zilongwang/ReadingBank huggingface dataset:
Community Right to Bid – Nomination for building or land to be listed as an asset of community value The Community Right to Bid allows local community interest groups and parish councils to nominate buildings or land for listing by the local authority as assets of community value. An asset can be listed if a non-ancillary use furthers, or has recently furthered, the community’s social wellbeing or social interests (which includes cultural, sporting or recreational interests) and is likely to do so in the future. When a listed asset comes up for sale a moratorium (stop) on the sale of that asset may apply, providing certain local community groups with a chance to raise finance, develop a business plan and to make a bid to buy the asset on the open market. For more information on the Right to Bid see the Department of Communities and Local Government (DCLG) website. The owner will be given an opportunity to comment on your nomination. In this nomination form all references to “land” included buildings or land. 1. Your organisation Name of your organisation: Address of your organisation: e-mail and /or telephone contact details (obligatory): Only certain organisations may nominate land for listing as an asset of community value. Please tick in the second column below the description which relates to your organisation, and submit with your application any evidence required by the third column. Description of organisation Tick Evidence which must accompany your application The parish council in whose area the land is situated ** n/a A parish council sharing a boundary with the parish in whose area the land is situated n/a A parish council in the South Holland District Council’s area (this only applies if there is no parish council for the land) n/a A parish council sharing a boundary with the Holland District Council (this only applies if there is no parish council for the land) n/a
To check that nothing is missed, please list any documents which you are submitting to accompany this form. Section 1 – you must attach your organisation’s constitution, articles of association or registered rules Title of document attached: Section 2 – any maps, drawings or description of the land requested Documents attached: Section 3 – note of any terms and conditions that are to apply to the request Documents attached: Section 4 – your proposals, their benefits, any restrictions on the land or potential negative consequences, and your organisation’s capacity to deliver. Documents attached: Section 5 – evidence of community support Documents attached: Section 6 – funding Documents attached:
Summary of Asset Transfer Approach Asset Transfer Request Stage Community Transfer Body Role Highland Council role Phase one – expression of interest Complete Expression of Interest Form Submission to central point of contact Provide the constitution Provide a contact – to ensure appropriate ATRs are progressed, engagement with community organisation Determine ownership – needs to be determined re. ability to potentially transfer – indication not a formal judgement. Status of the organisation – is the body suitable as defined in the Act - ward manager role Signposting – named contact to signpost group to external supports e.g. COSS, HTSI who will support the organisation to develop their ATR 2 – Assessment and Consideration Asset Transfer Request Submitted Time period of 6 months from complete asset transfer request Submit a completed Transfer Request. This must include Constitution What is being requested – ownership, management, leasing or using What the organisation it for Business Plan - How the organisation proposes to fund the purchase/lease and ongoing revenue costs and provide an indicative price Outline and demonstrate community support for the ATR Describe the benefits this will bring to the community:- economic, regeneration, health, social wellbeing, ATR Check – named contact check that ATR is complete. If yes, confirm with Community Organisation Internal Assessments Property – on the ability for the Council to transfer and the potential impact on Council assets Legal – to check the governance of the organisation and any legal title HR – should the asset requested be currently in use and have staff members Finance – financial assessment of the business plan and sustainability Community Benefit – assessment of the level of community benefit and the level of community support for the ATR
environmental; or tackle inequalities Asset Management Property Board – to consider ATR and accompanying assessments AMPB – refuse asset transfer request AMPB – recommend approval to Committee of transfer request Committee Consideration - if recommended for approval by AMPB, Resources Committee to consider Member Review Panel – right of appeal if refused by AMPB or at Committee. on same grounds Phase 3 – Negotiation of Contract Time period – 6 months maximum, can be extended on agreement Engage in agreement of contract terms – legal, terms, costs, legacy Group needs to finalise financial arrangements Property, legal and finance support to agree contract terms
Revision - Assessment Point: Year: 10 Subject: English Language Exam Details: English Language Component 2 Topics to be revised Where/How you can revise these topics Reading (comprehension of a text) Transactional writing Read multiple non-fiction texts (19th Century and modern) and extract information using the question stems in the vocabulary section below. Compare and contrast wherever possible. Revisit any past papers shared with you in your lessons. Revise the features of each transactional writing format (formal letter, article, report, review, speech/talk, leaflet/guide). Key Skills/Assessment Objectives being assessed Section A (reading fiction) AO1 Identify and interpret explicit and implicit information and ideas. Select and synthesise evidence from different AO2 Explain, comment on and analyse how writers use language and structure to achieve effects and influence readers, using relevant subject terminology to support their views. AO3 Compare writers’ ideas and perspectives, as well as how these are conveyed, across two or more texts. AO4 Evaluate critically and support this with appropriate textual references. Section B (writing fiction - narrative) AO5 Communicate clearly, effectively, and imaginatively, selecting and adapting tone, style and register for different forms, purposes and audiences. Organise information and using structural and grammatical features to support coherence and cohesion of texts. AO6 Students must use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation. Specifics for this exam This exam is two hours long. There are 40 marks available in Section A and 40 marks available in Section B. This component is worth 60% of your final English Language grade. Key Vocabulary/Terminology you must know Section A (reading fiction) AO1 AO2 AO3 AO4 Identify List Select Summarise Synthesise Explain How does the writer…? Analyse What impressions…? Compare Identify similarities and differences To what extent do you agree? Evaluate How effective is…? What do you think and feel? Section B (writing fiction - narrative) AO5 AO6 Communicate Select Organise Range Clarity Purpose Accurate
Holmes, Shelley Lees, Martine Collumbien (STRIVE/ LSHTM), Sara Paparini, Tim Rhodes (LSHTM), Deborah Johnston (SOAS) To join in the conversation & keep up to date with all ASSHH UK activities, see: Twitter: @ASSHH_UK Email: Facebook: www.facebook.com/groups/ASSHH.UK
Revision Sheet - Assessment Point: 3 Year: 10 Subject: Science Combined Trilogy Exam Details: 90 Marks 1 hour 30 Minutes Topics to be revised Where/How you can revise these topics Cell Biology Infection and Response Organisation Atomic Structure Bonding Energy changes Quantitative Chemistry Energy Electricity Particle Model of Matter Revision mind maps and knowledge organisers available from Science Science intervention starting week beginning 4th June from 2:30-3:30pm Monday- Chemistry 1.83 Thursday- Physics 1.07 Friday Biology 1.02 Key Skills/Assessment Objectives being assessed How science works- core practical/ looking at extended answers Use of formula/ re-arranging equations (quantitative chemistry and physics) Recall of knowledge on topics taught over the past year- ALL PAPER 1 SCIENCE Key Vocabulary/Terminology you must know Enzymes Differentiation/ Specialisation Isotopes Exothermic/ endothermic Percentage element in a compound Relative formula mass (Mr) Conservation of mass Efficiency Internal Energy Specific Heat Capacity Precision Accuracy Reliability Reproducibility Ways to revise Revisit your class/homework Highlight key terms, concepts, facts, ideas – use different colours for each Create mind maps/spider diagrams Condense your notes into bite size chunks Transfer onto sets of revision cards Revise with friends – discuss ideas, test each other (that’s revise, not Snapchat…) Past papers Websites/Books you could use BBC Bitesize GCSE Science AQA Savemyexams.com (past paper questions and mark schemes available for free by topic) Passmyexams.com (lots of revision resources and animations) Khan academy (similar to the above)
Action Verbs Management skills Communication skills Clerical or detailed skills administered analyzed assigned consolidated coordinated delegated developed directed evaluated executed improved organized oversaw planned prioritized produced recommended reviewed strengthened supervised addressed authored corresponded developed directed drafted edited enlisted formulated influenced interpreted mediated moderated motivated negotiated persuaded promoted publicized recruited wrote approved arranged cataloged classified collected compiled dispatched inspected monitored operated organized prepared processed purchased recorded retrieved screened specified validated Research skills Technical skills Teaching skills clarified collected critiqued diagnosed evaluated examined extracted identified inspected interpreted interviewed investigated organized reviewed summarized surveyed systematized assembled built calculated computed designed devised engineered fabricated maintained operated overhauled programmed remodeled repair solved trained upgraded adapted advised coached communicated coordinated developed enabled encouraged evaluated explained facilitated guided informed initiated instructed persuaded stimulated Financial skills Creative skills Helping skills
7. A student adds enough water to 120 mL of a 6.0 M solution of NaOH until the final volume of the solution is 2.0 L. What is the concentration of the diluted solution? 8. What volume of a 18.0 M H2SO4 solution is required to make 2.5 L of a 1.0 M H2SO4 solution? 9. What mass of ammonium chloride, NH4Cl, is present in 0.30 L of a 0.40 M NH4Cl solution?
Assignment 1 Grades This is an example of how I have graded Assignment 1. Client Number: 1XX Team Grade: 25/25 Exercise SD 1: Create Order (Weight: 1 Point – Earned: 1 point) Exercise SD 2: Create Delivery Note for Sales Order Exercise SD 3: Pick Materials on Delivery Note (Weight: 1 Point – Earned: 1 point) Exercise SD 4: Post Goods Issue (Weight: 1 Point – Earned: 1 point) Exercise SD 5: Create Billing for Customer (Weight: 1 Point – Earned: 1 point) Exercise SD 6: Post Receipt of Customer Payment Exercise SD 7: Review Document Flow (Weight: 1 Point – Earned: 0 point) Exercise SD 8: Create New Customer (Weight: 1 Point – Earned: 0 point) Exercise SD 9: Create Contact Person for Customer Run VA03 transaction code and confirmed the sales order created (see figure below). Document flow shows completion of the exercises in the SD module. Run FB03 Tran Code and confirmed SD6. Run XD03 Tran Code and searched for your client. Confirm both client and Contac Person. (Weight: 1 Point – Earned: 1 point) Exercise MM 1: Create a Purchase Order for Boxes Inc. (Weight: 1 Point – Earned: 1 point) Exercise MM 2: Create a Goods Receipt for the Purchase Order (Weight: 1 Point – Earned: 1 point) Exercise MM 3: Create an Invoice Receipt from Vendor (Weight: 1 Point – Earned: 1 point) Exercise MM 4: Post Payment to Vendor Exercise MM 5: Display Vendor Line Items (Weight: 1 Point – Earned: 1point) Exercise MM 6: Create a New Vendor (Weight: 1 Point – Earned: 1 point) Exercise MM 7: Create Material Master for Trading Goods Exercise MM 8: Display Stock/Requirements List Run transaction ME23N and confirmed the purchase order which was created. Run transaction MIGO_GO and confirmed Goods Receipt for the Purchase order (shown below) Run transaction MIR4 and confirmed Invoice Receipt from Vendor (see below). Run transaction FB03 and confirmed Payment to Vendor (see below). MM 6: Run XK02 Tran Code to review vendor document. MM 7: Run MM02 (or MM19) Tran Code and verified both materials.
Using the elevation of the suction to the pumps as the datum, develop modified pump curves for Pumps A and B. These modified curves should show, for each pump, the head at the end of the 400ft line as a function of the flow rate through the pump and the corresponding pipe. Show the modified curves on a copy of the given plot. These modified curves are convenient for this analysis, because they characterize the parts of the system where the water that passes through Pump A experiences different conditions from the water that passes through Pump B; downstream of the point characterized by these pump curves, the flow that has passed through Pump A is indistinguishable from the flow that has passed through Pump B. On the plot, draw a curve that represents the modified head vs. discharge for the combination of Pumps A and B. Draw the modified system curve on the plot and determine the total discharge to reservoir 2 when both pumps are operating. What fraction of the total discharge to reservoir 2 passes through Pipe 4?
Read the Introduction to z Systems document 1. Provide a detailed description and practical example of each of the following z/OS processing workloads or user/data interfaces. Workloads, User and Data interfaces Description Practical Example Batch Processing Online Transaction Processing (OLTP) Web Applications (WebSphere) Web Services (WebSphere MQ) 2. List the advantages and disadvantages of Batch Processing using the following table. Batch Processing Advantages Disadvantages 3. List the advantages and disadvantages of Transaction Processing (OLTP) using the following table. Transaction Processing (OLTP) Advantages Disadvantages 4. What z/OS subsystem manages batch processing? Answer: 5. Historically, the only interface to manage and execute jobs on an IBM operating system was keypunch The popular online interface to access IBM operating systems, manage jobs, perform system program tasks is called? Answer: 6. What is the z/OS component that provides OLTP processing services for user transactions, e.g., inquiry to account balances, adding employee information into a database, etc. using legacy programming languages, e.g., COBOL? Answer:
What is the for the regression of percent body fat (Y) on abdominal circumference (X). Interpret this quantity. (2 pts.) Use Analyze > Fit Y by X to fit a regression line to these data. How does the estimate regression line compare to your estimate of found in part (c) above? (2 pts.) How does the RMSE and for the regression line fit part (e) compare to your estimate of from part (c) and your R-square estimate from part (d)? (2 pts.) 3 – List Price ($) and Finished Living Area (ft2.) for Minneapolis and St. Paul These data were obtained using a real estate browsing site called Redfin ® (www.redfin.com). By using this site you can search numerous metropolitan areas for homes currently on the market within in the U.S. using a mapping tool and then download numerous characteristics of the properties on the map into a .csv file. Data Source: Data File: Twin Cities Homes.JMP and Twin Cities Homes.txt The variables in this data file are: City (city or suburb the home is located in) ZIP – ZIP code ListPrice – current list price of the home ($) BEDS – number of bedrooms BATHS – number of bathrooms SQFT – square footage of the finished living area (ft2) LotSize – square footage of the lot (ft2) Age – age of the home in years HasGarage – categorical variable (Garage or No Garage) LATITUDE – latitude of the home LONGITUDE – longitude of the home
Physical Geography 110 Name: Assignment #2 – The in Space Guide to the Universe Create a tourists' guide to the universe by answering the questions below: 1. You want to send an intergalactic postcard to friends in a distant supergalaxy. What is Earth's “address” in the universe? Give as many details as possible! 2. Earth is uniquely suited to support life. Use this site to help you answer the following questions: [6 points] a. Give at least three reasons why Earth is suitable for supporting life. b. For each of the other seven planets, give one reason why it would not be suitable for a populated planetary outpost. c. Would any of the planet's moons be more suitable? Explain your reasoning. 3. "When you gaze up at objects in the night sky, you are really looking back in time." Choose a familiar star and do your own research to discover how far back in time we are looking when viewing that star. [3 points] 4. Here we sit, practically motionless at our Considering that we are on a spinning planet orbiting the Sun, which itself orbits a galaxy, how fast are we travelling, and in which direction(s)? There are several answers, depending on the scale you're considering. Explore , then report the speed and direction of four of Earth's constant movements. Is your head spinning yet? 5. Compare and contrast three theories: Nebular Hypothesis, Big Bang Theory, Steady State theory 6. Check out NASA's Mars rover Curiosity . Should we send rovers to other planets? Explain your reasoning. 7. Do you think we will ever find a "Plan B" planet for re-starting civilization? Why or why not? Time and Space on Earth
Former Philips Headquarters, Eindhoven, Holland ‘Cube’ building Vancouver, Canada Tensile spiderweb-tensile structure by Frei Otto tensegrity of the human body Observation/question: Tension always has a compression component.. does compression always have a tension component? The straighter the clothesline, the higher the stress..
SAT Prep: Portfolio Assignment #3 NAME: _________________________________ Website used: American Rhetoric (real speech) American Rhetoric (movie) TEDTalks Title of piece/movie from which it came: Author/speaker of piece Date was delivered PART 1: CLAIMS/EVIDENCE/REASONING EVIDENCE EXPLANATION/ANALYSIS (paraphrase the evidence and how does it support the claim?) Write in sentences. EXAMPLE 1: SUPPORT for CLAIM Evidence to support the claim: paraphrase the evidence and how does it support the claim? EXAMPLE 2: (choose 1 and check the box) SUPPORT for CLAIM OR ADDRESS of OPPOSITION and REFUTATION Either another piece of evidence to support the claim OR Evidence of address of opposition Either explain what evidence says and how it supports the claim OR Explain the point of opposition and how the speaker refutes it PART 2: STYLISTIC/RHETORICAL ELEMENTS
(e.g. To achieve a Merit your work will show…..) DISTINCTION: (e.g. To achieve a Distinction your work will show…..) Part A: Feedback on credit level AC no Credit achieved (L3) Location of evidence Tutor/Assessor comments on assessment criteria (the assessor may also indicate on the work itself where each AC is met) Level achieved Tutor/Assessor’s signature: Date: Resubmission (if applicable) If any of the assessment criteria for this assignment have not been met at 3, a resubmission may be permitted. Resubmission must follow the QAA guidelines and be permitted only once.
Requirements for resubmission/new Task set: Date Set: Date due: Date Submitted: Feedback on resubmission: Level achieved after resubmission: Tutor/Assessor’s signature: Date: Part B: Feedback on grading (Applicable only if all assessment criteria achieved at Level 3) Grade Descriptor Tutor/Assessor comments against grade descriptors Grade indicator (P/M/D) Please enter the final grade on page 1 based on this grade profile e.g. PPM=P
iii) a person who is not liked by anyone iv) a great occasion or event b) The meaning of the word ‘embedded’ used in Para-2 is: i) to rotate something ii) to push something iii) to pluck out something iv) to fix something firmly c) The word which means as – ‘very interesting or valuable’ in Para-3 is: i) Mechanical ii) sophisticated iii) intrinsic iv) vertical d) The word which is opposite of – ‘horizontal’: (from Para – 3) material ii) expert iii) welding iv) vertical Read the (8 Title: Power Foods foods are foods that rich levels of like fibre, and With people health today,
Which of the following is NOT the routes of excretion for chemical hazards in human organs? Intestine Heart Liver Lungs Which of the following is NOT the acute toxicity of chemical hazards? Dizziness and nausea Burns of respiratory tract Irritation of the respiratory tract Scarring of the respiratory tract The table below shows the core functions of the main stakeholders in occupational health in Malaysia. Choose an INCORRECT description. Table 1 Organisation Organisasi Functions Fungsi A. DOSH Provide input and act as a secretariat to the National Council for Occupational Safety and Health B. NIOSH Provide training and consultation services for occupational health C. MOH Organise occupational safety and health promotion and surveillance D. MIDA Represent the interest of industrial hygienist Which of the following is NOT the main elements of the Workplace Hazardous Materials Information System (WHMS) for chemicals? Labels Previous data on accidents related to chemicals Material Safety Data Sheets Workers education The categorisation of microorganisms related to the relative risk is mainly on the following factors EXCEPT: Host range Availability of vaccines
professional development tools available to both parents and early childhood professionals, outlining activities, strategies and ideas that can help to enhance social and emotional wellbeing in children. Although the tool is widely applied – and provides a useful common language for engaging in difficult conversations about developmental concerns – caution needs to be exercised around the validity of using the normative based tools such as the DECA for high-risk or culturally and linguistically diverse groups (Bultosky-Shearer, Fernandez & Rainelli, 2013). Mayr and Ulich’s PERIK instrument Overview In response to a perceived lack of empirically sound research in the area of children’s wellbeing, Toni Mayr and Michaela Ulrich developed an empirically informed tool to observe and assess the wellbeing of children in early childhood settings: Positive Entwicklung und Resilienz im Kindergartenalltag (PERIK; Positive development and resilience in kindergarten). Instrument Description Six dimensions of social-emotional wellbeing are identified by Mayr and Ulich: Making contact/social performance Self-control/thoughtfulness Self-assertiveness Emotional stability/coping with stress Task orientation Pleasure in exploration Each scale has a further six item-descriptions under each heading giving observable examples of each of the dimensions. The dimensions cover emotions, social process and interactions and can be used both quantitatively (using the summary scores to measuring individual children’s capacity systematically with other children of similar age/gender), or qualitatively (to develop learning environments that support the development of social-emotional wellbeing based on the dimensions outlined). In addition to the dimensions identified there is a booklet containing practical suggestions and examples of how early childhood educators can support and reinforce the dimensions, ranging from individual activities to more comprehensive structuring of learning environments. Discussion The PERIK scale provides an easy-to-use positive approach to the assessment of wellbeing in young children. The language and terminology is familiar and consistent with contemporary definitions of the characteristics of what wellbeing looks like (Laevers, 2005; Bernard, 2004), and the
Greater than = > = GT Less than = < = LT Data suppressed to protect student privacy = PS For example, a graduation rate in the data file displaying “GE50” the rate for that particular subgroup is “greater than or equal to 50%.” See table below for additional explanation of the way privacy protection for various student counts are applied. Interpreting Zeroes and Cells A "." or blank cell indicates that no data were reported for a particular grade/subgroup combination. LEAs and schools are required to report non-zero data (counts of one student or more) but are not required to submit a "zero students" value for each possible combination of the data. Some LEAs and schools report zeroes and some do not. Since LEAs and schools are not required to report zeroes, one cannot infer a meaningful difference between a reported zero count and a blank or "." cell. Furthermore, there is no meaningful difference between a "." and a blank. When the files are created, some of the cells are read as numeric data and some are read as character data. This causes each cell to show as either a "." or blank. If an education unit actually did report zero students for a particular grade/subgroup combination, then an "n/a" value will appear for the rate for that grade/subgroup combination. Table 3. Illustration of Privacy Protections 3th 3th Grade 4th Grade 4th Grade 5th Grade 5th Grade All Grades All Grades Number Students Percent Proficient Number Students Percent Proficient Number Students Percent Proficient Number Students Percent Proficient American Indian . . . . . . . . . . . . 1 PS (100%) 1 PS (100%) Black 78 75-79% (79%) 100 75-79% (76%) 101 85-89% (89%) 279 80-84% (82%) Hispanic . . . . . . . . White 5 PS (80%) 8 ≥50% (100%) 6 ≥50% (83%) 19 ≥80% (89%) Two or More . . . . . . . . All Students 83 80-84% (80%) 108 75-79% (78%) 108 85-89% (89%) 299 82% (82%)
Show me: myitlab will perform the for you through an animation that includes audio; then you will complete the task yourself. Hint: Tells you what to do and directs you to the correct actions so you can perform the task yourself. Question List: You select the question you want to answer. As you finish each question, it will be grayed out.. Save file for later: You cannot save it for later. Once you click submit, the training will be graded. You have unlimited attempts, therefore, you may return and start over. Time remaining: No time limit set. Questions remaining: Counts down the number of questions you have left to complete. Submit: Use this button to submit your assignment for grading. ?: This button will access the online help system. The following preferences are set for Skill-Based Training: Attempts to Complete: Unlimited Timer Set: No Grade Recorded: Highest grade before due date Chapter Objective Exam (Required in myitlab) Attempts to Complete: 1 Timer Set: 1 hour Grader Project Homework (Required in myitlab) You will have unlimited attempts to complete this project since this is practice for the grader exam. The highest grade will be recorded by the due date. Grader Project is not assigned in Chapter 1, Using the Common Features of Microsoft Office 2010 Grader Projects are completed live in Word 2010 rather than in the simulated environment. A data file will be downloaded and then the completed Word file will be uploaded to myitlab. Word 2010 is required to complete this assignment. The following preferences are set for Grader Project Homework: Attempts to Complete: Unlimited This is practice and preparation for exam. Grader Project Assessment (Required in myitlab) A Word file is created following directions provided at myitlab. A data file will be downloaded and then the completed Word file will be uploaded to myitlab. Word 2010 is required to complete this assignment. Attempts to Complete: 1 Chapter Skill-Based Exam (Required in myitlab) This exam is similar to the skill-based training. You will complete tasks in the Word simulation. Attempts to Complete: 1 Timer Set: 30 minutes created by instructor (Required in Word 2010) This type of exam will be listed at the myitlab website. Word 2010 is required to complete this assignment Grading System Classwork includes: Skill Based Training Additional Assignments (may be assigned)
Code – ETCS-307 LINUX AND X WINDOWS PROGRAMMING Assignment IV Question1: What happens when you use grep a b c? Ans: grep searches for a from file b and c Display the files in the current directory that contain the string A HREF in either uppercase or lowercase. Ans: grep –li “a href’ * Can you use grep to display lines containing pattern <TABLE> and five lines below? Ans: grep –A 5 “<TABLE> filename What does expression gg* specify? Ans: one or more occurrences of g How do you locate the lines containing harris and Harrison using grep? Ans: grep –i “harris*n*” What will the regular expression a. *b match? Ans: The longest pattern starting with a and ending with b, as close to the left of the line as possible. How can grep locate lines longer than 15 characters? State two ways. Ans: grep “…………….” filename (16 dots) Or grep “.\{16\}” filename If you do not have wc command, how would you use grep to count the number of users currently using your system? Ans: who | grep –c “” How would you remove blank lines from a file using grep? Ans: grep –v –e ‘^$’ filename
Titania Hermia Helena Oberon Puck Bottom Demetrius Lysander Quince of these quotes contains onomatopoeia? Who would give a bird the lie, though he cry cuckoo never so? Have you not set Lysander, as in scorn, to follow me and praise my eyes and face? Then crush this herb into Lysander’s eye; whose liquor hath this virtuous property. We, Hermia, like two artificial gods, have with our needles created both one flower. Which of these quotes contains personification? Up and down, up and down, I will lead them up and down: I am feared in field and town. Then fate o’errules, that, one man holding troth, a million fail, confounding oath on oath. The that we have spent, when we have chid the hasty-footed time for parting us. Why should you think that I should woo in scorn? Which of these quotes contains a metaphor? Why should he stay whom love doth press to go? Thy lips, kissing cherries, tempting grow! Be certain, nothing truer, ‘tis no jest that I do hate thee, and love Helena! And are you grown so high in his esteem because I am so dwarfish and so low? Which of these quotes contains alliteration? All fancy-sick she is, and pale of cheer with sighs of love, that costs the fresh blood dear. And yet, to say the truth, reason and love keep little company together nowadays. What hempen homespuns have we swagg’ring here, so near the cradle of the Fairy Queen? I believe we must leave the killing out, when all is done. "For she his hairy temples then had rounded with coronet of fresh and fragrant flowers." This quote contains an example of: alliteration personification assonance simile
The Letter: The student wrote a professional business letter addressed to the editor. A+ A B+ B C+ N/P The Guidelines: The student provided the name of the journal and submission guidelines. A+ A B+ B C+ N/P The Article: Student wrote a quality and well-crafted article for submission to a peer-reviewed journal. A+ A B+ B C+ N/P The student wrote a short introduction section that explored the general topic and its importance to the field. A+ A B+ B C+ N/P The student’s review provided a thorough overview of previous research on the topic using a minimum of 8 high quality sources. A+ A B+ B C+ N/P The student synthesized the literature and developed a coherent essay (not just a summary of the current literature). A+ A B+ B C+ N/P The student’s article was succinct and well-organized. A+ A B+ B C+ N/P The review followed generally established APA guidelines. A+ A B+ B C+ N/P Overall, the article was interesting and thought provoking. A+ A B+ B C+ N/P Note: Must pass each category with a minimum of a C+ to receive credit for this assignment. Passing this assignment does not necessary mean that your dissertation topic has been approved. 200.....A+ 195….A 190….B+ 185….B 180….C+ Letter Grade: Points: See example below (all requirements to this assignment should be submitted as one document): Liberty University School of Education 1971 University Blvd. Lynchburg, VA 24502 January 11, 2014 P.N. Raychowdhury c/o Karen Murphy, Editorial Manager Journal of Mathematics and Science P.O. Box 842014 Richmond, VA 23284-2014. Dear Ms. Murphy, Attached is an original manuscript (as an electronic word file and PDF) entitled of Faith in Science: The Double Glass Ceiling” for consideration in your Special Issue on
Style the type as you like, but make it a color that contrasts with the color of the pie pieces. I used Myriad Pro, 14 points and a CMYK color #110301 Hold the Ctrl key and click away from the point type object to deselect it. Now click again with the Type tool and make your second label. Repeat this until you have separate point type objects for each of your pie pieces. One at a time, drag your type labels into the Symbols palette to create new symbols from each of them. After creating symbols, delete the original objects, or move them to the canvas.. When prompted for a name, use the browser names. Here is one Here is my symbol now: Hide or delete the new layer Note: If you did the poster exercise, you saw how to map art to surfaces: recall we had 6 sides of a cube and applied white pips to each surface Select the entire 3D graph with the Selection tool, On the Appearance Panel, double-click the 3D Extrude & Bevel attribute to reopen the 3D Extrude & Bevel Options. Turn Preview back on on the Map Art button. In the Map Art dialog, the Symbol drop-down contains the label symbols we just made.
Confidential Feedback guidelines for assessment marker When you are marking this assignment please remember this student has additional learning requirements in relation to their specific learning differences/difficulties (SpLDs) or another disability. These guidelines will enable the tutor to: Be aware of learning support information regarding this student Monitor the student’s progress and alert the learning support tutor if you have any concerns Consider the following guidelines when marking the student’s work Student Ref: Course: Level: SpLD/Disability: Particular areas of study affected Spelling Grammar Punctuation Reading Proof-reading Composition/structure planning Time management Research guidelines have been produced by the Learning Services Team with the student’s permission after signing a learning support agreement with the college. Learning Services Manager, Oasis College, 1 Kennington Road, London, SE17QP E: mehrnoush.scarman@oasiscollege.ac.uk T: 020 7921 4317
Prepare for and contribute to the formal discussion of ideas and opinions; (E.L1.1b) Make different kinds of contributions to discussions; (E.L1.1c) Present information/points of view clearly and in appropriate language. (E.L1.1d) Reading Read and understand a range of straightforward texts. Identify the main points and ideas and how they are presented in a variety of texts ;(E.L1.2a) Read and understand texts in detail; (E.L1.2b) Utilise information contained in (E.L1.2c) Identify suitable responses to texts; (E.L1.2d) In more than one type of text.(E.L1.2e) Writing Write a range of texts to communicate information, ideas and opinions, using formats and styles suitable for their purpose and audience. Write clearly and coherently, including an appropriate level of detail;(E.L1.3a) Present information in a logical sequence;(E.L1.3b) Use language, format and structure suitable for purpose and audience; (E.L1.3c) Use correct grammar, including correct and consistent use of Ensure written work includes generally accurate punctuation and spelling that meaning is clear;(E.L1.3e) In more than one type of text.(E.L1.3f ) Task 1 P1 Identify the key elements of health and social care services You need to write about what the four types of service provision; statutory, voluntary, private and informal. HINT: The work be presented as a table showing a list of health and social care settings under each heading. You could also identify settings from your local area. M1 Describe government policy that affects health or social care services
for planning, and controlling work Co-ordinating Controlling Using examples, describe the key features of each of these functions and how they contribute to achieving team and organisational objectives Answer: Pass or Referral AC 3.2 Explain how managers ensure that team objectives are met A simple model to show how managers ensure that team objectives are met consist of these steps: Communicate work objectives and plans for achieving objectives Provide support and guidance Monitor and evaluate progress Recognise achievement Take each of these steps and explain, with examples, some of the activities likely to be involved Answer: Pass or Referral AC 3.3 Explain how a manager’s role contributes to Managers achieve the organisation’s vision, mission and objectives through planning, organizing, staffing, directing and controlling. They design systems and they set and follow policies and procedures. This also includes setting performance standards and performance measures and monitoring achievement.
clients and other employees. (Cooley et al., 2014) Finally, leadership in its essence is an area that is not highlighted but an attribute that should be incorporated, where I believe I need improvement. Leadership is an important and widely researched competency. Essentially, leadership requires a high level of emotional intelligence as suggested: “leaders high in El are able to recognize, appraise, predict and manage emotions in a way that enables them to work with and motivate team members.” (George, 2000. cited in Sadri, 2012). Figure 3.3.1: A of graduate competencies (CBI/NUS, 2011) Interpersonal Skills Finally, an area that refers to factors such as counselling, communication and coaching closely linking social skills associated with outdoor practice. According to Priest & Gass (2017: 13) Outdoor leaders need to be competent in resolving potential conflicts amongst groups and colleagues, effectively communicate with groups to steer them towards successful sessions and become more trustworthy amongst groups in order to effectively manage resources and coach a
Appendix B: APIOL Criteria Appendix C: APIOL Benchmarks Appendix D: S.W.O.T Analysis Strengths: Self-Management. Reflective Practice. Motivation. Socio-cultural aware. Determination. Weaknesses: Commitment. Overestimating ability. Easily Influenced. Attitude. Communication. Decisiveness. Opportunities: Qualified to be a Royal Navy as an Officer. Potential to travel to whenever I want. Threats: Financial Commitments. Emotional Wellbeing. Current occupation.
1 – 1 Section of Lesson Management Strategies (what is the teacher doing?) Teaching Strategies (What are the students doing?) INTRODUCTION Roll call was done Competency being covered was highlighted and students were told that topics covered today were relevant to upcoming exam and related to previously completed practical sessions. LESSON BODY Students told to close books, not needed for first section of lesson. The whiteboard was prepped by having the three sub-topics to be covered written up. Each topic was approached Focus was placed on the teacher, rather than books. APPENDIX
Singh, P. (2001). Pedagogic Discourses and Student Reistence in Australian Secondary Schools. In A. Morais, I. Neves, B. Davies, & H. Daniels, Towards a Sociology of Pedagogy. The Contribution of Basil Bernstein to Research (pp. 251-285). New York: Peter Lang. E., & Keating, J. (2003). From Training Reform to Training Packages. Social Science Press. The World Bank. (2002). The Changing Global Environment. In Constructing Knowledge Societies: New Challenges for Tertiary Education (pp. 7-22). Washington DC: The World Bank. Wheelahan, L. (2000). Bridging the divide: developing the institutional structures that most effectively deliver cross-sectoral education and training. Adelaide: South Australia: National Centre for Vocational Education Research. Wheelan, L. (2002). Post-compulsory education and training in Australia and citizenship. In J. Searle, & D. Roebuck (Ed.), Envisioning Practice - Implementing Change. Proceedings of the 10th Annual International Conference on Post-compulsory Education and Training. 3, pp. 1-8. Park Royal, Surfers Paradise, Gold Coast: Centre for Learning and Work Research, Faculty of Education, Griffith University.
Individual feedback with other students Overall ASS#2 (Steps 3 & 4) Overall very well done in your restatement I think you have done a fantastic job – a few minor changes and it will be done. Don’t forget to provide a word document with some comments. Any questions please let me know. Feedback From: Tiffany Feedback To: Reannan Parle My Comments Step 3 Restated Statement of Changes in Equity Balance Income Statement SOCIE: You have linked all the necessary cells and used formulas Your final total matches back to the original statement It is formatted well – perhaps delete some of the extra lines I am surprised you did not have any CI to differentiate between – very jealous!! BS: You have linked all the necessary cells and used formulas Well formatted – perhaps remove the bold and italics off row 49 column b and add a sum line to row 50 (same as what is on row 55 Cash allocation calculation done correctly and has been appropriately linked As you have higher FO as indicated by the total NFO, perhaps you should list these items before the FA – this will not change the total – just remember in the lecture that the higher figure should go first Your formula of NOA = NFO + Equity is correct and equals. Well done It appears all of your classifications are correct – in my very novice opinion! IS: You have linked the numbers cells and used formulas where appropriate I noticed that the wording had not been linked, but when I referred to the original I realised very little be linked – perhaps you should review those few lines that can be – revenue, profit on subsidiary, net operating expenses, finance costs and taxation Operating profit before tax should appear after operating expenses and should be the formula between the total operating income and total operating expenses I realised that you had to working out the finance income as the number cells related to revenue were not linked (and the same goes for finance income). Perhaps you could make that change to the original statement so you could link the cells. Or alternatively as you had to decrease the amount of revenue from what was reported in the income statement you could provide a calculation like you did for the cash allocation and link from that It appears that the income statement has not been fully restated with two total lines missing – NFE after tax & Comprehensive net
Show all fundamental steps for the mechanism of the following reaction. Show all fundamental steps for the mechanism of the following reaction. Show the reaction coordinate energy diagram for the following reaction with structures for all intermediates and transition states. On the same diagram use arrows up and down to indicate how the diagram would change when the meta product is formed instead. Explain the basis for the changes. versus Unlike methoxybenzene, acetoxybenzene does not readily undergo multiple substitutions. Show the product(s) and explain what factors determine which halogen transfers and the regiochemistry of substitution. Why aren’t there multiple substitutions on the same ester? Show the reaction coordinate energy diagram for the first reaction with structures for all intermediates and transition states. On the same diagram use arrows up and down to indicate how the reaction coordinate diagram (with structures) changes for the second reaction: bromination occurs for nitrobenezene. Explain the basis for the changes. versus (a) Predict favored mono-substitution product(s) for biphenyl. Explain your answer using structures as needed. (b) A single product is formed in the following reaction. Show the product and Explain. Explain the solvent effect for bromination of phenol. Show the mechanism and product for the following reaction Show the mechanism for the following reaction. the mechanism for the following reaction. the mechanism of the rearrangement of the following carbon 13 labeled compound.
Appendix A – blank chart of Science journal Type of Matter Does it take up space? Is it visible? Can it change shape? Does it have weight? Describe the look of the matter! Naming the object! 1 2 3 4 5 6 7 8 9 Notes:
Task 1: Health Screening Questionnaire Prepare a health screening questionnaire to be used to carry out your study (P2). Use the health screening questionnaire and use appropriate screening procedures to screen two contrasting individuals (P3). Include personal details, goals, current activity levels, lifestyle factors, medical history. Design a health monitoring consent form to enable you to carry out your tests (P3, P4) Design an observational check list in the form of a table so that you can safely administer and interpret the results from the health monitoring tests (P4) Include in your the name of the health monitoring tests, result of the health monitoring tests and interpretation of results (fit and healthy/proceed with caution/GP referral). Write a report that can incorporate the following 2 tasks (remember to use the named headers in your work). Task 2: Description of strengths and areas for improvement of health tests Describe the strengths and areas for improvement for both contrasting individuals that you have screened, using information from their health screening questionnaires and health monitoring tests (M2). Compare results to accepted health ranges. Task 3: Evaluation of health screening and health monitoring Evaluate the health screening questionnaires and health monitoring test results and provide recommendations for lifestyle improvements for each of the contrasting individuals (D1) Key to include in your work Be able to use health screening techniques Health screening procedures: health screening questionnaires; client consultation, eg questioning, listening, non-verbal communication, client confidentiality; informed consent; coronary disease risk factors; medical referral Health monitoring tests: eg heart rate, blood pressure, lung function, waist-to-hip ratio, body mass index Assessment Grading Criteria Unit 7 P2 Prepare an appropriate health screening questionnaire P3 Devise and use appropriate health screening procedures for two contrasting individuals P4 Safely administer and interpret the results of four different health monitoring tests for two contrasting individuals M2 Describe the strengths and areas for improvement for two contrasting individuals using information from health screening questionnaires and health monitoring tests D1 Evaluate the health screening questionnaires and health monitoring test results and provide recommendations for lifestyle improvement. Assessment and Grading Criteria Support