zilongwang/ReadingBank huggingface dataset:
BEng Computer Aided Engineering Requires 320 credits including a minimum of 180 at Level 5 or above and a minimum of 40 at Level 6 Two modules are studied from the options. One module from option and one module from either option or option MP3732 Operations Management B 20 Either MP3674 or MP3610 Manufacturing Simulation(O) Automated Production B (O) 20 20 Either MP3774 Or MP3731 Computer Aided Tribology (O) Engineering Design B (O) 20 20 Either MP3590 or EL3102 Mod & Control of Dynamic Sys (O) Control Systems(O) 20 20 Level 5 MP2899 Industrial Placement (O) 120 Diploma of Higher Education in Engineering requires 240 credits including a minimum of 100 at Level 5 or above. MP2714 CAD & Manufacture 20 MP2570 Engineering Design & Development 40 MP2576 Thermo-fluids with CFD 20 MP2721 Operations Management A 20 Either MP2590 Or EL2104 Dynamic Modelling of Engineering Sys Instrumentation & Control 20 Level 4 MP1515 Drawing & CAD 20 Certificate of Higher Education in Engineering Requires 120 credits including a minimum of 100 at 4 or above. MP1532 Manufacturing Engineering 20 MP1784 Introduction to Mechanics 20 MP1785 Electronics & Instrumentation 20 MS1063 Engineering Analysis A 20 MP1520 Engineering Applications (O) 20 15. Personal Development Planning
6 FV3001 FV3002 FV3004 FV3102 FV3201 FV3900 Enclosure Fire Dynamics Fire Protection Engineering Fire Investigation Probabilistic Risk Analysis Engineering Design Project Engineering Dissertation 20 20 20 20 20 20 BEng (Hons) Fire Engineering Requires 360 credits including a minimum of 220 at Level 5 or above and 120 at Level 6 BEng (Hons) Fire Engineering () Requires 480 credits including a minimum of 120 at level 6 and 240 at level 5. BSc Fire Engineering Requires 320 credits including a minimum of 60 at Level 6 and 180 at Level 5 or above. Note that the professional body requires that the APM for the BEng (Hons) is based on all 6 level 6 modules. Level 5 FV2001 FV2003 FV2101 FV2102 FV2103 Fv2204 FV2301 FV2800 Fluid Dynamics of Fire Fire and the Built Environment Accidents and Catastrophes Safety, Health and Environment Project Management Computational Engineering Engineering Analysis 2 Industrial Experience 20 20 10 20 10 20 20 120 Diploma of Higher Education in Fire Engineering Requires 240 credits including a minimum of 120 at Level 5 or above Level 4 FV1001 FV1101 FV1201 Fv1202 FV1207 FV1302 FV1502 Introduction to Combustion and Fire Safety and Fire Law Energy Transfer and Thermodynamics Engineering Design Practice Buildings, Materials and Fire Engineering Analysis 1 Skills for Science and Engineering 20 10 20 20 20 20 10 Certificate of Higher Education in Fire Science Requires 120 credits at 4 or above 15. Personal Development Planning
D1i • Define a problem and identify constraints. D1 • Investigate and define a problem and identify constraints including environmental and sustainability limitations, health and safety and risk assessment issues D1m • Wide knowledge and comprehensive understanding of design processes and methodologies and the ability to apply and adapt them in unfamiliar situations D2i • Design solutions according to customer and user needs. D2 • Understand customer and user needs and the importance of considerations such as aesthetics D2 D3 D3 • Identify and manage cost drivers D3 IEng degree BEng (Hons) for CEng Integrated BEng degree D4i • Use practical creativity and innovation D4 • Use creativity to establish innovative solutions. D4m • Ability to generate an innovative design for systems, components or processes to fulfil new needs D5i • Ensure fitness for purpose (including operation, maintenance, reliability etc). D5 • Ensure fitness for purpose for all aspects of the problem including production, operation, maintenance and disposal D5m • Ability to generate ideas for new products and develop and evaluate a range of new solutions D6i • Adapt designs to meet their new purposes or applications. D6 • Manage the design process and evaluate outcomes D6 Economic, social and environmental context (S) S1i • Knowledge and understanding of commercial and economic context of engineering processes. S1 • Knowledge and understanding of commercial and economic context of engineering processes. S1m • The ability to make general evaluations of commercial risks through some understanding of the basis of such risks S2i • Knowledge of management techniques which may be used to achieve engineering objectives within that context S2 • Knowledge of management techniques which may be used to achieve engineering objectives within that context S2m • Extensive knowledge and understanding of management and business practices, and their limitations, and how these may be applied appropriately to strategic and tactical issues.
Further Information: For further information, please check the University prospectus or contact Admissions. MDIS Unicampus, 501 Stirling Road, 148951 Singapore Tel: +65 6278 8000 School of Engineering and Informatics University of Bradford Richmond Road Bradford BD7 1DP Tel: +44 (0)1274 23 4567 The contents of this programme specification may change, subject to the University's regulations and programme approval, monitoring and review procedures.
2014-15 School Supply List Quantity Supply 2 3 inch Binders 6 Perforated Spiral notebooks 70 count sheets (3 hole punched) Color coded by subject areas: Blue Spiral notebook…… Math Red Spiral notebook ……Reading/Lang Arts Yellow Spiral notebook…Science Green Spiral notebook…..Social Studies Black Spiral notebook……Health/ World Languages (2) 6 Pocket Folders (3 hole punch (Blue, Red, Yellow, Green, Black (2)) 6 Wide ruled filler paper 1 Pencil Pouch (3 holed punched) 12 Pencils (regular or Mechanical) - 12 Pens (6 blue 6 1 Pack of Colored Pencils 1 Ruler (metric and standard sides) 1 Protractor 1 Compass 1 Sketchbook (if Art is on your schedule) 6 Book Covers 1 USB Drive (any memory size) 1 Pack of Dividers
Feb. 2 and 4 Week 5: Feb. 9 and 11 Week 6: Feb. 16 and 18 Week 7: Feb. 23 and 25 Week 8: Mar 2 and 4 Week 9: Mar. 9 and 11 Week 10: Mar. 16 and 18 Week 11: Mar. 23 and 25 Week 12: Mar. 30 and Apr. 1 Week 13: Apr. 6 and 8 Week 14: Apr. 13 and 15 Week 15: Chapter 4: Schools: Choices and Challenges Chapter 5: Student Life in School and Home Chapter 6: Curriculum Standards and Testing Field Experience # 1 Due Exam, chapters 4, 5, and 6 Chapter 7: The History of American Education Chapter 8: Philosophy of Education Field Experience # 2 Due, Mar. 2 organization of lesson plan presentation Spring Chapter 9: Financing and Governing America’s Schools Philosophy of teaching due, Mar. 16 Exam, chapters 7, 8, and 9 Lesson Plan Presentations Due (Group project) Continuation of presentations Chapter 10: School Law and Ethics Chapter 11: Teacher Effectiveness Field Experience # 3 Due on April 13 Chapter 12: Your First Classroom (read) Portfolio Due on April 15 Chapter 13: Q and A Guide to Entering the Teaching Profession
A Workshop in Socratic Seminar Eastern Suffolk BOCES December 2, 2015 Presenter: Amy Benjamin Agenda: 1. What do we already know about Socratic Seminar? 2. Comparing traditional reading comprehension lesson with Socratic Seminar 3. Demonstration of Socratic Seminar on various types of texts Lunch 4. Creating a rubric 5. Your turn to practice! Text-Based Questions Aligned to the CC Reading Standards: Reading Standard Questions 1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. What do you think is the author’s point in writing this? How do you know? What can we assume about _____? Is that stated explicitly or is it implied? Show us where. What do you think lines xx-xx mean?
4: Interpret words and phrases as they are used in a text, determining technical, connotative, and figurative meanings and analyze how specific word choices shape meaning or tone. Are there any words or phrases that you want to know more about? Are any words that are used in unusual ways? Look at the word ____. Is that word used literally or metaphorically? How do you know? Find a metaphor. Metaphors have their power in making associations. What association is the author wanting us to make here. Why? What would you say is the tone of this piece? At what point in the piece does the tone become obvious? How?
Bennerley Support Centre Curriculum Overview. Subjects Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2 English using folk tales Writing a book Macbeth Goodnight Mr Tom Non - Fiction Poetry Maths Number Ratio, proportion and rates of change Algebra Probability Statistics Geometry and Measure Science Space and the solar system Chemical Changes Respiration and Sound and Hearing Acids and Alkalis Environment and Ecological Relationships PE Badminton Racquet Sports Athletics Athletics Computing Presentation Skills The use of search mechanisms Producing a story booklet Digital Imaging Humanities Geography – can the world cope. RS - Judaism Geography – China History – Social and Economic History through Art – 1509-1745 History – Magna Carta RS – Buddhism History - Britain’s Slave Trade Shopping Trends Past and Present History – Women’s Suffrage RS - Ethics History – WW1 and the Peace Settlement Geography - Tourism Topic History of Breadsall Real or Fake Sunk Native America Old Fashioned Games The Great Breadsall Bake Off D+T Kites Christmas Projects Buzz wire Clock Cooking Packet Project Art Abstract Light – Drawing and creating using festivals 20th Century Artists Texture Contemporary Still Life – pencil drawing Landscape - Perspective Creative Art Media Myths and Legends Christmas and Festivals British Springtime Fun in the sun Masks from around the world Landscapes British for self Self Esteem and Drug Awareness Sex and My Wellbeing Emergency First Aider
241 Toll Road Extension: Digitalization and Watershed Analysis By: Bennet Russell & Matthew Flaherty 4/29/2016 Abstract The aim of this study was to examine the spatial proximity of the extension of State Route 241 to local waterways. Water quality concerns have been a reason for concern for the project and is the reason for the TCA’s inability to receive the needed build permits. A spatial analysis was done on the proximity of the proposed extension to San Mateo Creek. Little of the road come in direct contact with the stream and little of the road is within 200 meters of the stream. Further study must be done to determine the environmental significance of the given proximities and their effect on sediment flow. Introduction The Foothill/Eastern Transportation Agency (TCA) has proposed an extension of State Route 241 from its current end at Oso Parkway to Interstate-5( I-5). The new extension would connect with the I-5 in north San Diego County by its border with Orange County. The project promises to alleviate traffic of southern Orange County and northern San Diego County by allowing traffic to bypasses a portion of the I-5. The proposed project is part of a larger plan to create more transportation pathways in order to meet the future increase in population of Orange County (US Census Bureau). 1. Shows the location of San Clemente in Southern California as a red dot where the toll road is being proposed to be put in. San Clemente is shown in more detail at the top right of the map. The 241 extension has had a long history of controversy since its announcement in 2004. Opponents of the proposal have argued the environmental effects to the surrounding area, particularly to San Onofre State Beach, are of greater importance than the decrease in traffic. San Onofre is home to one of surfing’s most coveted breaks, Trestles. It consistently provides long, fast rights that attract surfers from around the world. The break is characterized by its cobblestone bottom but is highly dependent on sediment loads from the nearby San Mateo Creek. The transported sand fills in between the cobblestone to create a world-class sandbar. The 241 extension was denied the needed permits to continue to construction in 2013 and again in 2016 due to water quality concerns. Despite its inability to retain the needed permits and the overt public opposition to the project, TCA has not thrown the project out of consideration.
Bennett County Junior High Educational Staff Gary Alexander English / Language Arts Gary.Alexander@k12.sd.us Katie Buchy Math Katie.Buchy@k12.sd.us Mary Jo Fairhead Health / Science MaryJo.Fairhead@k12.sd.us Jeanene Fuchs Reading / Language Arts Read 180 Jeanene.Fuchs@k12.sd.us Donna. Counselor / Family and Consumer Science Donna.McKay@k12.sd.us Anthony Muilenberger Physical Education Anthony.Muilenberger@k12.sd.us Amy O’Neill Paraprofessional Pierson Social Studies Tina Sigman ISS Tina.Sigman@k12.sd.us Laney Waln Math / Special Education Technology Jennifer Zickrick Grades 7-12 Career Counselor Dear Students, Parents/Guardians and Community, We would like to welcome everyone to a new and exciting school year! Bennett County Junior High staff wants to provide an exceptional education to all of our students. Our goal is not only to provide the academic rigor necessary for success. This year we will be introduction the of CUSTOMIZED LEARNING to our students. We will work with the students and parents to provide the best possible education to meet the needs of EACH student. By working together, we believe that we can make learning a fun-filled and positive experience for everyone involved. When home, school and community join efforts to create an environment that fosters academic excellence, while providing care and support, each student can be successful. Communication is key in this process and that is the prime reason for this handbook. It contains the kind of information that we think will be valuable to you in helping us make this education experience worthwhile and rewarding for each of our Bennett County Junior High students. We look forward to working with you this school year and watching our students grow academically and socially. If we can be of assistance to you in any way, please contact me at 685-6343 or stop in at the office at the Bennett County Junior High. Sincerely,
2 February – 15 February 30 January 16- February – 1 March 13 February 2 March – 15 March 27 February 16 March– 29 March 13 30 March – 12 April 27 March 13 April – 26 April 10 April 27 April – 10 May 24 April 11 May- 24 May 8 May 25 May- 7 June 22 May 8 June – 21 June 5 June 22 June – 5 July 19 June 6 July- 19 July 3 July 20 July – 2 August 17 July 3 August – 16 August 31 July 17 August – 30 August 14 August 31 August – 13 September 28 August 14 September– 27 September 11 September 28 September – 11 October 25 September 12 October – 25 October 9 October 26 October – 8 November 23 October 9 November –22 November 6 November 23 November – 6 December 20 November 7 December – 20 December 4 December 21 December – 3 January 18 December
Site 9 Blunsdon Land Broadbush 2.36 Ha (taken from Call for Sites) Suitable Not Suitable Unsure Site 10 St Leonard’s Farm Lower Blunsdon 0.51 Ha (taken from Call for Sites) Suitable Not Suitable Unsure Site 11 Land Sth of Broadbush SHLAA 719 1.21 Ha Taken from SBC Call for Sites 2013 SHLAA Suitable Not Suitable Unsure Site 12 Land E of Ermin St on Broadbush SHLAA 720 1.00 Ha Taken from SBC Call for Sites 2013 SHLAA Suitable Not Suitable Unsure Site 13 Land East of Sams Lane 1200 11.5 Ha Taken from SBC Call for Sites 2013 SHLAA Suitable Not Suitable Unsure 5. Any further comments or feedback you like to provide? Many thanks for your input. You can submit this to us by 18 August by: Email: Parish Office post box: Village Hall High St Blunsdon
Project initiation, scoping and planning - Agreed objectives with steering group - Establish working group - Develop the data specification 1-2 weeks Data development - Working with analysts and access national datasets to develop comprehensive school dataset - Configure tool in accordance with local requirements 2-3 weeks Workshops - Run 2 half day workshops to introduce the tool and develop local area and workforce profiles, and a service specification 2 Post workshop support - Co-ordinate collection of outstanding data - Complete development of the tool and assist rollout to ensure the tool is supported - Setup the live client folder and logins 2-3 weeks Rollout / Ongoing support - Provide ongoing assistance as required 2.1 Planning and scoping An initial steering group meeting will be arranged between members of each provider and the commissioner. This involves key stakeholders from your service, as determined by the project co-ordinator. This session covers: Service planner demonstration Discuss scope and key objectives for the project Agreeing a service programme and review alignment with the HCP Configuration: defining localities and local workforce structure Responsibilities for collecting child and workforce data Agree attendees and dates for the workshops (if not already done) Process for future use of the planners Attendees will obtain an understanding of how the planners work, potential outcomes, project requirements, and local responsibilities to support the new process. 2.2 Data development and planner configuration Following the steering group session we will work with your nominated data officer/s to develop the local datasets reflecting the data requirements listed in the data specification section below. will configure a local working version in line with the requirements agreed during planning. This will provide a local version to be used during the workshops. A gap of around three weeks between the steering group session and the first workshop will allow enough time for the above activities to occur. 2.3 Workshops
Analyses of benthic sampling efforts between the 1950s and around 1980 show a gradient of increasing benthic species abundance and diversity from the Providence River estuary to Conimicut Point, likely due to the decreasing gradient of organic loadings, sewage effluent, incidences of hypoxia and anoxia, and phytoplankton blooms (Frithsen 1990). South of Conimicut Point, there was little spatial variation in benthic species abundance and diversity within this same time period; this pattern was attributed to lower exposure to stressors (Frithsen 1990). More recent efforts to monitor benthic biotopes are summarized in Table 1. Each survey has spatial and/or temporal limitations, and only a few can provide a consistent trend assessment over more than 10 years. Table 1. Recent efforts to monitor benthic habitat and/or community composition in Narragansett Bay. Benthic monitoring strategy Organizing group Spatial extent Temporal extent Future sampling Benthic macrofauna community composition and abundance Marine Ecosystems Research Laboratory, URI-GSO 4 stations in Upper Bay 4 stations 2000, 2001, 2002, 2004; 1 station None planned Trends report EPA Upper Bay Trends analysis of data None planned National Coastal Condition Report EPA Bay wide (some stations permanent, others changing) Summer 2005/6, 2010, 2015 2020 Benthic video sled Narragansett Bay Commission 3 transects in Providence River estuary Monthly, Monthly Sediment profile imagery URI Bay wide 1988, 2008 None planned The benthic macrofauna monitoring efforts by the Marine Ecosystems Research Laboratory at the University of Rhode Island (Table 1) described a recent spatial trend in benthic habitat quality that corresponded to the down-Bay gradient in nutrients and contaminants (Calabretta and Oviatt 2008). The United States Environmental Protection Agency (EPA) Trends report described changes in the benthic community in the Upper Bay (i.e., Providence River, Greenwich Bay, Mount Hope Bay) from the 1950s to 2015 from a variety of studies, including those listed in Table 1, except for the benthic video sled (Chintala et al. 2015). The trends report found that overall benthic diversity has declined since the 1950s and that there has been a shift from pollution-sensitive to pollution-tolerant species at many of the locations sampled (Chintala et al. 2015). The EPA Trends report linked those 2010 present
PPOBox 257 810 Turnpike Rd. New Ipswich, NH 03071 139 Loudon Road PO Box 511 Concord, NH 03302 Subcontractor/Independent Name & Address GC or Subcontractor/Indep name GC or Subcontractor/Indep name Name & Address Subcontractor/Independent Name & Address GC or Subcontractor/Indep name GC or Subcontractor/Indep name Name & Address Subcontractor/Independent Name & Address GC or name GC or Subcontractor/Indep name Name & Address Subcontractor/Independent Name & Address GC or Subcontractor/Indep name GC or Subcontractor/Indep name Name & Address Subcontractor/Independent Name & Address GC or Subcontractor/Indep name GC or Subcontractor/Indep name Name & Address Subcontractor/Independent Name & Address GC or Subcontractor/Indep name GC or Subcontractor/Indep name Name & Address Subcontractor/Independent Name & Address GC or name GC or Subcontractor/Indep name Name & Address Subcontractor/Independent Name & Address GC or Subcontractor/Indep name GC or Subcontractor/Indep name Name & Address Subcontractor/Independent Name & Address GC or Subcontractor/Indep name GC or Subcontractor/Indep name Name & Address
Beny Sur Mer Canadian Cemetery Location Information Reviers is a village 18 kilometres east of Bayeux, 15 kilometres north west of Caen and 4 kilometres south of Courseulles-sur-Mer. The cemetery lies on the north side of the main road 1 kilometre east of Reviers. Visiting Information we will be starting work at the above Cemetery on 3rd March 2014 for a period of 4-5 weeks during which we will be installing new access stairs to the left and right chapels. The work will not disrupt any access to the Cemetery for visitors, but the 2 viewing platforms will be closed during the duration of the works. Please accept our apologies for any inconvenience caused during this period of essential maintenance Historical Information The Allied offensive in north-western Europe began with the Normandy landings of 6 June 1944. Many of those buried in Beny-sur-Mer Canadian War Cemetery were men of the 3rd Canadian Division who died either on 6 June or during the early days of the advance towards Caen, when the Division engaged a German battle group formed from the 716th Division and the 21st Panzer Division. The cemetery, designed by P.D. Hepworth, contains 2,048 Second World War burials, the majority Canadian, and 19 of them unidentified. Royal Canadian Corps of Signals – Buried at Beny-sur-Mer Canadian War Cemetery Name Age Date KIA Rank Unit SN Cemetery Location Additional Information ARMSTRONG FREDERICK JAMES F J 31 June-29-44 Signalman First Cdn. Army Sigs. 'F/95497' XI. G. 16. SON E OF G. FREDERICK AND MARY ARMSTRONG; HUSBAND OF MARIE C. ARMSTRONG, OF TRURO, NOVA SCOTIA. ARMSTRONG JOHN HERBERT J H 22 June-29-44 Signalman First Cdn. Army Sigs. 'B/132379' X. H. 9. SON OF RUSSELL AND INEZ ARMSTRONG , OF ENGLEHART, ONTARIO. BOLTON WALTER VERDON W V 25 July-10-44 Signalman First Cdn. Army Signals. 'B/110869' XIII. C. 5. SON OF WALTER AND NELLIE BOLTON, OF TORONTO, ONTARIO. BRODIE STANLEY FRANCIS S F 26 July-21-44 Signalman 2nd Cdn. Div. Sigs. 'H/20284' XV. D. 5. SON OF BENJAMIN JOHN AND CLARA ANN BRODIE; HUSBAND OF AGNES WALLACE SINDAIR BRODIE,
OR Eye Protection Wear chemical splash goggles with side shields. Skin & Body Protection Lab coat Full-length pants Closed-toe rubber or leather Hygiene Measures Avoid contact with skin, eyes, and clothing. Wash hands before breaks and immediately after handling the product. Engineering Controls All operations involving benzidine should be carried out in a chemical fume hood with good ventilation. Aid Procedures If inhaled… Move to fresh air. If the person is not breathing, give artificial respiration. Avoid mouth to mouth contact. Call 911 from a campus phone or (480) 965-3456. Call EH&S at (480) 965-1823. In case of skin contact… Remove all contaminated clothing. Immediately (within seconds) flush affected area for FIFTEEN (15) minutes. Call 911 from a campus phone or (480) 965-3456 from a cell phone. Call EH&S at (480) 965-1823. In case of eye contact… Remove any contact lenses. Use nearest emergency eyewash immediately for at least FIFTEEN (15) minutes. Call 911 from a campus phone or (480) 965-3456 from a cell phone. Call EH&S at (480) 965-1823. If swallowed… DO NOT INDUCE VOMITING. give anything by mouth to an unconscious person. Rinse mouth with water. Call 911 from a campus phone or (480) 965-3456 from a cell phone. Call EH&S at (480) 965-1823. Special Storage & Handling Requirements Storage Ensure the container is tightly closed at all times. Keep in a dry, well-ventilated area away from incompatible materials and conditions. Light sensitive.
Benzodiazepines Midazolam (Versed) Diazepam (Valium) Lorazepam (Ativan) Clinical Uses Anxiolytics Sedation Anticonvulsant Anterograde amnesia Used pre-op, conscious sedation, induction and maintenance Same Least amnestic effect Same Greatest sedative and amnestic effect Mechanism of Action Enhance GABA binding to beta site on GABA receptor complex Benzo. Receptor site on alpha subunit of GABA receptor complex (post synaptic Nerve endings in the CNS) Same Same Structure Versed = water soluble benzodiazepine w/ imidazole ring - rapid metabolism acidic IV solution – pH 3.5 ring open – H2O sol. at pH > 4 ring closes now lipid soluble Pharmacokinetic high 1st pass hepatic effect – only 50% reaches circulation highly protein bound – cirrhosis/RI →dec. albumin→ increased risk of side effects slow effect site equil. Time (0.9-5.6 min) short DOA 2nd high lipid solubility (rapid redistribution) and rapid metabolism by cytochrome P450 E1/2x 1-4 hours Rapidly absorbed via GI Highly protein Peak in 1 hr. for adults; 15-30 min for peds. Metabolized by hepatic microsomal enzymes Active metabolite → return of drowsiness hrs later E1/2 x = 21-37 hours Valium has longer E1/2x but shorter DOA than versed b/c it dissolves more rapidly from GABA receptors→more rapid redistribution Slow E1/2x = 10-20 Contraindication Do not use w/ 1st trimester pregnancy – birth defects Careful w/pediatric + elderly E1/2x is doubled in elderly Same Same Benzodiazepine Midazolam (Versed) Diazepam (Valium) Lorazepam (Ativan) Neuro Crosses BBB Decreased motor coordination and impaired cognition
Bedford County Public Schools LESSON PLAN TEMPLATE Course English Grade 11 Lesson Topic/Title Ben Franklin’s “The Autobiography” Colonialism & Aphroisms SOL and Learning Intention SOL 11.3a-d, 11.7, 11.8 Materials/Resources Needed document camera, projector, internet access Cognition Strategy to be Applied Thinking Map (Double Bubble) to compare/contrast “All I Really need to Know I learned in Kindergarten” and “The Autobiography” list of virtues Lesson Component Teacher Student Engage: Prior Knowledge & Hook Have teacher go over the “All I Really Need to Know I Learned in Kindergarten” (aphorisms) Have students create their own “All I Really Need to Know…” (I learned in High School, or English class, etc…have fun with it) posters. Explain: Direct Instruction & Model Teach aphorisms: Go over Ben Franklin’s List of Virtues and “The Autobiography” Discuss the Colonial time period and how the Puritan time period helped shape that literature. Also discuss how the Colonial time period mindsets affected authors and literature of this time period. Students read Ben Franklin’s “The Autobiography” Explore: Guided Practice Teacher continues to connect prior time periods of American Lit and history to current period. Teacher leads students in Thinking Map Double Bubble assignments. Students do Thinking Map Double Bubble to compare/contrast “All I Really need to Know I learned in Kindergarten” and “The Autobiography” list of virtues. With a partner discuss how Ben Franklin his list of virtues to show the difference
between the Puritan and Rationalist way of thinking…compare “Sinners in the Hands of an Angry God” points/mentality with Ben Franklin’s list of virtues Evaluate: Close and Assess Teacher lead reading quiz and collect Thinking Maps Exit tickets, reading quizzes, Thinking Maps, aphorism log
Industrial Authorities to finance the purchase or construction of school facilities. Payments on the mortgage for facilities are reported in the Debt Service function DEBT SERVICE 5000—Activities related to servicing the long-term debt of the school including payments of both principal and interest. Appendix 2 Email received April 4, 2016 from the Arizona Ombudsman’s Office: Mr. Hall, My name is Danee Garone, and I handle open meeting law matters for the Ombudsman’s office. We received your complaint concerning the Benjamin Franklin Charter School. You said, The Benjamin Franklin Charter School does not include information on their website (or any school websites) regarding the physical or electronic location of notices for Governing Board meetings, Board members, agendas, or minutes. There is no indication that a meeting has been held since 7/7/2016. I checked the school’s website and saw the same things you did. I not see a statement indicating where meeting notices will be posted. I also did not see any meeting notices for any meetings since 7/7/2016. Do you happen to know whether the school’s governing board has met since 7/7/2016? As far as the other issues you pointed out, open meeting law does not require public bodies to post information about the public body’s members or meeting minutes. Additionally, open meeting law does not require that a public body post its agenda online. A public body may simply explain in the meeting notice how one may obtain a copy of the agenda for the meeting. At least with the 7/7/2016 meeting, the board seems to have done this. I contacted someone at the school about the issues and am waiting to hear back. I will follow up with you once I do. Thank you. Danee Garone Staff Attorney Arizona Ombudsman – Citizens’ Aide 602-277-7292
ALPHA WORD LIST allies agony ambush ancestors avenge cherished condemned corpses fiend gratitude grotesque hoard hindrance lair omens ornate piteous prevail ruthless salvation triumphant vengeance vile wield writhing WORD LIST with synonyms and quotes from text ancestors families, great-great-grandparents “. . . it troubles and terrifies us now as much as ever it did our ancestors. . . “ (7). fiend villain, monster “. . . first with that foul fiend Grendel, . . . “ (8). corpses dead bodies, stiffs “He left not one of them alive, but carried them off home to his lair to feast on their bloodied corpses at his leisure.” (12). 4. allies associates, helpers, friends “They had heard about it too across the water in the land of King Hygelac of the Geats, for a long time faithful allies of the Danish kingdom.” (13-14). 5. omens signs, warnings “But all advice, all omens, only whetted Beowulf’s determination . . . “ (14). 6. piteous pathetic, sad, heartbreaking “All the world knows of the piteous misfortune that has befallen this land . . . “ (16). 7. salvation rescue, escape “. . . I am praying, that you might have been sent here to us by God himself as our salvation, . . . “ (20). 8. vile dreadful, despicable “. . . and offer to rid you of Grendel, this vile and loathsome destroyer” (21). 9. prevail triumph, overcome “There will, I fear, be nothing of us left to bury, should this flesh-eating monster prevail over us” (22). 10. ruthless cruel, brutal, heartless my hall and hearth-companions have been sorely dwindled in numbers by the ravages of this ruthless killer” (22-23). 11. lair home, den “Up from his lair and through the shadows came Grendel, . . . “ (27)
NAME_____________________________________ Instructions: Illustrate the scenes below, using not only details in the quotes found here, but context clues from the text. Be very careful about those little details… giving someone a sword who isn’t holding one…crowns for kings who didn’t wear crowns… easy way to lose points! Drawings don’t need to be works of art, but they do need to be clear, detailed and accurate. 1. Hrothgar builds “a hall that would …reach higher toward Heaven than anything that had ever been known to the sons of man.” 2. “A powerful monster, lying down in the darkness, growled in pain, impatient as day after day the music rang loud in the hall” 3. “Then, when darkness had dropped, Grendel went up to Herot” 4 Grendel “found them sprawled in sleep…. he slipped through the door and … in the silence” 5. Grendel “snatched up thirty men, smashed them…” 6. “Grendel snatched at the Geat he came to, ripped him apart, cut his body to bits with powerful jaws, drank the blood from his veins and bolted him down, hands and feet” 7. “Then he stepped to another still body, clutched Beowulf with his claws… and was instantly seized himself, claws bent back as Beowulf leaned up on his arm.” 8. “Down the aisles the battle swept, angry and wild.” 9. “Beowulf’s band had jumped from their beds, ancestral swords raised and ready…. They could hack at Grendel from every side… but their points could not hurt him, the sharpest and hardest iron could not scratch at his skin”
19. Beowulf kills Grendel’s mother and beheads Grendel. 20. Beowulf as King of the Geats: 21. “a dragon awoke from its darkness… [he] slept in a huge stone tower, with a hidden path beneath… [guarding] ancient treasure, the pagan jewels and gold.” 22. A man stole “a gem-studded cup, and fled” 23. The dragon attacks the nearby towns, burning them: 24. Beowulf confronts the dragon: 25. Wiglaf comes to Beowulf’s assistance 26. Beowulf transfers command to Wiglaf 27. The funeral pyre and the burial/ the tower
Big Question: What makes a Hero? OBJECTIVES ASSESSMENTS TEKS I can recognize information about the following topics and their place in Anglo-Saxon history: Culture and effects on: leaders and invasions (449 AD) values /ideas regarding: quiz Section on unit test Students will how the history and culture influence an author’s work and can support their opinion with evidence from the text.
literature The epic and the epic hero: I can define epic poem identify the following epic hero traits with specific textual evidence from Beowulf: Short answer and multiple choice questions on unit test Students can relate setting, and theme to historical and social ideas of the time. Students will make and defend their own ideas on the epic hero and how the hero is superior in degree to other men and his virtuous although epic action is larger than life, the hero is: strives for honor and fame possesses Christian of:
Beowulf and the media: I can watch selections clips to connect epic hero traits with modern day heroes Class discussion and reflection Students can see how messages change on culture and evaluate the different messages and their meaning. Beowulf and other literary pieces: I can read the following pieces to make connections to the hero Beowulf “Do Not Go Gentle Into that Good Night” Modern heroes articles Male and female heroes Short answer and multiple choice questions on unit test Students will compare and contrast themes across multiple Key terms: I can identify and recognize the following kennings epic scop Section on the unit test Student will know the meaning of the literary devices and key
and how their use affects the telling of the story. Vocabulary: I can identify and recognize the following 25 SAT words (list given on 9-2) hoard scruples skulked solace vexed Quiz Section on the unit test Students will meaning of words using multiple sources Analysis: I can analyze and dissect selects passages from Beowulf for thematic ideas characterization epic hero traits plot development literary devices Class discussion Section on unit test Students will be able to dissect short passages to meaning and the effect on the overall meaning of the story. Students will
PROJECTS The Epic Poem Project 1. Choose a hero. You can be your own hero, or you may choose a real person, but you must give your hero superhuman qualities like Beowulf. Your hero must meet all 4 criteria for an epic hero by the end and display Anglo- Saxon earthly virtues. 2. Beowulf is a symbol – he has a place in the epic, but also in the religion behind the epic. You should base your epic on a religious or philosophical world view and develop characters who are symbolic within that world view. Just as Beowulf (messiah), Grendel (devil) and Hrothgar and the Danes (church) are symbolic of Christian figures, your hero must represent his cultural and spiritual background. You can use your own religion or philosophy of life, or you may create one, but either way you must assume that I know nothing about it and attach a ½ page explanation of it and its use in your epic at the end of your project. 3. Your epic should have 5 parts similar in length to those in Beowulf. They should have descriptive titles as do those in Beowulf. There is no maximum length, only minimum – about 50 lines of a similar length to those in the book. 4. Your epic must contain at least 3 examples EACH of alliteration, assonance, caesura and kenning. You MUST highlight them. 5. You should include a page with illustrations and your title. 6. Any strong resemblance to another person’s work will result in a zero. * In the event of uneven numbers, a group of three may be formed or one person may work alone. In either case, each person must write 2 parts of an epic poem, and the project must contain all of the other requirements. Here are a few ideas: put everyone else first, such as when he came to help Hrothgar without being asked. may be deceiving and people may change – remember when Hrothgar and his men change religion. uses details and exaggeration to get your attention. is divided into 3 main parts – one for each of Beowulf’s three battles. Beowulf, there is a clear good side and evil side, and the good side is under attack. This inspires people to side with the hero.
Vendor Committee Meeting Minutes January 25, 2013 ♦ DSB Office, Lacey, WA Members Present BEP Staff Present Robert Ott Jeanne Gallo Roy Gappert Liz Tunison Carrie Arnold Jim Sutherland Gloria Walling Robert Miller Agenda Financial Report for Oct. 2012 through end of Feb. 2013 Consumable Inventory owed as of February: $18,462.70 Rent past due as of February: $.07 Training Program – Jeanne All State Meeting Planning (Oct. 25 – 26, 2013) - Robert Budget - Jeanne Healthy Vending – Jeanne Procurement Work Update - Jeanne BEP Brochure - Jeanne Legislature (What’s Happening or not Happening)– Liz ■ SB 5086 Rest Areas Pilot Study ■ SB 5248 Plastic Bags ■ SB 5252 Styrofoam Ban ■ HB 1313 Paid Sick Leave ■ SB 5284 Reseller Permit Fee ■ SB 5292 Family Medical Leave Act Insurance ■ SB 5250 Plastic Bottle Ban ■ HB 1321 Food & Beverage Provision &Service Policies RSA-15 Report - Jeanne New Buildings— EPA, Seattle TPU, Tacoma Report on Facilities:
This is an increase from last year’s $152,524. Based on one large received payment. Expenditures: $36,686 Projected to hit about $146,744 for the year which is lower than last year’s $158,031. Highly depends on needed repairs and if any realistic opportunities Benefit check: $214,347 Sent out this month. Vendor’s voted to receive 100%. Vending Update State’s Nutritional Guidelines Vending machines in buildings have to set at 50% healthy options. BEP has worked with Dept. of Health (DOH), agency Wellness groups and contracted vending companies to facilitate roll outs. Implementation deadline (December 2016) has passed. BEP is unsure of the impact on sales and thus commissions this change will create. Update from stakeholder meeting and proposed changes to guidelines Aligning vending requirements with the Smart Health guidelines used in schools. Still concerns with entrée offerings in micromarkets meeting DOH requirements. Difficult for healthier salads and sandwiches to meet criteria due to sodium restrictions. Uncertain when these new guidelines will roll out since prior ones were only set to officially begin at the start of this year. On a separate note, Bobby wanted to praise the state cafeteria owners for all they’ve done to meet the healthy requirements. In visiting locations, he’s seen the purposeful focus on healthy options. While it may seem evaluators may come in and point out what’s missing, there often isn’t enough acclaim for what is being done right. Kudos to all for all the hard work. Legislative session updates HB 1116 - 2017-18: Implementing family and medical leave insurance. Allows workers to: (1) Care for family members with a serious health condition or to recover from their own serious health condition; and
A staff incident can include a sudden family emergency, injury or other event which renders a key member of staff suddenly unable to work. Step 1: Ensure no service interruption Critical activity Details Responsible Person(s) 1. Identify interchangeable staff All members of staff should have team members who can perform their roles, even if it is in a reduced capacity. Identify the relevant person and support them in carrying out activities. All staff 2. Assess extent of loss Identify whether the affected member’s absence is likely to be temporary, longer-term or permanent. Keep in mind this may be a difficult period for the staff member and / or their family. Line manager If the staff loss is temporary, support the member of staff who will be filling the gap until the absent member of staff returns. If the absence is long-term or permanent: Step 2: Business continuity Critical activity Details Responsible Person(s) 1. Recruit temporary or full-time replacement Follow the standard recruitment procedure to find a full-time, part-time or fixed-term contract (as appropriate) replacement. Line manager Recovery phase The purpose of the recovery phase is to resume normal working practises for the entire organisation. Where the impact of the incident is prolonged, normal operations may need to be delivered under new circumstances e.g. from a different building.
Action Details Responsible Person(s) 1. Agree and plan the actions required to enable recovery of normal working practises Agreed actions will be detailed in an action plan and set against time scales with responsibility for completion clearly indicated. Val Swales Georgina Selmi 2. Respond to any long term support needs of staff Depending on the nature of the incident, we may need to consider providing support services. Val Swales Georgina Selmi 3. Publicise that there is now ‘business as usual’ Inform customers through normal channels that our business is operating as normal. Val Swales Georgina Helen Shinner 4. Carry out a debrief of the incident and complete report to document opportunities for improvement and any lessons identified This should be reviewed to ensure key actions resulting from the incident are implemented within designated time scales. Val Swales Georgina Selmi Helen Shinner 5. Review this Continuity Plan in light of lessons learned from incident and the response to it Implement recommendations for improvement and update this plan. Ensure a revised version of the plan is read by all members of staff. Val Swales Georgina Selmi
Bureau of Engraving and Printing Fax: 202-874-0968 Congressional Tour Reservation Form TourScheduler@bep.gov This form is to be completed by Congressional office staff ONLY Tour Office Phone: 202-874-2330 (With Senate.gov or address) Toll free: 1-866-874-2330 (Limit of 5 requests per office per business day ~ 10 constituents per office per calendar date) The Bureau is closed on weekends, all Federal holidays and the week between Christmas and New From: Christine Raymond _Member’s Name and State: __Congressman Seth Moulton; MA-06 Phone: ______(202)225-8020______________ Fax: ________(202)225-5915_____________________ Request # Constituent’s First and Last Name (of one person 18 years or older) # in group (10 or less) Date or Date Range 8:15 a.m. 8:45 a.m. 4:00 p.m. (April-Aug. only) 4:15 p.m. (April-Aug. only) 4:30 p.m. (April-Aug. only) 4:45 p.m. only) Confirmation # (Your guests MUST have this number when they arrive) 1 2 3 4 5 TLP/JS 1/15
Palatinose™ - at a glance Classification A carbohydrate, sugar, disaccharide Occurs naturally in Generic name: Isomaltulose Derived from sugar beet: Sucrose is converted into Palatinose™ by enzymatic rearrangement of the alpha-1,2-bond between the glucose- and the fructose unit of the disaccharide to an Technical White, crystalline, soluble powder Stable to hydrolysis in acidic drinks and thus helps to maintain osmolality in iso-, hyper-, and hypotonic beverages Very low hygroscopicity Resistant to fermentation by most of the microorganisms and lactobacilli present in foods, suitable for dairy products As non-fermentable carbohydrate, it stabilises the food matrix against bacterial spoilage (anti-oxidative potential) Sensorial Pure, mild, sugar-like sweetness Approximately half the sweetening power of sucrose Masking agent No aftertaste Nutritional Fully available and well tolerated Providing 4 kcal/g Blood sugar and insulin levels low in comparison to high glycaemic carbohydrates / low glycaemic (GI of 32) Provides prolonged and balanced energy Promotes enhanced fat oxidation during physical activity i.e. better use of body fat storage and thus saving carbohydrate reserves for longer endurance Toothfriendly, non-cariogenic Energy supply in form of glucose supports mental and physical performance The only known carbohydrate to be fully but slowly digestible and low glycaemic yet supplies the same amount of energy in the form of glucose as sucrose, but over a longer period of time Numerous scientific studies prove the nutritional benefits Applications Sport and energy as well as functional beverages Toothfriendly confectionery Meal replacers Breakfast cereals, cereal and energy bars Dairy drinks, yogurt drinks
Student Responsibilities: Remember to go to check in and check out each day Keep track of CICO point sheet Be safe while walking to check in/check out areas Bring signed home report everyday Teacher Responsibilities: Provide a rating at designated times Provide reminders to attend check in and check out Provide support and encouragement to the student Provide updates to CICO staff CICO Staff Responsibilities: Check students in and out Provide CICO cards and home report Provide updates to classroom teachers ________________ CICO Staff ________________________ Teacher ________________________ Student
What are the citizens saying about the issues raised? (SAIPs explain the situation.) How is the kebele/woreda/town responding? What is the contribution of communities? How is transparency about financial contribution to the people organised? What could the regional bureau do to further improve the situation? How might this information be used for the next years’ regional plan/budget Graph: Rural roads issues % solved compared across regions Table: Rural roads issues % solved in all ESAP woredas Rural roads issues # woredas raised # woredas solved % solved transparency about the use of community contribution 11 8 73 road maintenance 24 13 54 qualified woreda engineers 14 7 50 participatory process, community involved in road planning, construction monitoring, and agreements on maintenance 15 7 47 new road construction without delay 19 7 37 advise for community road construction 14 5 36 bridges 23 8 35 committee functioning 18 6 33 transparency about budget and construction standards 17 4 24 road build to standard 22 5 23 affordable public transport 22 5 23 private sector constructors cooperate with community and committee 15 3 20 Study this table and the graph on the previous page, discuss: Why can some issues in the rural roads sector easily be solved while others are more difficult? SAIPs give practical examples from their experience. What are the implications of this situation in terms of equity, transparency and accountability in the region? How to best explain to the people?