zilongwang/ReadingBank huggingface dataset:
Table B - Sending Institution The traineeship is embedded in the curriculum and upon satisfactory completion of the traineeship, the institution undertakes to: Accident insurance for the trainee Table C - Receiving Organisation/Enterprise By signing this document, the trainee, the Sending Institution and the Receiving Organisation/Enterprise confirm that they approve the Learning Agreement and that they will comply with all the arrangements agreed by all parties. The trainee and Receiving Organisation/Enterprise will communicate to the Sending Institution any problem or changes regarding the traineeship period. The Sending Institution and the trainee should also commit to what is set out in the Erasmus+ grant agreement. The institution undertakes to respect all the principles of the Erasmus Charter for Higher Education relating to traineeships. Commitment Name Email Position Date Signature Trainee Trainee Responsible person at the Sending Institution Supervisor at the Receiving Organisation The Supervisor at the Receiving Organisation hereby confirms that the trainee arrived on ………/………/ ………………… (dd/mm/yyyy) at our organisation to start his/her traineeship. Name of the supervisor Signature Stamp
Trainee Last name(s) First name(s) Date of birth Nationality Sex [M/F] Study cycle Field of education Sending Institution Name Faculty/ Department Erasmus code (if applicable) Address Country Contact person name; email; phone Receiving Name Department Address; website Country Size Contact person name; position; e-mail; phone Mentor name; position; e-mail; phone < 250 employees > 250 employees AFTER the Mobility Table D - Traineeship Certificate by the Receiving Organisation/Enterprise Name of the trainee: Name of the Receiving Organisation/Enterprise: Sector of the Receiving Organisation/Enterprise: Address of the Receiving Organisation/Enterprise [street, city, country, phone, e-mail address], website: Start date and end date of traineeship: from [day/month/year] …………………. to [day/month/year] ……………….. Traineeship title: Detailed programme of the traineeship period including tasks carried out by the trainee: Knowledge, skills (intellectual and practical) and competences acquired (achieved Learning Outcomes): Evaluation of the trainee: Date: Name and signature of the Supervisor at the Receiving Organisation/Enterprise:
Trainee Last name(s) First name(s) Date of birth Nationality Sex [M/F] Study cycle Field of education Sending Institution Name Faculty/ Department Erasmus code (if applicable) Address Country Contact person name; email; phone Receiving Name Department Address; website Country Size Contact person name; position; e-mail; phone Mentor name; position; e-mail; phone < 250 employees > 250 employees DURING the Mobility Table A2 - Exceptional Changes to the Traineeship Programme at the Receiving Organisation/Enterprise (to be approved by e-mail or signature by the student, the responsible person in the Sending Institution and the responsible person in the Receiving Organisation/Enterprise) Planned period of the mobility: from [month/year] ……………. till [month/year] ……………. Traineeship title: … Number of working hours per week: … Detailed programme of the traineeship period: Knowledge, skills and competences to be acquired by the end of the traineeship (expected Learning Outcomes): Monitoring plan: Evaluation plan: Commitment Name Email Position Date Signature Trainee Trainee Responsible person at the Sending Institution Supervisor at the Receiving Organisation
Trainee Last name(s) First name(s) Date of birth Nationality Sex [M/F] Study cycle Field of education Sending Institution Name Faculty/ Department Erasmus code (if applicable) Address Country Contact person name; email; phone Receiving Name Department Address; website Country Size Contact person name; position; e-mail; phone Mentor name; position; e-mail; phone < 250 employees > 250 employees Before the mobility Table A - Traineeship Programme at the Receiving Organisation/Enterprise Planned period of the mobility: from [month/year] ……………. to [month/year] ……………. Traineeship title: … Number of working hours per week: … Detailed programme of the traineeship: Knowledge, skills and competences to be acquired by the end of the traineeship (expected Learning Outcomes): Monitoring plan: Evaluation plan: The level of language competence in ________ [indicate here the main language of work] that the trainee already has or agrees to acquire by the start of the mobility period is: A1 A2 B1 B2 C1 C2 Native speaker Table B - Sending Institution Please use only one of the following three boxes: The traineeship is embedded in the curriculum and upon satisfactory completion of the traineeship, the institution undertakes to: The traineeship is voluntary and, upon satisfactory completion of the traineeship, the institution undertakes to: The traineeship is carried out by a recent graduate and, upon satisfactory completion of the traineeship, the institution undertakes to: Accident insurance for the trainee Organisation
Trainee Last name(s) First name(s) Date of birth Nationality Sex [M/F] Study cycle Field of education Sending Institution Name Faculty/ Department Erasmus code (if applicable) Address Country Contact person name; email; phone The University of Oulu SF OULU01 P.O. Box 8000, University Of Oulu Finland Receiving Name Department Address; website Country Size Contact person name; position; e-mail; phone Mentor name; position; e-mail; phone < 250 employees > 250 employees Before the mobility Table A - Traineeship Programme at the Receiving Organisation/Enterprise Planned period of the mobility: from [month/year] ……………. to [month/year] ……………. Traineeship title: … Number of working hours per week: … Detailed programme of the traineeship: Knowledge, skills and competences to be acquired by the end of the traineeship (expected Learning Outcomes): Monitoring plan: Evaluation plan: The level of language competence in ________ [indicate here the main language of work] that the trainee already has or agrees to acquire by the start of the mobility period is: A1 A2 B1 B2 C1 C2 Native speaker Table B - Sending Institution Please use only one of the following three boxes: The traineeship is embedded in the curriculum and upon satisfactory completion of the traineeship, the institution undertakes to: The traineeship is voluntary and, upon satisfactory completion of the traineeship, the institution undertakes to: The traineeship is carried out by a recent graduate and, upon satisfactory completion of the traineeship, the institution undertakes to: Accident insurance for the trainee Organisation
Trainee Last name(s) First name(s) Date of birth Nationality Sex [M/F] Study cycle Field of education Sending Institution Name Faculty/ Department Erasmus code (if applicable) Address Country Contact person name; email; phone Osnabrück University International Office D OSNABRU01 Neuer Graben 27, 49074 Osnabrück Germany Verena Blum; verena.blum@uos.de; +49 541 969 4708 Receiving Name Department Address; website Country Size Contact person name; position; e-mail; phone Mentor name; position; e-mail; phone < 250 employees > 250 employees During the Mobility Table A2 - Exceptional Changes to the Traineeship Programme at the Receiving Organisation/Enterprise (to be approved by e-mail or signature by the student, the responsible person in the Sending Institution and the responsible person in the Receiving Organisation/Enterprise) Planned period of the mobility: from [month/year] ……………. till [month/year] ……………. Traineeship title: … Number of working hours per week: … Detailed programme of the traineeship period: Knowledge, skills and competences to be acquired by the end of the traineeship (expected Learning Outcomes): Monitoring plan: Evaluation plan:
Learning Objectives Tasks Evaluation Methods Projected Completion Date Outcome/ Date Completed Learning Objective 6.A: Apply knowledge of human behavior and the social environment, and other multidisciplinary theoretical frameworks to engage with clients and constituencies Task 6.A1 Task 6.A2 Learning Objective 6.B: Use empathy, reflection, and interpersonal skills to effectively engage diverse clients and constituencies Task 6.B1 Task 6.B2
Task 7.C2 Learning Objective 7.D: Select appropriate intervention strategies based on the assessment, research knowledge, and values and preferences of clients and constituencies Task 7.D1 Task 7.D2 Learning Objectives Tasks Evaluation Methods Projected Completion Date Outcome/ Date Completed Learning Objective 8.A: Critically choose and implement interventions to achieve practice goals and enhance capacities of clients and constituencies Task 8.A1 Task 8.A2 Learning Objective 8.B: Apply knowledge of human behavior and the social environment, and other multidisciplinary theoretical frameworks in Task 8.B1
Original statement Changed statement Difficulty receiving the message due to visual, hearing or attention difficulties Difficulty receiving the message because the sender has not taken into account visual or hearing difficulties or ensured that the environment is suitable to the person’s sensory/attention needs Difficulty understanding or interpreting the message because of cognitive impairment Difficulty working out what information they wish to send (they find it difficult to correctly interpret their body’s needs, such as hunger or thirst) Difficulty expressing what they want or mean due to lack of speech and/or other means of getting their message across Difficulty taking part in opportunities to communicate because they appear to choose to engage in repetitive self-stimulating behaviours rather than being sociable You’ll recognise that although every link in the chain is open to breakdown, many can be mended if the communication partner facilitates the communication process effectively. Communication is a two-way process, but in this situation, responsibility isn’t equally shared. The communication partner – you – must carry the greater responsibility if communication is to be effective. What are communication skills? So far, we’ve considered the communication difficulties people with PMLD might experience. Now we’re going to look at the communication skills they possess. Often we associate two-way communication with spoken and written words. Generally, people with PMLD can’t use these routes effectively, but humans also communicate in many other ways. Activity: Human communication Watch two people having an informal conversation. Draw up a list of the attributes of communication they use, in addition to spoken words.
Learning Card # ______ Name: Lines, line segments, or rays that _____________ _______________. A ___________________ is a line that cuts through parallel lines. Parallel Lines Learning Card # ______ Name: Definition: Two angles in the __________________ of the parallel lines and on __________________ sides. Solve for x: ∠ABC and ∠XYZ are interior angles. ∠ABC = 6x – 23 ∠XYZ = 3x + 4 Alternate Interior Angles
Learning Card # ______ Name: Definition: Two angles in the __________________ of the parallel lines and on __________________ sides. ∠ABC and ∠XYZ are same side exterior angles. ∠ABC = 4x + 23 ∠XYZ = 2x + 37 Consecutive (Same-Side) Exterior Angles Learning Card # ______ Name: Definition: Two angles that lie in the_______________________________. ∠ABC and ∠XYZ are corresponding angles. ∠ABC = 2x - 5 ∠XYZ = 3x - 10 Corresponding Angles
Learning Centre - Academic Literacy (Term 3/2016) Bankstown Nirimba Kingswood Lithgow Monday Tuesday 12pm – 2pm BA.17.1.42 Owen Lowe 11am – 1pm U4.G24 Anca Stanculescu 11am – 1pm KW-P.1.31 Juliet Hinchliffe Wednesday 1pm – 3pm BA.17.1.42 Owen Lowe 11 – 1pm U4.G24 Juliet Hinchliffe 12pm – 1pm LI.01.G.12 Ryan Sidoti Thursday 11am – 1pm BA.17.1.42 Owen Lowe 12pm – 2pm U4.G24 Liz Casey 12pm – 1pm LI.01.G.12 Ryan Sidoti Friday 12pm – 2pm BA.17.1.42 Karim Bayanoti 12pm – 2pm U4.G24 Liz Casey 1pm – 3pm KW-P.1.31 Chantal Rozairo
Learning Centre - Maths (Term 3/2016) Bankstown Nirimba Kingswood Monday Tuesday 11am –1pm BA.17.2.27 Bhupendra Pant 12:30pm – 2:30pm U10.1.07 Hima Withana 11am – 1pm KW-W.G.30 Mohammad Abdelhak Wednesday 12pm – 2pm U10.G21 Eliud Kangogo 1pm – 2pm KW-W.G.30 Gabriel Mititelu 2pm – 3pm KW-W.G.30 Gabriel Mititelu Thursday 11am –1pm BA.17.2.27 Bhupendra Pant 1pm – 3pm U10.G22 Eliud Kangogo 12pm – 2pm KW-W.G.26 Sabah Al Khazaaly Friday
You will completed 4 sides of the cube (the other two will be added later) On the four sides you must demonstrate your knowledge of the following: Side 1 – Element Name and Symbol (25 points) Side 2 – Atomic Structure (25 points) Side 3 – Uses of the Element (How it is Used) (25 points) Side 4 – Picture or Pictures of the Element (drawn or from website) (25 points)
Director, Special Education Instructional Services Deborah Johnson, Ed.S. Specialist, Special Education Instructional Services Marie Ireland, M.Ed. Specialist, Special education Instructional Services Teresa Lee, Ed.D. Specialist, Special Education Instructional Services Wayne Barry, Ed.D. Specialist, Student Services Mary Stowe, M.Ed. The College of William and Mary Training and Technical Center Table of Contents
with learning disabilities, and she was brilliant, I couldn’t fault her… She spoke to me in an accessible way, she explained things quite clearly, and she was clearly supportive of me.” (Individual/Supporter). Some professionals are very aware of learning disabilities, and are proficient at facilitating accused/convicted persons to fully engage in the process. This included police officers, Appropriate Adults, solicitors, and criminal justice social workers: “I was lucky because, apart from the police questioning, X [support worker has been there all the way…and it’s made such a difference. Someone that you can relate to, but the also the same person because you establish that relationship.” (Individual/Supporter). “I do still get support from the police. There’s a sergeant that knows me and will support me. If I speak to him and there’s an ongoing incident or something he’ll say to stay away from this area because of it, trying to help me avoid trouble.” (Individual/Supporter) Developing training and understanding Most criminal justice agencies have an awareness of the issues and challenges faced by accused/convicted persons with learning disabilities in the system and have a genuine interest in trying to address these. Some agencies have begun to provide dedicated training, either internally or with other public and/or third sector partners, and others have started to revise and update existing training to take account of learning disability issues. While these are positive steps, this training and screening tools have yet to be developed or delivered in a consistent and widespread way: “There’s a national conversation needed here about how this is done and when it’s done, including the police, including the court service, including the prisons, and the Scottish Government to look at a joined up strategy.” (Criminal Justice Agency/Professional).
Terms of Reference The Government has asked Professor Peter Shergold AC to lead an independent review of Government processes for the development and implementation of large public programmes and projects, including the roles of ministers and public servants. The Review will make practical recommendations to enhance the capacity of the Australian Government to: Design and implement large public programmes and projects; Develop robust and effective governance and accountability arrangements for such programmes and projects; Understand the broader environment in which programmes and policies are design and implemented (including through effective public consultation and harnessing external expertise); Identify, understand and manage risks; and Provide accurate, timely, clear and robust advice to ministers and within the APS. The Review will take account of the findings and recommendations of the Royal Commission into the Home Insulation Program, and the report of the Independent Audit of the NBN Public Policy Processes (the Scales Review). It will take account of best practices on the nature and effectiveness of public policy processes and the implementation of large public programmes and projects in Australia and internationally. 24 December 2014 The Future: Avoiding Repetition of Failure
Government Australian Public Service Commission Australian Renewable Energy Agency Australian Taxation Office Civil Aviation Safety Authority Crawford School of Public Policy, The Australian National University Deloitte Australia Department of Employment Department of the Environment Department of Finance Department of Human Services Department of Health Department of Immigration and Border Protection Department of Industry and Science Department of the Prime Minister and Cabinet Department of the Treasury National Archives of Australia National Disability Insurance Agency newDemocracy Foundation NSW Office of Environment and Heritage NSW Department of Family and Community Services NSW Public Service Commission Office of Best Practice Regulation Public Purpose Pty Ltd Save the Children Tanner James Management Consultants The Australian Centre for Social Innovation ThinkClear Group Transfield Services Limited Victorian Department of Treasury and Finance Suhit Anantula, Robert Antich, Peter Arnaudo, Ralph Ashton, Drew Baker, Ross Barnes, Ruth Bayley, Barbara Belcher AM, Teena Blewitt, Martin Bowles PSM, Rina Bruinsma, David Bryant, Donna Burton, Yvonne Butler, Craig Calder, Lieutenant General Angus Campbell DSC AM, Professor Lyn Carson, Barbara Cass, Joe Castellino, Drew Clarke, Thea Daniel, Jose Del Rio, John Dickinson, Dr Michael Di Francesco, Jan Dorrington PSM, Andrew England, Karin Fisher, Ian Fitzgerald, Stephanie Foster PSM, Jamie Fox, Matthew Fraser, Catherine Friday, Ivor Frischknecht, Julie Fursman, Leah Gabolinscy, Rebecca Gordon, Vanessa Graham, Emma Greenwood, Terry Hanisch, Georgina Harrisson, Nick Hartland, Graeme Head,
neighborhoods. • Discuss practices in hospitality. • Discuss common elements of folk music. • Discuss the preservation of historical buildings. COMMUNITIES 5.1. Spanish within and beyond the school setting • Discuss historical buildings in the student’s community. • Discuss tourist sites in the student’s community. • Discuss natural materials used for artistic purposes in the student’s community. 5.2. Spanish for lifelong learning • Play a memory game. • Design a board game. • Research Caribbean area topics. 2 Unit 2 Las Antillas Targets • To express the progress of an action. • To identify and describe places. • To express habitual actions. • To describe a neighborhood. • To use expressions that confirm information, express surprise or astonishment and approval or disapproval. • To talk about household chores. • To describe the rooms in a house. • To identify the furnishings and fixtures in a room. • To list the appliances and electronics in a house. • To explore cultural aspects of the . • To acquire facts about the geography and history of the . • El Festival de las flores de Aibonito. • Neighborhoods. • La Plaza de Armas. Vocabulary. La vivienda Expressions used to confirm information. Expressions used to express surprise or astonishment. Expressions used to express approval and disapproval. The house. Household chores. Home furnishings and accessories. Home appliances. The neighborhood. Grammar Present progressive tense. Present participles. Direct object pronouns. Indirect object pronouns. Demonstratives. Culture. Las Antillas (Cuba, República Dominicana, Puerto
Students will demonstrate appropriate etiquette, care of equipment, respect for facilities and safe behaviors while participating in a variety of physical activities. MODULE 2 Fitness Activities (Approximately 6 weeks) Students will participate in moderate to vigorous physical activity on a daily basis. Students will use and apply technology to assess, design, and evaluate a personal physical fitness program, along with monitoring and improving individual motor skills. Students describe the potential benefits of participating in a variety of physical activities that promote health related components of fitness. Students will identify in-school opportunities for participation in a variety of physical activities. Students will demonstrate competency in motor skills, appropriate speed and generation of force when running sprints or distance, throwing, jumping, striking, or kicking in a variety of physical activities. Students will apply skill-related components of balance, reaction time, agility, coordination, power, and speed to enhance performance levels. -Moderate Activity -Vigorous Activity -Cardiorespiratory endurance -Muscular strength -Muscular endurance -Flexibility -Body composition -Force -Skill related fitness (agility, balance, coordination, power, reaction time, speed) MODULE 3 Recreation Activities (Approximately 5 weeks) Students will identify and discuss community opportunities for participation in a variety of physical activities that contribute to personal enjoyment and maintenance of a healthy lifestyle. Students will demonstrate sportsmanship and maintain appropriate personal, social, and ethical behavior while participating in a variety of physical activities. Students will compare and contrast games, sports and/or physical activities from other cultures. Students will identify basic rules of a variety of physical activities. Students will identify a variety of physical activities that promote stress management. Students will demonstrate body control for successful participation in a variety of physical activities. Students will analyze the influence of personal values, attitudes, and beliefs about individual health practices and behaviors. -Sportsmanship -Stress Management -Peer Pressure
IS-9: Assess the extent to which women participated in and benefitted from the shifting values of European society from the 15th century onwards. 4.4.II – Military production, economic recovery and feminism IS-10: Analyze how and why Europeans have marginalized certain populations (defined as “other”) over the course of their history. 4.1.III – Fascist racism and genocide 4.1.VI – Post-1945 nationalist and separatist movements 4.1.VII – Mandates and decolonization 4.2.I – Kulaks and Great Purges 4.2.II – Fascist propaganda 4.2.V – Balkan conflicts and wars 4.3.III – Guest workers and immigration 4.4.I – Total war and genocide 4.4.III – Post-1945 dissenting groups.
Explain the role of the clinical biochemistry department in the diagnosis and management of diabetes. Discuss the psychological effects of a diagnosis of long term illness may have on an individual. Week 5 - Epidemiology & Infectious Disease Define epidemiology and explain its need and scope.
Individualized Learning Plan – Clinical Concentration Competency Practice Behavior Placement Tasks Identify as a professional social worker and conduct oneself accordingly (EPAS 2.1.1). Readily identifies as a social work professional Demonstrates professional use of self with clients Understands and identifies strengths, limitations, and challenges Develops, manages, and maintains therapeutic relationships with clients within the person-in environment and strengths perspectives. Apply social work ethical principles to guide professional practice (EPAS 2.1.2). Applies ethical decision-making skills to issues specific to clinical social work Employs strategies of ethical reasoning to address the use of technology in clinical practice and its impact on client rights.
1 Starter exercise Select Starter Exercise in the Menu and click to download the Starter Exercise Activity. Save to your computer and print. This Activity presumes you are working on a particular business. The Activity helps you identify various facts and issues about your actual or proposed business venture You may have already completed this starter exercise with another unit. Become familiar with the learning materials in Sakai. Gather information on your business which you will use in various learning tasks Create overview of your business using the template provided Your tasks are designed around your business. Without the background research on the viability of your business idea the activities and exercises will not be grounded in a practical context. You will use the information gathered in this exercise in all the Units of the course and all the Assessment tasks to various extents. 2 -3 Topic 1 – Regulatory and compliance issues Setting up a business Business structure Registration Work through screens 1 – 12 completing the activities as directed and making notes in the boxes provided. You may complete this Topic in more than one sitting. Keep a note in the last column here, so that you can get straight back to where you left off. Sakai does not remember your last page when you log on the next time. Remember - at the end of each session go to the Assessment task 1 Candidate complete the short test in Sakai or submit the written assessment task 1. Your facilitator will provide instructions on which assessment task you are to undertake. You may be asked to draw on item from your business plan or from the starter
Program Practicum Learning Contract Student: Cristina Mardis Faculty: Professor Rani Sangha Organization/Institution: Bon Secours Memorial College of Nursing Org. Location: Hanover Health Department Practicum Goal: To learn the roles and responsibilities of a public health nurse as well as providing care to the various vulnerable populations that seek medical care at the health department. Learning Objectives Learning Resources/Strategies Evidence of Accomplishments (To be filled in by end of Semester) Outcomes: (To be filled in by end of Semester) 1. To provide the appropriate education to all populations seeking health care at the clinic. I will be very attentive to clients, listen to my preceptor (mentor) and ask any questions that I may have. I will make sure the clients successfully understand the education that they received. -Clients felt comfortable discussing their care with me and asking questions -Provide education to patients including handouts/brochures. -Assisted my mentor with the EDCD waiver assessment and gained insight of the client’s life and education. She did not have the best living condition, but she stated she was as happy as can be. This is a human being that truly deserves approval for the waiver. Therefore, an aid can come to her house and assist her with her healthcare. She would also be approved for transportation that would take her to and from doctor appointments. -Clients felt more comfortable discussing information with me -I provided education and the clients were able to explain what was taught to them (teach-back method) Before the end of the appointments, clients stated an understanding due to the education I provided. -I was able to gain knowledge and experience another area of nursing. -I provided a caring attitude and compassion to all clients regardless of age, sex, and ethnicity.
warning. Running a clicker base to the computer in the podium means I have to leave the door open, which is a hazard in the narrow space between the computer and the screen/blackboard. In your efforts to bring additional technology into the classroom please do not forget to make what is already there more functional. Computer Labs I need a computer lab available for my classes to take online midterm/final Rework the first floor of the Library to include mobile tables, collaborative spaces Students with Macs need Windows software for class. Labs I want to see their screen not their faces Labs are not big enough anymore Pharos printing from personal laptops & devices I would prefer laptop rentals over desktop computers. students will use them more when easier to access reduce bag weight cheaper Streaming Workshop for Streaming Better media streaming solution - uploading files and creating links is difficult for average user Training video for video server streaming Support for the many levels of streaming and closed caption Support Technology Café Traveling Kiosk Questions and Answers Help faculty and staff with technology for search committees - telephone conferencing, web conferencing. Hard to meet as a group when the candidate is not in Boone. Tech support people are helpful Need more support after 5 pm Turn off smart presentation mode toolbar in the College of Ed FAQ – VMWare FAQ – Google Applications Teaching with Technology PowerPoint is a distraction; students might not know how to use technology No more textbooks Digital Textbooks! Google for everything Creative Cloud – License Issues
Trusting your Soldiers If we are honest, most soldiers want competent leaders. This basic truth is repeated by all noncommissioned officers when they recite the NCO Creed. “All Soldiers are entitled to outstanding leadership; I will provide that leadership” . In fact, most people want those who are in senior positions to be competent in their jobs. This is true in the military and civilian worlds. The problem is that trusting your Soldiers inherently means that you trust your ability as a leader to have shown them the right way to execute a task. While NCO’s “strive to remain tactically and technically proficient” , how can an NCO train that same level of competence? Using the example of an NTC rotation, how often are soldiers, who should be executing a skill level 1 task with proficiency, standing to the side so the junior leader (in this case, an E-5 or E-4(p)) can do it “the right way”? From establishing communications, sending SITREPs and SPOT Reports to Searching an Individual in a Tactical Environment (159-COM-2026), NCOs must empower themselves to ensure that their soldiers are proficient in basic tasks . This is the crux of the issue. Leadership means that an NCO not only trusts themselves to train their subordinates to standard, but also trust their Soldiers to execute the task to the same standard. Utilizing this basic idea, young leaders begin to develop their own leadership style when their NCOs demonstrate “what right looks like” as opposed to “doing it the right way” and not allowing their soldiers to learn. Trusting yourself as a Leader In a zero defect organization, leaders do not lead. In all honestly, leaders don’t even manage in that environment. Rather, each individual looks out for his or her own best interest, with a keen desire to not “rock the boat”. Again, anecdotally there is ample evidence that a zero defect mindset ensures a lack of leadership development. FM 6-22 states the challenge for leader
Data-Driven Instruction for Common Core Learning Learning Targets Notes and Reflections I understand the role that school and district leaders play in establishing and maintaining systems of data-driven instruction and inquiry. I can identify evidence of a culture that supports data driven processes that improve student achievement. I can explain the systems and structures necessary to implement and monitor the ongoing analysis of multiple choice and performance assessments aligned to the common core. Self-Reflection: Implementation Rubric for DDI and Assessment and Expectations and Metrics Given what I know about culture, systems and structures, my highest leverage next step is…
3 MEASURES OF POSITION NAME: ___________________________________________ PROGRAM: ________________________________________ DATE: ______________________________________________ Part One. With the data provided per item, solve for the quantile scores asked. A nutritionist-dietician is doing a study on the factors that affect the weight of children, identified as “severely wasted” in order to develop an effective feeding program. The weight (in kg) of the 25 children are given below: 18 18 19 19 19 19 20 20 21 22 23 24 25 25 26 27 29 29 30 30 30 30 31 31 What is the second quartile? What is the upper quartile? Based on the data, for what weight does 25 percent of the children are lighter? Monthly Income (in thousand pesos) 1 – 5 5 6 – 10 11 11 – 15 20 16 – 20 18 21 – 25 7 26 – 30 6 31 – 35 2 36 – 40 1 Seventy senior citizens in an urban community were asked in a survey how much were their greatest monthly income when they were still working individuals. Their responses have been tabulated through a frequency distribution at the right. Compute for the following measures of position: 62nd percentile 37th percentile 4th decile 9th decile Upper quartile Write your solutions legibly in the blank space below. Use another paper if necessary.
Name Participant profile Peter (early forties) James (early fifties) Tom (mid-forties) Michael (mid forties) Bob (late thirties) Alan (mid sixties) Ian (mid forties) Nigel (mid forties) Patrick (early forties) Senior partner in a legal practice of solicitors from his late twenties. No other organizational experience than solicitors’ office. The practice employs over 35 people and he has recently opened a further office to become one of the major legal practices in the district. Founder of a specialist recruitment consultancy specialising in engineering in the nuclear industry. Very limited employment experience with no leadership roles. Established his business in his mid-twenties and has been the only context relevant to leadership experience. Co-founder, with his brother, of a maintenance surveying service of high rise structures with approximately 20 full-time employees and a substantial number of consultant associates. Only one previous short term employer before establishing the business at the age of twenty-four. Acquired a telecommunications market research company currently employing over 25 people, as well as being a director of a number of other business investments. Seeking to step away from his core business. Corporate consulting career before the business acquisition. Founder of a window manufacture and installation company employed approximately 70 people but has retrenched to 40 employees. Has only been self-employed and has run two consecutive businesses both of which have been successful. Recently retired director, who joined a family business specialising in engineering services to the nuclear industry. The business grew in excess of 200 employees and was sold to a USA corporation. Now chairman of a local development agency. Acquired a specialist training college employing approximately 40 people. Sold this business and now an executive director of a construction company. Limited organizational experience prior to the college acquisition in his late twenties. A graphic designer who founded his business partnership in 1998. He acquired another company that now extends to 10 employees. Limited organizational experience that was at junior levels of leadership responsibility. All his experience has been in the graphic design sector. Took over his father's business which now employs approximately 12 people. He had numerous organizational experiences but never in one organisation more than two years and never in a position of responsibility. An aspiration to lead and grow his business but little experience of leadership. Table 1: Profile of the participants
Effects Of Chemical Dependency On The Body impaired thought processes lowered stress tolerance blackouts muscle weakness muscle cramps nerve palsies (shaking) chest pain hypertension (high blood pressure) headaches malnutrition anemias calcium deficiency hemorrhoids colitis acne and psoriasis Vitamin B-1 deficiency fractures shortness of breath loss of appetite weight loss or gain eye and ear infections bone marrow depression jaundice personality change diarrhea intestinal cramps constipation ulcers slow healing bladder infections alcoholic hepatitis fatty liver impotence birth defects gastritis pancreatitis bronchitis pneumonia tuberculosis heart attack blurred vision bleeding disorders esophageal varices low platelet count polyneuritis (inflammation of nerves) hypoglycemia stroke adrenal insufficiency kidney infection arteriosclerosis (hardening of the arteries) interruption of protein synthesis interruption of enzyme response interruption of hormone response suppression of leukocyte production suppression of metabolism of nutrients pituitary disturbances sterility peripheral neuropathy (numbness, tingling, paralysis) muscle myopathy (muscle wasting) cardiomyopathy convulsions psychosis Points to Remember: 1. Each system of the body has a special function. 2. All systems work together. 3. Damage in one system affects the other systems. 4. All body systems are affected by the disease of alcoholism. 5. At first the damage is acute and temporary. 6. Eventually damage is chronic and permanent. 7. Acute damage means there is inflammation in an organ system. Acute damage can be repaired. 8. Over a period of time, inflamed tissue dies and is replaced by scar tissue. 9. Scar tissue is permanent and cannot be repaired.
Presentation Name Learnzillion Code Writing Type Grade levels Use Temporal Transition Words in a Personal Narrative LZ739 Narrative Primary Add in temporal transitions LZ4852 Narrative Intermediate Use signal words to clearly show differences and similarities between topics in your writing LZ4928 Informational Intermediate Use signal words to clearly show a sequence of events in your writing LZ4927 Informational Intermediate Use signal words to clearly show cause and effect in your writing LZ4926 Informational Intermediate Connect related ideas within a paragraph using transition words LZ4925 Informational Intermediate Connect similar categories of information to the topic using transition words LZ4924 Informational Intermediate
System Level Harmful Contributing Factor Protective Contributing Factor Patient Characteristics The patient was dehydrated from being NPO (nothing by mouth) and having a bowel preparation. Task Factors The patient’s midsection was exposed during surgery. There is an intraoperative upper body warming protocol. The patient’s abdominal cavity was irrigated with saline before closure. Irrigation is warmed. The temperature probe might not be accurate. Individual Provider Factors The OR staff like to work in a cool OR. Team Factors Lack of role clarity regarding who is responsible for normothermia maintenance. Work Environment Normothermia is a lower priority during the OR case. Patient warmers are readily available. Departmental Factors Staff from the entire perioperative area are working together on the Safety Program for Surgery. Hospital Factors The central stores department reliably delivers patient warmers to perioperative units when needed. Institutional Factors Hospital leadership prioritizes patient safety.
After a lot of discussion, the preop staff got on board. We reassured them that we would work with our Central Supply Department to ensure that warmers were readily available on the preop unit. We also decided that the intervention would be piloted for one month. If our clinicians hated it, we’d consider trying something new. Then we assigned leaders for each intervention to establish accountability and a chain of command. – Surgical safety team Surgeon Champion Chosen Intervention Anticipated Sources of Resistance Opportunities To Reduce Resistance Who’s in Charge of These Efforts? Followup Date Confirm esophageal probe temperature readings with bladder probes Finance personnel, since bladder probes are more expensive Present data on bladder probe accuracy to finance personnel Senior executive One month from implementation Use forced air warming in preop area Preop staff, since it increases their workload Central Supply Department might not have enough forced air warmers Pilot for 1 month Connect with central supply department manager to determine feasibility Preop nurse manager & CUSP team leader Nurse champion One month from implementation
24 Month Hardware Offer New Subscribers to to Business Select Pack®, Business Entertainment Pack®, Business Xtra Pack®™ can receive: BUSINESS VIEWING: up to 4 free HD receivers PRIVATE VIEWING: up to 4 HD or up to 2 HDDVR* *DVR FEE – 12.00 per month Commercial Basic Subscribers can receive: BUSINESS VIEWING: up to 4 free HD receivers PRIVATE VIEWING: up to 4 free HD receivers Cost for additional receivers: - HD $99 24 Month Installation Offer New Subscribers to Business Select Pack®, Business Entertainment Pack®, Business Xtra Pack®™ receive : FREE Standard Professional installation of the promotional hardware. New Subscribers to Commercial Basic: Must pay dealer $49 for Standard Professional installation. Complex/custom installations are additional fees. These custom rates should be negotiated between dealer and customer prior to starting installation. Additional Receiver Fees Business Viewing Subscribers 1st thru 9th - $7.00 each 10th thru 21st - $4 each 22nd + - $2 each Private Viewing Subscribers $7.00 each for 1st and each additional receiver Regional Sports Network Fee Regional Sports Network Fee will apply to BUSINESS XTRA PACK receiving regional sports channels. RSN Fee is 5.99 DIRECTV Delivers Live Sports in 4K:
STATE.xls,” and “Follow-Up STATE.xls.” The fourth file is designed for teacher-level data detectives and combines assessment, goal setting and follow-up into one file labeled “Teacher.xls.” Exhibit 4–1. Page from Sample Workbook for Teachers DQ #3. Which students are not pre-post tested? The tables below provide two examples of the same data on students’ pre and posttests, but are sorted two different ways. The same table sorted different ways can make patterns easier to see. For example, the two tables here have the same data, but the first shows no pattern while the second shows that the students within ABE are far more likely to not have a pre and posttest. Note: Ideally, teachers should be provided by the data administrators in ways that make it easy to sort the data (including simply in Microsoft Word through the TableSort command). Pre and Posttesting by Student Student Pre-test & Post-test Race/ ethnicity Level Rudy No Afr. Amer. ABE-IH Guy Yes Afr. Amer. ASE Sally Yes Afr. Amer. ASE Tsze No Asian ABE-IL Teddy Yes Asian ESL Anny No ABE-BL Carmen Yes ESL Quo No Latino ABE-IL Enrique Yes Latino ESL No White ABE-IL Debbie Yes White ASE Student Pre-test & Post-test Race/ ethnicity Level Anny No ABE-BL Rudy No Afr. Amer. ABE-IH No White ABE-IL Quo No Latino ABE-IL Tsze No Asian ABE-IL Debbie Yes White ASE Guy Yes Afr. Amer. ASE Sally Yes Afr. Amer. ASE Carmen Yes ESL Enrique Yes Latino ESL Teddy Yes Asian ESL Observations Six out of 11 students have taken a pre and a post-test. These students show a mix of race/ethnicities. All of these students are ABE students. Although no patterns seem to exist across race/ethnicity, the program area does seem to matter. ABE students are missing data, while the ASE and ESL students have pre and posttest data. Possible Causes ABE students are leaving before being posttested Procedures with ABE students are different Next Steps Talk to other teachers to find out what they do about ensuring their students are posttested. Talk to the ABE students about the importance of their posttests and, if reasonable, set a tentative date for the test.
FEDERAL PROGRAM ADMINISTRATIVE REVIEW SCHOOL NUTRITION PROGRAM SUMMARY Section 207 of the Healthy Hunger Free Kids Act 2010, amended section 22 of the National School Lunch Act (42 U.S.C. 1769c) requires the Virginia Department of Education, Office of School Nutrition Programs (VDOE SNP), to report the final results of the administrative review to the public in an accessible, easily understood manner in accordance with guidelines promulgated by the Secretary. Local Educational Agency: Leary Educational Foundation Report Publication Date: June 2017 Administrative Review Dates: May 23-24, 2017 Review Month and Year: March 2017 Participating Programs: NSLP, SBP, ASP Participates in Special Provisions? No Enrollment and Participation Data for March 2017: Eligibility Enrollment Lunch Avg. Daily Participation (ADP) Lunch ADP % Breakfast ADP Breakfast ADP % Total Reimbursement ($$) Free 45 45 92.68 38 65.85 5,503.32 Reduced 0 0 0 0 0 0.00 Paid 0 0 0 0 0 0.00 Total 45 Cell intentionally left blank Cell intentionally left blank Cell intentionally left blank Cell intentionally left blank 5,503.32 Findings Identified during the Administrative Review:
WEBSITE WATCH - www.roalddahl.com Next half-term we will be learning about ITALY - what can you find out about some of these aspects to help with your learning? You don’t have to do them all! Where it is What the weather is like Famous landmarks What people eat What the landscape is like Famous towns or cities Anything else interesting…. How much help did I need to do my Home Learning this week? None Some areas All areas Return by next THURSDAY Knowing your times tables is very, very important in Year 4 and you will need to know all the tables 1-12 off by heart to help with your Maths. Keep learning them at home…. Remember to read every night at home. Don’t forget to ask an adult to sign this in your contact book or reading record. Don’t forget to log on! WEBSITE WATCH - www.roalddahl.com Next half-term we will be learning about ITALY - what can you find out about some of these aspects to help with your learning? You don’t have to do them all! Where it is What the weather is like Famous landmarks What people eat What the landscape is like Famous towns or cities Anything else interesting…. How much help did I need to do my Home Learning this week? None Some areas All areas Return by next THURSDAY Knowing your times tables is very, very important in Year 4 and you will need to know all the tables 1-12 off by heart to help with your Maths. Keep learning them at home…. Remember to read every night at home. Don’t forget to ask an adult to sign this in your contact book or reading record. Don’t forget to log on! WEBSITE WATCH - www.roalddahl.com
Next half-term we will be learning about ITALY - what can you find out about some of these aspects to help with your learning? You don’t have to do them all! Where it is What the weather is like Famous landmarks What people eat What the landscape is like Famous towns or cities Anything else interesting…. How much help did I need to do my Home Learning this week? None Some areas All areas Return by next THURSDAY Knowing your times tables is very, very important in Year 4 and you will need to know all the tables 1-12 off by heart to help with your Maths. Keep learning them at home…. Remember to read every night at home. Don’t forget to ask an adult to sign this in your contact book or reading record. Don’t forget to log on! WEBSITE WATCH - www.roalddahl.com Next half-term we will be learning about ITALY - what can you find out about some of these aspects to help with your learning? You don’t have to do them all! Where it is What the weather is like Famous landmarks What people eat What the landscape is like Famous towns or cities Anything else interesting…. How much help did I need to do my Home Learning this week? None Some areas All areas Return by next THURSDAY Knowing your times tables is very, very important in Year 4 and you will need to know all the tables 1-12 off by heart to help with your Maths. Keep learning them at home…. Remember to read every night at home. Don’t forget to ask an adult to sign this in your contact book or reading record. Don’t forget to log on!
(Name) Learning Log Date Activity (What, where, when, how long etc) Who was there? (staff, others) What worked well What should continue? What did we learn? How do we know ……. liked it? Record his/her reactions. What didn’t work What must be different another time? What did we learn? What didn’t …… like? Record his/her reactions.