zilongwang/ReadingBank huggingface dataset:
VOLUNTEER APPLICATION FORM Date of application: Section 1: Personal Details First Name Surname Home Address Postcode Gender Racial origin & religion Current Address (If different) Home Number Mobile Number Email Address Do you drive? Yes No DOB Current Age Emergency contact name Emergency contact relationship to self Emergency contact numbers GP Name & Address GP Phone Number Current occupation (please provide details e.g. if you are in school – which school/year)? DBS checked Have you had a DBS check through KEF within the last 3 years Yes No If yes please provide number: T-shirt size Small Medium Large X Large XX Large PLEASE SUPPLY A CURRENT PHOTO OF YOURSELF WITH THIS APPLICATION
KEGEL EXERCISES WHAT ARE KEGEL EXERCISES? These exercises were originally developed by Dr. Arnold Kegel to help women with problems controlling urination. They are designed to strengthen and give you voluntary control of a muscle called the pubococcygeus (or P.C. for short). The P.C. muscle is part of a sling of muscle stretching from your pubic bone in the front to your coccyx, or tailbone, in back. The muscle encircles not only the urethra (urinary opening) but also the vaginal opening and the rectum. WHY DO KEGEL EXERCISES? To help control loss of urine brought on by such things as laughing, coughing or sneezing. To improve muscle tone in the vaginal area, especially before and after childbirth. HOW DO YOU IDENTIFY THE P.C. MUSCLE? Sit on the toilet. Spread your legs apart. See if you can stop and start the flow of urine without moving your legs. If you can stop and start the stream, you are using the P.C. muscle. If you don’t succeed the first time, keep trying until you have identified the muscle. HOW DO YOU DO KEGEL EXERCISES? Tighten the P.C. muscle as you did to stop the urine. Hold it for a slow count of three. Relax it. Do your exercises in sets of ten. Start by doing one set (ten contractions) five times a day. Each week increase the number of exercises in a set by five (15, 20, 25 etc.). Keep doing five sets daily, increasing the number of exercises until you note improvement in you muscle control. WHEN CAN YOU DO KEGEL EXERCISES? You can do these exercises any time during daily activities. A good way to remember to do your Kegel exercises is to exercise in the morning when you wake up, during certain daily activities, and before going to sleep at night. You don’t have to be in any particular position to do Kegel exercises. In a week or two, you should begin to notice improved control. If you do not notice improvement after several weeks, consult your physician for further evaluation.
School/College/University From To Title and Subject Class or Level Date Professional Qualifications Name of qualification Studied Qualifications Obtained Date From To Training (Please list any courses which you have undertaken which are relevant to the job and/or specified on the person specification) Brief description of course Dates Organising body Qualifications gained From To Employment History – Current Employer’s Name Full Address Type of Business Job Title Salary/Scale £ Date Appointed Other Benefits To whom you are responsible Date of leaving or notice required Brief outline of duties and reason for leaving: Previous Employment Employer’s Name
Evidence of understanding of the area of study Novel and integrative approach Good integrative approach Secure grasp of the wider contexts Secure understanding of the concepts and principles Adequate understanding of the concepts and principles Inadequate understanding of the concepts and principles Flawed grasp of the subject No understanding of the concepts and principles Seriously flawed grasp of the subject Practical Skills Application of relevant Knowledge in the appropriate context Novel and integrative approach within the wider contexts Excellent appreciation and application of the wider contexts Good appreciation and application of the wider contexts Applies appropriate knowledge and skills with confidence Applies appropriate knowledge and skills Limited application of knowledge Flawed application of knowledge
Intellectual Skills Analytical skill Analyses and develops arguments far beyond expectations Sustains excellent analysis from supporting evidence Analyses critically and confidently Sustains good analysis from supporting evidence Clear attempt at critical analysis Some attempt at critical analysis No attempt at critical analysis Transferable Skills Structure and organisation Sophisticated and persuasive presentation of arguments Manages information creatively Manages information effectively and confidently Manages information effectively Clear structure and coherent organisation Some attempt at coherent organisation Poorly organised and difficult to follow Communication of ideas Sophisticated and effective communication of ideas Impressive and effective presentation of ideas Confident and effective presentation of ideas Articulate and effective style Clearly written and presented Lack of clarity in presentation Lack of clarity and coherence
add-in warnings. Cryptographic agility Enables you to specify cryptographic settings for encrypting documents. N/A New Data Execution Prevention (DEP) A hardware and software technology that helps harden the attack surface by preventing viruses and worms that exploit buffer overflow vulnerabilities. N/A New Document Inspector A privacy tool that can help users remove personal information and hidden information from a document. New Enhanced user interface Enhanced global and settings for VBA macros Enables you to disable VBA and configure macro warnings settings. New Unchanged File block settings A suite of security settings that enable you to prevent users from opening or saving certain kinds of files. New Enhanced and expanded settings Global and application-specific settings for ActiveX controls Enables you to disable all ActiveX controls, configure ActiveX control initialization, and configure ActiveX control prompts. New Unchanged Integrity checking of encrypted files Enables you to implement a hash-based message authentication code (HMAC) when a file is N/A New
encrypted. Message Bar A user interface element that gives users notifications and warnings when they open a document that contains potentially harmful content. New Enhanced message bar user interface Office ActiveX kill bit An Office feature that administrators can use to prevent specific ActiveX controls from running within Office applications. Implemented as an Internet Explorer ActiveX kill bit Implemented as an Office ActiveX kill bit Office File Validation A countermeasure that scans files for format differences and prevents files from being opened for editing if the format is not valid. N/A New Password complexity checking and enforcement Enables you to check and enforce passwords for length and complexity by using domain-based password policies. N/A New Protected View An Office feature that helps mitigate attacks by enabling users to preview untrusted or potentially harmful files in a sandbox environment. N/A New Trust Center A central console in the user interface that enables users to view and configure New Enhanced and expanded
SERVICE SPECIFICATION Service “Keeping Well” Commissioner Lead Doncaster CCG Provider Lead Practice name…… Period 1st May 2017 – 31st March 2018 Date of Review November 2017 1. Population Needs Doncaster has a lower life expectancy than the national average with men living to an average of 77.5 years and women living to an average of 81.6 years. Doncaster ranks 124 of 150 local authorities for the number of people who die prematurely. The leading causes of premature death are from diseases that can be prevented such as cancer, cardio-vascular disease and respiratory disease. The causes of these diseases are, in part, linked to a number of unhealthy behaviours these include smoking, physical inactivity, poor diet and high levels of alcohol consumption. In Doncaster 74% of adults are overweight or obese, 22.7% of people currently smoke and 33.6% of people are physically inactive. Doncaster also has higher rates of alcohol related emergency hospital admissions than the national average. The spread of disease risk factors, disease prevalence and life expectancy in Doncaster is not evenly distributed. There is a difference in life expectancy of 8.9 years for men and 7.2 years for women between the highest and the lowest wards. A model for prevention (Figure 1) has been developed for Doncaster and endorsed through the Health and Wellbeing Board to communicate prevention at different levels from addressing the causes of the causes of ill health, to reducing disease risk factors and detecting disease early, to proactive management of existing long term conditions. This model also helps to communicate how disease prevention can take place at different levels within general practice. This “Keeping Well” specification is primarily concerned with Primary Prevention; however in order to deliver this effectively it will need to have links with the Wider Determinants part of the model and may also have an impact on Secondary Prevention through the earlier identification of undiagnosed disease. Figure 1 – Doncaster’s Model for Prevention In Doncaster we recognise that GPs and their practice teams have a crucial role to play in
Register rules for up-to-date QOF codes QOF Atrial Fibrilation Register Please see business rules for up-to-date QOF codes QOF COPD Register Please see business rules for up-to-date QOF codes QOF Heart Failure Register Please see business rules for up-to-date QOF codes QOF PAD Register Please see business rules for up-to-date QOF codes
Buffet Package BBQ Buffet From $35.00 per person Lunch  Prime aged scotch fillet steak  Chicken rissoles, chevaps, minted lamb rissoles, beef and cheese rissoles  Assorted gourmet sausages including chicken and chive, lambd rosemary, angus beef, pork and fennel sausages  Garlic prawn skewers  Chicken sashlicks with plum and sweet chilli Sides  Potato & bacon salad, penne pasta semi dried tomato & tuna salad, fresh garden salad, homemade coleslaw  Grilled onions and mushrooms  Corn on the cob & baked jacket potatoes with sour cream and chives  Sliced fresh fruit  Assorted crusty breads Lunch or Dinner Buffet From $35.00 per person Chose 2 of the Following  Thai green chicken curry with roasted cashew nuts  Hokkien noodle stir-fry with chinese roast pork and vegetables  Peppered beef hotpot with speck  Slow braised lamb with honey & rosemary  Trio of gnocchi with a triple mushroom & oregano cream  Chicken thigh pieces in a rich apricot & ginger sauce  Mild beef & potato curry  Moroccan spiced lamb meatballs with a tomato & red pepper sauce  Chicken sashlicks with plum & sweet chilli  Accompanied with roast herb & garlic potatoes or steamed jasmine rice Herbed fresh steamed vegetables Fresh garden salads Sliced fresh fruit Assorted cakes & slices  Assorted crusty breads
Reference Para. Suggested good practice Actions (For school use) Filters and monitoring Governing bodies and proprietors should be doing all that they reasonably can to limit children’s exposure to the above risks from the school or college’s IT system. As part of this process, governing bodies and proprietors should ensure their school/college has appropriate filters and monitoring systems in place. Whilst considering their responsibility to safeguard and promote the welfare of children and provide them with a safe environment in which to learn, governing bodies and proprietors should consider the age range of their pupils, the number of pupils, how often they access the IT system and the proportionality of costs vs risks. The appropriateness of any filters and monitoring systems are a matter for individual schools/colleges and will be informed in part by the risk assessment required by Prevent Duty. The UK Safer Internet Centre has published guidance as to what “appropriate” might look like: • UK Safer Internet Centre: appropriate filtering and monitoring Annex A Schools should have a robust filtering solution in place which allows for age appropriate profiles (schools following the LA solution have this in place). Whilst filtering and monitoring are an important part of the online safety picture for schools and colleges to consider, it is only one part. Governors and proprietors should consider a whole school approach to online safety. This will include a clear policy on the use of mobile technology in the school. Many children have unlimited and unrestricted access to the internet via 3G and 4G in particular and the school and college should carefully consider how this is managed on their premises. Whilst it is essential that governing bodies and proprietors ensure that appropriate filters and monitoring systems are in place, they should be careful that “over blocking” does not lead to unreasonable restrictions as to what children can be taught with regards to online teaching and safeguarding. Annex A Schools should consider other ways that children may access the internet in school, including through personal devices. Schools should have looked at assessing risk with the management of this. Good practice to have this documented. Suggested that there is a Mobile Phone Policy. Inspectors have asked for this. Staff training Governors and proprietors should ensure that, as part of the requirement for staff to undergo regularly updated safeguarding training (paragraph 64) and the requirement to ensure children are taught about safeguarding, including online (paragraph 68), that online safety training for staff is integrated, aligned and considered as part of the overarching safeguarding approach. Annex A Regular staff training programme.
- Intl’ Hall, Male(3 persons/Room) a. With meal: 1,122,000(KRW) b. Without meal: 798,600(KRW) - Intl’ Hall, Female(2 persons/Room) a. With meal: 1,509,000(KRW) b. Without meal: 1,185,600(KRW) ※ Private bathrooms are only located in International Halls ※ Prices of the dormitory are subject to change by semester. Accommodation type: Double or 3 beds room Address: 1095 Dalgubeoldaero, Dalseo-gu, Daegu 704-701, Korea Keimyung University, Myungkyo Dormitory Link: http://web.kmu.ac.kr/dorm/viewer/sm02.html
:.: <.:) =<= l =<= V> l- o _g a.. g, · ::r::: = 0 I =<= :".': <.:) go 0:;: "" 0 LU @ c:, "x' ;:,., A Language of his Own "Iam obsessed with lines."-Keith Haring eith Haring had never liked oil paint and canvas. They were too formal. And they intimidated him. One day he saw >' workers in the streets covering their ! equipment with vinyl tarps. So he "' ordered a number of wall-size plastic en tarps in bright reds and yellows and o started painting on them. E. Everything refers to everything else. Flying saucers zap things with energy rays. They look like Mexican sombreros, but that's my vision of a flying saucer. Rays of power come from zapped people." Many of the artist's works suggest a struggle between good and evil. In the work In his drawings and early paintings, t Haring invented a whole vocabulary of er: on the left, a triangular being with a computer head is surrounded by O -<= ::r::: = ;;; 0"" <a ;;; LU @ graphic signs. And he repeated the same imagesover and over. Each object stands for a quality or an abstract idea. Lines radiating from figures mean the figure has been empowered. The "radiant" baby (page smaller creatures. Gadgets-robots, computers, and other attack the human figures. Haring said, "Flying saucers are God forces." Perhaps the saucers are giving the figures the power to resist evil {'.! 3), a symbol of threatened childhood, 2l. consumerism. .E .!: .5 !<ii 0 has the power to protect itself. Dolphins are symbols of peace and love; pyramids mean eternity. Holes in By the mid 1980s, Keith Haring and his symbols were world famous. In response to his fame, he opened a store:
Behaviours that are likely to be demonstrated during a restraint: Medical Conditions : eg asthma , brittle bones What “get outs” can be used to end a restraint? Recording and notifications required – Who needs to be informed? Managing behaviours: Work to be undertaken e.g. anger management, counselling, abuse, post traumatic stress Young Learner’s view of the plan: Teacher in Head teacher Signed: Date: Parent/ Guardian Signed: Date: Date: Head teacher/Senior Member of Staff
“I didn’t know where I was supposed to go when I was discharged” “I had a stay in a military mental health inpatient facility and then I was medically discharged. My GP picked up on this and made sure that I had a good discharge plan and follow up care in place. They made sure all the paperwork was in place and that I ‘didn’t fall through the cracks’” “When I was discharged I had the Community Mental Health Recovery Service visit me. They wouldn’t turn up on time and when they did they would stay for 10 minutes and would be constantly answering the phone. I didn’t get on with them and I got fed up of waiting around for them to arrive 2 hours late, so I asked them to stop coming to me in end” “I can’t cope at home as I have thoughts about hurting myself so I end up hurting myself. I was discharged and told that I shouldn’t be in the hospital. The Community Mental Health Team come to my house and talk to me. They’re really nice people.” How people in Surrey feel about their local Safe Haven “I’d be dead if Safe Haven wasn’t here” “Safe Haven is a good idea. It stops people going to hospital. If Safe Haven wasn’t here I’d go to Accident and Emergency” “When people are blue lighted to Safe Haven or are in full blown crisis you notice the atmosphere changes. There was an incident outside a couple of weeks ago where a Safe Haven user assaulted another user outside. The guy gave a fake name to the staff and when police turned up they realised he was actually someone else” “Safe Haven is what keeps me from needing other services”
David Buck, Francesca Frosini (2012) “Clustering of unhealthy behaviours over time. Implications for policy and practice.” The King’s Fund. Menu of prevention Interventions, Public Health England, 2016 Appendix 2 EXAMPLE HEALTHY LIVING ACTION PLAN Clinical Indicators Result Threshold Action plan Blood Pressure 140/90 or below 140/90 or above e.g. management of high blood pressure Body Mass Index (BMI) Under 30 (or 27.5 if from high risk background) Over 30 (or 27.5 if from high risk background) e.g. plans to lose weight Blood Cholesterol Under 7.5mmol/l Over 7.5mmol/l e.g. management of high cholesterol HbA1c (average blood sugar) Under 42mmol/mol *In line with DPP NDH criteria Over 42mmol/mol e.g. management of diabetic and non-diabetic hyperglycaemia; Referral made to National Diabetes Prevention Programme if appropriate Alcohol (units per week / AUDIT score) Less than 14 units per week More than 14 units per week e.g plans to cut down alcohol
Prosomoia Stichera (6) If You should mark iniquities, Lord, Lord, who shall stand? For with You there is forgiveness. Stichos (6) (5) For Your name’s sake I have waited patiently for You, Lord; my soul has waited patiently for Your word, my soul has hoped in the Lord. Stichos (5) (4) From the morning watch until night, from the morning watch let Israel hope in the Lord. Stichos (4) (3) For with the Lord there is mercy, and with Him is plenteous redemption; and He shall redeem Israel from all his iniquities. Stichos (3) (2) Praise the Lord, all you nations; praise Him, all you peoples. Stichos (2) (1) For He has made His mercy to prevail over us, and the truth of the Lord abides to the ages. Stichos (1) Idiomelon and/or Theotokion Glory to the Father, and to the Son, and to the Holy Spirit. Idiomelon Now and ever, and to the ages of ages. Amen. Theotokion
Kekragaria Ἱερός Ναός Ἁγίου Νικολάου Holy Church of Saint Nicholas Kekragaria Psalm 140 Master, I have cried to Thee, incline Thine ear and hear me: • incline Thine ear and hear me Lord. • Master, I have cried to Thee, incline Thine ear and hear me: • hearken to the voice of my supplication; • When I lift my fervent cry to Thee, • incline Thine ear and hear me, Lord. Now unto Thee my prayer is ascending, • as incense arising in Thy presence; • heavenward, my hands are lifted, • a vespertime offering: • incline Thine ear and hear me, Lord. Set a watch before my mouth, Lord, and a door of restraint before my lips. Do not incline my heart to evil words, to make excuse with excuses in sins. With men that work iniquity; and I will not join with their chosen. The righteous man will chasten me with mercy, and reprove me; but do not let the oil of the sinner anoint my head. For yet more is my prayer against their pleasantries; their judges have been swallowed up near the rock. They shall hear my words, for they are sweetened; as a clod of earth is broken on the earth, their bones have been scattered near to Hades. For to You, Lord, Lord, are my eyes, I have hoped in You; do not take my soul away. Keep me from the snare which they have laid for me, and
29 (a) From paragraph 6, how can quokkas possibly hurt children? …………………………………………………………………………………………. [1 mark] (b) (i) From paragraph 7, what does their in line 43 refer to? …………………………………………………………………………………………. [1 mark] (ii) From paragraph 8, who have been asked to help preserve the population of quokkas? …………………………………………………………………………………………. [1 mark] 30 How can you show your love and care towards animals? Suggest two ways. (i) …………………………………………………………………………………………. [1 mark] (ii) …………………………………………………………………………………………. [1 mark] 31 The quokkas are facing extinction nowadays. . Write a summary about the dangers they face and what humans should not do towards them. Credit will be given for use of own words but care must be taken not to change the original meaning. Your summary must: be in continuous writing form (not in note form) use materials from line 13 to line 46 not be longer than 130 words, including the 10 words given below Begin your summary as follows: On Rottnest Island, quokkas are facing extinction mainly due to … [ 15 marks]
Chapter 2 | Going abroad to the Czech Republic (PESTLE) In 2012, Kellogg’s made approximately $2 billion in fast growing economies, an increase of 140% compared to the figure in 2011. This was achieved through organic growth, joint ventures, and cross selling opportunities created by the acquisition of Pringles (Kellogg's, 2012). Kellogg’s are extremely optimistic in expanding to countries with favorable demographics, such as the Czech Republic. The Czech Republic has been chosen as the perfect candidate for expanding into. It is one of the most successful CEE (Central and Eastern Europe) countries in terms of attaining foreign direct investment, recording a net total of €77.8 billion of FDI since 1993. Over 173,000 firms in the Czech Republic across all sectors are being supported by foreign capital . The following is a PESTLE analysis on the Czech Republic that will outline different conditions within the country for the consideration of Kellogg’s: 2:1 | Political The Czech Republic is considered as highly democratic and liberal country but there still remains a piece of old conservatism. Also, there is a high level of corruption, especially in political parties. This could bring forth unfair advantages and uncompetitive practices in the business environment . It is also important to mention that the Czech Republic is part of the EU but is not part of the monetary union, which means they have not accepted the euro currency yet. Therefore, during the economic crisis in 2008, people were not affected that much compared to rest of the EU and USA. 2:2 | Economical According to statistics, the average salary in the Czech Republic is €750 per month. The minimum wage is 8,500 Czech koruna per month, which is €293 . The population spends 15% of their annual income on food, and the majority of the people are price oriented, regularly seeking the best value through advertised discounts and special offers. In fact, this year the Czech Republic recorded the highest number of leaflets
LESSON PLANS Teacher: Christine Kelly Course: CD Classes Period(s): 1, 2, 3, 5, 6, 7 Week of: Monday Tuesday Wednesday Thursday Friday Daily Learning Goal(s) Students will be able to improve and expand their academic skills, become increasingly proactive in their education, and develop their own ideas, beliefs, interests, and attitudes. Standards or Framework The goals and objectives of each student’s current IEP are addressed daily via the Access Points within the Florida Standards Alternate Assessment (FSAA) courses. 7:25-8:11 Private Victory Habits Quiz Silent Reading Habit 4: Think Win-Win Fist Activity PPT Slides 1-8 Habit 4: Think Win-Win PPT Slides 9-13 Habit 4: Think Win-Win Habit 4: Think Win-Win Study Spelling Words (last 5-10 minutes) English 8:16-9:02 LIBRARY Group 1: Read “The Polar Bear Son” and complete page 1 of packet Group 2: iReady Reading Group 3: FCRR Activity Group 1: Read spelling words with each student, start the sort and work on spelling tic-tac-toe Group 2: Finding the Main Topic Packet pg. 24-31 Group 3: iReady Reading Group 1: FCRR Activity Group 2: Read spelling words with each student, start the sort and work on spelling tic-tac-toe Group 3: Finding Main Idea and Key Details Packet pg. 24-31 Group 1: iReady Reading Group 2: FCRR Activity Group 3: Read spelling words with each student, start the sort and work on spelling tic-tac-toe Spelling Test Writing Prompt: I believe _____ was the greatest person who ever lived. Explain.
LESSON PLANS Teacher: Christine Kelly Course: CD Classes Period(s): 1, 3, 4, 5, 6, 7 Week of: Monday Tuesday Wednesday Thursday Friday Daily Learning Goal(s) Students will be able to improve and expand their academic skills, become increasingly proactive in their education, and develop their own ideas, beliefs, interests, and attitudes. Standards or Framework The goals and objectives of each student’s current IEP are addressed daily via the Access Points within the Florida Standards Alternate Assessment (FSAA) courses. English 7:25-8:10 EDE Vocab Sort: Rupt EDE Read Chapter 4 in The Secret Garden p. 43-55 SG Quiz Chapters 1-4 EDE Read Around Review: Rupt LIBRARY EDE Vocab Quiz: Rupt Writing Prompt Careers 9:05-9:50 Bananagrams Police Officer Video Police Officer Worksheet Silent Reading Police Officer Questions Typing Club Police Officer Quiz Silent Reading Math 9:55-10:40 4-8 +/- with Like Denominators p. Guided Practice 4-8 +/- with Like Denominators p. Independent Practice 4-9 Multiplying Fractions by Whole Numbers p. 192-195 Guided Practice 4-9 Multiplying Fractions by Whole Numbers p. 192-195 Independent Practice
Science 10:45-12:05 *B LUNCH* The Immune System Video Worksheets The Immune System Immune System Health Issues The Immune System Life-Size Systems Study for Quiz The Immune System Quiz SS Vocab/Scavenger Hunt WMTV News 12:05-12:15 Social Studies 12:20-1:05 CNN10 Skill Builder p. 45 Video CNN10 Life in African Kingdoms p. 46-50 CNN10 The Slave Trade p. 51-54 CNN10 Chapter 4 Review p. 55-56 PE/Skills 1:10-1:55 iReady Reading Record Scores Walkabout – collect tickets *STUDENTS MUST WALK 3 LAPS* iReady Math Record Scores Walkabout – collect tickets *STUDENTS MUST WALK 3 LAPS* Homework Vocab Cards Math Practice Sign Point Sheet Vocab Crossword Study Vocab Math Practice
LESSON PLANS Teacher: Christine Kelly Course: CD Classes Period(s): 1, 3, 4, 5, 6, 7 Week of: Monday Tuesday Wednesday Thursday Friday Daily Learning Goal(s) Students will be able to improve and expand their academic skills, become increasingly proactive in their education, and develop their own ideas, beliefs, interests, and attitudes. Standards or Framework The goals and objectives of each student’s current IEP are addressed daily via the Access Points within the Florida Standards Alternate Assessment (FSAA) courses. English 7:25-8:10 EDE Vocab Sort: flect/flex EDE Author Study: Frances Hodgson Burnett EDE Read Around Review: flect/flex Quizlet EDE Author Study: Frances Hodgson Burnett EDE Vocab Quiz: flect/flex Writing Prompt Careers 9:05-9:50 Chef Video Chef Worksheet Silent Reading Chef Questions Typing Club Sophomore Class Meeting Chef Quiz Silent Reading Test Corrections Typing Club Math 9:55-10:40 4-4 Decimals and Fractions p. 167-170 Guided Practice 4-4 Decimals and Fractions p. 167-170 Independent Practice 4-5 Equivalent Fractions p. 172-175 Guided Practice 4-5 Equivalent Fractions p. 172-175 Independent Practice Fast Facts Friday Sumdog
Science 10:45-12:05 *B LUNCH* The Circulatory System Video The Circulatory System Worksheets The Circulatory System Life-size Systems The Circulatory System Quizlet The Circulatory System Quiz Super Science Magazine Read “Making Pictures Pop” Complete Worksheet WMTV News 12:05-12:15 Social Studies 12:20-1:05 CNN10 The Renaissance p. 4-8 CNN10 The Reformation p. 9-13 CNN10 Chapter 1 Review p. 14-15 CNN10 Skill Builder p. 16 Renaissance Video CNN10 Current Events PE/Skills 1:10-1:55 iReady Testing Walkabout – collect tickets *STUDENTS MUST WALK 3 LAPS* iReady Testing Walkabout – collect tickets *STUDENTS MUST WALK 3 LAPS* Make-Up Work Fun Friday Homework Vocab Cards Math Practice Sign Point Sheet Vocab Sentences Vocab Crossword Math Practice Study Vocab Words
LESSON PLANS Teacher: Christine Kelly Course: CD Classes Period(s): 1, 3, 4, 5, 6, 7 Week of: Monday Tuesday Wednesday Thursday Friday Daily Learning Goal(s) Students will be able to improve and expand their academic skills, become increasingly proactive in their education, and develop their own ideas, beliefs, interests, and attitudes. Standards or Framework The goals and objectives of each student’s current IEP are addressed daily via the Access Points within the Florida Standards Alternate Assessment (FSAA) courses. English 7:25-8:10 Every day edit Vocab sort Every day edit Read chapter 8 in p. 81-92 Discuss chapter 8 Every day edit Vocabulary read around Quizlet Every day edit Vocab review Vocab Quiz Writing prompt Careers 9:05-9:50 Bank teller video Bank teller worksheet Bank teller questions Bank teller quiz Typing club Classroom job dispersement Bananagrams Math 9:55-10:40 Solving Subtraction Equations p. 66-68 Solving Subtraction Equations p. 66-68 Solving Multiplication Equations p. 69-72 Fast facts Friday Sumdog
WMTV News 12:05-12:15 Science 10:45-12:05 *B LUNCH* Mitochondria Notes sheet Activity Chloroplast Notes sheet Activity Magic School Bus – Going Cellular Notes sheet Super Science Read “Ghost Bears of the Rainforest” p. Complete worksheet Social Studies 12:20-1:05 CNN10 Country mapping CNN10 Renaissance notes CNN10 Renaissance notes CNN10 Current events PE/Skills 1:10-1:55 Walkabout – collect tickets *STUDENTS MUST WALK 3 LAPS* iReady Math OR Reading Record scores Walkabout – collect tickets *STUDENTS MUST WALK 3 LAPS* Fun Friday Homework Vocab cards Math practice Sign point sheet Vocab Sentences Study vocab Math practice No homework
12:18-1:04 Read “Boston Harbor Before the Tea Party” Complete Imports worksheet Read “One Man, One Vote” and “Going Old School” Complete venn diagram on Yale vs. Harvard Work on Studies Weekly questions Review Game Week 12 Quiz Fun Friday based on Dojo points HOPE 1:09-1:55 Walkabout Each student walk 3 laps 3-4 Coping with Stress Activity Quiz Walkabout Each student walk 3 laps Chapter 3 Test Gym Students should be walking laps or using sports equipment the entire duration of the class period Homework Spelling Tic-Tac-Toe Study Spelling Words Spelling Tic-Tac-Toe Study Spelling Words Spelling Tic-Tac-Toe Study Spelling Words Spelling Tic-Tac-Toe Study Spelling Words None
LESSON PLANS Teacher: Christine Kelly Course: CD Classes Period(s): 1, 3, 4, 5, 6, 7 Week of: Monday Tuesday Wednesday Thursday Friday Daily Learning Goal(s) Students will be able to improve and expand their academic skills, become increasingly proactive in their education, and develop their own ideas, beliefs, interests, and attitudes. Standards or Framework The goals and objectives of each student’s current IEP are addressed daily via the Access Points within the Florida Standards Alternate Assessment (FSAA) courses. English 7:25-8:10 Every Day Edit Vocab Sort Every Day Edit Read Chapter 11 in p. 121-133 Discuss Chapter 11 Every Day Edit Quizlet Every Day Edit COTW Worksheet Vocabulary Read Around Every Day Edit Vocab Review Vocab Quiz Writing Prompt Careers 9:05-9:50 Bananagrams Ironworker Video Ironworker Worksheet Silent Reading Ironworker Questions Silent Reading Ironworker Quiz Typing Club Classroom Job Dispersement Test Corrections Math 9:55-10:40 3-3 Adding and Subtracting Decimals p. 102-105 3-3 Adding and Subtracting Decimals p. 102-105 3-4 Decimals and Metric Measurement p. 106-109 3-4 Decimals and Metric Measurement p. 106-109 Fast Facts Friday Sumdog
Science 10:45-12:05 *B LUNCH* The Skeletal System Video Worksheets The Skeletal System Problems Worksheet The Skeletal System Life-Size Systems Study for Quiz The Skeletal System Quiz Finish Life-Size Systems Super Science Read “ Complete Worksheet WMTV News 12:05-12:15 Social Studies 12:20-1:05 CNN10 Islamic Empires p. 57-61 CNN10 Mughal Empire in India p. 62-66 CNN10 Ming & Qing Dynasties p. 67-71 CNN10 Japanese Isolationism p. 72-76 CNN10 Current Event PE/Skills 1:10-1:55 iReady Reading Walkabout – collect tickets *STUDENTS MUST WALK 3 LAPS* iReady Math Walkabout – collect tickets *STUDENTS MUST WALK 3 LAPS* Make-Up Work Fun Friday Homework Sign Point Sheet Vocab Cards Vocab Crossword Vocab Sentences Study Vocab
Science 10:45-12:05 *B LUNCH* Saltwater Biome Video Saltwater Biome Worksheets Saltwater Biome Worksheets cont. Saltwater Biome Animal Search Super Science WMTV News 12:05-12:15 Social Studies 12:20-1:05 CNN10 Technical Revolution p. 254-258 CNN10 The Environment p. 259-263 CNN10 Our World Today p. 264-267 CNN10 Chapter 16 Review p. 268-269 CNN10 Current Event PE/Skills 1:10-1:55 iReady Reading Track iReady Math Track Free Time Homework Sign Point Sheet
LESSON PLANS Teacher: Christine Kelly Course: CD Classes Period(s): 1, 3, 4, 5, 6, 7 Week of: Monday Tuesday Wednesday Thursday Friday Daily Learning Goal(s) Students will be able to improve and expand their academic skills, become increasingly proactive in their education, and develop their own ideas, beliefs, interests, and attitudes. Standards or Framework The goals and objectives of each student’s current IEP are addressed daily via the Access Points within the Florida Standards Alternate Assessment (FSAA) courses. English 7:25-8:10 Every day edit Vocabulary sort Every day edit Read chapter 5 in Call of the Wild p. 47-54 Every day edit Vocabulary Read Around *LIBRARY* Every day edit Discuss chapter 5 in COTW Quizlet Every day edit Vocabulary review Vocabulary quiz Careers 9:05-9:50 Computer Equipment Operator Video Computer Equipment Operator Discussion Computer Equipment Operator Worksheet Computer Equipment Operator Questions Computer Equipment Operator Interview Computer Equipment Operator Quiz Job salary dispersement Classroom store Assignment corrections Math 9:55-10:40 1-5 Mental Math Math Review Math Test F I E Fast facts Friday Sumdog
WMTV News 12:05-12:15 Science 10:45-12:05 *B LUNCH* Super Science Read "A Mighty Grip" p. 14-15 Complete worksheet Cell theory video Cell theory worksheet Parts/functions activity L D Super science Read "Cave Explorers" p. 8-9 Complete worksheet Social Studies 12:20-1:05 CNN10 Rome history with worksheet CNN10 Rome history with worksheet CNN10 Rome history with worksheet T R I CNN10 Current events Stack chairs PE/Skills 1:10-1:55 iReady Reading Walkabout – collect tickets *STUDENTS MUST WALK 3 LAPS* IReady Math P ! Fall pep rally Homework Vocabulary cards Math worksheet Sign point sheet Vocabulary sentences Vocabulary pictures Math Review Study vocabulary words
Kelly Park Centre 2B Synott Street, Werribee Facility Information Fact Sheet Centre Facilities  Large main hall  Tables and seating for up to 180 people  Stage  Four meeting rooms  Disability access  Adjacent parkland with BBQs and playground  Large domestic kitchen  TV/VCR The rooms are suitable for:  Concerts  Dancing  Meetings  Exhibitions  Exercise classes  Seminars  Small groups Capacity  Main Hall - 180 seated auditorium style or 130 seated at tables  Card Room - tables and chairs for 38  Billiards Room - tables and chairs for 20  Library Room - tables and chairs for 10 Finishing Times Community Centres must be vacated by: Monday - Thursday 10pm sharp Friday - Saturday 11pm sharp Sunday 10pm sharp Note: set up and pack up times are required to be within starting and finishing times. Rates and Charges (GST inc) Prices are current as of 1 July 2018. Main Hall Private Activities $58.30 per hour Community Classes $29.15 per hour Not for Profit Group $14.55 per hour or Organisation Card Meeting Room Private Activities $29.15 per hour Community Classes $14.55 per hour Not for Profit Group $7.40 per hour or Organisation Billiard Meeting Room Private Activities $29.15 per hour Community Classes $14.55 per hour Not for Profit Group $7.40 per hour or Organisation Library Meeting Room Private Activities $29.15 per hour Community Classes $14.55 per hour Not for Profit Group $7.40 per hour or Organisation Note: refer to Category definitions for further information Bond A bond of $200 is payable by all activity providers (both casual and regular). A $30 key bond is also payable prior to hire. Casual activity providers must pay the full amount of hire fees and bonds applicable to the Facility prior to any confirmation of the booking. Regular activity providers will be invoiced on a monthly basis. All fees payable must be paid in full, 30 days prior to the booking with a minimum of 14 days (refer to Cancellation section). Upon satisfactory post-function inspection and return of key, bonds will be refunded. Allow 14 business days for issue of a refund cheque.
Kiessling, O. E. "Coal Mining in the South." Annals of the American Academy of Political and Social Science 153.1 (1931): 84-93. Print. Lewis, Ronald L. "Appalachian Restructuring in Historical Perspective: Coal, Culture and Social Change in West Virginia." Urban Studies 30.2 (1993): 299-308. ProQuest. Web. 20 Nov. 2014. Rehkopf, Linda. "Black lung disease." Environmental Encyclopedia. Ed. Marci Bortman, Peter Brimblecombe, and Mary Ann Cunningham. 3rd ed. Vol. 1. Detroit: Gale, 2003. Biography in Context. Web. 20 Nov. 2014. Snyder, Thomas D. 120 years of American education: A statistical portrait. Vol. 1. DIANE Publishing, 1993. “Tobacco.” The Reader's Companion to American History. Boston: Houghton Mifflin, 2014. Credo Reference. Web. 6 November 2014.v
recognizes educators as professionals. Professionals have the expertise to make decisions about their work. They are also close to the work. So when educators engage one another in seeking solutions to problems of practice, and do this on a continuous basis, student achievement will increase. Most educators will have professional learning goals. Developed by the educator in consultation with peers (lead professionals), leadership and possibly others. Principal/designee must sign off. G. Six categories of educators must have professional learning plans: Induction level educators (plan for period of time educators holds the Induction certificate) Educators working in a position for which they are not fully certified (plan for as long as the educators works on a non-renewable certificate) Educators working in new positions (we define “new position” as working in a new certificate field, a field in which the educator is certified, but one in which the educator has not been working) (plan for 1-3 years – supervisor judgment) Educators returning to the profession after an absence of at least one year (plan for 1-3 years – supervisor judgment) Educators new to the state (plan for 1-3 years – supervisor judgment) Educators with summative evaluation ratings of needs development, ineffective or unsatisfactory (plan for as long as the educators has a remediation plan) Non-instructional areas that need to be addressed (formerly known as duties and responsibilities) may be included in the plan. Principals/Superintendents must sign an attestation that the rule is being implemented as required. Supervisor(s) must attest that those under their supervision have satisfied the goals/plan approved for them. Educators cannot renew their certificate until they have satisfied items in their goals/plan.
2013-16 Executive Summary School Improvement Plan School Name: Kelly Mill Elementary AdvancED Standards FCS Departments Purpose and Direction Governance and Leadership Teaching and Assessing for Learning Resources and Support Systems Using Results for Continuous Improvement Academics & Accountability Educational Leadership Facilities and Operations Finance and Operations Food and Nutrition Services Human Resources Public Information and Communications School Safety and Discipline Special Education Student Support Services Superintendent Technology and Information Services Transportation Continuous Improvement Goal AdvancED Standards Support from FCS Department(s) Utilizing the 10 standards found within the TKES process, KME will focus on responding to the essential question: ‘What is Effective Teaching?’ Providing specific and descriptive feedback at all levels of learning. Improve Instructional Practices to increase achievement in technical writing and technical reading Vertical Teaming around Common Core Standards. Authentic Assessment (formative) strategies Teaching and Assessing for Learning Indicator 3.2 Curriculum, instruction, and assessment are monitored and adjusted systematically in response to data from multiple assessments of student learning and an examination of professional practice. Indicator 3.4 School leaders monitor and support the improvement of instructional practices of teachers to ensure student success. Indicator 3.7 Mentoring, coaching, and induction programs support instructional improvement consistent with the school’s values and beliefs about teaching and learning. Content specific professional development regarding CCGPS. Literacy Instruction which is content based (Different from Guided Reading or Running Records) Continued flexibility with school-based decisions regarding securing resources (like the choice for LL or CCGPS resources this year). Technology support for instructional latitude with resources that are directly aligned to CCGPS and the TKES standards for differentiation.
Standard 1: Purpose and Direction The school maintains and communicates a purpose and direction that commit to high expectations for learning as well as shared values and beliefs about teaching and learning. Teachers will become familiar with and implement the expectations as outlined in the TKES standards. If teachers increase their professional knowledge regarding effective teaching, then they will increase the implementation of targeted instructional practices with the learners. Ongoing throughout the 2013-2014 school year. TKES standards and exemplar videos, updated information provided by the DOE. School Administration
Keepseagle Track A Who can bring a claim? What is needed to complete a claim packet? What must be established? What is the potential compensation? What is the deadline? Contact Information • A Native American Farmer or Rancher or the representative of their estate OR • A business partner, spouse, or co-operator of a single farming operation with a Native American Farmer or Rancher • Completed Claim Form • For Debt Relief, a request for debt relief and an executed Authorization to Disclose Debt Information • For a deceased Claimant: 1) a death certificate, and; 2) proof of current legal representation or a sworn statement explaining why the individual thinks they will be appointed representative • For a Claimant unable to submit a claim on their own behalf due to physical or mental limitation: 1) proof of legal representation, or; 2) a sworn statement explaining why the person cannot submit a claim on their own behalf and why the submitting individual should be able to in their place Substantial Evidence that the farmer/rancher: • Is a Native American that farmed between 1/1/1981 and 11/24/1999 • Owned, leased, attempted to buy or lease, or had grazing rights on farm/ranch land • Applied or attempted to apply for USDA loans • The loan was denied, provided late, provided at a lesser amount than requested, or provided with restrictions • One such denial occurred between • Suffered economic damage due to the denial • Filed or attempted to file a discrimination complaint with the USDA • $50,000 • A tax award to offset any new taxes • Debt relief from current USDA loans 12/27/2011 To receive a claims packet or contact class counsel: Keepseagle Claims Administrator PO Box 3560 Portland, OR 888-233-5506
time point (Fig. 1D). A significant temporal decrease in eGFR with gestation was observed only in DM+PE+ women (p=0.002). The presence of urinary leukocytes did not affect the eGFR results. A New Model to Predict PE To explore the significance of first trimester uNGALcc and eGFR in pregnant women with T1DM, we developed a mathematical model to predict PE risk before 15 weeks of gestation using readily available clinical information. To prevent confounding by NGAL derived from leukocytes, only participants with leukocyte-negative urine were included. A fixed group of covariates was selected for the model, considering group comparisons at baseline, known risk factors, and availability (i.e. clinical convenience): BMI, HbA1c, and daily total insulin dose (all continuous). After adjustment for these factors, we found that the odds of developing PE were increased seven-fold for every two-fold increase in first trimester uNGALcc. ROC analysis was used to assess the utility of uNGALcc to improve PE prediction based on the three clinical factors at V1 (Fig. 2, Table 2). A model with only the clinical risk factors performed better than one using uNGALcc alone (AUC= 0.75 vs. 0.714, respectively). However, the addition of uNGALcc to the clinical risk factor model improved the predictive value (AUC=0.849). Although this improvement did not reach statistical significance (p=0.157), IDI and NRI results did indicate significant utility: adding uNGALcc improved discrimination between (p=0.016) and reclassification of (p=0.046) of women according to subsequent PE status. The final model resulted in a sensitivity of 75% and specificity of 79%. Adjusting to account for the overall cohort prevalence (~21%), the positive predicted value is 60% and
choice of language, ‘of course not,’ creates a strong, negative association with sweatshops in the reader’s mind. If conditions in these facilities are so terrible that the author himself clearly would never want to work there, then our trust in the argument wavers. Toward the end of the paper, Kristof claims that, “The best way to help people in the poorest countries isn’t to campaign against sweatshops but to promote manufacturing there,” going on to scratch the surface of one possible solution; we could help one country, Africa, by strengthening a program called AGOA that seeks to encourage African imports and push Europe to match it (111). Fantastic. But how exactly do we go about accomplishing that? What are the specific inner-workings, credentials, and goals of AGOA? Kristof never gets around to elaborating on any of these lingering questions the audience is left with; nor does he offer any other possible solutions. Not to mention, some of the necessary channels for carrying out these measures, like the President and Congress, are completely alienated and undermined in as early as the fourth paragraph of the argument by addressing them as “Mr. Obama and the Democrats” (Kristof 109). Finally, Kristof concludes his argument with a statement from a 13-year-old girl who we are told earns less than $1 a day by scavenging in the dump, who is filthy in appearance, and fears for her sister who lost her hand when she was run over by a garbage truck: “It’s dirty, hot, and smelly here…A factory is better” (111). Like the rest of his argument, Kristof leaves the audience with a sorrowful feeling and a desire to act upon it, but does not follow through with ideas for how we can do that. Ultimately, “Where Sweatshops Are a Dream” somewhat succeeds in making its audience aware of extremely impoverished conditions those living in the poorest countries of our world face on a daily basis, but is not developed well enough to succeed in making its audience support the author’s argument in favor of sweatshops. As much as the audience is compelled to