zilongwang/ReadingBank huggingface dataset:
Click OK, then check out how the chart button works. The Spatial Filter allows you to look at data in the current map extent or to draw a shape to define an area to explore. After you click Apply, you should see your pie chart. It doesn’t look pretty! At this point, you might realize that your attribute table needs some work to make this chart effective. If you hover over the pie segments, you get a more readable pop-up. Explore on additional data dependent widget (query would be an example of one), configure it, and add it to your map. What data-dependent widget did you choose? Explain how it works with this data. Did you work as you expected? Now – let’s preview the map. At the bottom of the Design window, click on Preview. Check out what your app looks like on multiple mobile devices. Click on the Launch tab to see what it will look like outside the Web AppBuilder window. Finalizing your map for submission At the end of this lab, you should have an app that has: A base map with 3 data layers (all related to Benson Bubblers) A specific theme, layout, and style plus appropriate attributes for the header. Configured default widgets for your theme – remember to configure widgets that may be in your header or sidebar, such as the legend and layer list. 3 custom data independent widgets A print widget in the header A chart widget One additional data dependent widget Sharing your App Under My Content, click on your app, then click on the Share tab and share with the Interactive Map Design 2018 group.
Conduct Training Hot / Cold Weather Injuries Weather (Lightning) Ankle Sprains/ Falling Transportation Dehydration & Malnourishment Disorientation on LANDNAV Wildlife Eyesight M L L M L L L L ID Soldiers w/ prior injury; monitor for symptoms; enforce proper hydration Take cover in grounded bldg; seek low lying area ; avoid hilltops Ensure all Soldiers are properly stretched and aware of surroundings Ensure licensed drivers; Safety Briefing Ensure all soldiers are properly hydrated and eat required meals Panic Azimuth; Emergency contact Number; Attack Points Identify wildlife in the area; keep away from wildlife Issue all on LANDNAV Eyepro L L L L L L L L TRNG; Safety Brief; Monitor weather Monitor weather for lightning advisory Safety Briefing; Safety Briefing; Give WARNO of FTX; Supervise eating of meals TRNG; Safety Brief Safety Brief Safety Brief; Equipment MS 4; Cadre MS 4; Cadre MS 4; Cadre; Range Control MS 4; Cadre MS 4; Cadre MS 4; Cadre MS 4; Cadre MS 4; Cadre 16. Determine Overall Mission/Task Risk Level After Countermeasures Are Implemented: (Circle Highest Remaining Risk Level) LOW (L) MODERATE (M) HIGH (H) EXTREMELY HIGH (E) 17. Medical Support: Advanced Trauma Life Support (ATLS) is required within 1 hour. On-site Medical Support provided (Circle one): Medic Doctor/Nurse Combat Lifesaver None 18. Prepared by: (Rank, Last Name, Duty Position) CDT. Moore, 49er BN c/XO 19. Reviewed by Action Officer/Commander: (Rank, Last Name, Duty Position and Signature): CPT, Ramsey, 49er BN S3 20. Risk Decision Authority (Signature Block and Signature): Extremely High Risk: Not Applicable for Cadet Command High Risk: CG or DCG Moderate Risk: Brigade Cdr (0-6). At LDAC, LTC/ JCLC – Region Cdr or CofS Low Risk: Battalion Cdr. At LDAC, LTC/ Commandant– Committee Chief or Regimental Cdr/TAC Officer
Day and time Lab Section Recitation Location Lab Room Teaching Assistant Monday 12 – 3 56970 EE-LAB 12:00 - 12:50 CROWDER HALL 101 207 Katie Uttley Monday 12 – 3 56971 FF-LAB 12:00 - 12:50 ARTS & SCIENCE BLDG 101 207 Asher Siegel Monday 2 – 5 56339 CC-LAB 2:00 - 2:50 STRICKLAND HALL 106 207 Sudhir Ravula Monday 2 – 5 56340 DD-LAB 2:00 - 2:50 STRICKLAND HALL 107 207 Brittany Hagenhoff Tuesday 8 – 11 52164 A-LAB 8:00 - 8:50 SCHLUNDT HALL 209 207 Ethan Peck Tuesday 8 – 11 52165 B-LAB 8:00 - 8:50 PHYSICS BLDG 120 207 Zhiyu Yang Tuesday 8 – 11 55794 Y-LAB 8:00 - 8:50 SCHLUNDT HALL 201 205 Teng-Wei Wang Tuesday 8 – 11 MM-LAB 8:00 – 8:50 GWYNN HALL 226 208 Sudhir Ravula Tuesday 10 – 1 56972 GG-LAB 10:00 - 10:50 ARTS & SCIENCE BLDG 232 208 Ashley Knulty Tuesday 10 – 1 58146 JJ-LAB 10:00 - 10:50 GWYNN HALL 226 207 Shan Jiang Tuesday 10 – 1 58188 NN-LAB 10:00 - 10:50 ARTS & SCIENCE BLDG 303 205 Adrian Laciak Tuesday 12 – 3 52166 C-LAB 12:00 - 12:50 STRICKLAND HALL 116 207 Ming Xu Tuesday 12 – 3 52167 D-LAB 12:00 - 12:50 STRICKLAND HALL 107 207 Katie Uttley Tuesday 12 – 3 52168 E-LAB 12:00 - 12:50 STRICKLAND HALL 106 208 Ethan Peck Tuesday 12 – 3 52183 V-LAB 12:00 - 12:50 STRICKLAND HALL 113 205 Melissa Zaidi Tuesday 2 – 5 56037 AA-LAB 2:00 - 2:50 STRICKLAND HALL 115 205 Xi Chen
ATTACHMENT PROCEDURE FOR THE GENERATION OF DIAZOMETHANEa Amount of Diazomethane Diazomethane Generators Major Materials <1 mmol Aldrich diazomethane-generator with System 45 compatible connection 4-Methoxybenzoic acid Ether Diazald Carbitol Potassium hydroxide Silicic acid <1 mmol Aldrich MNNG diazomethane-generator with System 45 compatible connection MNNG Ether Sodium hydroxide 1-50 mmol Mini Diazald apparatus Diazald Ethanol Potassium hydroxide 1-100 mmol Diazald glassware set with System 45 compatible connections (same as Mini Diazald apparatus) 200-300 mmol Macro Diazald Kitsb Diazald Potassium hydroxide Carbitol Ether Acetone Aldrich diazomethane-generator with System 45 compatible connection
APPENDIX A: ETHIDIUM BROMIDE WASTE HANDLING DETAILS Non-Hazardous Waste Streams Waste Stream Description Waste Management Procedure Buffer Solutions Typically contain very small concentrations of EtBr (< 0.01% by wt.) May be discharged to sinks. Gels Typically contain trace amounts of EtBr μg/ml) Agarose gels with trace amounts of ethidium bromide may be disposed of daily in double bag-lined containers (e.g., five-gallon pails). This waste is not considered a hazardous waste. However, the chemical waste vendor will pick up any vendor-supplied pails that are labeled as “Non-Hazardous Ethidium Bromide Gel Waste”. Cambridge labs that have will have to bring the pails to the mini-mains when full. Hazardous Waste Streams Contact EHS for assistance or waste removal, at 496-3797 (Cambridge) or (Longwood). Waste Stream Description Waste Management Procedure Stock Solutions Typically contain relatively high concentrations of pure EtBr Place empty stock solution bottles or unused stock solution bottles in double ziplock plastic bags. Place absorbents into bag if available. Keep waste containers/bags in secondary
Task Distance Trial 1 Trial 2 Trial 3 Average Speed Time Speed Time Speed Time Speed Hopping 5m 10m Walking Backwards 5m 10m Walking 5m 10m Speed Walking 5m 10m Graph your average speed: Analysis: Which task resulted in the fastest speed? What was the speed?
Species confirmation: Niacin, Utrease, Nitrate Reductace, etc Chord formation (microscope) Dipsticks (Capillia) Other Yes / No Yes / No Yes / No Yes / No Drug Sensitivity Test: MGIT SIRE LJ proportion method LJ concentration method Agar Other Yes / No Yes / No Yes / No Yes / No Yes / No Biosafety Basic Rules Lab setting Cabinets other Yes / No Yes / No Yes / No Yes / No Yes / No Management of STI’s using a syndromic approach Yes / No PMTCT if going to an HIV project Yes / No Other lab tests Comments PCR based tests HAIN MTBDRplus Other Yes / No Yes / No Yes / No ELISA Yes / No Rapid Diagnostic Tests (RDT) Yes / No CD4 FACSCount FACSCAlibur EPICSXL Other Yes / No Yes / No Yes / No Yes / No Yes / No Biochemistry Spectrophotometer other Yes / No Yes / No Yes / No Any addition or comments welcome:
Totals: --------- ------------ Data: Strategy #2 (reduction) Round Fish at Start # Fish caught by Person 1 # Fish caught by Person 2 # Fish caught by Person 3 # Fish caught by Person 4 # Fish Remaining in Bowl 1 2 3 4 5 Totals: --------- ------------ Data: Strategy #3 _____________________________________________________ Round Fish at Start # Fish caught by Person 1 # Fish caught by Person 2 # Fish caught by Person 3 # Fish caught by Person 4 # Fish Remaining in Bowl 1 2 3 4 5 Totals: --------- ------------ Discussion ~ Tragedy of the Commons Lab Answer the following questions based on your data. Why were fish only replaced if some remained in the bowl after each trial? What happens when the members of a group do not use a cooperative strategy (think of Part I)? Why does common usage lead to exploitation?
objectives are capable of magnifications of 93x, 95x, or 100x [Note: LACC Microscopes (Biology 03).] So; what is the total magnification under oil immersion at LACC’s Biology 03 microscopes? ___________________________________________________________________________ Property Definition Parfocal Once an objective has been focused, you can rotate to another objective and the image will remain in coarse focus, requiring only slight movement of the fine focus knob. Parcentral The center of the field of view remains about the same for each objective Field of View The circle of light you see when looking through the ocular lens Working Distance The space between the objective and the slide Table 4.0 Microscopy Terms. Objective Objective Color Objective Magnifying Power (ObMP) Ocular Magnifying Power (OcMP) Total Magnifying Power (ObMP x OcMP =___x) Numerical Aperture (NA) Low – Power (Scanning Power) Red Medium – Power Yellow High – Dry Blue Oil – Immersion (High Power) White Table 4.1 Objective present on a compound Light Microscope. Property Definition Magnification The amount of the image of an object is enlarged. Resolving Power The quality to which objective detail in an image is preserved during the magnifying process. Contrast The degree to which images details stand out against their background. Table 4.2 Show some of the most important Lens and Image Properties. What is the magnification range of your Compound Light Microscope? __________________x to __________________ x Objective Magnifying Power Diameter of Field of View Low – Power (Scanning Power) Medium – Power High – Dry Oil – Immersion (High Power) Table 4.3 Diameter of Field of View.
Looked After Children Safeguarding Event - What do you know!?!? An NHS England South East region event aimed at front line health care professionals (GP’s, Practice Nurses, School Nurses, Health Visitors) providing insight into the health and wellbeing issues faced by Looked after Children and the impact on their health. Wednesday 10th October 2018 Crown Plaza, Langley Drive, Crawley, Sussex, RH11 7SX 09:00am – 15:45pm Agenda Time Title Lead 09:00 Registration - Tea / Coffee 09:30 Welcome Sally Allum, Director of Nursing, NHS England 09:45 Foetal Alcohol Spectrum Disorder Raja Mukherjee, Surrey and Borders Partnership NHS FT 10:45 Exploitation / Gangs Mark Pearson, Excelsior Safeguarding 11:45 Adverse Childhood Events Charlotte Waite, Public Health Wales 12:45 Lunch 13:30 The Law and the Data Protection Act Francesca Burfield, Bond Solon Training 14:30 Language and Communication Kay Gillett, Guy's and St Thomas' Community Services Cath Mattison, Guy's and St Thomas' Community Services 15:30 Close Sally Allum, Director of Nursing, NHS England 15:45 Event Ends
Dossier: Required Documentation Typically, a dossier sent to the LAC for review includes the following: The University Librarian’s recommendation and the reasons for it; If appropriate, the candidate’s response to the University Librarian’s recommendation; The supervising librarian’s recommendation; The Standing Review Committee’s recommendation and a record of the Committee’s deliberations and vote; If appropriate, the candidate’s response to the supervising librarian’s recommendation or the Standing Review Committee’s recommendation; If appropriate, the Standing Review Committee’s letter of serious concerns and the candidate’s written response to the letter; The agreed memorandum (or memoranda) from the meeting(s) with the candidate; A performance review of the candidate’s first, and if appropriate, subsequent years of appointment; A current curriculum vitae and other relevant information as requested by the supervising librarian to be supplied by the candidate; Letters of appraisal of the candidate’s performance from a minimum of four general and administrative librarians who have direct knowledge of the candidate’s performance; Appendices: Position description and advertisement Excerpt from the Agreement on Conditions of Appointments for Librarians. Once the file has been reviewed by the LAC, the LAC’s recommendation with a record of the vote will be added to the dossier and it will be forwarded to the President. Initial Confirmed Appointments 4.1 A dossier sent to the LAC for review for an initial confirmed appointment as per Article 5.01 (d) includes the following: The University Librarian’s recommendation and the reasons for it; The Supervising Librarian’s recommendation and the reasons for it; The Selection Committee’s recommendation and the reasons for it;
Key Areas of achievement Improved timeliness of completion of IHAs, from 47% to 69.6% Almost all IHAs completed were of a very high standard Children in Bournemouth, Dorset and Poole have access to the same high standard of IHAs and Adoption Medicals. Regular IHA clinics are continuing to be held in Dorchester. Processes are in place for Bournemouth, Dorset and Poole children placed out of area to have their IHA completed local to their placement, and for children placed from other local authorities in Bournemouth, Dorset and Poole to have their IHA completed by a medical adviser locally. Medical advisers provide a standardised type written report for Social Workers, following the adoption medical. This report is available for any subsequent meeting between the medical adviser and the prospective adopters. From April 2018 all IHAs are now saved on Poole Hospital Electronic Patient Record enabling access to any professionals who come into contact with the child or young person Key Areas for Development Notification of children new into care and sending parental consent is still not embedded practice for Dorset Social Workers. The Designated Doctor and Nurse will need to continue to monitor this and raise concerns with senior staff from Dorset Children Social Care. LAC nurses need to ensure that at each RHA the health plan from the previous IHA or RHA is reviewed, and the date of completion of all recommendations is recorded. This will enable some measurement of outcome from the IHAs and RHAs. Biannual meetings of the medical advisers with the LAC nursing team to discuss an educational topic and encourage better joint working. The first of these is on May 15th 2018. The Designated Doctor and Named nurse are reviewing the process for IHA to make it clear at every stage, with defined deadlines for completion for all staff involved. Regular meeting and supervision of Medical Advisers to continue. Improved completion of Social Worker initial details form- this is being discussed with the Local authorities as part of the review of process. Improve feedback rate- Medical advisers have been prompted to remember to ask for feedback forms to be completed so we can continue to improve the service. Medical advisers to complete the RHA for children who have had an adoption medical but who are not yet matched. With current staffing levels the medical advisers do not have time to do this.
Historic Project Name Current Project Name Address __________________________________________ City __________________ ZIP __________ Original Architect and/or Builder Architectural Style ___________________________________ Date of Original Completion Landmark Designations, if relevant (check all that apply)  Locally Designated  In Local Historic District  In National Historic District  Listed in CA Register  Eligible for CA Register  CA Point of Historical Interest  Listed in National Register  Eligible for National Register  National Historic Landmark Project Type (check one)  Residential  Commercial  Institutional  Landscape  Plan/Policy/Study  Educational  Grassroots  Other: Project Start Date (Month/Year) _____________________ Project End Date (Month/Year) _____________ Application submitted by: Name Company Address __________________________________________ City __________________ ZIP __________ Daytime phone _____________________ Email address ________________________________________ $75 nonrefundable processing fee submitted by:  Check enclosed (payable to L.A. Conservancy)  Paid online at
Poole RHAs due 36 47 41 37 161 RHAs completed 31 39 37 35 142 % completion in quarter 86.1% 83% 90.2% 94.6% 88.2% Dorset RHAs due 77 99 87 123 386 RHAs completed 46 77 77 113 313 % completion in quarter 59.7% 77.8% 88.5% 91.9% 81.1% 5.2 Exception reporting 5.2.1 During 2017-2018, the service has analysed the reasons for delays in completing the RHAs during the month they are due in order to better understand the reasons for breaching the KPI. 5.2.2 Exception reporting alongside the RHA KPI data is provided by the team to provide a rationale if a health assessment is not completed in the month that it is due. The gathering of this data has become more consistent in and this will continue through improved SystmOne reporting in 5.2.3 Table 11 below identifies the exceptions reported for RHAs not completed in the month due by the teams at year end 2017-2018/ Table 10: Total number of exceptions for RHAs not completed in the month due by quarter and year end 2017-2018 Exception reason Q1 Q2 Q3 Q4 Total number OOA delay/non completion 7 6 1 1 15 Cancelled by carer 5 2 1 0 8 Cancelled by service 2 2 0 2 6 Waiting for HV completion 12 4 4 0 20 Refusal by YP 9 5 3 12 29 Other including placement change 5 12 5 3 25 Delayed in best interest of the child 11 5 3 0 19 Total exceptions % of RHA’s due 51 29.3% 36 15.9% 17 9.3% 18 8.2% 122 15.6% 5.2.4 During the course of 2017-2018 exception reporting has proved very useful in understanding why RHAs are not completed within timescales. Exception reporting happens monthly and is reported on the CCG scorecard. Over the course of the year the amount of exceptions has decreased but also having
ALTUS EDUCATION PARTNERSHIP LOCAL ACADEMY COUNCILS STANDING ORDERS FOR THE CONDUCT OF BUSINESS CONTENTS HEADING Paragraph number Interpretation 1 Role of the Local Academy Council 4 Membership of the Council 5 Appointment of Chair and Vice-Chair 8 Appointment of the Clerk 11 Eligibility to Serve 12 Members’ Terms of Office 14 Resignation & removal of members 15 Members’ Interests 20 Role of individual members 21 Meetings of the Council 22 Quorum 31 Proceedings of Meetings 34 Adjournment 40 Minutes & Publication 41 APPENDICES 1 Role of the Local Academy Council 2 Procedure for the selection of parent and staff members 3 Declaration of Eligibility 4 Register of Interests 5 Role of Council members INTERPRETATION
My spouse/partner’s Interests Interests of other close relatives Name Relationship to me Interests I also declare that I shall inform the Clerk immediately of any new interest that may arise. Signed : ……………………………………………. Date : ……………………………….. Notes on completion of Register of Interests: For the purposes of declaration of interests, ‘staff’ are defined as: The Principal Any other member of staff designated by the Principal Interests to be declared are any financial, business or personal interests which, when publicly known, would or could be perceived as likely to affect your judgement in relation to any aspect of the School’s business. For guidance, you should consider declaring the following interests: Financial Interests
LACAD CODING FORM Site Name: Site Number: Site Characteristics Select 1: p Prehistoric h Historic b Both Select up to 3: sar Single Artifact sc Artifact Scatter sw Shipwreck(s) md Mound(s) ew Earthwork(s) mid Midden shm Shell Midden cm Cemetery ss Standing Structure(s) hr Historic Ruin(s) de Destroyed Remarks Cultural Affiliation (up to 7 Entries) pu Prehistoric (Unknown) pal Paleo-Indian au Archaic (Unknown) ea Early Archaic ma Middle Archaic la Late Archaic po Poverty Point wu Woodland (Unknown) tc Tchefuncte mar Marksville is Issaquena ba Baytown tro Troyville cc Coles Creek pq Plaquemine ms Mississippian cad Caddo (Unknown) ce Caddo – Early cm Caddo – Middle cl Caddo – Late hu Historic (Unknown) hi Historic Indian Contact ex Historic Exploration 1541- 1803 ant Antebellum 1803-1860 war War & Aftermath 1860-1890 in Industrial & Modern 1890- Remarks Site Function (up to 3 Entries) pu Prehistoric (Unknown) fa Farmstead ci Commercial/Service Cen. hu Historic (Unknown) wt Watercraft it Institution (Rel. & Ed.) ch Chipping Station pt Plantation gv Governmental cam Camp hs Hist. Town/Vill. id Industrial el Extraction Locale ur Urban du Dump ha Hamlet/Village cr Cemetery (Mort.) ml Military cer Ceremonial Center ht Hist. Transport rs Residence Remarks
LACAD CODING FORM Site Name: Site Number: Description of Material (up to 6 Entries) cra Ceramics, Native American hc Ceramics, Historic cs Chipped Stone gs Ground Stone fcr Fire Cracked Rock pp Projectile Points she Shell ppo Poverty Point Object bc Baked Clay Items hb Human Bone wb Worked Bone ub Unmodified Bone (Fauna) fl Flora gl Glass me Metal (Nails, etc) wo Wood ch Charcoal cmt Construction Material (Brick, Wattle & Daub) pi Personal Items (jewelry, clothing, personal care) toy Toys (dolls, marbles, tea set) rec Recreation Items (chunky stones, dominoes, dice) rp Rubber/Plastic Remarks
West, M., Rose, S., Spreng, S., & Adam, K. (2000). The Adolescent Unresolved Attachment Questionnaire: the assessment of perceptions of parental abdication of caregiving behavior. J Genet Psychol, 161(4), 493-503. doi: 10.1080/00221320009596727 Wilbarger, P. (2000). Sensory defensiveness and related social/emotional and neurological disorders. South Africa: SAISI Port Elizabeth. Zuckerman, M. (1979). Sensation seeking: beyond the optimum level of arousal. Hillsdale NJ: Erlbaum. Table 1: Participants demographics by care status (/ SD / n/ %) Variables Not Looked-After (n = 32) Looked-After (n = 32) χ2 / t / p Sex Male = 9 (28.1%) Female = 23 (71.9%) Male = 9 (28.1%) Female = 23 (71.9%) 2 = 0.001 p=1.0 Age = 21.38 SD = 2.733 (range=16-25) = 20.75 SD = 3.121 (range=16-25) t = 0.85 p = 0.4 Attachment Figure Mother = 28 (87.5%) Father = 3 (9.4) Grandmother =1 (3.1%) Mother = 25 (78.1%) Father = 1 (3.1%) Foster Mother = 1 (3.1%) Grandmother = 2 (6.2%) Grandfather = 1 (3.1%) Family friend = 1 (3.1%) Adopted Parent = 1 (3.1%) Attachment figure’s education Under 16 = 3 (9.4%) 16-18 = 16 (50%) 19-21 = 6 (18.8%) 22-25 = 6 (18.8%) Over 25 = 1(3.1%) Under 16 = 7 (21.9%) 16-18 = 17 (53.1%) 19-21 = 3 (9.4%) 22-25 = 2 (6.2%) Over 25 = 3 (9.4%) 2 = 5.63 p = .23 Years in care 0 = 8.3 SD=5.28 (range1-23)
Table 2: Level of attachment by group (mean / SD / t / p) Perceived Attachment Not Looked-After (n = 32) Looked-After (n = 32) Angry Distress* =1.74 SD = .7 = 4.17 SD = 1.62 t = -7.8 p <.001 Availability* = 2.03 SD = .75 = 4.13 SD = 1.73 t = -6.28 p <.001 Goal-Corrected Partnership* = 2.04 SD = .54 = 3.48 SD = 1.44 t = -5.29 p <.001 Total perceived* attachment = 1.94 SD = .51 = 3.92 SD = 1.24 t = -8.37 p <.001 Perceived Unresolved Attachment Not Looked-After (n = 32) Looked-After (n = 32) Failed Protection* = 1.75 SD = .56 = 4.14 SD = 1.46 t = -8.65 p <.001 Anger Dysregulation* = 1.64 SD = .7 = 4.14 SD = 1.67 t = -7.83 p <.001 Fear* = 1.61 SD = .76 = 3.89 SD = 1.37 t = -8.21 p <.001 Total unresolved* attachment = 1.67 SD =.5 = 4.05 SD = 1.27 t = -9.86 p <.001 *Significant difference between groups Table 3: Eating behaviour by group (mean / SD / t / p) Eating Behaviour Not Looked-After (n = 32) Looked-After (n = 32) Picky Eating* = 3.25 SD = 1.18 = 4.46 SD = 1.37 t = -3.77 p <.001 Disgust* = 3.7 = 5.43 t = -5.2
SD = 1.28 SD = 1.38 p <.001 Meaning of Food Sex* = 4.13 SD = .97 = 3.56 SD = 1.17 t = -2.1 p = .04 Control Over Life = 3.8 SD = 1.26 = 4.25 SD = 1.25 t = -1.45 p = .15 Family Life* = 5.06 SD = .75 = 3.8 SD = 1.26 t = 4.85 p <.001 Treat* = 5.1 SD = .77 = 4.5 SD = 1.14 t = 2.48 p = .02 Emotional Regulation = 4.42 SD = 1.02 = 4.46 SD = 1.21 t = -.149 p = .88 Guilt = 4.39 SD = 1.67 = 3.94 SD = 1.42 t = 1.16 p = .25 Social Interaction* = 4.93 SD = .83 = 4.25 SD = 1.05 t = 2.87 p = .006 *Significant difference between groups
Learning Goals (Question 1) Complex The student will understand or be able to: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text Simple The student will know or be able to: make inferences Students will be able to find key ideas Planning for Question 2 Planning for Question 3 Planning for Question 4 Preview Critical Input Chunk Actively Process Classify a set of passages as having implicit or explicit information that leads to inferences and/or conclusions. Justify reasoning with supporting details from the text. Practice making inferences Teacher notes on inferring Overview of explicit vs implicit information Review main ideas supported by details. Model inference using think aloud while reading Train to Somewhere by Eve Bunting or from a selected passage. Brainstorm inferences made throughout the story and how they are developed based on implicit or explicit details from the story or passage. Use think-pair-share strategy with various books to discuss inferences made-keep track on post-its and display on a chart. Include facts or events that lead up to the inference made.
3. Desiree Stimpert. “Men's U.S. Shoe Sizes in Inches.” LiveAbout. LiveAbout, 10 Sep 2017. Web. 19 Sep 2017. 4. “Power Ionics 1pair(2pcs) F.I.R Self Heat Magnetic Fiber Therapy Arthritis Thick Socks, HL024.” Amazon. Amazon, 2017. Web. 19 Sep 2017. 5. “Conductive 4mil Black Polyethylene Film Roll, 36" x 150' Long.” All-Spec. All-Spec, 2017. Web. 19 Sep 2017. 7. “Rogers Research Group.” Rogers Research Group. Rogers Research Group, 2016. Web. 19 Sep 2017.
LACCD Technology Strategic Plan Technology Planning & Policy Committee Adopted March 09, 2011 Table of Contents Executive Summary 03 Introduction 05 District Technology Planning Taskforce 06 LACCD Technology Vision, Mission, and Shared Values 07 Student Success Powered by Technology 08 Internal Environmental Analysis 09 External Environmental Analysis 11 Technology Enhanced Learning Environments 12 Guiding Principles 13 Learning 14 Assessment 15
LACE REPORT Used to report status after contact with the enemy. LINE 1 -- (L) LIQUID _______________________ LINE 2 -- (A) AMMO_________________________ LINE 3 -- (C) CASUALTIES___________________ LINE 4 -- (E) EQUIPMENT___________________ GOTWA Used to leave a 5 point contingency plan. LINE 1 -- (G) where I'm Going _______________________ LINE 2 -- (O) Others I'm taking _________________________ LINE 3 -- (T) Time of my return ___________________ LINE 4 -- (W) What to do if I don't return ___________________ LINE 5 -- (A) Actions to take if I'm hit and Actions to take if you're hit ___________________ SALUTE REPORT LINE 1 -- (S) Size of Unit _______________________ LINE 2 -- (A) Activity of Unit _________________________ LINE 3 -- (L) Location of Unit ___________________ LINE 4 -- (U) Unit / Uniform ___________________ LINE 5 -- (T) Time ___________________ LINE 6 -- (E) Equipment unit has ___________________
Table 5. Indicators monitored and timing of monitoring activities for sites on the Lower Lachlan river system Selected Area in 2014-15. Provisional Australian National Aquatic Ecosystem classifications () have been provided as the Ecosystem Type for each site. These are defined as: Rp 1.4 Permanent lowland streams; Pt1.1.1 Intermittent river red gum floodplain swamp; Pt1.2.1 Intermittent black box floodplain swamp; Lt2.1 Temporary floodplain lakes SITE ECOSYSTEM TYPE ANAE CLASSIFICATION HYDROLOGY (RIVER) STREAM METABOLISM ADULT FISH LARVAL FISH VEGETATION TIMING CONTINUOUS CONTINUOUS ANNUAL (MARCH) FORTNIGHTLY FROM 15/10/14 TO 10/12/14 NOV/DEC 2014 AND MAY 2015 Zone 1 Wallanthery Rp 1.4 water level Riverview Rp 1.4 Riama Rp 1.4 Site 11 Rp 1.4 Hunthawang Rp 1.4 Site 9 Rp 1.4 Moora Farm Rp 1.4 U/S Lanes Bridge Rp 1.4 flow and water level Lanes Bridge Rp 1.4 Hillston Rp 1.4 flow and water level Cowl Cowl Rp 1.4 water level Whealbah Rp 1.4 flow and water level Moon Moon Lt2.1 Hazelwood Pt1.1.1 Whealbah Pt1.1.1 Zone 2 Lake Bullogal Pt1.1.1 The Ville – non-woody plot Rp 1.4 The Ville – other woody transect Pt1.2.1
Zone 3 Corrong Rp 1.4 flow and water level Clear Lake Pt1.1.1 Four Mile Weir Rp 1.4 flow Nooran Lake – plot Pt1.1.1 Nooran Lake – other woody transect Lt2.1 Lake Marrool Lt2.1 Zone 4 Lake Tarwong – plot Lake Tarwong – other woody transect Pt1.1.1 Pt1.2.1 Toms Lake Pt1.2.1 Zone 5 Booligal Pt1.2.1 flow and water level Murrumbidgil Swamp Pt1.1.1
WHO LIVES IN OUR COMMUNITY? The Lachlan community is made up of a number of individual towns and communities, each of which has its own story. The Shire has a strong Aboriginal community and is made up of a mix of people, some of whom have lived and worked in the Shire for a long time and some of whom are relatively new to the community. POPULATION SIZE & GROWTH7 It is estimated that 6,450 people currently live in the Shire8, just slightly less than the 6,476 people living in the Shire at the time of the last Census in 2011.9 The population is projected to continue to decline slightly over the next ten to twenty years10. This trend is consistent with many of NSW’s rural communities.11 The population in Lachlan is spread across the Shire, with just under 90 percent of the population living in the three largest towns. Based on 2011 Census data approximately 60 percent of the population is based in Condobolin, 20 percent in Lake Cargelligo and 10 percent in Tottenham: Condobolin 3,743 (57.8%) Lake Cargelligo 1,380 (21.3%) Tottenham 635 ( 9.8%) A number of the towns in Lachlan are small. The smaller communities for which data has been able to be collected in this paper have populations that range from less than 100 to 250 or 350 people. People living in those smaller communities tend to rely on outreach services or services in the larger towns in or outside of the Shire. Population 6,450 ERP 0.4 person / km2 Approx. 90% of pop. in 3 largest towns Population Growth 0.8% 2006-14 7 ABS 3218.0 Regional Population Growth, Australia. 8 NSW State and Local Government Area Population, Household & Dwelling Projections: 2014 Final. 9 ABS 3218.0 Regional Population Growth, Australia. 10 NSW State and Local Government Area Population, Household & Dwelling Projections: 2014 Final. 11 ABS 3218.0 - Regional Population Growth, Australia, 2013-14.
CONTENTS 1 APPENDIX 1: Evaluation of Implementation of Recovery Actions in the Previous Recovery Plan (Robertson and Steed 2000) …………………………………………...29 Figures Figure 1. Distribution of Lachnagrostis limitanea .........................................................4 Tables Table 1. Lachnagrostis limitanea subpopulations. 3 Table 2. Results of Lachnagrostis limitanea monitoring at naturally occurring sites.. . 3 Table 3. Identified Threats to the Recovery of Lachnagrostis limitanea. 5 Table 4. Translocated Lachnagrostis limitanea plants at Spalding site.. 9 Table 5. Duration, reponsibilities and estimated costs of recovery actions . 16 Abbreviations
Table 5: Duration, responsibilities and estimated costs of recovery actions Year 1 Year 2 Year 3 Year 4 Year 5 TOTAL Action Responsible Parties Project Costs PO Salary Costs Project Costs PO Salary Costs Project Costs PO Salary Costs Project Costs PO Salary Costs Project Costs PO Salary Costs 1 Collect and store seed* DEWNR, TPAG, BGA 1500 357 100 357 100 0 100 0 1000 0 3514 2 Threat abatement & site management 2.a) Landholder liaison Rec Team, DEWNR 0 1784 0 1784 0 1784 0 1784 0 1784 8920 2.b) Weed control TPAG, DEWNR, NAC, DPTI, ORS, ARG, landholder 11800 2854 12670 2854 12716 2854 13351 2854 14019 2854 78826 2.c) Maintain/erect fences & signs DEWNR, NAC, ORS, DPTI, TPAG, landholder 6700 1070 500 357 525 357 551 357 579 357 11353 2.d) Monitor DEWNR, TPAG 400 2498 100 1784 105 1784 110 1784 116 1784 10465 3. Enhance small subpopulations TPAG, DEWNR, BGA 200 714 210 357 221 357 232 357 243 357 3248 4 Translocations 4.a) Select sites and plan Rec Team 3150 4638 500 4638 0 0 0 0 0 0 12926 4.b) Prepare propagules DEWNR, TPAG 320 1070 560 1070 0 0 0 0 0 0 3020 4.c) Prepare sites, plant & maintain DEWNR, TPAG 5000 2498 7250 4282 2200 3568 2310 3568 2426 3568 36670 4.d) Monitor translocations DEWNR 200 714 100 1427 105 1427 110 1427 116 1427 7053 4.e) Study genetics DEWNR 10273 2498 5000 1784 0 0 0 0 0 0 19555 5 Identify unknown subpopulations 5.a) Increase landholder awareness DEWNR, Rec Team 1000 5352 1050 5709 1103 2854 1158 2854 1216 2854 25150 5.b) Search for subpopulations TPAG, DEWNR 2380 2498 4998 4995 2624 2498 2755 2498 2893 2498 30637
STUDENT ACTIVITY BENEDICT’S SOLUTION Materials Hot plate 500 mL beaker Test tube rack and test tube holder 10 test tube Sharpie Metric ruler Dropper Benedict’s reagent Test solution: distilled water, clear diet soda, clear non-diet soda, pineapple juice, onion juice, potato juice, milk, glucose solution, sucrose solution, corn syrup, and tap water. [Warning: Benedict’s reagent is corrosive. If it splashes onto your skin, wash the area immediately with soap and water.] Note: Label each transfer pipette with the name of the solutions that are distributed to you. Procedure 5.5 Benedict’s Reagent test [Warning: Benedict reagent is the only solution you will heat up.] Using a sharpie, label test tube 1-15 Pipette 2 mL of the correct stock solution into the test tubes, as described in Table 5.4. Add 2 mL of Benedict’s solution to each test tube agitate the mixture by shaking the test tubes from side to side or with a vortex mixer, and record the color of the mixture in Table 5.4. Heat the test tubes in boiling water for 3 minutes. Remove the test tube with a test tube holder, and record the color of each test tube in Table 5.4. Discard all the solution according to the instructor’s directions. Wash each test tube and return them to your station. Table 5.4 Benedict’s Reagent Test for Reducing Sugars Test Tube Solution What color is it Before heating? What color is it after heating? Conclusion 1 Distilled water 2 Glucose solution 3 Maltose solution 4 Lactose solution
(Gatrell & Cairone, 2014) Provide Storybooks for the Home Storybook reading is a key component of a literate home environment, proven to be the best way to develop early literacy skills (Neuman & Roskos, 1993; Teale, 1986). The reading of storybooks in the home has proven to be a natural way to encourage the development of literacy skills in children (Gillet, Temple & Crawford, 2004; Teale, 1983; Sulzby, 1985). Children develop literacy skills best through interactions with adults making the home environment an essential aspect in the adequate development of a young child’s literacy skills (Gillet, et al., 2004; IRA, 1994; National Institute for Literacy, 2003; Sulzby, 1985; Sulzby & Teale, 1987; Teale, 1983; Vygotsky, 1978). Many foster children do not have storybooks available to read at home as they often lose every possession they have when they enter care. If drugs like methamphetamines were being produced in their home, all of their belongings are destroyed. That is a huge loss. As such, the lack of any reading resources available in the home can have a negative impact on the child’s literacy development as well as attitude toward reading. Providing storybooks to families has a positive impact on the home literacy environment with the impact increasing over time (Thomason, 2008). This positive impact includes an increase in literacy skills as well as the child’s attitude toward reading (LaCour, McDonald, Tissington, & Thomason, 2013). In a recent study which provided needy families with storybooks to use at home, researchers found that families expressed great gratitude for receiving the storybooks, often stating that there was a previous lack of resources available in the home for daily storybook reading time (LaCour, et al., 2013). By providing storybooks to these families, the following was observed: 1) the student’s interest in reading improved, 2) attitude toward
8B. Is further collaboration/training required to properly implement the identified changes? Yes No If ‘Yes,’ briefly detail your plan/schedule below. 8C. Sometimes reassessment projects call for additional reassessments. These can be formal or informal. How will you assess the effectiveness of the changes you plan to make? follow-upproject in next year’s annual report on-going informal assessment in a future assessment project other If ‘other,’ please describe briefly below. 8D. SACs are learning how to create and manage meaningful assessments in their courses. This development may require SAC discussion to support the assessment process (e.g., awareness, buy-in, communication, etc.). Please briefly describe any successful developments within your SAC that support the quality assessment of student learning. If challenges remain, these can also be shared.
Advanced Neuropsychological Case Conference, doctoral Clinical Psychology program, UTSW (course instructor, 2011); Summer seminar focused on advanced neuropsychological interpretation using case studies Advanced Neuropsychology, doctoral Clinical Psychology program, UTSW (course instructor, 2006, 2009); Summer elective course focused on advanced neuropsychological understanding of specific neurological disorders and their cognitive and behavior manifestations Introduction to Neuropsychology Course (#5350) for doctoral students in Clinical Psychology, UTSW (course instructor, 2000-2002, 2007-2011); semester long course focused on understanding of core cognitive functions and associated neuroanatomical underpinnings, neuropsychological assessment, and overview of common neurological disorders and associated neuropsychological profiles Supervisor of Postdoctoral Fellows in Neuropsychology, UTSW Clinical supervisor of Clinical Psychology Interns in Neuropsychology, UTSW (1995- Research supervisor of Clinical Psychology doctoral students and Rehabilitation Counseling master’s students, UTSW (1997- present) Supervisor of Rehabilitation Counseling Psychology Interns in Neuropsychology, UTSW (1997-present) Neuropsychology Assessment Laboratory for Introduction to Neuropsychology Course in Clinical Psychology doctoral program, UTSW (1996-1999) Coordinator and presenter for seminar in post-doctoral neuropsychology residency training program, UT Southwestern Medical Center Neuropsychology lectures to fourth year medical students, UTSW Neurology Clerkship Series (1995-1998). Physician Assistant program (lecturer), UTSW (1995-2008). Geropsychiatry Residency Seminar (lecturer), UTSW (1999- present) Supervisor of Psychiatry and Neurology Resident rotations in Neuropsychology, UTSW (1999-present).
Jennifer Lacroix Curriculum Vitae Winter 2018 Boston University School of Education 2 Silber Way., Boston, MA 02215 Office 310 – - 617.549.8827 EDUCATION & CERTIFICATION Degrees Ed.D. in Language Education (2019) Boston University Dissertation title: TBD Committee: Dr. Marnie Reed (Chair) MA in Intercultural Relations & International Higher Education 2005 Lesley University, Cambridge, MA BA in English 1998 The University of Vermont, Burlington, VT Certificates Teaching English to Speakers of Other Languages (TESOL) – graduate level 2013 Boston University Teaching English as a Foreign Language (TEFL) 1999 The Worldwide Teachers’ Institute, Boston, MA AWARDS Doctoral Education Fellowship, The School of Education, Boston University 2015-2019 Graduate Student Travel Award, School of Education’s Research Committee 2016 Graduate Student Travel Award, School of Education’s Research Committee 2015 PROFESSIONAL PUBLICATIONS Lacroix, J. (submitted). Listening skills instruction: Second language teacher cognition and classroom pedagogy. Journal of the European Second Language Association. Lacroix, J., Reed, M., Harbaugh, A. (2016). The effect of metacognitive strategy instruction on L2 learner beliefs and listening skills. In J. Levis, H. Le, I. Lucic, E. Simpson, & S. Vo (Eds). Proceedings of the 7th Pronunciation in Second Language Learning and Teaching Conference, ISSN 2380-9566, Dallas, TX, October 2016 (pp.). Ames, IA: Iowa State University. Lacroix, J., (2012). Using intercultural role-plays in the ESOL classroom. In TESOL
SSV SSV Northern Region Primary School Finals SSV Western Region Primary School Finals SSV Southern Region Primary School Finals SSV Eastern Region Primary School Finals Thursday 8th November Friday 9th November Thursday 15th November Friday 16th November Hume Regional Hockey and Lacrosse Centre – Paisley Park, Mason Street, Altona North, 3025 Caulfield Park Oval, Ovals 3 and 4, 280 Balaclava Road, Caulfield North, 3162 Dorothy Laver Reserve East 1-9 Saxby Road, Glen Iris 3146 Rules: The rules for are available on our website . Equipment: Schools are required to bring Sofcrosse Balls and Sticks. If you require additional sticks, please contact Lacrosse Victoria or your local club. Cost: $80 per team School: Contact Teacher: Email: Phone: Region (Western, Eastern, etc): Please tick which competition your school is entering: Girls Boys/Mixed Please return the completed form to Alastair Doherty at immediately after the completion of the District competition.
Personal development, behaviour and welfare Indicator of good practice Evidence to support assertion Guidance to schools 2.1 All school staff understand the particular safeguarding risks that can accompany LAC status and acts to minimise them, recognising that the safest place for a child during the school day is in school The named Governor reviews issues related to the behaviour and safety of LAC, each term, including rigorously interrogating attendance and exclusions data. 2.2 When considering exclusion, the Headteacher and the Governing Body must have regard to the Secretary of State’s guidance on exclusion. School understands the particular impact exclusion can have on LAC care placements and uses internal exclusion wherever possible. Internal exclusion is used wherever possible. Where a fixed term exclusion cannot be avoided ‘1st day cover’ is provided to ensure there is no break in learning for LAC. School always has a conversation with the Virtual School before issuing a fixed term exclusion for a LAC Across a 3 year period fixed term exclusion rates for LAC are similar or fewer than those for non-LAC pupils. Across a 3 year period no LAC has been permanently excluded or effectively permanently excluded (asked not to return) from the school. 2.3 Given the particular safeguarding risks that can accompany LAC status, school understand that the safest place for a LAC to be is in school and acts swiftly to minimise absence Across a 3 year period attendance rates for LAC are similar or better than for those for non-LAC pupils Any requests for holidays in term-time are signed off by the VSHT and the Head of Corporate Parenting 2.4 School adopts statutory admissions criteria and the ethos of the school welcomes LAC throughout the school year, and their admission is prioritised The school swiftly admit LAC who have been excluded from other schools or who have moved placement so that the risk of a break in education or placement breakdown is minimised
Reasons to support Mothers having access to lactation rooms or being able to have a lactation resource within their work units Better productivity on the job, more focus. Increase workplace health and productivity Reduce stress associated with breastfeeding Increased morale Increased retention of employees Supporting the campus community
SHORTWOOD TEACHERS’ COLLEGE BACHELOR OF EDUCATION LITERACY ACROSS THE CURRICULUM (LAC) ASSIGNMENT SHEET Assignment #1 (25%) – Group Task: Research TWO comprehension strategies as outlined below: Choose EITHER the Question & Answer Relationship (QAR) OR the Three Levels of Questioning Describe the strategy (8 marks) Locate and copy/type a passage related to a specific grade in your content area. Using the passage selected, write THREE questions at each level of comprehension (as described in the selected strategy). (14 marks) Choose ONE of the following comprehension strategies: Reciprocal Questioning (ReQUEST), SQ3R, Questioning the Author (QtA), Anticipation Guide Describe the strategy (8 marks) Present the strategy in class (10 marks) Language Use (5 marks) Formatting & Referencing (5 marks) Assignment #2 (25%) – Individual Task: Prepare an assessment portfolio based on the following: Cloze Procedure Briefly describe the Cloze Procedure assessment technique (1 mark) Using a textbook from grade 7, 8 OR 9 related to your content area, design a Cloze Assessment Passage. On a separate page, create an answer key. (3 marks) State four reasons why a teacher would administer the cloze passage to students in his/her content area (2 marks) Explain two strategies/techniques/activities that you could employ to accommodate all three levels of students in your content area after establishing the reading/text levels. (10 marks) Content Area Reading Inventory (CARI) Give a brief description of the CARI and its usefulness. (2 marks) State four objectives for administering the CARI to students at the secondary level (2 marks) Design a CARI from a text book currently being used at the secondary level (Grades 7, 8, OR 9). Include four questions to assess students’ knowledge and use of the Table of Content (Include a copy of the Table of content) (4 marks) Explain the steps in using a Summary Writing strategy that a content area teacher could utilize to develop students’ summary writing skills. (4 marks) Select a passage from your content area and include it in the portfolio: Use the passage to create four questions to assess students’ vocabulary knowledge Describe two vocabulary strategies that you would use to help them improve in this area. Select vocabulary from the chosen passage to demonstrate use of the strategies. (10 marks) Language Use (3 marks) Formatting & Referencing (5 marks)
We are introducing a multi-agency Placement Panel to enable greater challenge and more consistent decision making and we have amended the timescale for reviews to increase opportunities for challenge by Independent Reviewing Officers. Young People as Service Users We met with a group of young service users, over the age of 16 in December 2016 where we talked about their experiences of council services up to know and in particular we talked about Good experiences Not so good experiences What would you like to see in any new services that are developed We talked about placements, foster, residential and independent living. There was a consensus that more choice as to what type and location of placement would be welcome. It was commented, “We don’t get a choice” “I was taken straight to a placement from hospital I didn’t know where I was going” “I was moved miles away from my family”. “We don’t get matched with other young people” “I would like an area that is near my Nana” “We should have a choice” “I want to live in the west end” However there was an understanding that on occasion, placements had to be made for reasons of safety and urgency and that good outcomes can still be achieved. It was commented, I was taken to an old boring cold which was having a loft conversion mind it was an emergency admission”. “I don’t want any young person to go into a secure unit you lose too much your freedom friends family etc.” “I did have a great placement out of Newcastle which was great” “I took a flat as I was desperate but it wasn’t in the area I wanted, I took it and now I have moved into my house which is lush I love it “. “The flat I was offered by 16+ was great.” We talked about information on placements. More information on a placement and a better explanation of rules and expectations would be welcome. It was commented, “A picture will help or some information on the placement.”
Inspector: Ladder Type: Date: Ladder Material: Ladder ID #: Ladder Model #: Storage Location: Date Received: Inspection Item - General Worn OK N/A Notes SIDE RAILS – Free from cracks, dents, bends or blemishes RUNGS/STEPS – Ensure tightness and no rotation FASTENERS – rivets, nuts and bolts all tight FEET – look for wear or loose rivets Inspection Item – Step Ladders Notes TOP CAP – Free from cracks and dents SPREADER ARMS – Tight and move freely HORIZONTAL BRACES – Ensure tightness STEP BRACES – Ensure tightness PAIL TRAY – Moves freely, is tight and sets up properly Inspection Item – Extension Ladders Notes END CAPS – Tight and free from cracks, chips or wear ROPE AND PULLEY – Ensure rope is not frayed or knotted GRAVITY LOCKS – Ensure they pivot freely and fingers in good working condition SLIDE GUIDES – Free from cracks, chips or wear BASE AND FLY SECTION – Ensure they are straight and not warped OTHER: