src stringlengths 51 3.39k | tgt stringlengths 51 3.39k | bleu float64 0 1 | tgt_index listlengths 1 495 | original_filename stringlengths 7 201 | filename stringlengths 8 13 | page_idx int64 0 1.6k | src_layout listlengths 1 495 | tgt_layout listlengths 1 495 |
|---|---|---|---|---|---|---|---|---|
(18.1769, = 0.2868, p < 0.0001) as is by the differences between local Z. abyssinicus RCT populations of the highland species (19.3574, = 0.3958, p < 0.0001; Z. poliogaster RST 0.9625). When applying AMOVA to the Structure results we found that much of the total genetic variance is explained by the divergence among the... | Z. abyssinicus (18.1769, RCT = 0.2868, p < 0.0001) as is by the differences between local populations of the highland species Z. poliogaster (19.3574, RST = 0.3958, p < 0.0001; 0.9625). When applying AMOVA to the Structure results we found that much of the total genetic variance is explained by the divergence among the... | 0.849896 | [
13,
14,
0,
15,
1,
2,
3,
4,
5,
6,
7,
8,
9,
10,
11,
12,
16,
17,
18,
19,
20,
27,
28,
21,
29,
22,
23,
24,
25,
26,
30,
31,
32,
33,
34,
35,
36,
37,
38,
39,
40,
41,
42,
43,
44,
45,
46,
47,
48,
49,
50,
51,
52,
53,
54... | 6834263.docx | task-441-953 | 9 | [
[
243,
82,
320,
101
],
[
373,
82,
384,
101
],
[
392,
82,
452,
101
],
[
460,
82,
470,
101
],
[
477,
82,
488,
101
],
[
496,
82,
558,
101
],
[
565,
82,
582,
101
],
[
589,
... | [
[
119,
83,
135,
100
],
[
142,
83,
235,
100
],
[
243,
82,
320,
101
],
[
327,
83,
365,
101
],
[
373,
82,
384,
101
],
[
392,
82,
452,
101
],
[
460,
82,
470,
101
],
[
477,
... |
Ethiopia Additional Financing for Energy EE—Supply Side IDA 137.00 Access Ethiopia Additional Financing for Energy RE IDA 10.00 Access Ethiopia Additional Financing for Energy Other Energy IDA 3.00 Access Ethiopia Additional Financing for Energy Transmission and IDA 30.00 Access Distribution Ghana GH—Add Fin for the GE... | Ethiopia Additional Financing for Energy Access EE—Supply Side IDA 137.00 Ethiopia Additional Financing for Energy Access RE IDA 10.00 Ethiopia Additional Financing for Energy Access Other Energy IDA 3.00 Ethiopia Additional Financing for Energy Access Transmission and Distribution IDA 30.00 Ghana GH—Add Fin for the GE... | 0.618024 | [
0,
1,
2,
3,
4,
9,
5,
6,
7,
8,
10,
11,
12,
13,
14,
18,
15,
16,
17,
19,
20,
21,
22,
23,
28,
24,
25,
26,
27,
29,
30,
31,
32,
33,
38,
34,
35,
39,
36,
37,
40,
41,
42,
43,
44,
45,
50,
46,
47,
51,
48,
49,
52,
53,
54... | 686370ESW0P1240folio0June0290FINAL.docx | task-442-106 | 69 | [
[
89,
160,
150,
178
],
[
205,
160,
282,
178
],
[
287,
160,
359,
178
],
[
363,
160,
384,
178
],
[
389,
160,
440,
178
],
[
480,
160,
571,
178
],
[
575,
160,
607,
178
],
[
653... | [
[
89,
160,
150,
178
],
[
205,
160,
282,
178
],
[
287,
160,
359,
178
],
[
363,
160,
384,
178
],
[
389,
160,
440,
178
],
[
205,
178,
256,
197
],
[
480,
160,
571,
178
],
[
575... |
DRIVING FUTURE SUCCESS THROUGH RESEARCH ALBERTA’S The Government of Alberta recognizes the key role that Comprehensive Academic and Research Alberta’s Institutions play in building research capacity and maintaining a strong base of research strengths in Alberta that contribute to the economic, environmental, and social... | DRIVING ALBERTA’S FUTURE SUCCESS THROUGH RESEARCH The Government of Alberta recognizes the key role that Alberta’s Comprehensive Academic and Research Institutions play in building research capacity and maintaining a strong base of research strengths in Alberta that contribute to the economic, environmental, and social... | 0.903893 | [
0,
5,
1,
2,
3,
4,
6,
7,
8,
9,
10,
11,
12,
13,
14,
19,
15,
16,
17,
18,
20,
21,
22,
23,
24,
25,
26,
27,
28,
29,
30,
31,
32,
33,
34,
35,
36,
37,
38,
39,
40,
41,
42,
43,
44,
45,
46,
47,
48,
49,
50,
51,
52,
53,
54... | 6867091-2012-2013-SRR-Research-Funding-Academic-Research-Institutionsc.docx | task-442-129 | 4 | [
[
94,
89,
195,
114
],
[
338,
89,
432,
114
],
[
437,
89,
541,
114
],
[
546,
89,
666,
114
],
[
672,
89,
799,
114
],
[
201,
92,
332,
111
],
[
94,
125,
122,
144
],
[
126,
1... | [
[
94,
89,
195,
114
],
[
201,
92,
332,
111
],
[
338,
89,
432,
114
],
[
437,
89,
541,
114
],
[
546,
89,
666,
114
],
[
672,
89,
799,
114
],
[
94,
125,
122,
144
],
[
126,
1... |
DEFINITIONS REVENUE SOURCES – The data collected for this report provide information consistent with the overall sponsored research revenue totals reported by the Comprehensive Academic and Research Institutions to the Canadian Association of University Business Officers. Sponsored research revenues are those funds gar... | DEFINITIONS – REVENUE SOURCES The data collected for this report provide information consistent with the overall sponsored research revenue totals reported by the Comprehensive Academic and Research Institutions to the Canadian Association of University Business Officers. Sponsored research revenues are those funds gar... | 0.755058 | [
0,
3,
1,
2,
4,
5,
6,
7,
8,
9,
10,
11,
12,
13,
14,
15,
16,
17,
18,
19,
20,
21,
22,
23,
24,
25,
26,
27,
28,
29,
30,
31,
32,
33,
34,
35,
36,
37,
38,
39,
40,
41,
42,
43,
44,
45,
46,
47,
48,
49,
50,
51,
52,
53,
54... | 6867091-2012-2013-SRR-Research-Funding-Academic-Research-Institutionsc.docx | task-442-129 | 21 | [
[
94,
89,
245,
114
],
[
268,
89,
380,
114
],
[
385,
89,
493,
114
],
[
251,
92,
262,
111
],
[
94,
125,
122,
144
],
[
126,
125,
156,
144
],
[
161,
125,
226,
144
],
[
230,
... | [
[
94,
89,
245,
114
],
[
251,
92,
262,
111
],
[
268,
89,
380,
114
],
[
385,
89,
493,
114
],
[
94,
125,
122,
144
],
[
126,
125,
156,
144
],
[
161,
125,
226,
144
],
[
230,
... |
27 Jagadiswara Pasupuleti 19.09.2016 19.09.2016 Heart attack Transported to GF216/GF068 2 20 -- M 20.09.2016 India 21.09.2016 PPNO.H9832569 Chennai DOB:18.05.1978 38YRS 26 Arumugam Raman 14.09.2016 15.09.2016 Heart attack Transported to UL230/UL131 4 18 -- M 19.09.2016 India 21.09.2016 PPNO.K8604350 Trichy DOB:04.03.19... | 27 Jagadiswara Pasupuleti PPNO.H9832569 DOB:18.05.1978 38YRS M 19.09.2016 19.09.2016 20.09.2016 Heart attack Transported to India GF216/GF068 21.09.2016 Chennai 2 20 -- 26 Arumugam Raman PPNO.K8604350 DOB:04.03.1970 46YRS M 14.09.2016 15.09.2016 19.09.2016 Heart attack Transported to India UL230/UL131 21.09.2016 Trichy... | 0.268244 | [
0,
1,
2,
17,
19,
20,
13,
3,
4,
14,
5,
6,
7,
8,
15,
9,
16,
18,
10,
11,
12,
21,
22,
23,
38,
40,
41,
34,
24,
25,
35,
26,
27,
28,
29,
36,
30,
37,
39,
31,
32,
33,
42,
43,
44,
45,
60,
62,
63,
56,
46,
47,
57,
48,
49... | 6868_POSITION.docx | task-442-141 | 2 | [
[
23,
118,
38,
140
],
[
57,
118,
132,
140
],
[
137,
118,
199,
140
],
[
308,
118,
377,
140
],
[
405,
118,
475,
140
],
[
508,
118,
541,
140
],
[
546,
118,
583,
140
],
[
616,
... | [
[
23,
118,
38,
140
],
[
57,
118,
132,
140
],
[
137,
118,
199,
140
],
[
57,
143,
159,
164
],
[
57,
168,
159,
190
],
[
57,
193,
97,
214
],
[
263,
121,
275,
140
],
[
308,
... |
1: Bangladesh: Community Climate Change Project Project Development Objective (PDO): The PDO of the project is to enhance the capacity of selected communities to increase their resilience to the impacts of climate change. Description Cumulative Target Values** (indicator Responsibility PDO Level Results Unit of Data So... | 1: Bangladesh: Community Climate Change Project Project Development Objective (PDO): The PDO of the project is to enhance the capacity of selected communities to increase their resilience to the impacts of climate change. PDO Level Results Indicators* Core Unit of Measure Baseline Cumulative Target Values** Frequency D... | 0.473837 | [
0,
1,
2,
3,
4,
5,
6,
7,
8,
9,
10,
11,
12,
13,
14,
15,
16,
17,
18,
19,
20,
21,
22,
23,
24,
25,
26,
27,
28,
29,
30,
31,
32,
39,
40,
41,
59,
63,
42,
43,
60,
47,
34,
35,
36,
48,
44,
45,
61,
38,
49,
50,
64,
33,
37... | 684870PAD0P1250nity0Climate0Change.docx | task-442-15 | 23 | [
[
377,
223,
388,
247
],
[
359,
265,
429,
284
],
[
433,
265,
500,
284
],
[
504,
265,
549,
284
],
[
552,
265,
595,
284
],
[
599,
265,
640,
284
],
[
18,
307,
57,
330
],
[
60,
... | [
[
377,
223,
388,
247
],
[
359,
265,
429,
284
],
[
433,
265,
500,
284
],
[
504,
265,
549,
284
],
[
552,
265,
595,
284
],
[
599,
265,
640,
284
],
[
18,
307,
57,
330
],
[
60,
... |
d) Use your equation to determine the value of the phone after in 2015 years. 9. This graph shows how Maria is snowboarding down the hill. On which segment is Maria go fastest? Why? On which segment will she go slowest. Why? Prove your answers to part a and b mathematically. ANALYTIC GEOMETRY SUCCESS CRITERIA I can ide... | d) Use your equation to determine the value of the phone after in 2015 years. 9. This graph shows how Maria is snowboarding down the hill. On which segment is Maria go fastest? Why? On which segment will she go slowest. Why? Prove your answers to part a and b mathematically. ANALYTIC GEOMETRY SUCCESS CRITERIA I can ide... | 0.880082 | [
0,
1,
2,
3,
4,
5,
6,
7,
8,
9,
10,
11,
12,
13,
14,
15,
16,
17,
18,
19,
20,
21,
22,
23,
24,
25,
26,
27,
28,
29,
30,
31,
32,
33,
34,
35,
36,
37,
38,
39,
40,
41,
42,
43,
44,
45,
46,
47,
48,
49,
50,
51,
52,
53,
54... | 6878-3982-extraexamrevie.docx | task-442-200 | 6 | [
[
117,
184,
135,
202
],
[
144,
184,
177,
202
],
[
181,
184,
223,
202
],
[
228,
184,
308,
202
],
[
313,
184,
330,
202
],
[
334,
184,
421,
202
],
[
425,
184,
452,
202
],
[
45... | [
[
117,
184,
135,
202
],
[
144,
184,
177,
202
],
[
181,
184,
223,
202
],
[
228,
184,
308,
202
],
[
313,
184,
330,
202
],
[
334,
184,
421,
202
],
[
425,
184,
452,
202
],
[
45... |
■w Suppliers: Query 5tart Page (dhf...qlexpress,Northwind) X 5upplierID CompanyName ContactName ContactTitle Address City ► Exotic Liquids Charlotte Purchasing 49 Gilbert St. , \ El Cooper Man... 2 New Orleans 5helley Burke Order P.O. Box 78934 New Caj... Administr... С 3 Grandma Regina Murphy 5ales 707 Oxford Rd. Ann ... | Suppliers: Query (dhf...qlexpress,Northwind) X 5tart Page ■w 5upplierID CompanyName ContactName ContactTitle Address City ► El Exotic Liquids Charlotte Cooper Purchasing Man... 49 Gilbert St. , \ 2 New Orleans Caj... 5helley Burke Order Administr... P.O. Box 78934 New С 3 Grandma Kelly's ... Regina Murphy 5ales Represe... | 0.443302 | [
1,
2,
5,
6,
3,
4,
0,
7,
8,
9,
10,
11,
12,
13,
23,
14,
15,
16,
24,
17,
25,
18,
19,
20,
21,
22,
26,
27,
28,
36,
29,
30,
31,
37,
32,
33,
34,
35,
38,
39,
40,
48,
49,
41,
42,
43,
50,
44,
45,
46,
47,
51,
52,
53,
54... | 68793928390368.docx | task-442-207 | 263 | [
[
793,
189,
817,
200
],
[
129,
192,
198,
203
],
[
203,
192,
244,
203
],
[
418,
192,
450,
203
],
[
455,
192,
491,
203
],
[
129,
200,
322,
211
],
[
327,
200,
336,
211
],
[
17... | [
[
129,
192,
198,
203
],
[
203,
192,
244,
203
],
[
129,
200,
322,
211
],
[
327,
200,
336,
211
],
[
418,
192,
450,
203
],
[
455,
192,
491,
203
],
[
793,
189,
817,
200
],
[
17... |
Callahan, Cheryl 30 Theisen, Margaret Downey, Nyomi 28 Harnden, Lorraine 28 GRADES 7/8 # STUDENTS Anderson, Matt GRADE 2 # STUDENTS Carr, Evelyn 183 Kirchoff, Sarah 28 Emenecker, Troy Maher, Lisa 28 Fant, Kelly Morgan, Rebecca 28 Grantham, Lori Tandecki, Sarah GRADE 3 # STUDENTS Dorsett, Stacy 31 Marquez, Veronica 29 T... | Callahan, Cheryl 30 Downey, Nyomi 28 Harnden, Lorraine 28 GRADE 2 # STUDENTS Kirchoff, Sarah 28 Maher, Lisa 28 Morgan, Rebecca 28 GRADE 3 # STUDENTS Dorsett, Stacy 31 Marquez, Veronica 29 Navarro, Juan Vicente 30 GRADE 4 # STUDENTS Fehr, Bill 27 Passmore, Bianca 25 Sutterby, Ryan 27 GRADE 5 # STUDENTS Hackett, Beverly ... | 0.607312 | [
0,
1,
2,
5,
6,
7,
8,
9,
10,
17,
18,
19,
20,
24,
25,
26,
29,
30,
31,
34,
35,
36,
41,
42,
43,
44,
45,
46,
47,
48,
49,
50,
54,
55,
56,
57,
66,
67,
68,
69,
73,
74,
75,
79,
80,
81,
87,
88,
89,
96,
97,
98,
99,
100,
... | 687ed08e-13f6-47f1-bc3e-5cf26eb08a86.docx | task-442-218 | 2 | [
[
117,
64,
195,
79
],
[
199,
64,
250,
79
],
[
375,
64,
393,
79
],
[
500,
64,
562,
79
],
[
566,
64,
640,
79
],
[
117,
80,
188,
96
],
[
192,
80,
242,
96
],
[
375,
80,
... | [
[
117,
64,
195,
79
],
[
199,
64,
250,
79
],
[
375,
64,
393,
79
],
[
117,
80,
188,
96
],
[
192,
80,
242,
96
],
[
375,
80,
393,
96
],
[
117,
96,
191,
112
],
[
195,
96,
... |
The resultant formal and informal review process for the delivery plans should take the form that ensures that progress is monitored and risks dynamically assessed on ongoing basis. This should be managed without the requirement for excessive documentation or micromanagement of operational plan delivery. Therefore this... | The resultant formal and informal review process for the delivery plans should take the form that ensures that progress is monitored and risks dynamically assessed on ongoing basis. This should be managed without the requirement for excessive documentation or micromanagement of operational plan delivery. Therefore this... | 1 | [
0,
1,
2,
3,
4,
5,
6,
7,
8,
9,
10,
11,
12,
13,
14,
15,
16,
17,
18,
19,
20,
21,
22,
23,
24,
25,
26,
27,
28,
29,
30,
31,
32,
33,
34,
35,
36,
37,
38,
39,
40,
41,
42,
43,
44,
45,
46,
47,
48,
49,
50,
51,
52,
53,
54... | 684fa0f7-9434-4663-b95a-1ba9d6923929635097497966955622.docx | task-442-22 | 39 | [
[
60,
21,
95,
41
],
[
102,
21,
180,
41
],
[
187,
21,
243,
41
],
[
250,
21,
284,
41
],
[
291,
21,
363,
41
],
[
370,
21,
429,
41
],
[
435,
21,
506,
41
],
[
513,
21,
5... | [
[
60,
21,
95,
41
],
[
102,
21,
180,
41
],
[
187,
21,
243,
41
],
[
250,
21,
284,
41
],
[
291,
21,
363,
41
],
[
370,
21,
429,
41
],
[
435,
21,
506,
41
],
[
513,
21,
5... |
Literature Search No evidence of Three sources Sources included Sources included CAEP Unit Level Standard literature search included; but not are relevant and are relevant, recent, 1 relevant or recent recent and related to evidence-based practice Use of data in Does not use data in Uses data but may Good use of data i... | Literature Search CAEP Unit Level Standard 1 No evidence of literature search Three sources included; but not relevant or recent Sources included are relevant and recent Sources included are relevant, recent, and related to evidence-based practice Use of data in (e.g., treatment, assessment, evaluation, etc.) CAEP Unit... | 0.376343 | [
0,
1,
11,
12,
13,
14,
26,
2,
3,
4,
15,
16,
5,
6,
17,
18,
19,
27,
28,
29,
7,
8,
20,
21,
22,
30,
9,
10,
23,
24,
25,
31,
32,
33,
34,
35,
36,
37,
38,
39,
65,
66,
68,
69,
70,
71,
72,
73,
74,
75,
76,
40,
41,
42,
43... | 692-Practicum-Lab-Manual-Spring-2017.docx | task-442-616 | 24 | [
[
125,
94,
180,
108
],
[
183,
94,
222,
108
],
[
289,
94,
307,
108
],
[
310,
94,
361,
108
],
[
365,
94,
377,
108
],
[
420,
94,
452,
108
],
[
456,
94,
499,
108
],
[
550,
... | [
[
125,
94,
180,
108
],
[
183,
94,
222,
108
],
[
125,
108,
155,
121
],
[
159,
108,
183,
121
],
[
186,
108,
216,
121
],
[
219,
108,
271,
121
],
[
125,
121,
132,
134
],
[
289,... |
N No Spouse 1 point – S Sickness 1 point – Table 2: Guidelines for Action Total Points Proposed Clinical Action 0 to 2 Send home with follow-up 3 to 4 Close follow-up consider hospitalization 5 to 6 Consider strongly hospitalization 7 to 10 Hospitalize or commit Tarasoff Decision Chart Master's Practicum (EPS 692) Grad... | N – No Spouse 1 point S – Sickness 1 point Table 2: Guidelines for Action Total Points Proposed Clinical Action 0 to 2 Send home with follow-up 3 to 4 Close follow-up consider hospitalization 5 to 6 Consider strongly hospitalization 7 to 10 Hospitalize or commit Tarasoff Decision Chart Master's Practicum (EPS 692) Grad... | 0.973291 | [
0,
5,
1,
2,
3,
4,
6,
10,
7,
8,
9,
11,
12,
13,
14,
15,
16,
17,
18,
19,
20,
21,
22,
23,
24,
25,
26,
27,
28,
29,
30,
31,
32,
33,
34,
35,
36,
37,
38,
39,
40,
41,
42,
43,
44,
45,
46,
47,
48,
49,
50,
51,
52,
53,
54... | 692-Practicum-Lab-Manual-Spring-2017.docx | task-442-616 | 64 | [
[
126,
89,
140,
109
],
[
160,
89,
184,
109
],
[
189,
89,
245,
109
],
[
538,
89,
548,
109
],
[
553,
89,
593,
109
],
[
145,
91,
155,
108
],
[
126,
115,
137,
135
],
[
157,
... | [
[
126,
89,
140,
109
],
[
145,
91,
155,
108
],
[
160,
89,
184,
109
],
[
189,
89,
245,
109
],
[
538,
89,
548,
109
],
[
553,
89,
593,
109
],
[
126,
115,
137,
135
],
[
142,
... |
k object J 4 × wheel 1 700 150 15 1 10−3 @ g mm rpm J Wh 20 km wheel, 16 × 1 700 300 60 1 10−3 mm rpm J Wh speed (40 wheel, 8 × 2 700 150 30 1 10−3 mm rpm J Wh mass (20 | object k J wheel @ 20 1 1 700 mm 150 rpm 15 J 4 × 10−3 Wh wheel, speed (40 1 1 700 mm 300 rpm 60 J 16 × 10−3 Wh wheel, mass (20 1 2 700 mm 150 rpm 30 J 8 × 10−3 Wh g km | 0 | [
1,
0,
2,
5,
12,
18,
10,
6,
7,
14,
8,
15,
9,
16,
3,
4,
11,
17,
20,
33,
34,
27,
23,
24,
29,
25,
30,
26,
31,
21,
22,
28,
32,
35,
48,
49,
42,
38,
39,
44,
40,
45,
41,
46,
36,
37,
43,
47,
13,
19
] | 69233252-Flywheel.docx | task-442-634 | 2 | [
[
536,
103,
551,
129
],
[
444,
179,
514,
205
],
[
791,
223,
805,
249
],
[
821,
347,
834,
372
],
[
841,
347,
856,
372
],
[
443,
358,
507,
383
],
[
572,
358,
585,
383
],
[
62... | [
[
444,
179,
514,
205
],
[
536,
103,
551,
129
],
[
791,
223,
805,
249
],
[
443,
358,
507,
383
],
[
443,
379,
468,
405
],
[
443,
401,
470,
426
],
[
522,
368,
536,
394
],
[
57... |
competencies in your work with exceptional students and those from diverse ethnic, racial, gender, and socioeconomic groups. ASCA II (National Model); CAEP Unit Level 4 LEGAL & Minimal and/or poorly organized Basic/vague description of legal and Thoughtful but not detailed descriptions Detailed and articulate descripti... | competencies in your work with exceptional students and those from diverse ethnic, racial, gender, and socioeconomic groups. ASCA II (National Model); CAEP Unit Level 4 LEGAL & ETHICAL ISSUES: Reflective thinking on legal and ethical issues encountered and how they were or will be resolved. ACA 2014 Ethics Code; ASCA-I... | 0.705064 | [
0,
1,
2,
3,
4,
5,
6,
7,
8,
9,
10,
11,
12,
13,
14,
15,
16,
17,
18,
19,
20,
21,
22,
23,
24,
25,
26,
46,
71,
72,
101,
102,
103,
109,
110,
111,
117,
118,
124,
125,
126,
127,
136,
137,
138,
140,
141,
142,
143,
144,
145,
... | 694%20SC%20internship%20Reflection%20Paper%20Rubric.docx | task-442-776 | 3 | [
[
54,
109,
112,
124
],
[
115,
109,
123,
124
],
[
54,
125,
73,
140
],
[
76,
125,
98,
140
],
[
101,
125,
120,
140
],
[
54,
141,
103,
156
],
[
54,
157,
89,
172
],
[
91,
15... | [
[
54,
109,
112,
124
],
[
115,
109,
123,
124
],
[
54,
125,
73,
140
],
[
76,
125,
98,
140
],
[
101,
125,
120,
140
],
[
54,
141,
103,
156
],
[
54,
157,
89,
172
],
[
91,
15... |
Table 4: Comparison of Organisational Structure for Toll Roads in Selected Countries MPW Ministry of Public Works, MOT Ministry of Transport MOCT Ministry of Construction and Transport – – – MOC Ministry of Communications, MOF Ministry of Finance KEC Korean Expressway Corporation – – – JM Jasa Marga, NHAI National High... | Table 4: Comparison of Organisational Structure for Toll Roads in Selected Countries MPW – Ministry of Public Works, MOT – Ministry of Transport MOCT – Ministry of Construction and Transport MOC – Ministry of Communications, MOF – Ministry of Finance KEC – Korean Expressway Corporation JM – Jasa Marga, NHAI – National ... | 0.538449 | [
0,
1,
2,
3,
4,
5,
6,
7,
8,
9,
10,
11,
12,
27,
13,
14,
15,
16,
17,
28,
18,
19,
20,
21,
29,
22,
23,
24,
25,
26,
30,
42,
31,
32,
33,
34,
43,
35,
36,
37,
38,
44,
39,
40,
41,
45,
54,
46,
47,
48,
55,
49,
50,
51,
52... | 694780ESW0P0960Vietnam0201090final.docx | task-442-825 | 16 | [
[
90,
164,
123,
186
],
[
127,
164,
138,
186
],
[
142,
164,
215,
186
],
[
219,
164,
231,
186
],
[
234,
164,
323,
186
],
[
326,
164,
382,
186
],
[
386,
164,
403,
186
],
[
406... | [
[
90,
164,
123,
186
],
[
127,
164,
138,
186
],
[
142,
164,
215,
186
],
[
219,
164,
231,
186
],
[
234,
164,
323,
186
],
[
326,
164,
382,
186
],
[
386,
164,
403,
186
],
[
406... |
Joe G. Gonzalez………………………....………………..Member Interim Superintendent of Schools Dr. Maria Filemona Leo Riverside Middle School Administrative Team Marcus Ysasi……...……………Principal Elsa Haman…………………….…...……Assistant Principal Principal Octavio Salazar….….…..…………………..Assistant of Instruction Amy Rodriguez………….………..……...Dean | Joe G. Gonzalez………………………....………………..Member Interim Superintendent of Schools Dr. Maria Filemona Leo Riverside Middle School Administrative Team Marcus Ysasi……...……………Principal Elsa Haman…………………….…...……Assistant Principal Octavio Salazar….….…..…………………..Assistant Principal Amy Rodriguez………….………..……...Dean of Instruction | 0.837643 | [
0,
1,
2,
3,
4,
5,
6,
7,
8,
9,
10,
11,
12,
13,
14,
15,
16,
17,
18,
19,
20,
22,
23,
21,
26,
27,
24,
25
] | 685gI91xmtLlze5Junf56bfq7iZ3GDKtZOejR4OmrITL2qJJ.docx | task-442-83 | 1 | [
[
154,
84,
189,
107
],
[
196,
84,
221,
107
],
[
227,
84,
846,
107
],
[
231,
150,
346,
190
],
[
356,
150,
593,
190
],
[
603,
150,
636,
190
],
[
646,
150,
770,
190
],
[
341,
... | [
[
154,
84,
189,
107
],
[
196,
84,
221,
107
],
[
227,
84,
846,
107
],
[
231,
150,
346,
190
],
[
356,
150,
593,
190
],
[
603,
150,
636,
190
],
[
646,
150,
770,
190
],
[
341,
... |
DTAF C23H12Cl2N4O5*HCl ~ 492 ~ 514 532 Proteins Prodan C15H17NO ~ 361 ~ 498 227 GFP Varies Varies 26900 Proteins “238 amino acids” Table 2. Examples of fluorophores often used for FRAP experiments. FITC = FluoresceinIsothiocyanate; NBD = nitrobenzoxadiazole; DTAF = fluorescein dichlorotriazine. Table 3. Basic propertie... | DTAF C23H12Cl2N4O5*HCl ~ 492 ~ 514 532 Proteins Prodan C15H17NO ~ 361 ~ 498 227 GFP “238 amino acids” Varies Varies 26900 Proteins Table 2. Examples of fluorophores often used for FRAP experiments. FITC = FluoresceinIsothiocyanate; NBD = nitrobenzoxadiazole; DTAF = fluorescein dichlorotriazine. Table 3. Basic propertie... | 0.59981 | [
0,
1,
2,
3,
4,
5,
6,
7,
8,
9,
10,
11,
12,
13,
14,
15,
20,
21,
22,
16,
17,
18,
19,
23,
24,
25,
26,
27,
28,
29,
30,
31,
32,
33,
34,
35,
36,
37,
38,
39,
40,
41,
42,
43,
44,
45,
46,
47,
48,
49,
50,
51,
52,
53,
54... | 6957531.docx | task-442-867 | 124 | [
[
118,
83,
162,
98
],
[
245,
83,
404,
98
],
[
422,
83,
431,
98
],
[
436,
83,
461,
98
],
[
545,
83,
554,
98
],
[
558,
83,
583,
98
],
[
662,
83,
687,
98
],
[
782,
83,
... | [
[
118,
83,
162,
98
],
[
245,
83,
404,
98
],
[
422,
83,
431,
98
],
[
436,
83,
461,
98
],
[
545,
83,
554,
98
],
[
558,
83,
583,
98
],
[
662,
83,
687,
98
],
[
782,
83,
... |
EMBASSY OF Press release Latest position on Disposal of Mortal Remains of Indian Nationals The Embassy will henceforth, on daily basis, provide the details of the deceased Indian nationals, whose death has been reported/ registered with the Embassy. Details regarding disposal of mortal remains of the deceased Indians b... | EMBASSY OF Press release Latest position on Disposal of Mortal Remains of Indian Nationals The Embassy will henceforth, on daily basis, provide the details of the deceased Indian nationals, whose death has been reported/ registered with the Embassy. Details regarding disposal of mortal remains of the deceased Indians b... | 0.746275 | [
0,
1,
2,
3,
4,
5,
6,
7,
8,
9,
10,
11,
12,
13,
14,
15,
16,
17,
18,
19,
20,
21,
22,
23,
24,
25,
26,
27,
28,
29,
30,
31,
32,
33,
34,
35,
36,
37,
38,
39,
40,
41,
42,
43,
44,
45,
46,
47,
48,
49,
50,
51,
52,
53,
54... | 6974_POSITION.docx | task-442-969 | 0 | [
[
522,
180,
619,
216
],
[
625,
180,
653,
216
],
[
449,
354,
490,
378
],
[
495,
354,
550,
378
],
[
250,
398,
297,
422
],
[
302,
398,
363,
422
],
[
367,
398,
386,
422
],
[
39... | [
[
522,
180,
619,
216
],
[
625,
180,
653,
216
],
[
449,
354,
490,
378
],
[
495,
354,
550,
378
],
[
250,
398,
297,
422
],
[
302,
398,
363,
422
],
[
367,
398,
386,
422
],
[
39... |
13 Yog Raj 06.10.2016 07.10.2016 Heart attack To be 18 Under M 09.10.2016 Transported to process PPNO.L5604740 India DOB:10.10.1974 42YRS 12 Packrutheen Ali Asan 08.10.2016 08.10.2016 Heart attack Transported to UL230/UL131 1 18 M 09.10.2016 India 09.10.2016 Mohamed Trichy PPNO.K9617001 DOB:10.06.1983 33YRS 11 Rajendra... | 13 Yog Raj PPNO.L5604740 DOB:10.10.1974 42YRS M 06.10.2016 07.10.2016 09.10.2016 Heart attack To be Transported to India 18 Under process 12 Packrutheen Ali Asan Mohamed PPNO.K9617001 DOB:10.06.1983 33YRS M 08.10.2016 08.10.2016 09.10.2016 Heart attack Transported to India UL230/UL131 09.10.2016 Trichy 1 18 11 Rajendra... | 0.290545 | [
0,
1,
2,
16,
18,
19,
11,
3,
4,
12,
5,
6,
7,
8,
13,
14,
17,
9,
10,
15,
20,
21,
22,
23,
37,
39,
40,
41,
33,
24,
25,
34,
26,
27,
28,
29,
35,
30,
36,
38,
31,
32,
42,
43,
44,
57,
59,
60,
52,
45,
46,
53,
47,
48,
49... | 6974_POSITION.docx | task-442-969 | 1 | [
[
23,
118,
41,
140
],
[
57,
118,
84,
140
],
[
88,
118,
112,
140
],
[
303,
118,
383,
140
],
[
405,
118,
485,
140
],
[
508,
118,
547,
140
],
[
551,
118,
595,
140
],
[
616,
... | [
[
23,
118,
41,
140
],
[
57,
118,
84,
140
],
[
88,
118,
112,
140
],
[
57,
143,
171,
164
],
[
57,
168,
173,
190
],
[
57,
193,
103,
214
],
[
263,
121,
276,
140
],
[
303,
1... |
TEAM INFORMATION CLUB NAME: INITIALS: ADDRESS: LSC: HEAD COACH: CONTACT PERSON: PHONE NUMBER: FAX NUMBER: CELL PHONE: EMAIL: NAME COACHES CARD EXPIRATION DATE 1. COACHES 2. ATTENDING: 3. 1. 2. CERTIFIED OFFICIALS WHO MAY 3. WISH TO WORK: 4. ATTACHED: NUMBER OF SWIMMERS ENTERED: UNATTACHED: TOTAL: SUMMARY OF FEES SES TE... | TEAM INFORMATION CLUB NAME: INITIALS: ADDRESS: LSC: HEAD COACH: CONTACT PERSON: PHONE NUMBER: FAX NUMBER: CELL PHONE: EMAIL: COACHES ATTENDING: NAME COACHES CARD EXPIRATION DATE 1. 2. 3. CERTIFIED OFFICIALS WHO MAY WISH TO WORK: 1. 2. 3. 4. NUMBER OF SWIMMERS ENTERED: ATTACHED: UNATTACHED: TOTAL: SUMMARY OF FEES SES TE... | 0.730827 | [
0,
1,
2,
3,
4,
5,
6,
7,
8,
9,
10,
11,
12,
13,
14,
15,
16,
17,
24,
26,
18,
19,
20,
21,
22,
23,
25,
27,
30,
31,
32,
33,
35,
36,
37,
28,
29,
34,
38,
40,
41,
42,
43,
39,
44,
45,
46,
47,
48,
49,
50,
55,
56,
57,
51... | 697785_2016%20SE%20GPAC%20Summer%20Finale%20Invitational_v3.docx | task-442-981 | 8 | [
[
360,
70,
438,
98
],
[
445,
70,
639,
98
],
[
58,
116,
108,
135
],
[
113,
116,
174,
135
],
[
663,
116,
750,
135
],
[
58,
152,
148,
172
],
[
58,
189,
99,
208
],
[
319,
1... | [
[
360,
70,
438,
98
],
[
445,
70,
639,
98
],
[
58,
116,
108,
135
],
[
113,
116,
174,
135
],
[
663,
116,
750,
135
],
[
58,
152,
148,
172
],
[
58,
189,
99,
208
],
[
319,
1... |
LCTT Challenge Fund Communications Plan Template Round 2 – – below. Grantees may use their organisation’s own communications plan template if desired, but please ensure it covers the points Submission is required prior to release of Grant. LCTT reference number/Project name Project outcome(s) Should align with the outc... | LCTT Challenge Fund – Communications Plan Template – Round 2 Grantees may use their organisation’s own communications plan template if desired, but please ensure it covers the points below. Submission is required prior to release of Grant. LCTT reference number/Project name Project outcome(s) Should align with the outc... | 0.888078 | [
0,
1,
2,
8,
3,
4,
5,
9,
6,
7,
11,
12,
13,
14,
15,
16,
17,
18,
19,
20,
21,
22,
23,
24,
25,
26,
27,
28,
10,
29,
30,
31,
32,
33,
34,
35,
36,
37,
38,
39,
40,
41,
42,
43,
44,
45,
46,
47,
48,
49,
50,
51,
52,
53,
54... | 6a.%20LCTTChallengeFund_CommsPlanTemplate%20-%20Round%202.docx | task-443-243 | 0 | [
[
75,
157,
118,
190
],
[
122,
157,
202,
190
],
[
207,
157,
247,
190
],
[
266,
157,
401,
190
],
[
405,
157,
440,
190
],
[
445,
157,
518,
190
],
[
536,
157,
589,
190
],
[
594... | [
[
75,
157,
118,
190
],
[
122,
157,
202,
190
],
[
207,
157,
247,
190
],
[
252,
161,
261,
187
],
[
266,
157,
401,
190
],
[
405,
157,
440,
190
],
[
445,
157,
518,
190
],
[
523... |
(b) (i) The added OH– reacts with HA or H+ (1) The equilibrium, HA H+ + A– , displacement to right or HA ionises (1) (ii) The added H+ reacts with A– (1) The equilibrium, HA H+ + A–, displaced to left 4 (1) [13] 6. (a) CO + H+ HCO or Na2CO3 + HCl NaHCO3 + NaCl (1) HCO + H+ H2O + CO2 or NaHCO3 + HCl NaCl + CO2 + H2O... | (b) (i) The added OH– reacts with HA or H+ (1) The equilibrium, HA H+ + A– , displacement to right or HA ionises (1) (ii) The added H+ reacts with A– (1) The equilibrium, HA H+ + A–, displaced to left (1) 4 [13] 6. (a) CO + H+ HCO or Na2CO3 + HCl NaHCO3 + NaCl (1) HCO + H+ H2O + CO2 or NaHCO3 + HCl NaCl + CO2 +... | 0.801685 | [
0,
1,
2,
3,
4,
5,
6,
7,
8,
9,
10,
11,
12,
13,
14,
15,
16,
17,
18,
19,
20,
21,
22,
23,
24,
25,
26,
27,
28,
29,
30,
31,
32,
33,
34,
35,
36,
37,
38,
39,
40,
41,
43,
42,
44,
45,
46,
47,
48,
49,
50,
51,
52,
53,
54... | 6A16B5D2F9C4C1F5C6B0D2DCE9E59355.docx | task-443-266 | 25 | [
[
168,
83,
190,
101
],
[
216,
83,
233,
101
],
[
263,
83,
292,
101
],
[
297,
83,
341,
101
],
[
346,
83,
379,
99
],
[
384,
83,
427,
101
],
[
432,
83,
464,
101
],
[
469,
8... | [
[
168,
83,
190,
101
],
[
216,
83,
233,
101
],
[
263,
83,
292,
101
],
[
297,
83,
341,
101
],
[
346,
83,
379,
99
],
[
384,
83,
427,
101
],
[
432,
83,
464,
101
],
[
469,
8... |
APPLICATION FOR COUNCIL REPORT & CONSENT PART 4 SITING BUILDING INTERIM REGULATIONS 2017 To: BUILDING SERVICES Office Use Only - phone 03 5272 4450 Email: Class Type Year Number Or: any City of Greater Geelong Customer Service Centre BG CCS 201 APPLICANT DETAILS Owner Agent of Owner1 You are the: (tick applicable box) ... | APPLICATION FOR COUNCIL REPORT & CONSENT PART 4 SITING BUILDING INTERIM REGULATIONS 2017 To: BUILDING SERVICES - phone 03 5272 4450 Office Use Only Email: Class Type Year Number Or: any City of Greater Geelong Customer Service Centre BG CCS 201 APPLICANT DETAILS You are the: Owner Agent of Owner1 (tick applicable box) ... | 0.864643 | [
0,
1,
2,
3,
4,
5,
6,
7,
8,
9,
10,
11,
12,
13,
14,
15,
19,
20,
21,
22,
23,
16,
17,
18,
24,
25,
26,
27,
28,
29,
30,
31,
32,
33,
34,
35,
36,
37,
38,
39,
40,
41,
42,
47,
48,
49,
43,
44,
45,
46,
50,
51,
52,
53,
54... | 6a3cfaf4-BG-A008%20-%20Application%20for%20Council%20Report%20and%20Consent.docx | task-443-289 | 0 | [
[
80,
48,
308,
81
],
[
317,
48,
388,
81
],
[
397,
48,
551,
81
],
[
80,
76,
220,
108
],
[
229,
76,
254,
108
],
[
263,
76,
428,
108
],
[
80,
103,
162,
133
],
[
171,
103,
... | [
[
80,
48,
308,
81
],
[
317,
48,
388,
81
],
[
397,
48,
551,
81
],
[
80,
76,
220,
108
],
[
229,
76,
254,
108
],
[
263,
76,
428,
108
],
[
80,
103,
162,
133
],
[
171,
103,
... |
Grade Level: 3 Title of Unit: Interdependent Relationships in Ecosystems: Environmental Impacts on Organisms Stage 1 - Desired Results Understandings: Essential Questions: Students will understand Why do some animals form groups to help that… When the environment changes, some members survive? organisms survive and rep... | Grade Level: 3 Title of Unit: Interdependent Relationships in Ecosystems: Environmental Impacts on Organisms Stage 1 - Desired Results Understandings: Students will understand that… When the environment changes, some organisms survive and reproduce, some move to new locations, some move into the transformed environment... | 0.791022 | [
0,
1,
2,
3,
4,
5,
6,
7,
8,
9,
10,
11,
12,
13,
14,
15,
16,
17,
18,
19,
22,
23,
24,
33,
34,
35,
36,
37,
38,
41,
42,
43,
44,
52,
53,
54,
55,
56,
57,
64,
65,
66,
67,
72,
73,
74,
75,
83,
84,
85,
86,
87,
88,
89,
95... | 6aeab073-c2ff-4b07-abbb-4f1f33f9b0bf.docx | task-443-404 | 17 | [
[
102,
519,
152,
537
],
[
156,
519,
206,
537
],
[
211,
519,
220,
537
],
[
489,
519,
526,
538
],
[
531,
519,
548,
538
],
[
553,
519,
594,
538
],
[
604,
519,
734,
538
],
[
73... | [
[
102,
519,
152,
537
],
[
156,
519,
206,
537
],
[
211,
519,
220,
537
],
[
489,
519,
526,
538
],
[
531,
519,
548,
538
],
[
553,
519,
594,
538
],
[
604,
519,
734,
538
],
[
73... |
This general health and safety checklist is not exhaustive and is provided as a general guide – to assess the arrangements required. Issue: Comments: Is the worker new to the task? No □ Yes □ Are there any physical or ability Yes No □ □ factors to consider? Is the P.P.E. suitable for the job? Yes No □ □ Has the employe... | This general health and safety checklist is not exhaustive – and is provided as a general guide to assess the arrangements required. Issue: Comments: Is the worker new to the task? □ Yes □ No Are there any physical or ability factors to consider? □ Yes □ No Is the P.P.E. suitable for the job? □ Yes □ No Has the employe... | 0.54843 | [
0,
1,
2,
3,
4,
5,
6,
7,
8,
16,
9,
10,
11,
12,
13,
14,
15,
17,
18,
19,
20,
21,
22,
23,
24,
25,
26,
27,
28,
29,
30,
32,
33,
34,
31,
35,
36,
37,
38,
39,
40,
45,
46,
47,
43,
41,
44,
42,
48,
49,
50,
51,
52,
53,
54... | 6b75146a-d9fc-4228-afe7-1679666c92f7.docx | task-443-605 | 1 | [
[
117,
93,
151,
112
],
[
156,
93,
216,
112
],
[
221,
93,
270,
112
],
[
275,
93,
305,
112
],
[
310,
93,
358,
112
],
[
363,
93,
432,
112
],
[
437,
93,
450,
112
],
[
455,
... | [
[
117,
93,
151,
112
],
[
156,
93,
216,
112
],
[
221,
93,
270,
112
],
[
275,
93,
305,
112
],
[
310,
93,
358,
112
],
[
363,
93,
432,
112
],
[
437,
93,
450,
112
],
[
455,
... |
Business / Applicant Information 1 Name of Applicant 13 Business Street Address If individual or sole trader Street Mr,Ms,etc Given name/s Suburb State Postcode Family name (surname) 14 Business Postal Address (if different to above) Postal Birth date Suburb State Postcode If company or other incorporated entity Legal/... | Business / Applicant Information 1 Name of Applicant If individual or sole trader Mr,Ms,etc Given name/s Family name (surname) Birth date If company or other incorporated entity Legal/registered name Date of Incorporation Date commenced operations 2 Australian Business Number (ABN) (if you have one) 3 Australian Compan... | 0.722072 | [
0,
1,
2,
3,
4,
5,
6,
7,
12,
13,
14,
15,
16,
18,
19,
20,
24,
25,
26,
36,
37,
41,
42,
43,
44,
45,
46,
47,
48,
62,
63,
64,
69,
70,
71,
79,
80,
81,
82,
83,
84,
85,
86,
87,
94,
95,
96,
97,
98,
103,
104,
105,
106,
11... | 6be20f3cc016143ef00e2b6186cef5f7_Application-Form-Tradex-Order-October-2015.docx | task-443-684 | 2 | [
[
335,
45,
439,
66
],
[
447,
45,
458,
66
],
[
466,
45,
574,
66
],
[
583,
45,
722,
66
],
[
115,
81,
127,
95
],
[
150,
82,
189,
94
],
[
194,
82,
207,
94
],
[
212,
82,
... | [
[
335,
45,
439,
66
],
[
447,
45,
458,
66
],
[
466,
45,
574,
66
],
[
583,
45,
722,
66
],
[
115,
81,
127,
95
],
[
150,
82,
189,
94
],
[
194,
82,
207,
94
],
[
212,
82,
... |
Thakur, B., Gupta, R., and Singh, R. 2012. of s Industrial Policies : A “Changing Face India’ Look”, 1–7. International Journal of Scientific and Research Publication, 2(12), Warwick, K. 2013. OECD Science, Beyond Industrial Policy: Emerging Issues and New Trends, Technology and Industry Policy Papers, No. 2. Yeung, M.... | Thakur, B., Gupta, R., and Singh, R. 2012. “Changing Face of India’ s Industrial Policies : A Look”, International Journal of Scientific and Research Publication, 2(12), 1–7. Warwick, K. 2013. Beyond Industrial Policy: Emerging Issues and New Trends, OECD Science, Technology and Industry Policy Papers, No. 2. Yeung, M.... | 0.591008 | [
0,
1,
2,
3,
4,
5,
6,
7,
14,
15,
8,
16,
9,
10,
11,
12,
13,
17,
19,
20,
21,
22,
23,
24,
25,
26,
18,
27,
28,
29,
32,
33,
34,
35,
36,
37,
38,
39,
30,
31,
40,
41,
42,
43,
44,
45,
46,
47,
48,
49,
50,
51,
52,
53,
54... | 6c3b9d74a5706e098ca4a3ca1d38a8b4.docx | task-443-796 | 15 | [
[
130,
88,
182,
104
],
[
186,
88,
206,
104
],
[
210,
88,
255,
104
],
[
260,
88,
279,
104
],
[
284,
88,
308,
104
],
[
312,
88,
355,
104
],
[
360,
88,
375,
104
],
[
379,
... | [
[
130,
88,
182,
104
],
[
186,
88,
206,
104
],
[
210,
88,
255,
104
],
[
260,
88,
279,
104
],
[
284,
88,
308,
104
],
[
312,
88,
355,
104
],
[
360,
88,
375,
104
],
[
379,
... |
Program Approval Process – Certificate and Degree Credits Rationale Recommendations Criteria Programs Prof/Tech only – College provides Academic Transfer Expectation that Certificates 1-19 credits – same process. Registration documentation as Professional/Technical students can move only. required. I-BEST through an ed... | Program Approval Process – Certificate and Degree Credits Rationale Recommendations Criteria Programs Expectation that students can move through an educational program in a timely and cost-efficient manner. For professional/technical programs, employer needs should inform content and credits within a program. It’s a ba... | 0.598571 | [
0,
1,
2,
3,
4,
5,
6,
7,
8,
9,
10,
11,
19,
20,
31,
32,
33,
37,
38,
39,
40,
41,
42,
43,
44,
53,
54,
76,
88,
94,
95,
99,
100,
101,
111,
112,
113,
119,
120,
121,
138,
139,
140,
141,
144,
145,
155,
156,
157,
167,
168,
1... | 6cert-degreecredits.docx | task-443-920 | 0 | [
[
246,
54,
321,
85
],
[
326,
54,
405,
85
],
[
410,
54,
476,
85
],
[
481,
54,
491,
85
],
[
495,
54,
585,
85
],
[
589,
54,
621,
85
],
[
626,
54,
687,
85
],
[
691,
54,
... | [
[
246,
54,
321,
85
],
[
326,
54,
405,
85
],
[
410,
54,
476,
85
],
[
481,
54,
491,
85
],
[
495,
54,
585,
85
],
[
589,
54,
621,
85
],
[
626,
54,
687,
85
],
[
691,
54,
... |
250-278 Local Heavy Cows = 220-250 Local Medium/Light Cows = 238-265 Pastoral Heavy Cows = 175-262 Pastoral Medium/Light Cows = Q 230-270 Local Heavy Bulls = 320-360 Local Medium Bulls = 350-380 Local Light Bulls 210-260 Pastoral Heavy Bulls = 280-350 Pastoral Medium Bulls = 30-40 330-360 Pastoral Light Bulls | Local Heavy Cows = 250-278 Local Medium/Light Cows = 220-250 Pastoral Heavy Cows = 238-265 Pastoral Medium/Light Cows = 175-262 Q Local Heavy Bulls = 230-270 Local Medium Bulls = 320-360 Local Light Bulls 350-380 Pastoral Heavy Bulls = 210-260 Pastoral Medium Bulls = 280-350 Pastoral Light Bulls 30-40 330-360 | 0.567182 | [
1,
2,
3,
4,
0,
6,
7,
8,
9,
5,
11,
12,
13,
14,
10,
16,
17,
18,
19,
15,
20,
22,
23,
24,
25,
21,
27,
28,
29,
30,
26,
32,
33,
34,
31,
36,
37,
38,
39,
35,
41,
42,
43,
44,
40,
47,
48,
49,
45,
46
] | 6eb78012ce72bf6b65a3c6340bd60d2e.docx | task-444-269 | 2 | [
[
755,
114,
834,
137
],
[
114,
115,
160,
134
],
[
165,
115,
218,
134
],
[
223,
115,
269,
134
],
[
492,
115,
504,
134
],
[
755,
134,
834,
157
],
[
82,
135,
127,
154
],
[
133... | [
[
114,
115,
160,
134
],
[
165,
115,
218,
134
],
[
223,
115,
269,
134
],
[
492,
115,
504,
134
],
[
755,
114,
834,
137
],
[
82,
135,
127,
154
],
[
133,
135,
250,
154
],
[
255... |
Cln8 2.18 1.83 Tnfrsf12a 2.97 1.83 Mthfd1 2.19 1.80 E130307C13 2.13 1.77 Thoc4 2.19 1.74 Bcl7c 1.56 1.69 Limd1 1.51 1.68 Rwdd1 3.57 1.67 9430029K10Rik 2.64 1.65 Fus 2.27 1.64 Prss25 2.11 1.62 Aup1 3.93 1.59 Minpp1 2.72 1.52 Foxj2 -1.60 -1.53 Cbx7 -2.15 -1.56 Nfkbiz -2.62 -1.64 Hnrpdl -1.82 -1.66 Mfap3 -2.52 -1.68 Cops7... | Cln8 Tnfrsf12a Mthfd1 E130307C13 Thoc4 Bcl7c Limd1 Rwdd1 9430029K10Rik Fus Prss25 Aup1 Minpp1 2.18 2.97 2.19 2.13 2.19 1.56 1.51 3.57 2.64 2.27 2.11 3.93 2.72 1.83 1.83 1.80 1.77 1.74 1.69 1.68 1.67 1.65 1.64 1.62 1.59 1.52 Foxj2 Cbx7 Nfkbiz Hnrpdl Mfap3 Cops7b Stard4 Gas5 Acadsb Arfip1 Clk1 4833420G17Rik Sdc4 Slc40a1 ... | 0.323377 | [
0,
3,
6,
9,
12,
15,
18,
21,
24,
27,
30,
33,
36,
1,
4,
7,
10,
13,
16,
19,
22,
25,
28,
31,
34,
37,
2,
5,
8,
11,
14,
17,
20,
23,
26,
29,
32,
35,
38,
39,
42,
45,
48,
51,
54,
57,
60,
63,
66,
69,
72,
75,
78,
81,
84... | 6iesBTbRc7nRoL7kf_sd2.docx | task-444-580 | 1 | [
[
117,
88,
152,
107
],
[
355,
88,
387,
107
],
[
496,
88,
527,
107
],
[
117,
104,
188,
123
],
[
355,
104,
387,
123
],
[
496,
104,
527,
123
],
[
117,
120,
171,
139
],
[
355,
... | [
[
117,
88,
152,
107
],
[
117,
104,
188,
123
],
[
117,
120,
171,
139
],
[
117,
136,
212,
155
],
[
117,
152,
163,
171
],
[
117,
168,
159,
187
],
[
117,
184,
165,
203
],
[
117... |
Site / Location: _______________ Pesticide Application Record – Amenity Areas Year:________ Date applied Product Name Situation / area treated: Location – Outline map Area Treated Application rate Water Method of Buffer Nozzle type Rationale / and and (e.g. amenity grass, (identifying treated area) (Ha or M2) (l or kg ... | Site / Location: _______________ Pesticide Application Record – Amenity Areas Year:________ Date applied and _________________ PU Number of person applying Product Name and __________________ PCS No. Situation / area treated: (e.g. amenity grass, hard surface, permeable etc.) Location – Outline map (identifying treated... | 0.394802 | [
0,
1,
2,
3,
4,
5,
6,
7,
8,
9,
10,
11,
12,
35,
59,
75,
76,
77,
93,
94,
13,
14,
36,
60,
78,
79,
15,
16,
17,
18,
37,
38,
39,
62,
63,
81,
82,
19,
20,
21,
22,
40,
41,
42,
64,
65,
66,
83,
84,
85,
86,
95,
96,
97,
98... | 6IPMPesticideAppRecordSheetAmenityUse190718.docx | task-444-588 | 0 | [
[
42,
51,
68,
75
],
[
72,
51,
79,
75
],
[
83,
51,
147,
75
],
[
150,
51,
274,
75
],
[
384,
51,
447,
75
],
[
450,
51,
529,
75
],
[
533,
51,
581,
75
],
[
585,
51,
594,... | [
[
42,
51,
68,
75
],
[
72,
51,
79,
75
],
[
83,
51,
147,
75
],
[
150,
51,
274,
75
],
[
384,
51,
447,
75
],
[
450,
51,
529,
75
],
[
533,
51,
581,
75
],
[
585,
51,
594,... |
2017-2018 GATE SCHEDULE Please Note: Courses are listed by course dates and not in order of grade level. GRADE LEVEL INSTRUCTOR SGUSD COURSE DATES Approximate REGISTRATION Teacher REGISTRATION DUE DATE Facilitator MAILING DATE Grade 8 JC Gafford TBD September 16th, 23rd, 30th August 11, 2017 Wednesday Session 1-8:30-11... | GRADE LEVEL INSTRUCTOR SGUSD Teacher Facilitator COURSE DATES Approximate REGISTRATION MAILING DATE REGISTRATION DUE DATE Grade 8 Marine Biology Location: JMS JC Gafford TBD September 16th, 23rd, 30th Session 1-8:30-11:30 AM Session 2- 12:00-3:00 PM Field Trip: Tues. Oct. 17, 2017 Cabrillo Marine Aquarium August 11, 20... | 0.541858 | [
18,
19,
20,
21,
26,
30,
22,
23,
24,
27,
31,
32,
25,
28,
29,
33,
34,
52,
53,
54,
55,
35,
36,
37,
38,
39,
40,
41,
46,
47,
48,
56,
57,
58,
59,
63,
64,
65,
66,
67,
68,
69,
70,
71,
42,
43,
44,
45,
49,
50,
51,
60,
61,
... | 6lmeCmq9gFrlpKRqeemb6Mjui4ciHzArM2khsDzKMFLyCyHa.docx | task-444-654 | 0 | [
[
62,
55,
161,
96
],
[
166,
55,
231,
96
],
[
237,
55,
361,
96
],
[
62,
91,
123,
127
],
[
128,
91,
179,
127
],
[
185,
91,
259,
127
],
[
265,
91,
295,
127
],
[
301,
91,
... | [
[
68,
145,
122,
172
],
[
126,
145,
178,
172
],
[
249,
145,
350,
172
],
[
391,
145,
442,
172
],
[
391,
168,
444,
195
],
[
391,
190,
459,
218
],
[
504,
145,
567,
172
],
[
571... |
FLORENCE K-8 SCHOOL john allee, Principal Enrollment Report february 2014 PRE-K # STUDENTS McManus, Melissa 23 GRADE 6 # STUDENTS Kennedy, Kathy KINDERGARTEN # STUDENTS Lewis, Erin 81 Klinakis, Irene 26 Woodbury, Kathy Mander, Margaret 30 Neal, Nicole 27 GRADES 7/8 # STUDENTS Bradeen, Daniel GRADE 1 # STUDENTS Gammill,... | FLORENCE K-8 SCHOOL john allee, Principal Enrollment Report february 2014 PRE-K # STUDENTS McManus, Melissa 23 KINDERGARTEN # STUDENTS Klinakis, Irene 26 Mander, Margaret 30 Neal, Nicole 27 GRADE 1 # STUDENTS Doughty, Brett 29 Johnston, Kelly 30 Wilcox, Elena 29 GRADE 2 # STUDENTS Boehnlein, Deb 26 Borin, Tamara 27 Rod... | 0.622157 | [
0,
1,
2,
3,
4,
5,
6,
7,
8,
9,
10,
11,
12,
13,
14,
15,
22,
23,
24,
28,
29,
30,
33,
34,
35,
36,
37,
38,
45,
46,
47,
48,
51,
52,
53,
57,
58,
59,
62,
63,
64,
69,
70,
71,
72,
75,
76,
77,
78,
79,
80,
81,
82,
83,
89... | 6d979b6e-50d4-4a09-87e7-cfce73708a80.docx | task-444-70 | 2 | [
[
419,
106,
499,
122
],
[
504,
106,
530,
122
],
[
535,
106,
601,
122
],
[
433,
122,
467,
137
],
[
472,
122,
516,
137
],
[
520,
122,
588,
137
],
[
442,
137,
524,
153
],
[
52... | [
[
419,
106,
499,
122
],
[
504,
106,
530,
122
],
[
535,
106,
601,
122
],
[
433,
122,
467,
137
],
[
472,
122,
516,
137
],
[
520,
122,
588,
137
],
[
442,
137,
524,
153
],
[
52... |
JAPAN (cont'd) Agricultural mechanisation for sustainable farming system US$ 25,744 C FD Malawi 2005 Reconstruction of bridges between Balaka and Salima US$ 5,738,340 C FD Malawi 2005 Institutional and HR development project for One Village-One US$ 2,142,867 C FD Malawi Product programme 2010 Project for Farmers' Self-... | JAPAN (cont'd) Agricultural mechanisation for sustainable farming system US$ 25,744 C 2005 FD Malawi Reconstruction of bridges between Balaka and Salima US$ 5,738,340 C 2005 FD Malawi Institutional and HR development project for One Village-One Product programme US$ 2,142,867 C 2010 FD Malawi Project for Farmers' Self-... | 0.604837 | [
0,
1,
2,
3,
4,
5,
6,
7,
8,
9,
10,
13,
11,
12,
14,
15,
16,
17,
18,
19,
20,
21,
22,
23,
26,
24,
25,
27,
28,
29,
30,
31,
32,
33,
34,
40,
41,
35,
36,
37,
42,
38,
39,
43,
44,
45,
46,
47,
48,
54,
55,
56,
49,
50,
51... | 6R23-02-en.docx | task-444-783 | 29 | [
[
33,
253,
63,
269
],
[
67,
253,
104,
269
],
[
133,
253,
188,
269
],
[
191,
253,
260,
269
],
[
263,
253,
277,
269
],
[
280,
253,
334,
269
],
[
337,
253,
374,
269
],
[
377,
... | [
[
33,
253,
63,
269
],
[
67,
253,
104,
269
],
[
133,
253,
188,
269
],
[
191,
253,
260,
269
],
[
263,
253,
277,
269
],
[
280,
253,
334,
269
],
[
337,
253,
374,
269
],
[
377,
... |
US (cont'd) SPS capacity building for animal/plant health and food safety; US$ 83,000 C FD Benin, Burkina Faso, Mali, Senegal Maximum residue level harmonization workshops 2009 Food for Progress Programme to replenish national food US$ 6,600,000 C FD Mali security reserve, encourage agriculture sector development 2007-... | US (cont'd) SPS capacity building for animal/plant health and food safety; Maximum residue level harmonization workshops US$ 83,000 C 2009 FD Benin, Burkina Faso, Mali, Senegal Food for Progress Programme to replenish national food security reserve, encourage agriculture sector development and provide Borlaug fellowshi... | 0.626845 | [
0,
1,
2,
3,
4,
5,
6,
7,
8,
9,
10,
20,
21,
22,
23,
24,
11,
12,
13,
25,
14,
15,
16,
17,
18,
19,
26,
27,
28,
29,
30,
31,
32,
33,
39,
40,
41,
42,
43,
44,
46,
47,
48,
49,
34,
35,
36,
45,
37,
38,
50,
51,
52,
53,
54... | 6R23-02-en.docx | task-444-783 | 31 | [
[
33,
253,
47,
269
],
[
50,
253,
88,
269
],
[
133,
253,
152,
269
],
[
155,
253,
194,
269
],
[
197,
253,
235,
269
],
[
238,
253,
252,
269
],
[
255,
253,
315,
269
],
[
318,
... | [
[
33,
253,
47,
269
],
[
50,
253,
88,
269
],
[
133,
253,
152,
269
],
[
155,
253,
194,
269
],
[
197,
253,
235,
269
],
[
238,
253,
252,
269
],
[
255,
253,
315,
269
],
[
318,
... |
c. Follow directions of i. Recount two or more steps that personal experiences, relate to familiar objects reporting on personal and experiences. (adapted knowledge about a topic. from G.8.b.6) d. Identify and sort b. Add drawings or b. Add drawings or other b. Create audio common objects, events, other visual displays... | c. Follow directions of two or more steps that relate to familiar objects and experiences. (adapted from G.8.b.6) i. Recount personal experiences, reporting on personal knowledge about a topic. d. Identify and sort common objects, events, pictures, words, colors, shapes, and textures into various classifications b. Add... | 0.494348 | [
0,
1,
2,
3,
6,
7,
8,
9,
10,
13,
14,
15,
16,
20,
21,
22,
27,
28,
4,
5,
11,
12,
17,
18,
19,
23,
24,
25,
26,
29,
30,
31,
32,
45,
46,
47,
59,
60,
61,
72,
73,
74,
75,
87,
88,
33,
34,
35,
36,
48,
49,
50,
51,
62,
63... | 6th%20Grade%20Developmental%20Reading.docx | task-444-925 | 14 | [
[
86,
102,
97,
122
],
[
107,
102,
146,
122
],
[
151,
102,
212,
122
],
[
216,
102,
228,
122
],
[
554,
102,
562,
122
],
[
575,
102,
626,
122
],
[
74,
122,
97,
141
],
[
101,
... | [
[
86,
102,
97,
122
],
[
107,
102,
146,
122
],
[
151,
102,
212,
122
],
[
216,
102,
228,
122
],
[
74,
122,
97,
141
],
[
101,
122,
114,
141
],
[
118,
122,
151,
141
],
[
156,
... |
i. Capitalize the i. Write complete i. Capitalize first word in a sentence and sentences. holidays, product names, the pronoun I. (CCSS: and geographic names. L.K.2a) (CCSS: L.2.2a) ii. Recognize and ii. Capitalize ii. Use commas name end punctuation. dates and names of people. in greetings and closings of (CCSS: L.K.2... | i. Capitalize the first word in a sentence and the pronoun I. (CCSS: L.K.2a) i. Write complete sentences. i. Capitalize holidays, product names, and geographic names. (CCSS: L.2.2a) ii. Recognize and name end punctuation. (CCSS: L.K.2b) ii. Capitalize dates and names of people. (CCSS: L.1.2a) ii. Use commas in greeting... | 0.519047 | [
0,
1,
2,
8,
9,
10,
11,
12,
13,
18,
19,
20,
21,
25,
3,
4,
5,
14,
6,
7,
15,
16,
17,
22,
23,
24,
26,
27,
28,
29,
30,
36,
37,
38,
49,
50,
31,
32,
39,
40,
41,
42,
43,
51,
52,
33,
34,
35,
44,
45,
46,
47,
48,
53,
54... | 6th%20Grade%20Developmental%20Reading.docx | task-444-925 | 39 | [
[
358,
102,
366,
122
],
[
379,
102,
441,
122
],
[
445,
102,
466,
122
],
[
554,
102,
562,
122
],
[
575,
102,
609,
122
],
[
613,
102,
671,
122
],
[
749,
102,
758,
122
],
[
77... | [
[
358,
102,
366,
122
],
[
379,
102,
441,
122
],
[
445,
102,
466,
122
],
[
295,
122,
320,
141
],
[
324,
122,
355,
141
],
[
360,
122,
371,
141
],
[
376,
122,
383,
141
],
[
38... |
Alignment to STC Kit Advance Prep HCS/SC Key Concepts and Teaching Activities Core Title Assessment Processes Notes to teachers periods Curriculum *14b SC Essential Temperature and McDougal Littell 1 How can you explain thermal expansion as kinetic energy? Kinetic Temperature Pg. 383 388 – depends on particle Energy Ch... | STC Kit Activities Title Key Concepts and Processes Advance Prep Notes to teachers Teaching periods Assessment Alignment to HCS/SC Core Curriculum WEEK 8 *14b SC Essential Temperature depends on particle movement. TEXTBOOK Temperature and Kinetic Energy McDougal Littell Pg. 383 – 388 Teacher’s Choice 1 How can you expl... | 0.371767 | [
2,
3,
11,
13,
7,
8,
9,
15,
4,
5,
16,
17,
18,
10,
19,
14,
0,
1,
6,
12,
20,
53,
50,
21,
22,
23,
39,
44,
45,
46,
51,
52,
24,
25,
38,
47,
26,
27,
40,
41,
43,
42,
49,
48,
28,
29,
30,
31,
32,
33,
34,
35,
36,
37,
54... | 6th%20Grade%20map%2011-12.docx | task-444-954 | 17 | [
[
839,
73,
901,
98
],
[
905,
73,
917,
98
],
[
107,
91,
134,
116
],
[
138,
91,
157,
116
],
[
451,
94,
503,
119
],
[
507,
94,
535,
119
],
[
853,
94,
903,
119
],
[
290,
10... | [
[
107,
91,
134,
116
],
[
138,
91,
157,
116
],
[
105,
112,
160,
137
],
[
210,
116,
238,
141
],
[
290,
100,
314,
125
],
[
317,
100,
372,
125
],
[
375,
100,
398,
125
],
[
316,... |
and daily exercises Summative Multiple choices T/F matching extended written response 5 days Write an inequality of the an inequality of the M *use CC.6.EE.8 I can write Formative of number line form x > c or x < c to represent a form x > c or x < c to represent a verbal Q&A constraint or condition in a real-world cons... | and daily exercises Summative Multiple choices T/F matching extended written response 5 days CC.6.EE.8 Write an inequality of the form x > c or x < c to represent a constraint or condition in a real-world or mathematical problem. Recognize that inequalities of the form x > c or x < c have infinitely many solutions; rep... | 0.667151 | [
0,
1,
2,
3,
4,
5,
6,
7,
8,
9,
10,
11,
12,
24,
13,
14,
15,
16,
17,
32,
33,
34,
35,
36,
37,
38,
39,
40,
41,
42,
56,
57,
58,
59,
60,
61,
71,
72,
73,
74,
83,
84,
85,
86,
87,
88,
89,
90,
91,
92,
107,
108,
109,
110,
... | 6th%20grade%20math%20Davis%2036%20weeks.docx | task-444-958 | 11 | [
[
619,
56,
636,
82
],
[
639,
56,
663,
82
],
[
619,
79,
663,
105
],
[
619,
124,
677,
152
],
[
619,
146,
660,
172
],
[
619,
169,
655,
195
],
[
658,
169,
675,
195
],
[
619,
... | [
[
619,
56,
636,
82
],
[
639,
56,
663,
82
],
[
619,
79,
663,
105
],
[
619,
124,
677,
152
],
[
619,
146,
660,
172
],
[
619,
169,
655,
195
],
[
658,
169,
675,
195
],
[
619,
... |
Small Groups Independent Read: Independent Read: Teacher Led Small Group: Instructional 30 Student Choice Supplemental:Content/ Meets with 2 groups daily- Software: LEVELED Knowledge -5 minutes check-in on Reading Plus Each group session is 15 LIBRARIES SEE APPENDIX Interest Read minutes. -10 minute small group Two ses... | Small Groups Each group session is 15 minutes. Two sessions per day. Independent Read: Student Choice LEVELED LIBRARIES Independent Read: Supplemental:Content/ Knowledge SEE APPENDIX Teacher Led Small Group: Meets with 2 groups daily- -5 minutes check-in on Interest Read -10 minute small group instruction with Content ... | 0.428391 | [
0,
1,
29,
30,
31,
32,
33,
39,
44,
45,
46,
47,
2,
3,
12,
13,
21,
34,
4,
5,
14,
22,
35,
36,
6,
7,
8,
9,
15,
16,
17,
18,
19,
23,
24,
25,
26,
37,
38,
40,
41,
42,
43,
48,
49,
50,
51,
52,
10,
20,
27,
28,
11,
57,
53... | 6th%20Grade%20Module%20A.docx | task-444-969 | 11 | [
[
90,
101,
121,
124
],
[
124,
101,
165,
124
],
[
276,
101,
344,
123
],
[
347,
101,
379,
122
],
[
401,
101,
469,
124
],
[
472,
101,
504,
124
],
[
564,
101,
608,
124
],
[
611... | [
[
90,
101,
121,
124
],
[
124,
101,
165,
124
],
[
94,
151,
119,
173
],
[
122,
151,
151,
173
],
[
154,
151,
191,
173
],
[
194,
151,
203,
173
],
[
206,
151,
218,
173
],
[
90,
... |
Health, and Safety The Ancient City of Petra: The 7 990L History, YES YES + STEP R.1, R.2, R.9, R.10 Roman Empire Takes Charge Geography, L.4, L.6 and Societies Proquestk12.com User: NJ2106 Password: 07050 Browse by subject, keyword Browse by current events, pro/con leading issues Sort articles by lexile, relevance,dat... | Health, and Safety The Ancient City of Petra: The Roman Empire Takes Charge 7 990L History, Geography, and Societies YES YES + STEP R.1, R.2, R.9, R.10 L.4, L.6 Proquestk12.com User: NJ2106 Password: 07050 Browse by subject, keyword Browse by current events, pro/con leading issues Sort articles by lexile, relevance,dat... | 0.719724 | [
0,
1,
2,
3,
4,
5,
6,
7,
8,
20,
21,
22,
23,
9,
10,
11,
24,
27,
28,
12,
13,
14,
15,
16,
17,
18,
19,
25,
26,
29,
30,
31,
32,
33,
34,
35,
36,
37,
38,
39,
40,
41,
42,
43,
44,
45,
46,
47,
48,
49,
50,
51,
52,
53,
54... | 6th%20Grade%20Module%20A.docx | task-444-969 | 28 | [
[
330,
107,
367,
123
],
[
370,
107,
390,
123
],
[
330,
127,
362,
143
],
[
90,
165,
109,
181
],
[
112,
165,
152,
181
],
[
155,
165,
174,
181
],
[
177,
165,
187,
181
],
[
190... | [
[
330,
107,
367,
123
],
[
370,
107,
390,
123
],
[
330,
127,
362,
143
],
[
90,
165,
109,
181
],
[
112,
165,
152,
181
],
[
155,
165,
174,
181
],
[
177,
165,
187,
181
],
[
190... |
whole number exponents (e.g., 34 = 3x3x3x3 = 81). Knowledge Target: Solve order of operations problems that contain exponents (e.g., 3 + 22 – (2 + 3) = 2). 6.EE.2c Knowledge Target: Apply order of operations when there are no parentheses for expressions that include whole number exponents. Geometry Quiz 6.EE.5 Knowledg... | whole number exponents (e.g., 34 = 3x3x3x3 = 81). Knowledge Target: Solve order of operations problems that contain exponents (e.g., 3 + 22 – (2 + 3) = 2). 6.EE.2c Knowledge Target: Apply order of operations when there are no parentheses for expressions that include whole number exponents. Geometry Quiz 6.EE.5 Knowledg... | 0.897867 | [
0,
1,
2,
3,
4,
5,
6,
7,
8,
9,
10,
11,
12,
13,
14,
15,
16,
17,
18,
19,
20,
21,
22,
23,
24,
25,
26,
27,
28,
29,
30,
31,
32,
33,
34,
35,
36,
37,
38,
39,
40,
41,
42,
43,
44,
45,
46,
47,
48,
49,
50,
51,
52,
53,
54... | 6TH%20GRADE%20PACING%20GUIDE%20unit%204%20a%20balancing%20act%20NEW.docx | task-444-980 | 2 | [
[
45,
83,
76,
99
],
[
79,
83,
120,
99
],
[
123,
83,
176,
99
],
[
179,
83,
205,
99
],
[
208,
83,
221,
99
],
[
224,
83,
230,
99
],
[
233,
83,
275,
99
],
[
278,
83,
28... | [
[
45,
83,
76,
99
],
[
79,
83,
120,
99
],
[
123,
83,
176,
99
],
[
179,
83,
205,
99
],
[
208,
83,
221,
99
],
[
224,
83,
230,
99
],
[
233,
83,
275,
99
],
[
278,
83,
28... |
Common Core ELA Pacing Guide 6th Grade College and Career Readiness (CCR) Anchor Standard 7: Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.* Strand: Reading Literature Cluster: Integration of Grade: 6 Standard 7 (RL.6.7) Knowledge and I... | Common Core ELA Pacing Guide 6th Grade College and Career Readiness (CCR) Anchor Standard 7: Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.* Strand: Reading Literature Cluster: Integration of Knowledge and Ideas Grade: 6 Standard 7 (RL.... | 0.759867 | [
0,
1,
2,
3,
4,
5,
6,
7,
8,
9,
10,
11,
12,
13,
14,
15,
16,
17,
18,
19,
20,
21,
22,
23,
24,
25,
26,
27,
28,
29,
30,
31,
32,
33,
34,
35,
36,
37,
38,
39,
45,
46,
47,
40,
41,
42,
43,
44,
48,
49,
50,
62,
63,
64,
66... | 6th-ELA-Pacing-Guide-Version-3.docx | task-445-116 | 20 | [
[
35,
56,
90,
87
],
[
93,
56,
123,
87
],
[
126,
56,
155,
87
],
[
158,
56,
198,
87
],
[
202,
56,
238,
87
],
[
35,
82,
55,
114
],
[
58,
82,
96,
114
],
[
35,
129,
79,
... | [
[
35,
56,
90,
87
],
[
93,
56,
123,
87
],
[
126,
56,
155,
87
],
[
158,
56,
198,
87
],
[
202,
56,
238,
87
],
[
35,
82,
55,
114
],
[
58,
82,
96,
114
],
[
35,
129,
79,
... |
follows from the Demonstrate an understanding of the topic Demonstrate an understanding of the topic Demonstrate an understanding of the topic or text or text or text argument Clarify relationships among claims and reasons presented. Clarify relationships among claims and Clarify relationships among claims and reasons ... | follows from the argument presented. Demonstrate an understanding of the topic or text Clarify relationships among claims and reasons Establish and maintain a formal style Plan an appropriate concluding statement that follows from the argument presented Write an argument to support claims, including: an introduction to... | 0.697241 | [
0,
1,
2,
27,
34,
3,
4,
5,
6,
7,
8,
23,
24,
35,
36,
37,
38,
39,
45,
53,
54,
55,
56,
57,
58,
76,
77,
78,
79,
80,
86,
87,
88,
89,
90,
91,
109,
110,
111,
112,
113,
114,
126,
129,
130,
131,
132,
143,
144,
145,
146,
147,... | 6th-ELA-Pacing-Guide-Version-3.docx | task-445-116 | 47 | [
[
64,
56,
106,
86
],
[
109,
56,
136,
86
],
[
139,
56,
156,
86
],
[
180,
57,
231,
78
],
[
233,
57,
243,
78
],
[
245,
57,
301,
78
],
[
304,
57,
312,
78
],
[
315,
57,
... | [
[
64,
56,
106,
86
],
[
109,
56,
136,
86
],
[
139,
56,
156,
86
],
[
64,
82,
116,
113
],
[
64,
108,
121,
139
],
[
180,
57,
231,
78
],
[
233,
57,
243,
78
],
[
245,
57,
... |
Common Core ELA Pacing Guide 6th Grade College and Career Readiness (CCR) Anchor Standard 2: Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. Strand: Speaking and Listening Cluster: Comprehension and Grade: 6 Standard 2 (SL.6.2) Collaboration Qua... | Common Core ELA Pacing Guide 6th Grade College and Career Readiness (CCR) Anchor Standard 2: Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. Strand: Speaking and Listening Cluster: Comprehension and Collaboration Grade: 6 Standard 2 (SL.6.2) Int... | 0.593763 | [
0,
1,
2,
3,
4,
5,
6,
7,
8,
9,
10,
11,
12,
13,
14,
15,
16,
17,
18,
19,
20,
21,
22,
23,
24,
25,
26,
27,
28,
29,
30,
31,
32,
33,
34,
35,
36,
42,
37,
38,
39,
40,
41,
52,
53,
63,
64,
65,
84,
85,
86,
90,
91,
95,
96... | 6th-ELA-Pacing-Guide-Version-3.docx | task-445-116 | 79 | [
[
35,
56,
90,
87
],
[
93,
56,
123,
87
],
[
126,
56,
155,
87
],
[
158,
56,
198,
87
],
[
202,
56,
238,
87
],
[
35,
82,
55,
114
],
[
58,
82,
96,
114
],
[
35,
129,
79,
... | [
[
35,
56,
90,
87
],
[
93,
56,
123,
87
],
[
126,
56,
155,
87
],
[
158,
56,
198,
87
],
[
202,
56,
238,
87
],
[
35,
82,
55,
114
],
[
58,
82,
96,
114
],
[
35,
129,
79,
... |
Evidence of Student Vocabulary Knowledge Skills Common Core Essential Elements Attainment/Assessment Students, with scaffolding as read and comprehend Students know: EERI.6.10. **This Informational Text Students understand that/are able to: needed: Essential Element references all elements above. techniques for making ... | Evidence of Student Attainment/Assessment Vocabulary Knowledge Skills Common Core Essential Elements Students, with scaffolding as needed: read and actively engage in comprehending appropriately complex informational texts read and comprehend literary nonfiction text complexity band proficiently with scaffolding as nee... | 0.627919 | [
0,
1,
2,
10,
3,
4,
5,
6,
7,
8,
9,
11,
12,
13,
14,
29,
48,
49,
50,
51,
52,
59,
60,
64,
65,
66,
15,
16,
17,
41,
42,
61,
62,
63,
80,
89,
90,
91,
92,
115,
116,
117,
118,
119,
18,
19,
36,
37,
38,
39,
40,
53,
54,
55,... | 6th-ELA-Pacing-Guide-Version-31.docx | task-445-117 | 44 | [
[
36,
83,
79,
108
],
[
82,
83,
91,
108
],
[
93,
83,
130,
108
],
[
184,
83,
239,
108
],
[
330,
83,
382,
108
],
[
537,
83,
563,
108
],
[
753,
83,
796,
108
],
[
799,
83,
... | [
[
36,
83,
79,
108
],
[
82,
83,
91,
108
],
[
93,
83,
130,
108
],
[
36,
104,
146,
129
],
[
184,
83,
239,
108
],
[
330,
83,
382,
108
],
[
537,
83,
563,
108
],
[
753,
83,
... |
experiences, events, Analyze effective organizational patterns and characters conclusions Analyze effective organizational patterns and/or characters. and conclusions Use precise words and phrases, relevant c. Use a variety of descriptive details and sensory language to Use precise words and phrases, relevant develop e... | experiences, events, and/or characters. c. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another. d. Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events. e. Provide a conclusio... | 0.731124 | [
0,
1,
13,
14,
23,
24,
25,
26,
27,
50,
51,
52,
57,
58,
59,
60,
80,
81,
82,
92,
93,
94,
95,
112,
113,
114,
115,
125,
144,
145,
146,
147,
148,
168,
169,
175,
176,
177,
189,
190,
191,
192,
193,
194,
195,
196,
197,
198,
199,
... | 6th-ELA-Pacing-Guide-Version-31.docx | task-445-117 | 55 | [
[
41,
56,
105,
84
],
[
108,
56,
144,
84
],
[
757,
57,
790,
78
],
[
792,
57,
827,
78
],
[
830,
57,
886,
78
],
[
889,
57,
920,
78
],
[
923,
57,
937,
78
],
[
220,
58,
... | [
[
41,
56,
105,
84
],
[
108,
56,
144,
84
],
[
41,
84,
74,
112
],
[
77,
84,
132,
112
],
[
41,
129,
50,
157
],
[
53,
129,
73,
157
],
[
76,
129,
82,
157
],
[
85,
129,
1... |
EEW.6.5. With guidance and support from peers and adults, write. Ex. With guidance and support from peers, select words from a word bank for writing. Ex. With guidance and support from an adult, use partner-assisted scanning with two switches to direct the adult to say each letter of the the and write desired alphabet ... | EEW.6.5. With guidance and support from peers and adults, write. Ex. With guidance and support from peers, select words from a word bank for writing. Ex. With guidance and support from an adult, use partner-assisted scanning with two switches to direct the adult to say each letter of the alphabet (“Tell me the next one... | 0.732621 | [
0,
1,
2,
3,
4,
5,
6,
7,
8,
9,
10,
11,
12,
13,
14,
15,
16,
17,
18,
19,
20,
21,
22,
23,
24,
25,
26,
27,
28,
29,
30,
31,
32,
33,
34,
35,
36,
37,
38,
39,
40,
41,
42,
43,
44,
45,
46,
47,
48,
53,
54,
55,
49,
56,
57... | 6th-ELA-Pacing-Guide-Version-31.docx | task-445-117 | 62 | [
[
578,
57,
618,
79
],
[
621,
57,
641,
78
],
[
643,
57,
679,
78
],
[
681,
57,
695,
78
],
[
698,
57,
728,
78
],
[
730,
57,
750,
78
],
[
752,
57,
773,
78
],
[
775,
57,
... | [
[
578,
57,
618,
79
],
[
621,
57,
641,
78
],
[
643,
57,
679,
78
],
[
681,
57,
695,
78
],
[
698,
57,
728,
78
],
[
730,
57,
750,
78
],
[
752,
57,
773,
78
],
[
775,
57,
... |
creating a basic bibliography. Common Core ELA Pacing Guide 6th Grade College and Career Readiness (CCR) Anchor Standard 9: Draw evidence from literary or informational texts to support analysis, reflection, and research. Strand: Writing Cluster: Text Types and Grade: 6 Standard 9 (W.6.9) Purposes Draw evidence from Qu... | creating a basic bibliography. Common Core ELA Pacing Guide 6th Grade College and Career Readiness (CCR) Anchor Standard 9: Draw evidence from literary or informational texts to support analysis, reflection, and research. Strand: Writing Cluster: Text Types and Purposes Grade: 6 Standard 9 (W.6.9) Draw evidence from li... | 0.706141 | [
0,
1,
2,
3,
4,
5,
6,
7,
8,
9,
10,
11,
12,
13,
14,
15,
16,
17,
18,
19,
20,
21,
22,
23,
24,
25,
26,
27,
28,
29,
30,
31,
32,
33,
34,
35,
36,
37,
43,
38,
39,
40,
41,
42,
44,
45,
46,
55,
56,
57,
85,
86,
87,
88,
10... | 6th-ELA-Pacing-Guide-Version-31.docx | task-445-117 | 68 | [
[
366,
57,
398,
79
],
[
400,
57,
405,
79
],
[
407,
57,
427,
79
],
[
366,
78,
419,
100
],
[
35,
153,
90,
185
],
[
93,
153,
123,
185
],
[
126,
153,
155,
185
],
[
158,
153... | [
[
366,
57,
398,
79
],
[
400,
57,
405,
79
],
[
407,
57,
427,
79
],
[
366,
78,
419,
100
],
[
35,
153,
90,
185
],
[
93,
153,
123,
185
],
[
126,
153,
155,
185
],
[
158,
153... |
Come and See This week we started our new RE topic of Eucharist and Relating. In this topic parents are asked to look through the family photograph album to help the children remember important events and special people in their lives. Discuss how we come together for special celebrations. Our school Prayer Jesus, Mary... | Come and See This week we started our new RE topic of Eucharist and Relating. In this topic parents are asked to look through the family photograph album to help the children remember important events and special people in their lives. Discuss how we come together for special celebrations. Our school Prayer Jesus, Mary... | 0.881398 | [
0,
1,
2,
3,
4,
5,
6,
7,
8,
9,
10,
11,
12,
13,
14,
15,
16,
17,
18,
19,
20,
21,
22,
23,
24,
25,
26,
27,
28,
29,
30,
31,
32,
33,
34,
35,
36,
37,
38,
39,
40,
41,
42,
43,
44,
45,
46,
47,
48,
49,
50,
51,
52,
53,
54... | 6th-February-20151.docx | task-445-120 | 1 | [
[
436,
42,
481,
60
],
[
487,
42,
517,
60
],
[
522,
42,
555,
60
],
[
255,
96,
292,
114
],
[
298,
96,
341,
114
],
[
346,
96,
369,
114
],
[
374,
96,
440,
114
],
[
446,
96,... | [
[
436,
42,
481,
60
],
[
487,
42,
517,
60
],
[
522,
42,
555,
60
],
[
255,
96,
292,
114
],
[
298,
96,
341,
114
],
[
346,
96,
369,
114
],
[
374,
96,
440,
114
],
[
446,
96,... |
Content Standard: DOMAIN: STATISTICS AND PROBABILITY (Rigor) CLUSTER: Develop understanding of statistical variability. including CODE + Standard Code: 6.SP.1. Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers. For example, “How o... | Content Standard: including CODE + (Rigor) DOMAIN: STATISTICS AND PROBABILITY CLUSTER: Develop understanding of statistical variability. Standard Code: 6.SP.1. Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers. For example, “How o... | 0.977284 | [
0,
1,
13,
14,
15,
6,
2,
3,
4,
5,
7,
8,
9,
10,
11,
12,
16,
17,
18,
19,
20,
21,
22,
23,
24,
25,
26,
27,
28,
29,
30,
31,
32,
33,
34,
35,
36,
37,
38,
39,
40,
41,
42,
43,
44,
45,
46,
47,
48,
49,
50,
51,
52,
53,
54... | 6th-Grade-Math-Curriculum.docx | task-445-140 | 30 | [
[
94,
72,
154,
90
],
[
159,
72,
234,
90
],
[
284,
72,
355,
90
],
[
364,
72,
457,
90
],
[
462,
72,
497,
90
],
[
501,
72,
610,
90
],
[
204,
90,
257,
107
],
[
284,
90,
... | [
[
94,
72,
154,
90
],
[
159,
72,
234,
90
],
[
94,
92,
146,
107
],
[
150,
92,
189,
107
],
[
192,
92,
200,
107
],
[
204,
90,
257,
107
],
[
284,
72,
355,
90
],
[
364,
72,
... |
CCSS Math Pacing Guide Grade 6 Grade Level: 6th Understand the concept of a unit rate associated with a ratio a:b with b and use rate language in the context of a ratio relationship. Standard with code: 6.RP.2 a/b For example, ≠ 0, “This (1 Expectations recipe has a ratio of 3 cups of flour to 4 cups of sugar, so there... | CCSS Math Pacing Guide Grade 6 Grade Level: 6th Standard with code: 6.RP.2 Understand the concept of a unit rate a/b associated with a ratio a:b with b ≠ 0, and use rate language in the context of a ratio relationship. For example, “This recipe has a ratio of 3 cups of flour to 4 cups of sugar, so there is ¾ cup of flo... | 0.725249 | [
0,
1,
2,
3,
4,
5,
6,
7,
8,
34,
35,
36,
37,
9,
10,
11,
12,
13,
14,
15,
38,
16,
17,
18,
19,
20,
21,
22,
41,
42,
23,
24,
25,
26,
27,
28,
29,
30,
31,
32,
33,
39,
40,
43,
46,
47,
48,
49,
50,
51,
52,
53,
54,
55,
56... | 6th-Math-Pacing-GuideVersion-3.docx | task-445-161 | 10 | [
[
35,
82,
66,
109
],
[
69,
82,
96,
109
],
[
99,
82,
134,
109
],
[
137,
82,
168,
109
],
[
35,
105,
68,
132
],
[
70,
105,
76,
132
],
[
35,
151,
68,
178
],
[
70,
151,
... | [
[
35,
82,
66,
109
],
[
69,
82,
96,
109
],
[
99,
82,
134,
109
],
[
137,
82,
168,
109
],
[
35,
105,
68,
132
],
[
70,
105,
76,
132
],
[
35,
151,
68,
178
],
[
70,
151,
... |
goals.) Goals: Students will be able to Students will recognize Students will be able to Students will be able to cite (These should be analyze characters the role that theme plays analyze author’s craft to specific evidence to support aligned to the through interaction in plot and character determine its claims. Essen... | goals.) Goals: (These should be aligned to the Essential Questions above) Students will be able to analyze characters through interaction with text. Students will recognize the role that theme plays in plot and character development. Students will be able to analyze author’s craft to determine its effectiveness in char... | 0.536353 | [
0,
1,
21,
22,
23,
39,
40,
41,
51,
58,
59,
2,
3,
4,
5,
6,
24,
25,
42,
43,
52,
53,
7,
8,
9,
26,
27,
28,
29,
30,
44,
45,
46,
47,
54,
10,
11,
12,
13,
14,
31,
32,
33,
34,
48,
49,
55,
56,
57,
60,
15,
16,
17,
18,
19... | 6th-Reading-Unit-2-new.docx | task-445-169 | 2 | [
[
45,
84,
78,
101
],
[
45,
142,
90,
165
],
[
152,
142,
215,
165
],
[
219,
142,
244,
165
],
[
248,
142,
266,
165
],
[
270,
142,
301,
165
],
[
305,
142,
320,
165
],
[
336,
... | [
[
45,
84,
78,
101
],
[
45,
142,
90,
165
],
[
45,
169,
79,
185
],
[
82,
169,
116,
185
],
[
119,
169,
132,
185
],
[
45,
189,
82,
205
],
[
85,
189,
96,
205
],
[
99,
189,
... |
Unit of Study Assessment Checklist the point of in choices of make theme literary supports in author’s evidence written the reasoning cite in a to to character literary the in of the in choice portions predict claim. about or textual significant character actions use evidence about my to theme theme the development. Ta... | Unit of Study Assessment Checklist Student Name Learning Target 8. I can use theme to determine the portions of the text that are significant in character development. 9. I can use theme to make predictions about character choices and actions in literary texts. 10. I can use character choices and actions to predict the... | 0.077647 | [
0,
1,
2,
3,
4,
90,
91,
98,
52,
99,
93,
79,
64,
48,
24,
100,
50,
34,
7,
5,
117,
77,
54,
40,
8,
112,
51,
101,
94,
80,
65,
49,
25,
11,
102,
45,
26,
113,
62,
42,
22,
13,
118,
103,
82,
70,
55,
41,
9,
104,
76,
47,
35,
... | 6th-Reading-Unit-2-new.docx | task-445-169 | 6 | [
[
316,
225,
361,
258
],
[
367,
225,
389,
258
],
[
394,
225,
454,
258
],
[
460,
225,
584,
258
],
[
589,
225,
683,
258
],
[
250,
303,
259,
296
],
[
452,
308,
461,
292
],
[
25... | [
[
316,
225,
361,
258
],
[
367,
225,
389,
258
],
[
394,
225,
454,
258
],
[
460,
225,
584,
258
],
[
589,
225,
683,
258
],
[
63,
422,
128,
448
],
[
132,
422,
181,
448
],
[
216... |
To train the students to become Quality Engineers with High Standards of Professionalism and Ethics who have Positive Attitude, a Perfect blend of Techno-Managerial Skills and Problem solving ability with an analytical and innovative mindset. QUALITY POLICY Imparting value added technical education with state-of-the-ar... | To train the students to become Quality Engineers with High Standards of Professionalism and Ethics who have Positive Attitude, a Perfect blend of Techno-Managerial Skills and Problem solving ability with an analytical and innovative mindset. QUALITY POLICY Imparting value added technical education with state-of-the-ar... | 1 | [
0,
1,
2,
3,
4,
5,
6,
7,
8,
9,
10,
11,
12,
13,
14,
15,
16,
17,
18,
19,
20,
21,
22,
23,
24,
25,
26,
27,
28,
29,
30,
31,
32,
33,
34,
35,
36,
37,
38,
39,
40,
41,
42,
43,
44,
45,
46,
47,
48,
49,
50,
51,
52,
53,
54... | 6th-Sem-Syllabus_EE-2.docx | task-445-172 | 1 | [
[
120,
98,
139,
111
],
[
145,
98,
180,
111
],
[
185,
98,
211,
111
],
[
216,
98,
281,
111
],
[
286,
98,
302,
111
],
[
308,
98,
368,
111
],
[
374,
98,
428,
111
],
[
433,
... | [
[
120,
98,
139,
111
],
[
145,
98,
180,
111
],
[
185,
98,
211,
111
],
[
216,
98,
281,
111
],
[
286,
98,
302,
111
],
[
308,
98,
368,
111
],
[
374,
98,
428,
111
],
[
433,
... |
the least common multiple Spelling: Endings and Suffixes T344 •Find of two whole numbers. Grammar: Longer Sentences T346 Compound Sentences, *Multiply fractions and whole sentences number, fractions and mixed Weekly Tests 10.9 – 10.11 numbers. Argument Writing: Write an Argument Writing T350 Divide fractions and whole ... | 12 12 •Find the least common multiple of two whole numbers. *Multiply fractions and whole number, fractions and mixed numbers. Divide fractions and whole numbers •Identify problems as multiplication or division situations. •Solve problems involving division of fractions by fractions •Relate division to finding an unkno... | 0.588496 | [
61,
62,
9,
0,
1,
2,
3,
10,
11,
12,
13,
20,
21,
22,
23,
25,
26,
27,
28,
34,
42,
43,
44,
45,
51,
57,
55,
56,
58,
59,
60,
67,
78,
75,
76,
77,
84,
85,
86,
87,
95,
91,
92,
93,
94,
100,
101,
102,
103,
104,
110,
120,
11... | 6th-Spanish-Scope-Seq.-2014.docx | task-445-175 | 12 | [
[
508,
145,
522,
167
],
[
525,
145,
545,
167
],
[
548,
145,
586,
167
],
[
589,
145,
623,
167
],
[
643,
147,
683,
166
],
[
687,
147,
721,
166
],
[
723,
147,
739,
166
],
[
74... | [
[
71,
358,
82,
377
],
[
455,
358,
466,
377
],
[
483,
148,
505,
166
],
[
508,
145,
522,
167
],
[
525,
145,
545,
167
],
[
548,
145,
586,
167
],
[
589,
145,
623,
167
],
[
483,... |
preposition, prepositional phrase, Recognize that stars in Identify rights considered adjective phrase, adverb phrase constellation are not all the essential for all humans. Weekly Test 20.8 – 20.9 same distance from Earth. Informative Writing: T352 Propose steps individual students Relate the seasonal change Write a R... | 22 Identify rights considered essential for all humans. Propose steps individual students can take to protect these rights (e.g., support for sister schools, energy and resources conservation, letter writing, career choices, fundraising efforts). 22 Benchmark 3 due: Tracks A, B, C – Feb. 3 Track D – March 6 Traditional... | 0.656333 | [
74,
7,
8,
9,
19,
20,
21,
22,
35,
36,
37,
38,
47,
48,
49,
50,
51,
52,
61,
62,
63,
64,
65,
70,
71,
72,
75,
76,
77,
78,
84,
85,
86,
79,
121,
122,
123,
131,
132,
133,
134,
135,
136,
137,
141,
142,
143,
144,
145,
153,
154... | 6th-Spanish-Scope-Seq.-2014.docx | task-445-175 | 24 | [
[
643,
147,
694,
166
],
[
697,
147,
753,
166
],
[
755,
147,
787,
166
],
[
841,
147,
884,
166
],
[
886,
147,
903,
166
],
[
906,
147,
926,
166
],
[
929,
147,
937,
166
],
[
29... | [
[
71,
301,
82,
320
],
[
297,
167,
330,
186
],
[
332,
167,
357,
186
],
[
359,
167,
406,
186
],
[
297,
186,
334,
205
],
[
337,
186,
349,
205
],
[
351,
186,
361,
205
],
[
364,... |
W.6.3e Continue Roy and W.6.1e on Ciara’s adventure Mars. (1030L) W. 6.3b Write an adventure W. 6.2a Write a 2-3 paragraph W.6.1a Write a newspaper story about living on describing the article arguing why Experts discuss W. 6.3c W.6.2 e W.6.1b Mars. environment on Mars we should or should plans for sending W. 6.3d W.6.... | W.6.3e Continue Roy and Ciara’s adventure on Mars. W.6.1e (1030L) Experts discuss plans for sending astronauts to Mars… NewsELA.com W. 6.3b W. 6.3c W. 6.3d W.6.3e Write an adventure story about living on Mars. W. 6.2a W.6.2 e W.6.2f Write a 2-3 paragraph describing the environment on Mars and the equipment needed to su... | 0.477517 | [
0,
1,
2,
3,
6,
7,
5,
8,
4,
9,
34,
35,
49,
50,
51,
62,
63,
66,
74,
10,
11,
36,
37,
52,
53,
67,
12,
13,
14,
25,
26,
27,
28,
41,
15,
16,
38,
39,
54,
17,
18,
19,
20,
29,
30,
42,
43,
44,
56,
57,
58,
64,
65,
73,
79... | 6thGradeWritingPrompts.docx | task-445-228 | 4 | [
[
145,
169,
185,
192
],
[
269,
169,
325,
194
],
[
329,
169,
353,
194
],
[
357,
169,
380,
194
],
[
692,
169,
732,
192
],
[
382,
190,
397,
215
],
[
269,
193,
312,
213
],
[
31... | [
[
145,
169,
185,
192
],
[
269,
169,
325,
194
],
[
329,
169,
353,
194
],
[
357,
169,
380,
194
],
[
269,
193,
312,
213
],
[
316,
193,
378,
213
],
[
382,
190,
397,
215
],
[
26... |
student is expected to: and knowledge by using Students will follow safety teacher may ) as a procedures as they conduct guide, students will Science Starter 38 ENGAGE students daily by lab. Students will EXPLORE create a story where Work Investigate how inclined / EXPLAIN force and work they include a simply Providing... | student is expected to: Investigate how inclined planes and pulleys can be used to change the amount of force to move an object. 6.8 E ENGAGE students daily by Providing students to plan, design and implement using basic tools, simple materials and techniques. Students will review and understand tools and machines by t... | 0.754909 | [
0,
1,
2,
3,
40,
41,
42,
59,
60,
61,
62,
63,
83,
84,
85,
86,
104,
105,
106,
107,
108,
124,
125,
126,
127,
27,
28,
29,
30,
52,
53,
54,
55,
56,
57,
58,
76,
77,
78,
79,
80,
81,
82,
97,
98,
99,
100,
101,
102,
103,
120,
... | 6th%20grade%20third%20six%20weeks.docx | task-445-23 | 7 | [
[
63,
101,
101,
121
],
[
104,
101,
112,
121
],
[
115,
101,
161,
121
],
[
164,
101,
177,
121
],
[
513,
101,
532,
121
],
[
535,
101,
590,
121
],
[
593,
101,
605,
121
],
[
608... | [
[
63,
101,
101,
121
],
[
104,
101,
112,
121
],
[
115,
101,
161,
121
],
[
164,
101,
177,
121
],
[
63,
141,
118,
161
],
[
121,
141,
142,
161
],
[
145,
141,
184,
161
],
[
63,
... |
Word Wall: (Literary Term) (L.6.4b) Necessary Items: Science Latin root: Scientia- “knowledge” Fiction Latin Root: Fiction “a shaping or molding” Word Wall: (Literary Term) (L.6.4b) Latin Root: Dictio “mode of expression” Learning Targets: Additional Options: Analyze how objects change over time (RL.6.2) Story Elements... | Word Wall: (Literary Term) (L.6.4b) Science Latin root: Scientia- “knowledge” Fiction Latin Root: Fiction “a shaping or molding” Word Wall: (Literary Term) (L.6.4b) Latin Root: Dictio “mode of expression” Necessary Items: Learning Targets: Analyze how objects change over time (RL.6.2) Interpret text passages and create... | 0.89349 | [
0,
1,
2,
3,
4,
7,
8,
9,
10,
11,
12,
13,
14,
15,
16,
17,
18,
19,
20,
21,
22,
23,
24,
25,
26,
27,
28,
29,
30,
5,
6,
31,
32,
35,
36,
37,
38,
39,
40,
41,
48,
49,
50,
51,
52,
53,
54,
55,
56,
57,
33,
34,
42,
43,
44... | 6th_grade_ELA_Unit_1_EA2_instruction%20sequence_10-04-16.docx | task-445-273 | 6 | [
[
18,
97,
50,
115
],
[
53,
97,
83,
115
],
[
90,
97,
137,
115
],
[
140,
97,
174,
115
],
[
177,
97,
220,
115
],
[
665,
97,
724,
115
],
[
727,
97,
763,
115
],
[
18,
119,
... | [
[
18,
97,
50,
115
],
[
53,
97,
83,
115
],
[
90,
97,
137,
115
],
[
140,
97,
174,
115
],
[
177,
97,
220,
115
],
[
18,
119,
60,
137
],
[
40,
142,
68,
160
],
[
71,
142,
... |
Student’s Students will: Students will : In addition Recognize or recall specific vocabulary such as: Make and defend claims about the movement of energy into or out of inferences foundational phase change, condensation, evaporation, performance matter to cause phase change to sublimation, melting, freezing, energy, bo... | In addition to score 3.0 performance, the student demonstrates inferences and applications that go beyond what was taught. Students will: Make and defend claims about the movement of energy into or out of matter to cause phase change Classify the energies associated with the particles in 3 phases of matter Students wil... | 0.784228 | [
6,
7,
40,
58,
66,
70,
103,
112,
115,
28,
65,
68,
95,
104,
113,
117,
118,
119,
1,
2,
15,
16,
17,
18,
19,
20,
21,
22,
23,
24,
25,
26,
27,
35,
36,
37,
38,
39,
46,
47,
48,
49,
50,
51,
52,
53,
54,
55,
56,
57,
3,
4,
5,... | 6th_grade_overview-2016-2017.docx | task-445-297 | 5 | [
[
932,
92,
945,
155
],
[
103,
94,
153,
112
],
[
156,
94,
181,
112
],
[
575,
95,
626,
113
],
[
629,
95,
649,
113
],
[
653,
95,
657,
113
],
[
74,
100,
86,
113
],
[
74,
11... | [
[
74,
100,
86,
113
],
[
74,
117,
86,
174
],
[
74,
178,
86,
192
],
[
74,
196,
86,
232
],
[
74,
236,
86,
257
],
[
74,
260,
86,
352
],
[
74,
356,
86,
379
],
[
74,
383,
... |
Topic: Scientific Tool Use and Measurement Level 4 Level 3 Level 2 Level 1 Student’s Students will: Students will : In addition Choose an appropriate tool to measure length, volume, mass and inferences foundational temperature Recognize or recall specific vocabulary such as: performance to Use measurement tools and rec... | Topic: Scientific Tool Use and Measurement Level 4 Level 3 Level 2 Level 1 In addition to score 3.0 performance, the student demonstrates inferences and applications that go beyond what was taught. Students will: Choose an appropriate tool to measure length, volume, mass and temperature Use measurement tools and record... | 0.656956 | [
0,
1,
2,
3,
4,
5,
6,
7,
8,
9,
10,
11,
12,
13,
20,
21,
43,
57,
82,
88,
127,
136,
148,
32,
66,
86,
126,
134,
139,
150,
153,
154,
15,
16,
22,
23,
24,
25,
26,
27,
28,
29,
30,
31,
34,
44,
45,
46,
47,
48,
49,
50,
51,
... | 6th_grade_overview-2016-2017.docx | task-445-297 | 15 | [
[
385,
152,
416,
169
],
[
419,
152,
466,
169
],
[
469,
152,
492,
169
],
[
495,
152,
515,
169
],
[
518,
152,
537,
169
],
[
540,
152,
615,
169
],
[
53,
173,
79,
189
],
[
82,
... | [
[
385,
152,
416,
169
],
[
419,
152,
466,
169
],
[
469,
152,
492,
169
],
[
495,
152,
515,
169
],
[
518,
152,
537,
169
],
[
540,
152,
615,
169
],
[
53,
173,
79,
189
],
[
82,
... |
Level 4 Level 3 Level 2 Level 1 Student’s Students will: Students will: inferences In addition A1. Describe how plate movement can create Construct an explanation based on evidence for how geoscience processes and mountains, trenches, rift valleys, earth quakes, and performance can cause the Earth to change quickly, lo... | Level 4 Level 3 Level 2 Level 1 In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond what was taught. Students will: Construct an explanation based on evidence for how geoscience processes can cause the Earth to change quickly, looking at the Scale proportio... | 0.762722 | [
0,
1,
2,
3,
4,
5,
6,
7,
14,
15,
57,
68,
79,
86,
145,
153,
156,
179,
13,
55,
69,
105,
134,
135,
154,
155,
158,
9,
10,
23,
24,
25,
26,
27,
28,
29,
30,
31,
32,
42,
43,
44,
45,
46,
47,
48,
49,
50,
51,
52,
53,
54,
59,... | 6th_grade_overview-2018-2019.docx | task-445-298 | 10 | [
[
53,
94,
79,
111
],
[
82,
94,
88,
111
],
[
314,
94,
340,
111
],
[
343,
94,
350,
111
],
[
720,
94,
747,
111
],
[
750,
94,
756,
111
],
[
918,
94,
945,
111
],
[
928,
114,... | [
[
53,
94,
79,
111
],
[
82,
94,
88,
111
],
[
314,
94,
340,
111
],
[
343,
94,
350,
111
],
[
720,
94,
747,
111
],
[
750,
94,
756,
111
],
[
918,
94,
945,
111
],
[
928,
114,... |
sources including online, print, encyclopedias, and organizers to generate and media. (B3) authenticity. and organize ideas. 6.8 a, (B6) c c) Use technology c) Organize writing as a tool to research, organize, structure to fit mode or evaluate, and communicate topic. (B4) information. (B2, B3, B4, B5) d) Establish a ce... | sources including online, print, and media. (B3) c) Use technology as a tool to research, organize, evaluate, and communicate information. (B2, B3, B4, B5) encyclopedias, and authenticity. organizers to generate and organize ideas. (B6) c) Organize writing structure to fit mode or topic. (B4) d) Establish a central ide... | 0.612446 | [
0,
1,
2,
3,
9,
10,
11,
20,
21,
22,
26,
27,
28,
29,
30,
31,
37,
38,
39,
42,
43,
44,
45,
46,
4,
5,
12,
6,
7,
8,
13,
14,
15,
18,
23,
24,
25,
32,
33,
34,
35,
36,
40,
41,
47,
48,
49,
50,
51,
52,
53,
54,
55,
56,
57... | 6th_gr_English_PG.docx | task-445-355 | 22 | [
[
34,
144,
75,
168
],
[
79,
144,
131,
168
],
[
135,
144,
173,
168
],
[
176,
144,
206,
168
],
[
338,
144,
420,
168
],
[
424,
144,
444,
168
],
[
552,
144,
610,
168
],
[
613,
... | [
[
34,
144,
75,
168
],
[
79,
144,
131,
168
],
[
135,
144,
173,
168
],
[
176,
144,
206,
168
],
[
34,
165,
54,
189
],
[
57,
165,
95,
189
],
[
102,
165,
127,
189
],
[
103,
... |
BELL WORK Review Wrks – 6.GM.1.1 Lesson: formula of squares and parallelograms Math Connect p. 80 IXL FF.4 BELL WORK Review Wrks – Christmas Packet Prodigy NO BELL WORK Prodigy – AUDITORIUM Talent Show – NO SCHOOL NO SCHOOL | BELL WORK – Review Wrks 6.GM.1.1 Lesson: formula of squares and parallelograms Math Connect p. 80 IXL FF.4 BELL WORK – Review Wrks Christmas Packet Prodigy NO BELL WORK – Prodigy AUDITORIUM – Talent Show NO SCHOOL NO SCHOOL | 0.628622 | [
0,
1,
4,
2,
3,
5,
6,
7,
8,
9,
10,
11,
12,
13,
14,
15,
16,
17,
18,
19,
22,
20,
21,
23,
24,
25,
26,
27,
28,
30,
29,
31,
34,
32,
33,
35,
36,
37,
38
] | 6th_lesson_plan_12_18-20_17.docx | task-445-361 | 3 | [
[
176,
106,
232,
130
],
[
238,
106,
310,
130
],
[
335,
106,
410,
130
],
[
416,
106,
468,
130
],
[
316,
109,
329,
129
],
[
176,
128,
270,
152
],
[
277,
128,
357,
152
],
[
36... | [
[
176,
106,
232,
130
],
[
238,
106,
310,
130
],
[
316,
109,
329,
129
],
[
335,
106,
410,
130
],
[
416,
106,
468,
130
],
[
176,
128,
270,
152
],
[
277,
128,
357,
152
],
[
36... |
Choose appropriately (OPTIONAL) J – L 1 Detailed Grammar from the lessons. Grammar Plan T46-T49 CC. L.6.1 Demonstrate command of the Recognize I will learn to write and T55 Weekly Test Day 1: Teach subjects & Variations MI conventions of standard English grammar identify complete sentences. J – L 1 1.8-1.9 predicates S... | Grammar Choose appropriately from the lessons. J – L 1 Complete Sentences Subjects and Predicates Parts of Speech AL: complete sentence, fragment, complete subject, complete predicate J – L 2 Kinds of Sentences AL: declarative, imperative, interrogative, exclamatory J – L 1 Detailed Grammar Plan T46-T49 Day 1: Teach su... | 0.653481 | [
8,
0,
1,
9,
10,
11,
46,
47,
48,
49,
67,
68,
76,
77,
83,
91,
92,
93,
101,
102,
106,
107,
112,
113,
117,
118,
140,
141,
142,
143,
145,
146,
147,
157,
158,
162,
165,
168,
3,
4,
5,
6,
7,
12,
13,
14,
31,
32,
33,
34,
35,
... | 6th%20Grade%2C%20CM%20Module%201%202015-2016.docx | task-445-39 | 3 | [
[
635,
83,
671,
101
],
[
674,
83,
734,
101
],
[
902,
83,
962,
101
],
[
749,
84,
755,
103
],
[
758,
84,
764,
103
],
[
767,
84,
773,
103
],
[
776,
84,
782,
103
],
[
787,
... | [
[
301,
87,
347,
105
],
[
635,
83,
671,
101
],
[
674,
83,
734,
101
],
[
645,
101,
666,
120
],
[
669,
101,
683,
120
],
[
686,
101,
724,
120
],
[
668,
139,
674,
158
],
[
677,
... |
READING WORKSHOP: WHOLE GROUP LESSONS MATERIALS, ESSENTIAL COMMON CORE STATE STANDARDS OBJECTIVE RESOURCES LESSON FOCUS EXPLANATIONS & ASSESSMENTS VOCABULARY EXAMPLES Comprehension: Extended Text Study Teacher may choose standards that best match the extended text study genre Suggested Comprehension strategies and skil... | READING WORKSHOP: WHOLE GROUP LESSONS COMMON CORE STATE STANDARDS OBJECTIVE ESSENTIAL VOCABULARY RESOURCES LESSON FOCUS MATERIALS, EXPLANATIONS & EXAMPLES ASSESSMENTS Comprehension: Extended Text Study Teacher Selected Materials for Extended Text Study (Integrate Author Study) Teacher may choose standards that best mat... | 0.679673 | [
0,
1,
2,
3,
4,
7,
8,
9,
10,
11,
6,
18,
12,
13,
14,
5,
15,
16,
19,
17,
20,
21,
22,
23,
59,
60,
61,
62,
64,
65,
66,
68,
69,
70,
24,
25,
26,
27,
28,
29,
30,
31,
32,
33,
34,
35,
36,
37,
38,
39,
40,
41,
42,
43,
44... | 6th%20Grade%2C%20Module%203%202014-2015.docx | task-445-40 | 5 | [
[
374,
79,
422,
98
],
[
425,
79,
490,
98
],
[
493,
79,
532,
98
],
[
534,
79,
572,
98
],
[
575,
79,
625,
98
],
[
776,
99,
839,
118
],
[
394,
108,
452,
127
],
[
32,
118,
... | [
[
374,
79,
422,
98
],
[
425,
79,
490,
98
],
[
493,
79,
532,
98
],
[
534,
79,
572,
98
],
[
575,
79,
625,
98
],
[
32,
118,
80,
137
],
[
83,
118,
113,
137
],
[
116,
118,
... |
6IB Scheme of Work Leading up to: Texts to be treated in any order Test Test Week 1 1984 Woman at Point Zero The Handmaid’s Tale Pride and Prejudice Much Ado About Nothing 2 IB Tasks George Orwell Nawal Al Saadawi Margaret Atwood Jane Austen Shakespeare 1 Creative (Dystopian Novel) (Translation) (Dystopian Novel) (19th... | 6IB Scheme of Work Leading up to: Texts to be treated in any order Test Test Week 1 1984 George Orwell (Dystopian Novel) Woman at Point Zero Nawal Al Saadawi (Translation) The Handmaid’s Tale Margaret Atwood (Dystopian Novel) Pride and Prejudice Jane Austen (19th Century Novel) Much Ado About Nothing Shakespeare (16th ... | 0.666075 | [
0,
1,
2,
3,
4,
5,
6,
7,
8,
9,
10,
11,
12,
13,
14,
15,
16,
17,
18,
36,
37,
48,
49,
19,
20,
21,
22,
38,
39,
40,
50,
23,
24,
25,
41,
42,
51,
52,
26,
27,
28,
43,
44,
53,
54,
55,
29,
30,
31,
32,
45,
56,
57,
58,
33... | 6VWO-IB-Scheme-of-Work.docx | task-445-408 | 0 | [
[
430,
155,
452,
179
],
[
456,
155,
510,
179
],
[
514,
155,
528,
179
],
[
531,
155,
570,
179
],
[
57,
205,
94,
221
],
[
97,
205,
109,
221
],
[
112,
205,
125,
221
],
[
426,
... | [
[
430,
155,
452,
179
],
[
456,
155,
510,
179
],
[
514,
155,
528,
179
],
[
531,
155,
570,
179
],
[
57,
205,
94,
221
],
[
97,
205,
109,
221
],
[
112,
205,
125,
221
],
[
426,
... |
Introduction This book has been put together with the intent of making the read more like a story. The desire is to keep the entire narrative of the Bible intact, not changing any of the content but only the the books. By organizing the books of the Bible according to the dates of the content rather than their classica... | Introduction This book has been put together with the intent of making the read more like a story. The desire is to keep the entire narrative of the Bible intact, not changing any of the content but only the the books. By organizing the books of the Bible according to the dates of the content rather than their classica... | 0.815584 | [
0,
1,
2,
3,
4,
5,
6,
7,
8,
9,
10,
11,
12,
13,
14,
15,
16,
17,
18,
19,
20,
21,
22,
23,
24,
25,
26,
27,
28,
29,
30,
31,
32,
33,
34,
35,
36,
37,
38,
39,
40,
41,
42,
43,
44,
45,
46,
47,
48,
49,
50,
51,
52,
53,
54... | 6x9_style_guide1.docx | task-445-433 | 2 | [
[
458,
88,
641,
121
],
[
183,
132,
232,
157
],
[
240,
132,
295,
157
],
[
303,
132,
340,
157
],
[
347,
132,
399,
157
],
[
407,
132,
442,
157
],
[
450,
132,
541,
157
],
[
548... | [
[
458,
88,
641,
121
],
[
183,
132,
232,
157
],
[
240,
132,
295,
157
],
[
303,
132,
340,
157
],
[
347,
132,
399,
157
],
[
407,
132,
442,
157
],
[
450,
132,
541,
157
],
[
548... |
Read This! (seriously…read this carefully) Reversible reactions never come to an end: they just reach equilibrium. That is, they reach a point when there is no further change in concentrations of reactants or products. The forward and reverse reactions (dynamic), but so that the overall continue to occur at the same ra... | Read This! (seriously…read this carefully) Reversible reactions never come to an end: they just reach equilibrium. That is, they reach a point when there is no further change in concentrations of reactants or products. The forward and reverse reactions continue to occur (dynamic), but at the same rate so that the overa... | 0.895964 | [
0,
1,
2,
3,
4,
5,
6,
7,
8,
9,
10,
11,
12,
13,
14,
15,
16,
17,
18,
19,
20,
21,
22,
23,
24,
25,
26,
27,
28,
29,
30,
31,
32,
33,
34,
35,
36,
37,
38,
45,
46,
47,
39,
40,
48,
49,
50,
51,
41,
42,
43,
44,
52,
53,
54... | 6_-_pogil_dynamic_equilibrium_flinn__stonybrook_univ_edited.docx | task-445-502 | 1 | [
[
36,
49,
94,
77
],
[
101,
49,
159,
77
],
[
198,
49,
379,
74
],
[
386,
52,
427,
74
],
[
433,
52,
541,
74
],
[
36,
88,
127,
110
],
[
132,
88,
209,
110
],
[
214,
88,
... | [
[
36,
49,
94,
77
],
[
101,
49,
159,
77
],
[
198,
49,
379,
74
],
[
386,
52,
427,
74
],
[
433,
52,
541,
74
],
[
36,
88,
127,
110
],
[
132,
88,
209,
110
],
[
214,
88,
... |
4.3.2 mode：no option ①VHT mode： ②NON-HT mode → 受信 4.3.3 いつフレームが来るか不明 いつ来てもいいように準備 channel→PPDU→PHY→RX_VECTOR(PSDU + parameters)→MAC へ タイミングがわかる RSSI(信号強度など)を伝える | 4.3.2 ①VHT mode：no option ②NON-HT mode： → 4.3.3 受信 いつフレームが来るか不明 いつ来てもいいように準備 channel→PPDU→PHY→RX_VECTOR(PSDU + parameters)→MAC mode へ タイミングがわかる RSSI(信号強度など)を伝える | 0.34228 | [
0,
3,
1,
2,
5,
4,
7,
9,
8,
10,
11,
12,
13,
14,
6,
15,
16,
17
] | 6_18_seminar.docx | task-445-556 | 5 | [
[
183,
121,
228,
138
],
[
289,
157,
381,
174
],
[
387,
157,
445,
174
],
[
223,
160,
283,
174
],
[
330,
204,
400,
222
],
[
223,
207,
324,
221
],
[
305,
252,
354,
269
],
[
41... | [
[
183,
121,
228,
138
],
[
223,
160,
283,
174
],
[
289,
157,
381,
174
],
[
387,
157,
445,
174
],
[
223,
207,
324,
221
],
[
330,
204,
400,
222
],
[
417,
252,
437,
269
],
[
18... |
日時 主なスケジュール ホテル情報 備考 日本出発→仁川空港到着 仁川近辺のホテル泊 各自手配 安東ホテル泊 リムジン利用 （月） （安東リチェルホテル） ホテルロビー集合 08:30 （火） 安東大学で終日ワークショップ：テーマ Improving the Energy-Water-Material Nexus toward sustainable future in East Asia 安東ホテル泊（同上） 世界水ﾌｫｰﾗﾑ記念ｾﾝﾀｰ 貸切バス利用 （水） ガイド 李英美さん | 日時 主なスケジュール ホテル情報 備考 日本出発→仁川空港到着 仁川近辺のホテル泊 各自手配 （月） 安東ホテル泊 （安東リチェルホテル） リムジン利用 （火） 08:30 ホテルロビー集合 安東大学で終日ワークショップ：テーマ Improving the Energy-Water-Material Nexus toward sustainable future in East Asia 安東ホテル泊（同上） （水） 世界水ﾌｫｰﾗﾑ記念ｾﾝﾀｰ 貸切バス利用 ガイド 李英美さん | 0.624493 | [
0,
1,
2,
3,
4,
5,
6,
9,
7,
10,
8,
13,
12,
11,
14,
15,
16,
17,
18,
19,
20,
21,
22,
23,
24,
25,
28,
26,
27,
29,
30
] | 6_1_korea_workshop-program.docx | task-445-567 | 4 | [
[
92,
281,
127,
297
],
[
258,
281,
369,
297
],
[
592,
281,
670,
297
],
[
824,
281,
860,
297
],
[
187,
324,
382,
341
],
[
592,
324,
737,
341
],
[
807,
324,
877,
341
],
[
592... | [
[
92,
281,
127,
297
],
[
258,
281,
369,
297
],
[
592,
281,
670,
297
],
[
824,
281,
860,
297
],
[
187,
324,
382,
341
],
[
592,
324,
737,
341
],
[
807,
324,
877,
341
],
[
92,... |
to [race]. The key question is whether [plaintiff], as a race], was subjected [plaintiff’s] [plaintiff’s to harsh employment conditions to which [those other than members of the race] were plaintiff’s not. It is important to understand that, in determining whether a hostile work environment existed at the you must cons... | to [plaintiff’s] [race]. The key question is whether [plaintiff], as a [plaintiff’s race], was subjected to harsh employment conditions to which [those other than members of the plaintiff’s race] were not. It is important to understand that, in determining whether a hostile work environment existed at the [employer’s w... | 0.844951 | [
0,
13,
1,
2,
3,
4,
5,
6,
7,
8,
9,
14,
10,
11,
12,
15,
16,
17,
18,
19,
20,
21,
22,
23,
24,
25,
26,
29,
27,
28,
30,
31,
32,
33,
34,
35,
36,
37,
38,
39,
40,
41,
42,
43,
44,
45,
46,
57,
58,
47,
48,
49,
50,
51,
52... | 6_Chap_6_2018_March.docx | task-445-799 | 30 | [
[
117,
118,
132,
139
],
[
233,
118,
283,
139
],
[
288,
118,
319,
139
],
[
324,
118,
352,
139
],
[
357,
118,
423,
139
],
[
428,
118,
441,
139
],
[
446,
118,
509,
139
],
[
51... | [
[
117,
118,
132,
139
],
[
137,
121,
228,
138
],
[
233,
118,
283,
139
],
[
288,
118,
319,
139
],
[
324,
118,
352,
139
],
[
357,
118,
423,
139
],
[
428,
118,
441,
139
],
[
44... |
6.3.2 Section 1981 Defenses Bona Fide Seniority System — No Instruction Comment Title VII provides that any other provision of this subchapter, it shall “[n]otwithstanding not be an unlawful employment practice for an employer to apply different standards of compensation, or different terms, conditions, or privileges o... | 6.3.2 Section 1981 Defenses — Bona Fide Seniority System No Instruction Comment Title VII provides that “[n]otwithstanding any other provision of this subchapter, it shall not be an unlawful employment practice for an employer to apply different standards of compensation, or different terms, conditions, or privileges o... | 0.8918 | [
0,
1,
2,
3,
8,
4,
5,
6,
7,
9,
10,
11,
12,
13,
14,
15,
24,
16,
17,
18,
19,
20,
21,
22,
23,
25,
26,
27,
28,
29,
30,
31,
32,
33,
34,
35,
36,
37,
38,
39,
40,
41,
42,
43,
44,
45,
46,
47,
48,
49,
50,
51,
52,
53,
54... | 6_Chap_6_2018_March.docx | task-445-799 | 33 | [
[
117,
119,
163,
143
],
[
176,
119,
247,
143
],
[
253,
119,
299,
143
],
[
304,
119,
390,
143
],
[
424,
119,
475,
143
],
[
481,
119,
524,
143
],
[
530,
119,
618,
143
],
[
62... | [
[
117,
119,
163,
143
],
[
176,
119,
247,
143
],
[
253,
119,
299,
143
],
[
304,
119,
390,
143
],
[
395,
121,
418,
141
],
[
424,
119,
475,
143
],
[
481,
119,
524,
143
],
[
53... |
6.2.C use multiplication and division of whole numbers to solve problems including situations C-Scope UA Carousel Feedback involving equivalent ratios and rates. 4 Wk. Exam Resources/Materials: Inside-Outside Circle 9 Wk. Exam Jot Thoughts Measuring Up p. 116 Mix-Pair-Share SpringBoard Motivation Math p. 51-52 Emb. Ass... | 6.2.C use multiplication and division of whole numbers to solve problems including situations involving equivalent ratios and rates. C-Scope UA Carousel Feedback 4 Wk. Exam Resources/Materials: Inside-Outside Circle 9 Wk. Exam Measuring Up p. 116 Motivation Math p. 51-52 Jot Thoughts SpringBoard Emb. Assmt. Mix-Pair-Sh... | 0.78796 | [
0,
1,
2,
3,
4,
5,
6,
7,
8,
9,
10,
11,
12,
17,
18,
19,
20,
21,
13,
14,
15,
16,
22,
23,
24,
25,
26,
27,
28,
29,
30,
33,
34,
35,
36,
39,
40,
41,
42,
31,
32,
38,
43,
44,
37,
45,
46,
47,
48,
49,
51,
52,
53,
54,
50... | 6th%20week%201%20oct%2014.docx | task-445-83 | 1 | [
[
200,
39,
226,
55
],
[
229,
39,
247,
55
],
[
249,
39,
320,
55
],
[
323,
39,
343,
55
],
[
345,
39,
384,
55
],
[
387,
39,
398,
55
],
[
401,
39,
432,
55
],
[
200,
59,
... | [
[
200,
39,
226,
55
],
[
229,
39,
247,
55
],
[
249,
39,
320,
55
],
[
323,
39,
343,
55
],
[
345,
39,
384,
55
],
[
387,
39,
398,
55
],
[
401,
39,
432,
55
],
[
200,
59,
... |
RallyRobin/Table Formative Assessment: Classroom Procedures: RoundRobin/Table Stand Up-Hand Up-Pair Up Active Vote Timed-Pair-Share Activity: In Gallery walk fashion students will work in groups to use grocery store circulars to identify unit price of items and find Other(s): Gallery Walk Quiz proportional pricing. For... | Formative Assessment: Classroom Procedures: RallyRobin/Table RoundRobin/Table Stand Up-Hand Up-Pair Up Active Vote Activity: In Gallery walk fashion students will work in groups to use grocery store circulars to identify unit price of items and find proportional pricing. For example, 1 avocado for 50 cents is proportio... | 0.76594 | [
1,
2,
3,
4,
0,
5,
6,
7,
8,
9,
10,
11,
13,
14,
15,
16,
17,
18,
19,
20,
21,
22,
23,
24,
25,
26,
27,
28,
29,
30,
31,
32,
33,
34,
35,
40,
41,
42,
43,
44,
45,
46,
47,
48,
49,
50,
51,
52,
53,
54,
55,
56,
57,
58,
59... | 6th%20week%201%20oct%2014.docx | task-445-83 | 3 | [
[
755,
39,
836,
53
],
[
45,
58,
93,
73
],
[
96,
58,
154,
73
],
[
200,
58,
249,
73
],
[
251,
58,
308,
73
],
[
755,
58,
844,
73
],
[
755,
78,
779,
91
],
[
782,
78,
81... | [
[
45,
58,
93,
73
],
[
96,
58,
154,
73
],
[
200,
58,
249,
73
],
[
251,
58,
308,
73
],
[
755,
39,
836,
53
],
[
755,
58,
844,
73
],
[
755,
78,
779,
91
],
[
782,
78,
81... |
CS Pres. Info Other: DM TS Special Instructions: ________________________________________________________________________________________________________________________________ ______________________________________________________________________________________________________________________________________________... | Other: CS DM Pres. Info TS Special Instructions: ________________________________________________________________________________________________________________________________ ______________________________________________________________________________________________________________________________________________... | 0.796499 | [
3,
0,
4,
1,
2,
5,
6,
7,
8,
9,
10,
11,
12,
13,
14,
15,
16,
17,
18,
19
] | 6th%20week%201%20oct%2014.docx | task-445-83 | 4 | [
[
763,
38,
774,
53
],
[
848,
38,
871,
53
],
[
874,
38,
893,
53
],
[
45,
47,
76,
62
],
[
763,
57,
780,
71
],
[
848,
57,
859,
71
],
[
45,
109,
77,
124
],
[
80,
109,
1... | [
[
45,
47,
76,
62
],
[
763,
38,
774,
53
],
[
763,
57,
780,
71
],
[
848,
38,
871,
53
],
[
874,
38,
893,
53
],
[
848,
57,
859,
71
],
[
45,
109,
77,
124
],
[
80,
109,
1... |
Integration of Knowledge and Ideas 6.4.7.7 Compare and contrast the experience of reading a story, 252–253, 636, drama, or poem to listening to or viewing an audio, video, or live 686, 892, 896 version of the text, including contrasting what they “see” and “hear” when reading the text to what they perceive when they li... | Integration of Knowledge and Ideas 6.4.7.7 Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they “see” and “hear” when reading the text to what they perceive when they listen or watch. 252–253, 636,... | 0.824672 | [
0,
1,
2,
3,
4,
5,
6,
7,
8,
9,
10,
11,
12,
13,
14,
17,
18,
19,
20,
21,
22,
23,
24,
25,
26,
27,
28,
29,
33,
34,
35,
36,
37,
38,
39,
40,
41,
42,
43,
44,
45,
46,
47,
48,
49,
50,
51,
52,
53,
54,
55,
56,
15,
16,
30... | 6_emc_mw_ccs_gr06__mn-ela-academic-standards_final.docx | task-445-862 | 1 | [
[
147,
143,
252,
158
],
[
257,
143,
275,
158
],
[
281,
143,
382,
158
],
[
388,
143,
422,
158
],
[
428,
143,
480,
158
],
[
127,
169,
186,
184
],
[
198,
169,
272,
184
],
[
27... | [
[
147,
143,
252,
158
],
[
257,
143,
275,
158
],
[
281,
143,
382,
158
],
[
388,
143,
422,
158
],
[
428,
143,
480,
158
],
[
127,
169,
186,
184
],
[
198,
169,
272,
184
],
[
27... |
Learning goals for at least 100 students across all Randomly select 10 Teachers submit learning Beginning of second and Paper file by teacher classrooms in grades 7 and students from each goals for selected students third marking periods name classroom to the data team 8 during the 2011–2012 school year Observation of ... | Learning goals for at least 100 students across all classrooms in grades 7 and 8 during the 2011–2012 school year Randomly select 10 students from each classroom Teachers submit learning goals for selected students to the data team Beginning of second and third marking periods Paper file by teacher name Observation of ... | 0.628278 | [
0,
1,
2,
3,
4,
5,
6,
7,
8,
23,
24,
25,
26,
27,
44,
45,
46,
47,
48,
49,
9,
10,
11,
28,
29,
30,
39,
12,
13,
14,
31,
32,
33,
34,
40,
41,
42,
43,
15,
16,
17,
18,
35,
36,
37,
19,
20,
21,
22,
38,
50,
51,
62,
63,
72... | 6_EvaluateResults.docx | task-445-872 | 12 | [
[
90,
136,
139,
154
],
[
142,
136,
171,
154
],
[
175,
136,
191,
154
],
[
194,
136,
205,
154
],
[
209,
136,
235,
154
],
[
90,
158,
112,
176
],
[
115,
158,
164,
176
],
[
167,... | [
[
90,
136,
139,
154
],
[
142,
136,
171,
154
],
[
175,
136,
191,
154
],
[
194,
136,
205,
154
],
[
209,
136,
235,
154
],
[
90,
158,
112,
176
],
[
115,
158,
164,
176
],
[
167,... |
Section 2 (continued): Status of Objectives Related to Each Strategy Implementation Date Action Step Results Indicator Completed As of 9/1/11, professional Professional development funds were development allocated and experts on provider selected RtI were engaged to Funds allocated Percent of staff provide the five-day... | Section 2 (continued): Status of Objectives Related to Each Strategy Detailed Action Step Results Action Step Implementation Indicator Date Completed Results Professional development provider selected Funds allocated Workshop scheduled and conducted with 100% participation Percent of staff participation 8/30/11 As of 9... | 0.670928 | [
0,
1,
2,
3,
4,
5,
6,
7,
8,
9,
56,
57,
60,
61,
12,
13,
10,
15,
11,
16,
14,
21,
25,
30,
31,
36,
37,
46,
51,
52,
54,
55,
58,
59,
38,
39,
40,
47,
45,
17,
18,
19,
20,
22,
23,
24,
26,
27,
28,
29,
32,
33,
34,
35,
41... | 6_EvaluateResults.docx | task-445-872 | 20 | [
[
117,
167,
171,
181
],
[
175,
167,
184,
181
],
[
188,
167,
278,
181
],
[
286,
167,
331,
181
],
[
336,
167,
351,
181
],
[
355,
167,
431,
181
],
[
435,
167,
491,
181
],
[
49... | [
[
117,
167,
171,
181
],
[
175,
167,
184,
181
],
[
188,
167,
278,
181
],
[
286,
167,
331,
181
],
[
336,
167,
351,
181
],
[
355,
167,
431,
181
],
[
435,
167,
491,
181
],
[
49... |
Families receive information Yes Title V 0 None about the services and 1 Weak (IF YES) How effective are those State Medicaid supports that they will policies and procedures? CHIP 2 Moderate receive in a method chosen 1 Not effective Health Plan/Insurer 3 Strong by the family (e.g., written, 2 Somewhat effective Provid... | Families receive information about the services and supports that they will receive in a method chosen by the family (e.g., written, verbal, language of choice). Yes (IF YES) How effective are those policies and procedures? 1 Not effective 2 Somewhat effective 3 Very effective No (Select “0” for score, above ) Not appl... | 0.476552 | [
0,
1,
2,
8,
9,
10,
11,
22,
23,
24,
25,
32,
33,
34,
35,
36,
44,
45,
46,
47,
48,
55,
56,
57,
58,
3,
14,
15,
16,
17,
18,
19,
26,
27,
28,
37,
38,
39,
49,
50,
51,
59,
60,
61,
68,
73,
74,
69,
70,
71,
72,
75,
76,
77,
... | 6_Family%20Prof%20Pships_In%20DepthFINAL.docx | task-445-885 | 3 | [
[
73,
79,
124,
101
],
[
127,
79,
171,
101
],
[
174,
79,
244,
101
],
[
266,
79,
287,
101
],
[
529,
79,
553,
101
],
[
556,
79,
565,
101
],
[
723,
79,
730,
101
],
[
737,
7... | [
[
73,
79,
124,
101
],
[
127,
79,
171,
101
],
[
174,
79,
244,
101
],
[
73,
97,
108,
120
],
[
111,
97,
130,
120
],
[
134,
97,
184,
120
],
[
188,
97,
210,
120
],
[
73,
116... |
GRADE FIVE TO NINE TREATY EDUCATION - KEY QUESTIONS Grade Level Grade Five Grade Six Grade Seven Grade Eight Grade Nine Treaty Assessing the Moving Towards Understanding Exploring Treaty Understanding Education Focus Journey in Fulfillment of Treaties in a Impacts and Treaties From Honouring Treaties Contemporary Alter... | GRADE FIVE TO NINE TREATY EDUCATION - KEY QUESTIONS Grade Level Grade Five Grade Six Grade Seven Grade Eight Grade Nine Treaty Education Focus Assessing the Journey in Honouring Treaties Moving Towards Fulfillment of Treaties Understanding Treaties in a Contemporary Context Exploring Treaty Impacts and Alternatives Und... | 0.472716 | [
0,
1,
2,
3,
4,
5,
6,
7,
8,
9,
10,
11,
12,
13,
14,
15,
16,
17,
18,
19,
20,
21,
30,
31,
22,
23,
32,
33,
43,
50,
24,
25,
34,
35,
44,
26,
36,
37,
38,
45,
51,
27,
28,
39,
40,
46,
29,
41,
42,
47,
48,
49,
52,
88,
53... | 6_Grade%20Six%20-%20March%2018%20-%20Final_0.docx | task-445-919 | 3 | [
[
425,
136,
475,
161
],
[
479,
136,
512,
161
],
[
515,
136,
536,
161
],
[
539,
136,
574,
161
],
[
363,
156,
421,
181
],
[
425,
156,
510,
181
],
[
513,
156,
518,
181
],
[
52... | [
[
425,
136,
475,
161
],
[
479,
136,
512,
161
],
[
515,
136,
536,
161
],
[
539,
136,
574,
161
],
[
363,
156,
421,
181
],
[
425,
156,
510,
181
],
[
513,
156,
518,
181
],
[
52... |
My Work Monday Tuesday Wednesday Thursday My Progress MONDAY TUESDAY WEDNESDAY THURSDAY # of questions _____ # of questions _____ # of questions _____ # of questions _____ # correct _____ # correct _____ # correct _____ # correct _____ I need more help I need more help I need more help I need more help with… __________... | My Work Monday Tuesday Wednesday Thursday My Progress MONDAY # of questions _____ # correct _____ I need more help with… ______________ _____________________ _____________________ TUESDAY # of questions _____ # correct _____ I need more help with… ______________ _____________________ _____________________ WEDNESDAY # o... | 0.673501 | [
0,
1,
2,
3,
4,
5,
6,
7,
8,
12,
13,
14,
15,
28,
29,
30,
40,
41,
42,
43,
56,
57,
64,
68,
9,
16,
17,
18,
19,
31,
32,
33,
44,
45,
46,
47,
58,
59,
65,
69,
10,
20,
21,
22,
23,
34,
35,
36,
48,
49,
50,
51,
60,
61,
66... | 6_math_hw_q1_unit_rate_problems_and_tables2015student.docx | task-446-22 | 1 | [
[
405,
22,
472,
66
],
[
484,
22,
594,
66
],
[
202,
66,
336,
97
],
[
665,
66,
796,
97
],
[
173,
376,
364,
407
],
[
661,
376,
800,
407
],
[
407,
708,
454,
739
],
[
463,
7... | [
[
405,
22,
472,
66
],
[
484,
22,
594,
66
],
[
202,
66,
336,
97
],
[
665,
66,
796,
97
],
[
173,
376,
364,
407
],
[
661,
376,
800,
407
],
[
407,
708,
454,
739
],
[
463,
7... |
2013/14? year 2013/14? - The CCG do not commission obesity services In financial year 2013/14 how much did you spend on tier 2 obesity services? In financial year 2013/14 how much did you spend on tier 2 obesity services? - Tier 2 weight management services are In financial year 2013/14 how much did you spend on tier 3... | 2013/14? In financial year 2013/14 how much did you spend on tier 2 obesity services? In financial year 2013/14 how much did you spend on tier 3 obesity services? In financial year 2013/14 how much did you spend on orlistat medication? In financial year 2013/14 how much did you spend on bariatric surgery? In financial ... | 0.894716 | [
0,
11,
12,
13,
14,
15,
16,
17,
18,
19,
20,
21,
22,
23,
24,
46,
47,
48,
49,
50,
51,
52,
53,
54,
55,
56,
57,
58,
64,
77,
78,
79,
80,
81,
82,
83,
84,
85,
86,
87,
97,
103,
104,
105,
106,
107,
108,
109,
110,
111,
112,
1... | 7%20-%20July%2015.docx | task-446-370 | 16 | [
[
41,
118,
101,
146
],
[
494,
118,
522,
146
],
[
526,
118,
585,
146
],
[
590,
118,
594,
146
],
[
598,
118,
623,
146
],
[
627,
118,
658,
146
],
[
662,
118,
678,
146
],
[
682... | [
[
41,
118,
101,
146
],
[
41,
165,
53,
192
],
[
57,
165,
109,
192
],
[
114,
165,
141,
192
],
[
145,
165,
197,
192
],
[
201,
165,
227,
192
],
[
231,
165,
266,
192
],
[
269,
... |
FOI 358 Received 29 July 2015 Contact details for the Procurement Officer/Medicines – Management Pharmacist responsible for medical 1. Contact details for the Procurement Officer/Medicines supplies relating to Diabetes (Blood glucose meters Management Pharmacist responsible for medical supplies relating to and Insulin ... | FOI 358 – Received 29 July 2015 1. Contact details for the Procurement Officer/Medicines Management Pharmacist responsible for medical supplies relating to Diabetes (Blood glucose meters and Insulin pen needles) 2. Current Standardisation guidelines for Blood glucose meters. Contact details for the Procurement Officer/... | 0.748826 | [
0,
1,
12,
2,
3,
4,
5,
18,
19,
20,
21,
22,
23,
24,
32,
33,
34,
35,
36,
37,
38,
39,
44,
45,
46,
47,
48,
49,
50,
51,
60,
61,
62,
63,
64,
65,
66,
67,
6,
7,
8,
9,
10,
11,
13,
14,
15,
16,
17,
25,
26,
27,
28,
29,
30... | 7%20-%20July%2015.docx | task-446-370 | 30 | [
[
41,
118,
65,
146
],
[
69,
118,
93,
146
],
[
109,
118,
172,
146
],
[
176,
118,
191,
146
],
[
196,
118,
224,
146
],
[
228,
118,
260,
146
],
[
537,
118,
586,
146
],
[
590,
... | [
[
41,
118,
65,
146
],
[
69,
118,
93,
146
],
[
97,
122,
105,
144
],
[
109,
118,
172,
146
],
[
176,
118,
191,
146
],
[
196,
118,
224,
146
],
[
228,
118,
260,
146
],
[
41,
... |
Introduction About you You and your social worker (name) met on (date) to talk about whether you could return home to live with your (mum / dad / parents). At the time you were living (with / in) (foster care/residential care). You were having contact with your (mum/ dad/ parents) and you/your parents said they would l... | Introduction About you You and your social worker (name) met on (date) to talk about whether you could return home to live with your (mum / dad / parents). At the time you were living (with / in) (foster care/residential care). You were having contact with your (mum/ dad/ parents) and you/your parents said they would l... | 0.894182 | [
0,
1,
2,
3,
4,
5,
6,
7,
8,
9,
10,
11,
12,
13,
14,
15,
16,
17,
18,
19,
20,
21,
22,
23,
24,
25,
26,
27,
28,
29,
30,
31,
32,
33,
34,
35,
36,
37,
38,
39,
40,
41,
42,
43,
44,
45,
46,
47,
48,
49,
50,
51,
52,
53,
54... | 7%20-%20Young%20Persons%20Report.docx | task-446-386 | 1 | [
[
95,
62,
252,
83
],
[
95,
104,
155,
121
],
[
160,
104,
197,
121
],
[
95,
125,
126,
140
],
[
130,
125,
161,
140
],
[
165,
125,
203,
140
],
[
207,
125,
253,
140
],
[
258,
... | [
[
95,
62,
252,
83
],
[
95,
104,
155,
121
],
[
160,
104,
197,
121
],
[
95,
125,
126,
140
],
[
130,
125,
161,
140
],
[
165,
125,
203,
140
],
[
207,
125,
253,
140
],
[
258,
... |
3 They will have the Name of God and His city written on them! – This small Church with (physically and perhaps financially) still had a powerful its “little strength” testimony and because of this they will be standing when everything else falls! 1 It their size – wasn’t 2 It their finances – wasn’t 3 It their prestig... | 3 – They will have the Name of God and His city written on them! This small Church with its “little strength” (physically and perhaps financially) still had a powerful testimony and because of this they will be standing when everything else falls! 1 – It wasn’t their size 2 – It wasn’t their finances 3 – It wasn’t thei... | 0.611877 | [
0,
14,
1,
2,
3,
4,
5,
6,
7,
8,
9,
10,
11,
12,
13,
15,
16,
17,
18,
27,
28,
29,
19,
20,
21,
22,
23,
24,
25,
26,
30,
31,
32,
33,
34,
35,
36,
37,
38,
39,
40,
41,
42,
43,
47,
44,
48,
45,
46,
49,
53,
50,
54,
51,
52... | 7%20Churches%20in%20Rev%20-%206%20-%20Philadelphia%206-9-13.docx | task-446-426 | 5 | [
[
82,
43,
92,
63
],
[
111,
43,
152,
63
],
[
156,
43,
187,
63
],
[
192,
43,
229,
63
],
[
234,
43,
258,
63
],
[
263,
43,
309,
63
],
[
314,
43,
331,
63
],
[
336,
43,
3... | [
[
82,
43,
92,
63
],
[
97,
45,
106,
62
],
[
111,
43,
152,
63
],
[
156,
43,
187,
63
],
[
192,
43,
229,
63
],
[
234,
43,
258,
63
],
[
263,
43,
309,
63
],
[
314,
43,
33... |
Written assessments 30% – Major tests and projects 25% – Final Exam 20% – Should any of these weightings change, students will be given due notice and appropriate reasoning. Students will be given notice and a due date for take home assessments. These assessments must be handed in on their due date- NO EXCUSES! Should ... | Written assessments – 30% Major tests and projects – 25% Final Exam – 20% Should any of these weightings change, students will be given due notice and appropriate reasoning. Students will be given notice and a due date for take home assessments. These assessments must be handed in on their due date- NO EXCUSES! Should ... | 0.963699 | [
0,
1,
3,
2,
4,
5,
6,
7,
9,
8,
10,
11,
13,
12,
14,
15,
16,
17,
18,
19,
20,
21,
22,
23,
24,
25,
26,
27,
28,
29,
30,
31,
32,
33,
34,
35,
36,
37,
38,
39,
40,
41,
42,
43,
44,
45,
46,
47,
48,
49,
50,
51,
52,
53,
54... | 7%20Course%20Outline%20ELA.docx | task-446-431 | 3 | [
[
120,
83,
189,
103
],
[
194,
83,
295,
103
],
[
316,
83,
356,
103
],
[
301,
86,
311,
101
],
[
120,
114,
175,
134
],
[
180,
114,
218,
134
],
[
223,
114,
256,
134
],
[
261,
... | [
[
120,
83,
189,
103
],
[
194,
83,
295,
103
],
[
301,
86,
311,
101
],
[
316,
83,
356,
103
],
[
120,
114,
175,
134
],
[
180,
114,
218,
134
],
[
223,
114,
256,
134
],
[
261,
... |
shape, yield high quality fruit, Improperly trained fruit trees generally have very upright increase the longevity of the branch angles, which result in serious limb breakage under a tree, and prevent disease heavy fruit load. This significantly reduces the productivity of the tree and may greatly reduce tree life. Ano... | shape, yield high quality fruit, increase the longevity of the tree, and prevent disease The teacher will ask students to draw a healthy fruit tree in their notes and label the most important parts. Students will draw trees with large trunks, leaves, branches, and fruit, providing the instructor with a chance to discus... | 0.840903 | [
0,
1,
2,
3,
4,
13,
14,
15,
16,
17,
28,
29,
30,
31,
62,
63,
64,
65,
66,
69,
70,
71,
72,
73,
74,
75,
76,
77,
78,
79,
80,
81,
93,
94,
114,
115,
116,
117,
118,
119,
120,
121,
122,
132,
133,
134,
135,
146,
147,
148,
149,
... | 7%20Pruning%20Fruit%20Trees%20Final.docx | task-446-535 | 4 | [
[
117,
54,
167,
74
],
[
172,
54,
210,
74
],
[
216,
54,
250,
74
],
[
255,
54,
310,
74
],
[
315,
54,
353,
74
],
[
381,
54,
469,
74
],
[
474,
54,
528,
74
],
[
533,
54,
... | [
[
117,
54,
167,
74
],
[
172,
54,
210,
74
],
[
216,
54,
250,
74
],
[
255,
54,
310,
74
],
[
315,
54,
353,
74
],
[
117,
71,
181,
91
],
[
186,
71,
210,
91
],
[
215,
71,
... |
by Washington State Tribal Liaison Tribes and RAIOs Target date: July representatives Tribal Liaison, RA’s, Coordinate Institution Superintendents, opportunities for JR Program Managers and employees to be Supervisors educated and informed about tribal Target date: Annually culture, protocols and government to governme... | by Washington State Tribes and RAIOs representatives Coordinate opportunities for JR employees to be educated and informed about tribal culture, protocols and government to government agreements Tribal Liaison Target date: July Tribal Liaison, RA’s, Institution Superintendents, Program Managers and Supervisors Target d... | 0.537399 | [
0,
1,
2,
5,
6,
7,
11,
15,
18,
19,
20,
24,
25,
26,
28,
29,
30,
31,
32,
36,
37,
38,
39,
40,
41,
42,
3,
4,
8,
9,
10,
12,
13,
14,
16,
17,
21,
22,
23,
27,
33,
34,
35,
43,
44,
66,
67,
68,
69,
86,
87,
88,
106,
107,
... | 7-01%20Plan%20-%20JR%202015-2016.docx.docx | task-446-661 | 1 | [
[
216,
164,
227,
183
],
[
230,
164,
285,
183
],
[
288,
164,
312,
183
],
[
488,
164,
514,
183
],
[
517,
164,
550,
183
],
[
216,
183,
245,
202
],
[
248,
183,
265,
202
],
[
26... | [
[
216,
164,
227,
183
],
[
230,
164,
285,
183
],
[
288,
164,
312,
183
],
[
216,
183,
245,
202
],
[
248,
183,
265,
202
],
[
268,
183,
299,
202
],
[
216,
202,
287,
220
],
[
21... |
5. Increase NYC staff Invite trainers to Increased OIP Regional Online 7.01 training is available for NYC staff through knowledge of the DSHS train staff in knowledge of the Manager 7.01 the Learning Management System. 7.01 Administrative Policy. 7.01 requirements of Committee 2016 NYC 7.01 Plan and Progress report has... | 5. Increase NYC staff knowledge of the DSHS 7.01 Administrative Policy. Invite trainers to train staff in 7.01 Administrative Policy and Government to Government. Staff will be made aware of the DSHS 7.01 Indian Policy online training in LMS. Increased knowledge of the requirements of the NYC 7.01 Plan. Staff working i... | 0.533134 | [
0,
1,
2,
3,
19,
20,
21,
22,
35,
36,
37,
4,
5,
6,
23,
24,
25,
38,
52,
68,
69,
83,
84,
93,
99,
100,
101,
117,
118,
119,
130,
131,
132,
136,
137,
142,
143,
144,
149,
7,
26,
27,
28,
39,
40,
53,
54,
55,
56,
70,
71,
72,
... | 7-01%20Plan%20-%20JR%202015-2016.docx.docx | task-446-661 | 16 | [
[
57,
325,
66,
344
],
[
69,
325,
109,
344
],
[
111,
325,
133,
344
],
[
136,
325,
156,
344
],
[
243,
326,
267,
345
],
[
270,
326,
305,
345
],
[
308,
326,
316,
345
],
[
381,
... | [
[
57,
325,
66,
344
],
[
69,
325,
109,
344
],
[
111,
325,
133,
344
],
[
136,
325,
156,
344
],
[
57,
344,
107,
363
],
[
110,
344,
118,
363
],
[
121,
344,
136,
363
],
[
138,
... |
5. Interested a. Tribes/JR/Juvenile Increased use of Eddie Pompey, Acting Deputy JR staff provided a presentation on Functional Family Therapy, an Tribes/JR/Juvenile Courts Courts explore ways to services for Region 2 Regional Administrator evidence treatment provided to JR youth and families in the collaborate to prov... | 5. Interested Tribes/JR/Juvenile Courts collaborate to provide culturally relevant evidence-based services to tribal youth/families. a. Tribes/JR/Juvenile Courts explore ways to use/adapt FFT, Mentoring and/or other services. b. JR Regional staff will assist as needed and support Tribal efforts to provide cultural acti... | 0.660618 | [
0,
1,
21,
22,
43,
44,
45,
63,
64,
70,
71,
83,
84,
85,
2,
3,
23,
24,
25,
26,
46,
47,
48,
65,
66,
73,
125,
126,
127,
128,
129,
139,
140,
141,
142,
144,
145,
146,
147,
148,
149,
150,
160,
161,
162,
166,
4,
5,
6,
27,
28,... | 7-01%20Plan%20-%20JR%202015-2016.docx.docx | task-446-661 | 21 | [
[
57,
163,
66,
182
],
[
69,
163,
115,
182
],
[
194,
163,
202,
182
],
[
205,
163,
290,
182
],
[
330,
168,
376,
187
],
[
379,
168,
395,
187
],
[
398,
168,
407,
187
],
[
484,
... | [
[
57,
163,
66,
182
],
[
69,
163,
115,
182
],
[
57,
182,
142,
201
],
[
145,
182,
176,
201
],
[
57,
201,
108,
220
],
[
111,
201,
120,
220
],
[
122,
201,
156,
220
],
[
57,
... |
sex, violent and youth. Enforcement. Policy 7.01 Plan and Progress Report Secretary Seniors kidnapping offenders Maintain regular Cowlitz Indian Tribe. communication to ensure JR has updated law enforcement contact list. Diagnostic Quality 6. Identification of Native JR Diagnostic processes Diagnostic Quality Notificat... | sex, violent and kidnapping offenders youth. Maintain regular communication to ensure JR has updated law enforcement contact list. Enforcement. Secretary Seniors 6. Identification of Native American Youth at Diagnostic, Institution, Community Facility and assigned Parole Unit. JR Diagnostic processes and procedures wil... | 0.593234 | [
0,
1,
2,
13,
14,
3,
15,
16,
20,
21,
22,
23,
24,
25,
26,
27,
28,
29,
4,
11,
12,
32,
33,
34,
35,
53,
54,
55,
70,
71,
91,
92,
93,
110,
111,
112,
36,
37,
38,
56,
57,
58,
72,
73,
74,
94,
95,
96,
113,
114,
115,
116,
12... | 7-01%20Plan%20-%20JR%202015-2016.docx.docx | task-446-661 | 26 | [
[
61,
163,
80,
182
],
[
83,
163,
112,
182
],
[
115,
163,
133,
182
],
[
193,
163,
221,
182
],
[
329,
163,
391,
182
],
[
399,
166,
432,
186
],
[
435,
166,
458,
186
],
[
461,
... | [
[
61,
163,
80,
182
],
[
83,
163,
112,
182
],
[
115,
163,
133,
182
],
[
61,
182,
111,
201
],
[
114,
182,
157,
201
],
[
193,
163,
221,
182
],
[
193,
187,
232,
206
],
[
235,
... |
Policy 7.01 Plan and Progress Report Makah Indian Tribe Implementation Plan Progress Report (1) Goals/Objectives (2) Activities (3) Expected Outcome (4) Lead Staff and Target (5) Status Update for the Fiscal Year Starting Last July 1 Date 1. Establish - Identify update and - David Charles, Regional -Develop collaborati... | Policy 7.01 Plan and Progress Report Makah Indian Tribe Implementation Plan Progress Report (1) Goals/Objectives (2) Activities (3) Expected Outcome (4) Lead Staff and Target Date (5) Status Update for the Fiscal Year Starting Last July 1 1. Establish Communication with Tribal Law Enforcement & Social Services. - Ident... | 0.624386 | [
0,
1,
2,
3,
4,
5,
6,
7,
8,
9,
10,
11,
12,
13,
14,
15,
16,
17,
18,
19,
20,
21,
22,
23,
24,
36,
25,
26,
27,
28,
29,
30,
31,
32,
33,
34,
35,
37,
38,
59,
60,
61,
81,
82,
83,
84,
101,
39,
40,
41,
42,
62,
63,
64,
8... | 7-01%20Plan%20-%20JR%202015-2016.docx.docx | task-446-661 | 37 | [
[
399,
168,
432,
189
],
[
435,
168,
458,
189
],
[
461,
168,
485,
189
],
[
488,
168,
508,
189
],
[
511,
168,
561,
189
],
[
564,
168,
601,
189
],
[
448,
194,
483,
215
],
[
48... | [
[
399,
168,
432,
189
],
[
435,
168,
458,
189
],
[
461,
168,
485,
189
],
[
488,
168,
508,
189
],
[
511,
168,
561,
189
],
[
564,
168,
601,
189
],
[
448,
194,
483,
215
],
[
48... |
CURRICULUM AREA: Digital Technologies toward Level 8 Achievement Standard Context: Game Development Students will be introduced to the fundamentals of game making and software development through designing algorithms and user interfaces. They will transition from being content consumers to content creators. Students wi... | CURRICULUM AREA: Digital Technologies toward Level 8 Achievement Standard Context: Game Development Students will be introduced to the fundamentals of game making and software development through designing algorithms and user interfaces. They will transition from being content consumers to content creators. Students wi... | 0.803906 | [
0,
1,
2,
3,
4,
5,
6,
7,
8,
9,
10,
11,
12,
13,
14,
15,
16,
17,
18,
19,
20,
21,
22,
23,
24,
25,
26,
27,
28,
29,
30,
31,
32,
33,
34,
35,
36,
37,
38,
39,
40,
41,
42,
43,
44,
45,
46,
47,
48,
49,
50,
51,
52,
53,
54... | 7-10%20Digitech%20Indicative%20Progression%20examples.docx | task-446-741 | 4 | [
[
40,
116,
120,
139
],
[
124,
116,
161,
139
],
[
164,
116,
201,
139
],
[
204,
116,
280,
139
],
[
284,
116,
323,
139
],
[
326,
116,
356,
139
],
[
360,
116,
366,
139
],
[
370... | [
[
40,
116,
120,
139
],
[
124,
116,
161,
139
],
[
164,
116,
201,
139
],
[
204,
116,
280,
139
],
[
284,
116,
323,
139
],
[
326,
116,
356,
139
],
[
360,
116,
366,
139
],
[
370... |
within a chronological framework, and identify They locate and select historical sources Made a judgement regarding which historical relationships between events across different and identify their origin, content features interpretation is the strongest using at least 2 places and periods of time. and purpose. specifi... | They locate and select historical sources and identify their origin, content features and purpose. Students explain the historical context of these sources. They compare and contrast historical sources and ask questions about their accuracy, usefulness and reliability. Students analyse the different perspectives of peo... | 0.722949 | [
6,
7,
8,
9,
10,
11,
23,
24,
25,
26,
27,
28,
42,
43,
58,
59,
60,
61,
62,
63,
70,
71,
73,
74,
75,
76,
77,
85,
86,
87,
88,
89,
90,
97,
98,
99,
100,
107,
108,
109,
110,
117,
118,
119,
120,
121,
122,
123,
125,
132,
133,
... | 7-10%20VC%20Indicative%20Progression%20History%20Final.docx | task-446-751 | 3 | [
[
695,
119,
722,
140
],
[
725,
119,
731,
140
],
[
734,
119,
797,
140
],
[
800,
119,
853,
140
],
[
856,
119,
874,
140
],
[
877,
119,
911,
140
],
[
106,
120,
130,
141
],
[
13... | [
[
106,
120,
130,
141
],
[
133,
120,
162,
141
],
[
165,
120,
183,
141
],
[
186,
120,
213,
141
],
[
216,
120,
259,
141
],
[
262,
120,
299,
141
],
[
106,
137,
124,
158
],
[
12... |
5 (–10) 5 12 – – 6 18 – 14 3 – 6 –7 – 21 5 – 17 –13 – (–9) –8 – 3 –8 – (–4) –9 – 9 4 – (–6) –2 – Spiral Review 1. Use the chip model to find 12 + 5. 2. What percent of 80 is 60? | 5 – 12 6 – 18 14 – 3 21 – 5 –13 – 17 –8 – 3 –9 – (–4) –2 – (–6) 5 – (–10) –7 – 6 –8 – (–9) 9 – 4 Spiral Review 1. Use the chip model to find 12 + 5. 2. What percent of 80 is 60? | 0.494903 | [
2,
5,
3,
6,
8,
7,
9,
11,
10,
15,
17,
16,
19,
20,
18,
25,
26,
24,
28,
29,
27,
34,
35,
33,
0,
4,
1,
13,
14,
12,
22,
23,
21,
30,
32,
31,
36,
37,
38,
39,
40,
41,
42,
43,
44,
45,
46,
47,
48,
49,
50,
51,
52,
53,
54... | 7-2-Student%20Workbook.docx | task-446-913 | 31 | [
[
88,
62,
98,
82
],
[
117,
62,
160,
82
],
[
549,
62,
558,
82
],
[
578,
62,
598,
82
],
[
102,
64,
112,
81
],
[
563,
64,
573,
81
],
[
549,
132,
558,
152
],
[
578,
132,
... | [
[
549,
62,
558,
82
],
[
563,
64,
573,
81
],
[
578,
62,
598,
82
],
[
549,
132,
558,
152
],
[
563,
134,
573,
151
],
[
578,
132,
598,
152
],
[
549,
201,
568,
222
],
[
573,
... |
7 + 4 7 (4) 15 (20) 15 + 20 – Look back at the previous exercises. Which is easier to think about, addition or subtraction? What pattern do you notice with the subtraction exercises? Write an equivalent addition expression for each subtraction expression and then simplify the expression. Subtraction Expression Addition... | 7 + 4 7 (4) 15 – (20) 15 + 20 Look back at the previous exercises. Which is easier to think about, addition or subtraction? What pattern do you notice with the subtraction exercises? Write an equivalent addition expression for each subtraction expression and then simplify the expression. Subtraction Expression Addition... | 0.700154 | [
0,
1,
2,
3,
4,
5,
10,
6,
7,
8,
9,
11,
12,
13,
14,
15,
16,
17,
18,
19,
20,
21,
22,
23,
24,
25,
26,
27,
28,
29,
30,
31,
32,
33,
34,
35,
36,
37,
38,
39,
40,
41,
42,
43,
44,
45,
46,
47,
48,
49,
50,
51,
52,
53,
54... | 7-2-Student%20Workbook.docx | task-446-913 | 33 | [
[
109,
43,
119,
63
],
[
124,
43,
135,
63
],
[
140,
43,
150,
63
],
[
527,
43,
537,
63
],
[
547,
43,
570,
63
],
[
109,
97,
129,
117
],
[
149,
97,
181,
117
],
[
527,
97,
... | [
[
109,
43,
119,
63
],
[
124,
43,
135,
63
],
[
140,
43,
150,
63
],
[
527,
43,
537,
63
],
[
547,
43,
570,
63
],
[
109,
97,
129,
117
],
[
134,
100,
144,
116
],
[
149,
97,
... |
4. 2. 2. STRENGTHS WEAKNESSES Group 6 (PURPLE) 1. PASSION! 1. Single meeting location 2. Member diversity of sectors 2. Lack of member $ support to attend 3. Large # of organizations 3. Lack of knowledge engaged in similar of parameters of work advocacy by members/education 4. Consistency of core members 4. Focus on pr... | 4. 2. 2. Group 6 (PURPLE) STRENGTHS 1. PASSION! 2. Member diversity of sectors 3. Large # of organizations engaged in similar work 4. Consistency of core members 5. Shared list of accomplishments 6. Networking opportunities → sharing resources, create partnerships for funding 7. U of M backbone staff 8. Anchor organiza... | 0.564626 | [
0,
1,
2,
5,
6,
7,
3,
8,
9,
14,
15,
16,
17,
18,
27,
28,
29,
30,
31,
36,
37,
38,
42,
46,
47,
48,
49,
50,
57,
58,
59,
60,
64,
69,
70,
72,
73,
77,
78,
81,
82,
83,
84,
89,
90,
91,
92,
93,
94,
101,
102,
103,
109,
110... | 7-23-15-SWOTanalysis.docx | task-446-954 | 4 | [
[
88,
47,
102,
68
],
[
260,
57,
275,
77
],
[
485,
57,
500,
77
],
[
318,
131,
437,
152
],
[
529,
131,
664,
152
],
[
112,
140,
167,
161
],
[
172,
140,
182,
161
],
[
187,
... | [
[
88,
47,
102,
68
],
[
260,
57,
275,
77
],
[
485,
57,
500,
77
],
[
112,
140,
167,
161
],
[
172,
140,
182,
161
],
[
187,
140,
278,
161
],
[
318,
131,
437,
152
],
[
318,
... |
10. F10 settlement Ongoing throughout As per the UPL: implementation when applicable US$ 31.62 for each As above settlement Total: $972.24 4. Description of functions and responsibilities of the parties involved: UNDP will conduct the full process while the role of the Implementing Partner (IP) will be as follows: The ... | 10. F10 settlement Ongoing throughout implementation when applicable As per the UPL: US$ 31.62 for each settlement As above Total: $972.24 4. Description of functions and responsibilities of the parties involved: UNDP will conduct the full process while the role of the Implementing Partner (IP) will be as follows: The ... | 0.933683 | [
0,
1,
2,
3,
4,
9,
10,
11,
5,
6,
7,
8,
12,
13,
14,
15,
18,
16,
17,
19,
20,
21,
22,
23,
24,
25,
26,
27,
28,
29,
30,
31,
32,
33,
34,
35,
36,
37,
38,
39,
40,
41,
42,
43,
44,
45,
46,
47,
48,
49,
50,
51,
52,
53,
54... | 7-24-14_Kiribati_CD_UNDP_Project_Doc_0.docx | task-446-961 | 75 | [
[
101,
70,
122,
87
],
[
126,
70,
151,
87
],
[
155,
70,
222,
87
],
[
333,
70,
390,
87
],
[
394,
70,
465,
87
],
[
564,
70,
582,
87
],
[
586,
70,
607,
87
],
[
612,
70,
... | [
[
101,
70,
122,
87
],
[
126,
70,
151,
87
],
[
155,
70,
222,
87
],
[
333,
70,
390,
87
],
[
394,
70,
465,
87
],
[
333,
85,
435,
102
],
[
439,
85,
475,
102
],
[
479,
85,
... |
Subsets and Splits
No community queries yet
The top public SQL queries from the community will appear here once available.