 2 (iii) (f = v/λ = 124.8 or 125 / 0.48 ) = 260 (Hz) ecf from cii 1 [13] M9. (a) (wave) B (the parts of the) spring oscillate / move back and forth in direction of / parallel to wave travel OR mention of compressions and rarefactions Second mark can only be scored if first mark is scored 2 (b) (i) (double ended arrow / line / brackets) from between two points in phase 1 (ii) wave A: arrow vertically upwards wave B: arrow horizontally to the left 2
= 1.3 (m) (1) (1.28) 2 (iii) (c = f λ) = 108 × (a)(ii) (1) = 138 to 140(.4) (m s–1) (1) ecf from (a) (ii) 2 (b) (i) four antinodes (1) (single or double line) first node on 0.16 m (within width of arrowhead) + middle node between the decimal point and the centre of the ‘m’ in ‘0.64 m’ + middle 3 nodes labelled ‘N’, ‘n’ or ‘node’ (1) 2 (ii) (4 f0 =) 430 (Hz) (1) (432) or use of f = 430 to 440 Hz correct answer only, no ecf 1 (c) decrease the length/increase tension/tighten string (1) 1 [9] M23. (a) showed that light was a wave (rather than a particle)/wave nature (of light) (1) 1 (b) (i) single wavelength (or frequency) (1) 1 (ii) (waves/source(s) have) constant phase difference (1) 1 (iii) any sensible precaution, eg do not look into laser/do not point the laser at others/do not let (regular) reflections enter the eye/safety signs/suitable safety goggles (1) 1 (c) (0.16/8) = 0.02(0) (1) = (1) ecf from calculation of fringe spacing
Remarks: 3.1.4 Engine Installation Checked Front / Rear down? Remarks: 3.1.5 Space for Maintenance Checked Remarks: 3.2 Fuel System 3.2.1 Fuel Tank Location: Fuel Tank height above / below engine fuel inlet [m]: Air vent pipe existing ? Anti siphon valve installed? Kit "Can Fuel Level Sensor" installed? YES NO Fuel Level Sensor -180Ohm 240Ohm 240Ohm - 33,5Ohm Fuel Level Sensor Brand / Model: 3.2.2 Fuel Lines Fuel Line Material (hose, pipe,etc.): Fuel supply line diameter [mm]: Fuel supply line length [m]:
Remarks: 3.7.4 I/O-Box for SCC, SCC2 I/O-Box #1 I/O-Box #2 I/O-Box S.No.: I/O-Box S.No.: Connected Inputs: Connected Inputs: Connected Outputs: Connected Outputs: 3.7.5 GPS installed Checked Interface- Type NMEA 2000 NMEA 0183 Remarks:
Answer Sheet 2: Negative Numbers Adding & Subtracting Work out the following: 15 – 8 = 22 – 4 = 12 – 16 = 8 – 15 = 7 – 11 = -4 + 3 = -8 + 13 = -10 + 12 = -5 – 4 = -10 – 7 = 7 18 -4 -7 -4 -1 5 2 -9 -17 -4 – 3 = 8 – (-2) = 15 – (-7) = 20 – (-5) = 35 – (-10) = -5 – (-3) = -9 – (-4) = -11 – (-5) = -22 – (-24) = -14 – (-20) = -7 10 22 25 45 -2 -5 -6 2 6 (8+2) (15+7) (20+5) (35+10) (-5+3) (-9+4) (-11+5) (-22+24) (-14+20) Multiplying & Dividing Work out the following: 3 x 4 = -3 x 4 = 3 x (-4) = (-3) x (-4) = -7 x -2 = -8 x 3 = 5 x -3 = 4 x 2 = 12 -12 -12 12 14 -24 -15 8 15 ÷ 5 = 15 ÷ (-5) = -15 ÷ 5 = -15 ÷ -5 = 24 ÷ (-8) = (-32) ÷ (-8) = (-20) ÷ 10 = -22 ÷ -11 = 3 -3 -3 3 -3 4 -2 2
Social Pedagogy UK website, <>. Thomson, P 2007, Whole School Change: A review of the literature, Creative Partnerships, Arts Council England. Available at: <http://www.creative- Victorian Curriculum & Assessment Authority 2004, Introducing the Victorian Essential Learning Standards, VCAA, Melbourne. Available at: <>. –– 2008, VELS Disciplined-based Learning Strand: The Arts, January 2008, VCAA, Melbourne. Available at: < index.html>. Winston, J 2000, ‘The “Partenariat”: The Actor-Teacher Partnership in the French School System’, in Report on the IDEA Partnership in Arts Education Project 1997-99, IDEA Publication, Amsterdam.
24 Oct/25 Oct 5 Airpower thru Cold War: B. Korean Conflict, LeMay, SAC, Cuban Missile Crisis A, B, D Book: EASP Chapters 10, 11, 12, 13 31 Oct/1 Nov Independent Study Work on Communication Skills Assignments 7 Nov/8 Nov 4 Communication Skills: Informative Briefings B, C Book: T&Q pgs 17-62 and 113-130 Holm Center Form 6 DUE: Talking (submit electronically by COB Fri, 9 Nov) DUE: Briefing (presented in class as assigned by instructor) See Attachments 1 and 3 14/15 Nov 4 Communication Skills: Informative Briefings B, C Book: T&Q pgs 17-62 and 113-130 DUE: Briefing (presented in class as assigned by instructor) / See Attachments 1 and 3 21/22 Nov Thanksgiving Break! 28/29 Nov 4 Communication Skills: Informative Briefings B, C Book: T&Q pgs 17-62 and 113-130 DUE: Briefing (presented in as assigned by instructor) / See Attachments 1 and 3 5/6 Dec OPTIONAL FINAL REVIEW A, B, D Finals Week (TBD, 12/13 Dec or as assigned) FINAL EXAM A, B, D Exam will cover EASP Chapters 8-13, videos, class lectures, and T&Q readings Book Turn-In (If not taking in Spring) Check in at Detachment before departing for semester break