zilongwang/ReadingBank huggingface dataset:
SENIOR ENGLISH EXIT PRESENTATION/ DIGITAL PORTFOLIO How will the writers, artists, musicians, animators, filmmakers, and actors impact our society? What will your verse be? The above questions were posed to you on the first day of your senior year. We’ve spent the year honing research skills and discussing future plans. In your elective classes, you’ve developed skills sets that you will take with you in your next phase of life. Now is the time to reflect upon your four years at Lawndale High School and document your growth. BRIEF OVERVIEW OF COMPONENTS THE DIGITAL PORTFOLIO In class, you will create a dropbox account for your AMA Exit Portfolio. This folder will act as storage for any media clips, field trip forms, community service forms, etc. that you have completed and want to use for the portfolio requirements. THE HARD COPY PORTFOLIO This will be a physical “book” or packet you turn in to me that contains the six sections required: artifacts, academic and core class evidence, a literary passage, soundtracks, and your “verse”. PRESENATION OF PORTFOLIO You will present you portfolio to the class. You have 7-10 minutes (you will be cut off at 10 minutes). This will include sharing various components of your digital/hard copy portfolio in from of your peers and visitors. TOTAL POINTS AVAILABLE FOR ASSIGMENT: 300 DIGITAL PORTFOLIO REQUIREMENTS: PRELIMINARY TASK: Open up a dropbox account if you don’t already have one; it’s free. Share the account with me so I can monitor your progress: COMMUNITY SERVICE Complete 10 hours of community service. Fill out the community service log and scan 2 points per hour= 20 points
CONTENT Briefly cover the following topics that were included in the hard copy of the portfolio. Student covers the following in the presentation: 3 artifacts (must bring them in) 1 Core assignment Literary Passage 1 song from soundrack your “verse” 15 pts 5 pts 5 pts 5 pts 10 pts PATHWAY EVIDENCE *NOTE: for the sake of time, students will be able to show group pathway evidence projects or complete group performances to satisfy the “pathway evidence” requirement Student shows an example of his/her particular “art” produced during the high school years in or out of class 25 pts PRESENTATION SKILLS Students will be evaluated on the following: Volume Speed/Pacing Eye Contact/Posture Fluency (no um’s) Enthusiasm 5 pts 5 pts 5 pts 5 pts 5 pts TOTAL POINTS FOR PORTFOLIO PRESENTATION: 100 points Assignment Totals: Digital Portfolio: 120 points Hard Copy Portfolio 80 points Portfolio Presentation 100 points TOTAL: 300 points
decoration and music What was the impact? 3 The Bible and Church services What Elizabeth ordered in the Religious Settlement of 1559 What was the impact? 4 The clergy What Elizabeth ordered in the Religious Settlement of 1559 What was the impact? Activity 6 How Elizabeth won support for the new Church?p31 How Elizabeth won support for the new Church? Her image Church attendance Adding Accession Day to the calendar Licensing the clergy Activity 7
Answer EITHER (c)(i) OR (c)(ii) EITHER (c) (i) ‘The threat of invasion was Elizabeth’s main problem when she became queen in 1558.’ How far do you agree? Explain your answer. (16 marks) You may use the following in your answer: France Elizabeth’s legitimacy You must also use information of your own. OR (c) (ii) ‘Religion was the main cause of Elizabeth’s problems 1558-69.’ How far do you agree? Explain your answer. (16) You may use the following in your answer: Catholic and Puritan grievances Mary Queen of Scots You must also use information of your own. Trigger Memory Activity for Queen, government and religion, Trigger Words Trigger Picture Add Trigger Points from your notes 1 Elizabethan Society
Option B4: Early Elizabethan England 1558–88 Answer Question 5(a), 5(b) and EITHER 5(c)(i) OR 5(c)(ii). 5 (a) Describe two features of the attempts to colonise Virginia in the 1580s. 4 marks (b) Explain why the Throckmorton Plot (1583) was a threat to Queen Elizabeth. (12 marks) You may use the following in your answer: Mary, Queen of Scots foreign threat You must also use information of your own Answer EITHER (c)(i) OR (c)(ii) EITHER (c) (i) ‘The threat of invasion was Elizabeth’s main problem when she became queen in 1558.’ How far do you agree? Explain your answer. (16 marks) You may use the following in your answer: France Elizabeth’s legitimacy You must also use information of your own. OR (c) (ii) ‘Religion was the main cause of the Revolt of the Northern Earls in 1569–70.’ How far do you agree? Explain your answer.
between East and West The refugee problem in Berlin. Khrushchev’s Berlin ultimatum (1958), The summit meetings of 1959–61. Soviet relations with Cuba, the Cuban Revolution and the refusal of the USA to recognise Castro’s government. The significance of the Bay of Pigs incident. Opposition in Czechoslovakia to Soviet control: the Prague Spring. Focus 2 Cold War crises The construction of the Berlin Wall, 1961. The events of the Cuban Missile Crisis. The Brezhnev Doctrine and the of Soviet control in Czechoslovakia. Focus 3 Reaction to crisis Impact of the construction of the Berlin Wall on US-Soviet relations. Kennedy’s visit to Berlin in 1963. The consequences of the Cuban Missile Crisis: the ‘hotline’, the Limited Test Ban Treaty 1963; The Outer Space Treaty 1967; and the Nuclear Non-Proliferation Treaty 1968. International reaction to Soviet
Trigger Memory Story Medicine 50-1350 The story must be very imaginative. It must involve you seeing, talking and doing things. It must link the ten trigger words together in the form of a continuous story. You should then rehearse the story and commit it too your long term memory to be recalled when necessary. This will take some effort but will be very useful! Use different colours to write the trigger words in your story. I was...
Guidance Page 18 Key stage 4 PEPs: Y10 should be considering work experience. However, a target that reads ‘to research and decide on work experience placement’ is a target for the whole year group. It is important to consider whether there is any further support needed based on the individual needs of the pupil in care. It might be the skills needed to complete a form, use public transport or confidence with meeting new people. Key stage 4 pupils need to be able to revise and schools will be providing revision clinics. It is not a target ‘to attend a revision clinic’- the whole year group will be doing this, equally it is not a target ‘to revise for Geography’. If the needs analysis identifies difficulties with study skills and revision, the targets need to focus on the skills need to help the pupil with this. For example if a pupil is struggling to organise their time to revise and attend clinics, the target should relate to developing executive function skills. It may be that the target is to develop study skills and the intervention will be support with revision techniques specifically, the impact will be the application of these skills to revision in a specific subject area. It is important to remember that working memory is often not functioning at its best for a CIC due to delayed development and previous trauma. All teachers need to be aware that just because a pupil appears to be able to apply their thinking on one day, they may not have the working memory to apply it another day of metacognitively transfer their thinking/skill to another subject area. This is a common area of need/difficulty for CIC in KS4. The final year at school for a CIC is another transition where vulnerability is magnified; it is full of uncertainty about post 16 education/employment options and for some a change in care arrangements. It is an ending and this can trigger previous emotions. It also a year full of big events like the school prom, the final year photograph and goodbyes to key adults that have been attachment figures. PEP interventions should capture the pro active support that will be available to CIC pupils to support their emotional well being.
Research question broad and unclear Minimal or vague detail Little demonstration of understanding of the findings Research question broad, not focused specifically on problem Findings discussed simply and concretely without depth Some irrelevance or confusion or more perspectives of the issue Research question clear, focused on problem, but needs refinement Solid discussion and understanding of findings Fairly strong supporting arguments multiple perspectives Research question clear, focused, and narrowly defined Sophisticated analysis, critique, and synthesis of findings Strong supporting arguments The Process Limited understanding of literature review process Demonstrates a good understanding of the literature review process Demonstrates good application of the of literature review process in sourcing recent, relevant resources Demonstrates solid application of literature review process using a variety of data bases to source recent, relevant, resources Academic Rigor Limited use of references and resources Minimal or no support for ideas Some opinions Few references and resources Convincing support with details Uses multiple references and resources effectively Frequent use of references and resources to support assertions Synthesizes and evaluates multiple resources effectively to present main argument Style 1 2 3 4 Assignment Requirements Addresses few of the assignment requirements Addresses some of the assignment requirements Addresses many of the assignment requirements Addresses all of the assignment requirements 1 2 3 4 Clarity & Organization of Paper Random or scattered ideas lacking focus Difficult to follow No apparent deliberate organization Minimal simple organization Some orderly progression of ideas and a general focus Some sections confusing or unrelated to main idea Clear, logical pattern of development in organization General focus and coherence Logical sequence of ideas Transitions between ideas Elegant, subtle, seamless pattern of organization Structure may be innovative Ideas flow naturally and smoothly, reinforce and
consistently smooth and effective support content 0 1-2 3-4 5-6 Writing Conventions and use of APA Significant grammar, sentence structure, spelling, or punctuation errors Inconsistent use of APA format Frequent but minor sentence structure, spelling, or punctuation errors Most citations are cited in APA format APA style is missing in key areas Missing citations: Fails to attribute idea or concept. Minimal grammar, sentence structure, spelling, or punctuation errors All citations are accurately cited in APA format APA style is generally used correctly with minimal exclusions Reference page adheres to APA format No grammar, sentence structure, spelling, or punctuation errors APA style is used correctly throughout the paper including citations, title and reference pages, page numeration, line and paragraph spacing, page justification, font, levels of headings and subheadings and running head All citations from relevant literature are accurately cited in APA format Additional Comments /62 Final Assignment #2 Grade 0 0.0
CURRICULUM VITAE KIM T. MUESER Education Major Degree Year Columbia College, New York Psychology B.A. 1978 University of Illinois at Chicago Psychology M.A. 1981 University of Illinois at Chicago Psychology Ph.D. 1984 Licensure Licensed as a Clinical Psychologist in Pennsylvania (#PS-004704-L) and New Hampshire (#726). Awards and Honors Graduated with Honors from Columbia College, 1978 Member of Sigma Xi, honorary scientific society, 1983-present Honorable Mention, the Gerald Klerman Award from National Alliance for Research in Schizophrenia and Depression (NARSAD), 1995 Fellow, Invitation Fellowship Program for Research in Japan, Japan Society for the Promotion of Science, Tokyo, July-August, 2006 Visiting Professor, Institute of Social Psychiatry, Institute of Psychiatry at the Maudsley, London, May, 2007 Ken Book Award for The Complete Family Guide to Schizophrenia: Helping Your Loved One Get the Most Out of Life, National Alliance on Mental Illness of New York City Metro, 2007 Armin Leob Research Award, United States Psychiatric Rehabilitation Association, 2007 Emily Mumford Medal for Distinguished Contributions to Social Science in Medicine, Department of Psychiatry, College of Physicians and Surgeons of Columbia University, 2007 Trail Blazer Award, Schizophrenia and Severe Mental Illness Special Interest Group of the Association for Behavioral and Cognitive Therapies, 2009 Lifetime Achievement Award, The Bridge, Worchester, MA, 2014 Professional Positions Executive Director, Center for Psychiatric Rehabilitation, Boston University, 2011-2016. Professor, Department of Occupational Therapy, Boston University, 2011-present. Adjunct Professor, Departments of Psychiatry and Community and Family Medicine, Dartmouth Medical School, Hanover, NH, 2011-present. Professor, Departments of Psychiatry and Department of Community and Family Medicine, Dartmouth Medical School, Hanover, NH, 1997-2011. Associate Professor, Departments of Psychiatry and Department of Community and Family Medicine, Dartmouth Medical School, Hanover, NH, 1994-1997.
Job Description – Knowledge Transfer Network – ICT Specialist Job Purpose To provide technical knowledge and capability in the ICT team of the Knowledge Transfer Network, delivering against defined work packages and business requirements as directed by the KTN leadership team. Grade: Specialist Location: Home Based, UK Key accountabilities To demonstrate industry relevant expertise in their area of specialist knowledge, in this case Systems Engineering for applications such as Robotics and Autonomous Systems. To undertake key tasks in developing and delivering information related to the implementation of the KTN ICT plan. To facilitate the development of an active practitioner community to act in support of the KTN goals. To participate in cross-KTN initiatives and Special Interest Groups where expertise in this area is required. To highlight issues and opportunities that may influence the appropriate strategy for their area of expertise and provide appropriate guidance to KTN staff. Ensure that the reputation of KTN limited is maintained and enhanced by being seen as a community expert in their area of specialty. Job scope A specialist will be seen as the knowledge expert within KTN limited for their area of expertise. They will be expected to provide detailed, accurate and up to date guidance and advice to enable projects and activities to be delivered within the KPIs set for KTN. They have the responsibility to maintain their level of knowledge and understanding as required to meet the needs of the programme. Job responsibilities To ensure that projects in their area of speciality have all the technical support and knowledge they need to succeed. Implement a plan of events and activities to meet the requirements of KTN stakeholders in a timely fashion. The primary aim being to identify and engage the key players from the community for whom a competition or the activities of a working group are targeted. Actively develop a body of knowledge and understanding which equips the job-holder with an “expert” status for provide understanding and guidance across the stakeholder communities.
Key Stage 4 Carbon Copy Student worksheet Spot the difference The pictures above show diamond and graphite. Both of these substances are made of the element CARBON. However they have very different properties. In the box below, list as many differences as you can between the two types of carbon. It may help to think about what they look like and how they are used. Allotropes Some elements can exist in different structural forms. These different forms are known as allotropes of that element. So graphite and diamond are allotropes of carbon. Molecular Structure Although diamond and graphite are both made of carbon the way that the atoms are arranged in the two substances is completely different. The pictures below show the arrangement of the carbon atoms in diamond and graphite In diamond, the carbon is arranged in a tetrahedral pattern, with each carbon being connected to four other carbons by covalent bonds. This is a very strong arrangement and explains why diamond is the hardest known natural substance. As a result, manufactured diamonds are used as hard-wearing coatings for drill bits and cutting blades. Although each layer of graphite has carbon atoms that are strongly covalently bonded to their neighbouring carbon atoms the bonds between the layers are weak. This means that the layers can slide over each other easily. This makes it ideal for its use in pencils where layers of graphite slide off the pencil onto the paper. It is also used in many lubricants. Because graphite only forms three covalent bonds rather than the four found in diamond, it contains electrons which are free to move within the graphite lattice. These free electrons, also found in the lattices of metal elements allow graphite to conduct electricity. Both diamond and graphite have a giant covalent structure in which the carbon atoms are bonded with strong covalent bonds. Manufactured Allotropes of Carbon Fullerenes
Do you require permission from the UKVI to take up employment with Bournemouth University if appointed to this post? YES / NO Ethnicity White Other Asian background Gypsy or Traveller Mixed – White and Black Caribbean Black or Black British - Caribbean Mixed – White and Black African Black or Black British – African Mixed – White and Asian Other Black background Other mixed background Asian or Asian British – Indian Arab Asian or Asian British – Pakistani Other ethnic background Asian or Asian British – Bangladeshi Prefer Not to Say/ Information Refused Chinese Religion or Belief No Religion Christian – Other Denomination Buddhist Hindu Christian Jewish Christian – Church of Scotland Muslim Christian – Roman Catholic Sikh Christian – Presbyterian Church in Ireland Spiritual Christian – Church of Ireland Any other Religion or Belief Christian – Methodist Church in Ireland Prefer Not to Say/ Information Refused Sexual Orientation 13. Gender Identity Bisexual Is your gender identity the same gender as you were originally assigned at birth? Yes No Gay Man Gay Woman/Lesbian Heterosexual Other Prefer Not to Say/ Information Refused Prefer Not to Say/ Information Refused 14. Disability The Equality Act 2010 protects employees, job applicants, contract workers and students who fall within the new definition of disability. The Act defines disability as a physical or mental impairment, which has a substantial and long-term adverse effect on a person’s ability to carry out normal day to day activities. Long term is taken to mean lasting for a period greater than twelve months or where the total period is likely to last at least twelve months. This definition includes people with heart disease, diabetes, epilepsy, severe disfigurement, depression, schizophrenia, Down’s syndrome, dyslexia, for example. Do you consider yourself to be disabled within the definition of the Equality Act 2010?
JOB DESCRIPTION Post title: KTP Associate Academic Unit/Service: Psychology Faculty: Social, Human and Mathematical Sciences Career Pathway: Education, Research and Enterprise (ERE) Level: 4 *ERE category: Research Posts responsible to: Academic Supervisor Posts responsible for: N/A Post base: Office-based Job purpose To contribute to the development and evaluation of e-health interventions for distribution at large-scale, in collaboration with large multidisciplinary teams. Key accountabilities/primary responsibilities % Time Managing the activities related to the development and delivery of e-health interventions. 10% Carrying out intervention planning, drawing on systematic reviews, expert and public consultation and primary research as necessary. 5% Creating and adapting interventions (with training and assistance from experts). 35% Carrying out qualitative and mixed methods pilot evaluations of user engagement with interventions, including liaising with and providing support to users of interventions. 15% Preparing, maintaining and submitting relevant documentation (e.g. ethics and governance, detailed reports). 15% Writing up for publication qualitative and mixed methods pilot evaluations of user engagement with the interventions. 10% Other tasks related to the work of Changing Health and the Department of Psychology (e.g. outreach, marketing, product launch). 10%
KRAIBURG TPE at T-PLAS 2017 KRAIBURG TPE Provides Added Value for Automotive Interior Application KRAIBURG TPE, the global competence leader in thermoplastic elastomer compounds will be participating in T-PLAS 2017, the International Trade Fair for the Plastics and Rubber Industries. This exhibition will be held on 20-23th September 2017 at Bangkok International Trade & Exhibition Centre (BITEC), Bangkok, Thailand and KRAIBURG TPE will be located at booth P11, Hall 102. A development project between an important OEM and the development partner KRAIBURG TPE shows the importance of the body interior as a distinctive feature of automotive design. By using a special multi-component production technology, the Thermoplastic Elastomers give the glove compartment cover a soft and pleasant texture. decoration of the TPE, which has a low Shore hardness, also compensates for areas of the component with different thicknesses. The application is produced in an innovative cube mold. Custom engineered to customer requirements The cooperation with an important OEM an outstanding example of how the concept of custom engineered TPEs is practiced at KRAIBURG TPE. Sales, Applications Engineering and Development work together in specialized teams to offer a custom solution that is adapted to the specific customer requirement and processing method. Press office Europe, Middle East & Africa Simone Hammerl Public Relations Phone: +49 8638 9810-568 simone.hammerl@kraiburg-tpe.com International Marlen Sittner Head of Corporate Marketing Phone: +49 8638 9810-272 marlen.sittner@kraiburg-tpe.com
I confirm in terms of the Privacy Act 1993 that I have authorised access to referees. I know of no reason why I would not be suitable to work with children/young people. I understand that if I have supplied incorrect or misleading information, or have omitted any important information, I may be disqualified from appointment, or if appointed, may be liable to be dismissed. Signature __________________________________ Date Click here to enter a date. Note If completing this electronically a hard copy (signed) must be provided
Implementing Instruction Source of Evidence: Lesson Observation Component Descriptor Ineffective Emerging TARGET Accomplished Communicating content [CAEP: 1.3; CAEP: D; KTS: 1; InTASC: Content Knowledge; KFfT: 3] Uses incorrect verbal or written language in communicating content. Makes an occasional error in verbal or written language that communicates content. Uses clear and correct written and verbal language that communicates content in a manner appropriate for students. Uses clear and correct written and verbal language that communicates an understanding of content that contributes to the learning of all students. Communicating high expectations [CAEP: 1.4; KTS: 3; InTASC: Instructional Practice; KFfT: 2] Does not explain expectations and/or communicates low expectations regarding students’ capabilities. Communicates expectations; however, the expectations seem unclear to students. Clearly communicates (via verbal and body language) expectations and confidence in students’ abilities to meet these expectations. Clearly communicates (via verbal and body language) high learning and behavioral expectations, and confidence in students’ abilities to meet these expectations. Establishing positive learning environment [CAEP: 1.1; CAEP: D; KTS: 3; InTASC: The Learner & Learning; KFfT: 2] Communicates standards of conduct that are unclear and/or responses to misbehavior are inappropriate. Communicates standards of conduct; however, responses to misbehavior are inconsistent. Communicates clear standards of conduct, shows awareness of student behavior, and responds in ways that are both appropriate and respectful of students. Applies communicated standards of conduct in an efficient and respectful manner that results in a positive, fair, and productive learning environment for all students. Uses a variety of instructional strategies that actively engage students and meet diverse needs [CAEP: 1.1.; KTS: 4; InTASC: Instructional Practice; KFfT: 3] Makes minimal attempts to actively engage students or to address diverse needs. Uses an instructional strategy that attempts to engage students; however, not all students were engaged. Uses a variety of instructional strategies that engage students throughout the lesson and consider students’ diverse needs. Uses a variety of instructional strategies that engage all students throughout the lesson, and demonstrates the ability to adapt instruction to unanticipated circumstances.
Re: Application for Authorized Access of KT IDC Application Type : New ( O )/ Delete ( )/ Add ( )/ Change ( ) Official Company Name : Access Duration (Year/Month/Day) : Access Location : Number of people for Authorized Access: Number of Company Staffs: Number of Designated Partner Company Staffs (if any): Attachment: 1. Personnel List for Access; 2. Company Confidentiality Pledge; 3. Individual Confidentiality Pledge; and 4. Photocopy of ID document Company Name: __________________ For and on behalf of the Company By: ___________________________ Name: _________________________ Position: _______________________ Date:__________________________
Tuesday, April 10 College Men’s Decathlon @WSU 12:30pm 100m ~1:10pm Long Jump ~2:25pm Shot Put ~3:25pm High Jump ~5:25pm 400m College Women’s Heptathlon @WSU 1:00pm 100m ~1:40pm High Jump ~3:40pm Shot Put ~4:40pm 200m Wednesday, April 11 College Men’s Decathlon @WSU 10:30am 110m Hurdles ~11:40am Discus ~12:50pm Pole Vault ~3:20pm Javelin ~4:30pm 1500m College Women’s Heptathlon @WSU 11:45am Long Jump ~1:00pm Javelin ~2:10pm 800m Thursday, April 12 High School Boys’ Pentathlon @Friends 12:00pm 110m Hurdles ~12:35pm Long Jump ~1:45pm Shot Put ~2:40pm High Jump ~4:10pm 1500m High School Girls’ Pentathlon @Friends 12:30pm 100m Hurdles ~1:05pm High Jump ~2:35pm Shot Put ~3:30pm Long Jump ~4:45pm 800m High School Field Events @WSU 5:00pm Javelin (Outside) Girls 4A-6A Then Javelin (Outside) Boys 4A-6A 5:00pm Javelin (Inside) Girls 1A-3A Then Javelin (Inside) Boys 1A-3A Then Javelin (Inside) Girls Elite Then Javelin (Inside) Boys Elite High School Running Events @WSU 6:30pm 2000m Steeplechase Girls 1A-6A 2000m Steeplechase Boys 1A-6A 7:00pm 1600m Girls 1A-3A 1600m Girls 4A-6A 1600m Girls Elite 1600m Boys Elite 1600m Boys 1A-3A 1600m Boys 4A-6A ~8:00pm 3200m Girls 1A-3A 3200m Girls 4A-6A 3200m Girls Elite 3200m Boys Elite 3200m Boys 1A-3A 3200m Boys 4A-6A
KS4: FRENCH FUTURE TENSE VERBS - IRREGULARS I will listen, I will read, I will study, I will revise, I will understand -ER / -IR jouer – to play regarder - to Finir – to finir Choisir - to Je (I) Je joueRai Tu (you) Tu joueRas Il / Elle (he/she) Il/Elle/On joueRa Nous (we) Nous joueRons Vous (you) Vous joueRez Ils / Elles (they) Ils/Elles joueRont -RE Descendre - to go down Répondre - to Vendre - Perdre - Je (I) Je descendRai Tu (you) Tu descendRas Il / Elle (he/she) Il/Elle/On descendRa Nous (we) Nous descendRons Vous (you) Vous descendRez Ils / Elles (they) Ils/Elles descendRont IRREGULARS Etre To be Avoir - to Aller - Faire - Je (I) Je serai Tu (you) Tu iras Il / Elle (he/she) Il/Elle/On fera Nous (we) Vous (you) Ils / Elles (they) Ils/Elles auront
TABLE 3: KU PROGRAM OBJECTIVES AND ACTIVITIES Equipment / Materials Increased Access to Services Quantity Cost per Unit Description Reporting Period 4/1/17 – 9/30/17 Reporting Period 10/1/17 – 3/31/18 Reporting Period 4/1/18 – 8/31/18 Totals to Date Physical Accessibility of Facilities Accessible Website Effective Communication Plan Materials Large Print Materials in Braille Materials in Language Other than English Communication Technology Transportation Solutions Child Care Solutions Outreach Efforts Other (specify)
TABLE 4: KU STAFF AND INTERPRETER TRAINING Mandated Training Objectives Goal (Projected #) Reporting Period Reporting Period 10/1/17 – 3/31/18 Reporting Period 4/1/18 – 8/31/18 Totals to Date Total # of Staff Trained Total # of Interpreters Trained TABLE 5: AGE AND GENDER OF VICTIMS RECEIVING SERVICES Age (Years) Male Victims Reporting Period 4/1/17 – 9/30/17 Reporting Period 10/1/17 – 3/31/18 Reporting Period 4/1/18 – 8/31/18 Totals to Date 0 – 12 13 – 17 18 - 24 25 - Over Unknown Age (Years) Female Victims Reporting Period 4/1/17 – 9/30/17 Reporting Period 10/1/17 – 3/31/18 Reporting Period 4/1/18 – 8/31/18 Totals to Date 0 – 12 13 – 17 18 - 24 25 - Over Unknown Age (Years) Self-Reported Reporting Period 4/1/17 – 9/30/17 Reporting Period 10/1/17 – 3/31/18 Reporting Period 4/1/18 – 8/31/18 Totals to Date 0 – 12 13 – 17 18 - 24 25 - Over
Unknown TABLE 6: RACE/ETHNICITY OF VICTIMS RECEIVING SERVICES Ethnicity Increased Access to Services Reporting Period 4/1/17 – 9/30/17 Reporting Period 10/1/17 – 3/31/18 Reporting Period 4/1/18 – 8/31/18 Totals to Date Caucasian Latino African-American American-Indian Asian Filipino Pacific Islander Other (specify) Please Note: If you are responding to “Other” please specify. TABLE 7: PRIMARY LANGUAGE OF VICTIMS RECEIVING SERVICES Language Increased Access to Services Reporting Period 4/1/17 – 9/30/17 Reporting Period 10/1/17 – 3/31/18 Reporting Period 4/1/18 – 8/31/18 Totals to Date English
Spanish American-Indian Hindu Korean Japanese Chinese Southeast Asian Tagalog Russian Other (specify) Please Note: If you are responding to “Other” please specify. TABLE 8: DISABILITY/AFN OF VICTIMS RECEIVING SERVICES Disability Increased Access to Services Reporting Period 4/1/17 – 9/30/17 Reporting Period 10/1/17 – 3/31/18 Reporting Period 4/1/18 – 8/31/18 Totals to Date Physically Disabled Developmentally Disabled Learning Disabled Hearing Impaired or Deaf Vision Impaired or Blind Limited English Proficiency Chronic Condition/Injury Elderly Adults Victims with Small Children/ Pregnant Victims Low-Income/Homeless Victims Transportation and/or Child Care Needs Other (specify): Please Note: If you are responding to “Other” please specify the type of disability or access/functional need.
(K-ESS3-2) (K-2-ETS1-1) English Language Arts Mathematics Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). W.K.7 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. (K-2-ETS1-1) RI.2.1 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. W.2.6 Recall information from experiences or gather information from provided sources to answer a question. (K-2-ETS1-1) W.2.8 Reason abstractly and quantitatively. (K-ESS2-1),(K-2-ETS1-1) MP.2 Model with mathematics. (K-ESS2-1),(K-ESS3-2),(K-2-ETS1-1) MP.4 Use appropriate tools strategically. (K-2-ETS1-1) MP.5 Know number names and the count sequence. (K-ESS2-1) K.CC.A Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. (K-ESS2-1) K.MD.A.1 Classify objects into given categories; count the number of objects in each category and sort the categories by count. (K-ESS2-1) K.MD.B.3 Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, and compare problems using information presented in a bar graph. (K-2-ETS1-1) 2.MD.D.10 Appendix B Our Weather What do we see? Monday Date _________ Tuesday Date _________ Wednesday Date _________ Thursday Date _________ Friday Date _________ Saturday Date _________ Sunday Date _________ What time is it? What is the temperature?
Connections to Other Units In Unit 1, Weather; Unit 2, Pushes and Pulls, and Unit 5, Humans; students will use the following engineering principles: A situation that people want to change or create can be approached as a problem to be solved through engineering. Asking questions, making observations, and gathering information are helpful in thinking about problems. Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem’s solutions to other people. Because there is always more than one possible solution to a problem it is useful to compare and test designs. Sample of Open Education Resources : This lesson introduces shadows by taking students on a shadow walk. Ideally this should be done on a sunny day in the schoolyard or neighborhood, but it can be a simple walk around the classroom. Big Star: This reading passage that explains what the sun is and that it provides heat to the Earth. This activity comes with comprehension and critical thinking questions. : This lesson helps students broaden their understanding of the sun, particularly its critical role in warming the land, air, and water around us. : This lesson plan is adaptable to several grade band levels. The adjustments are included in the lesson plan along with suggestions for extension activities. : This lesson includes several activities where students observe, explore, and analyze shadows. Students will make inferences about the cause of shadows, The lesson is linked to NASA's MESSENGER spacecraft in its voyage to and around Mercury. This lesson is designed to last 4 or more days. There are four different activities within the lesson. The teacher will need to gather some materials prior to beginning the lesson. In this song, Miss Susie teaches the class about shadows and the necessary shade they provide for people and animals in the heat! Learn how shadows are a result of an object getting in the way of the path of the sun and that the shadow it casts over the ground provides shade. Teacher Professional Learning Resources
Course No. Course Title Course recording is available Course recording is available but may be outdated Course recording not available, but course is suitable for course recording Do all current sections have an LMS site? (Y/N) Is there another instructor who can teach this course if necessary? (Y/N) Comment? Check only one of the three boxes below B. All Courses (undergraduate courses only) Please estimate your department’s current usage of the practices shown below. 100% accuracy is not necessary – we are requesting this information to promote discussion and to encourage adoption, not for audit purposes. Recommended Practice Estimate your department’s current usage of this practice. Can this practice be expanded in your department? Comment? Check one. Check one. 1. LMS Sites: Every course has an LMS site. None Yes Some courses No Many courses Maybe All courses Not sure 2. Grades Current: Grades are kept current at all times (using an electronic gradebook tool, if available). None Yes Some courses No Many courses Maybe All courses Not sure 3. Good Communication Among GSIs: Consistency is achieved across discussion & lab sessions by fostering communication among GSIs. (Possible methods: regular meetings, a dedicated LMS site for GSIs, etc.) (Note: GSI = Graduate Student Instructor) None Yes Some courses No Many courses Maybe All courses Not sure 4. Common Course Materials: When instructors teach the None Yes Some courses No
same or similar courses, common textbooks and other course materials are used. Many courses Maybe All courses Not sure C. Departmental Practices We are requesting this information to promote discussion and to encourage adoption, not for audit purposes. Recommended Practice Is this currently being done? Comment? Check one. 1. Strategy for Disaster Communications: The department has a plan that details how it will communicate rapidly with faculty, staff & students if disaster strikes. Yes No Partially 2. Backup Plan for Academic Personnel: The department has a plan for instructor substitution if necessary. The groundwork is laid by practices such as team-teaching, rotating instructors, or substituting ”topics in” courses. (Note: this backup plan need not be a formal document.) Yes No Partially 3. Faculty Leaves: When faculty leaves are approved, faculty members are informed of the possibility of recall. Yes No Partially 4. Innovative Pedagogy: Faculty are actively encouraged to experiment with teaching tools before disaster strikes and to share experiences with colleagues. Yes No Partially D. Special Teaching Issues Many courses require specialized resources and logistics, for example: Science labs Computer labs Design studios Performance studios Field work / internships / experiential learning Specialized instructional software Access to collections (library, museum etc.) Select any of the above that apply, or add others:
46. (p. 8) Which of the following is true regarding treaties at the federal level? In the United States, a treaty is generally negotiated by the executive branch; and, in order to be binding, it must then be approved by two-thirds of the Senate. AACSB: Analytic Accessibility: Keyboard Navigation Blooms: Understand Difficulty: 2 Medium Learning Objective: 01-05 What are the sources of the law? Topic: Sources of Business Law 47. (p. 7) Which of the following contains summaries of common law rules in a particular area of the law? Restatements of the law are summaries of the common law rules in a particular area of the law. AACSB: Analytic Accessibility: Keyboard Navigation Blooms: Remember Difficulty: 3 Hard Learning Objective: 01-05 What are the sources of the law? Topic: Sources of Business Law
F 1 2 3 I have been able to develop ideas based on some limited research. I have some understanding of how to analyse images. I have attempted to experiment with a limited range of resources, media, techniques and processes. There is limited evidence of my ability to refine my work as it develops. I have attempted to record my ideas, observations and experiences. I have shown some ability to present personal responses. I have produced some short evaluations of my work. G 1 2 3 I have produced some ideas based on very limited research. I have attempted to analyse some images. I have attempted to use a limited range of resources, media, techniques and processes. There is very limited evidence of my ability to refine my work as it develops. I have attempted to record some of my ideas, observations and experiences. I have presented some personal responses. Unit marks Unit Title AO1 AO2 AO3 AO4 The Portfolio Current grader: DG Target grade:
Key Stage 4 Student worksheet Information cards The average woman in the UK has a 12.5 per cent chance of developing breast cancer at some point in her life. A female BRCA1 carrier has a 60 – 90 per cent chance of developing breast cancer and around 40 – 60 per cent chance of ovarian cancer. The BRAC1 gene codes for a protein that helps repair damage to DNA. People who inherit a faulty copy that has a mutation are less able to repair damage that accumulates in their DNA over time so they’re at higher risk of cancer. The early signs of breast cancer can be detected with mammograms or MRI scans. These can pick up cancers when they’re small, in one place, and easier to treat successfully. A woman is at a higher risk of breast cancer if she has close relatives that have had breast cancer. Only about one in 20 (5 per cent) – of the 50,000 women diagnosed with breast cancer every year carries an inherited faulty gene like BRCA1. Most breast cancers arise from genetic damage that accumulates over a person’s lifetime. The ovaries and fallopian tubes can be removed to stop ovarian cancer developing. Removing the ovaries in younger women brings on early menopause and makes them infertile. Breast tissue can be removed by having a double mastectomy. This is major surgery but greatly reduces the risk of developing breast cancer. The risk of developing cancer can be reduced by living a healthy lifestyle (exercising regularly, eating a healthy diet, not smoking). The older a person gets, the higher their risk of developing cancer. A faulty BRCA1 gene can be inherited from a person’s mother or father. Each child of a parent who carries the gene has a 50 per cent chance of inheriting it. Some women who inherit a faulty BRCA1 gene will never develop breast or ovarian cancer. No effective ovarian cancer screening methods currently exist so it is difficult to detect at an early stage.
Welcome to Hope House, a full-scale replica of the Anne Frank House reconstructed within the Kunsthaus Bregenz. A building within a building, a museum within a museum, Hope House takes its inspiration from a “build your own” model kit* of the Anne Frank House the artist bought in the museum gift shop in Amsterdam. In 2017 Simon Fujiwara visited the Anne Frank House in Amsterdam for the first time. During his tour of the house he learned that while a few original traces of the Frank family remain, most of the interiors of the house had been reconstructed for historical effect. In one instance the architects sourced wallpaper from Communist East German dead stock to match the original. Yet despite its constructed nature, the Anne Frank House continues to hold an authentic emotional power for millions of visitors each year. Unlike the original house, which remains largely empty, Hope House is filled with artworks, objects, furniture and artifacts produced or found by the artist which together hold a mirror to our lives under a new world order: accelerated capitalism. A copy of a copy, Hope House is based on a product sold on the free market and does not present itself as a real architectural experience but investigates some of the many complexities and contradictions of our search for authenticity in a world revolutionized by technology. Simon Fujiwara *The model was created by Dutch designer Wouter Biegelaar.
Don’t take too much for granted concerning residents’ knowledge and experience – they have much less experience and knowledge than you might think! Don’t be too theoretical! Don’t expect that residents will greet quotations from Freud texts (or other psychoanalytic authors) with awe just because you think they are tremendous! Don’t try to lead residents to a new (and somewhat remote) area of psychiatry they are not acquainted with; rather help them to explore their own field of work and start from there! Be useful for residents! Show them how useful psychoanalysis can be for solving their daily clinical problems. Provide a “transitional supervisory space” from the start and encourage the trainees to present their cases with all affects and conflicts. Don’t devaluate the common psychiatric forms of treatment – and don’t introduce psychoanalysis as a (superior) alternative! Rather connect your psychoanalytic approach with the usual psychiatric procedures! Be – on the other hand - explicit in stating that you are convinced that psychoanalysis should not confine itself to the psychoanalytic cure proper but is very useful for application in psychiatry. Let the residents have an idea about your therapeutic practice – show them videos, let them be present when you interview patients. Be careful in choosing your didactical approach; be modern, use modern media; let them participate actively! Be credible by allowing psychoanalytic reasoning into all levels of the institution, including organizational matters. Don’t relegate psychodynamics to a small and well fenced-off area but let it be an important factor throughout the entire organization. Try to find psychoanalysts who are ready to serve as senior psychiatrists, consultants, clinical directors –this is the most difficult thing to do, in my experience: there are still not enough psychoanalysts ready to devote themselves to psychiatric care. But you’ll never be able to establish psychoanalysis alone, you need a team!
little bit of a challenge as the surveyors in the market are used to charging in the five aspects. Kindly consider if it could be possible to have a similar breakdown for convenient engagement with surveyors accordingly without necessarily going to site. Be advised that proper survey and designs guide the approving authority in making decisions regarding wayleaves acquisition to be done by the employer. Note that we are hereby dealing with premises that are not more than 600M from the Transformer 59. Section a Bidder shall submit the Manufacturer’s Authorization letter, using the form included in Section IV. However Section IV refers to Price schedule. Please clarify. Attached above in Response No.17 60. As per Employer requirement, scope of works calls for 16mm2 aluminum single core cables. However, Price Schedule calls for 10mm2. The Cable is as 10MM2 with two core communication cables as described in the B.O.Q. The specifications for the cable are also provided. Read specifications of this cable in the tender document. 61. Further in the same section scope of works calls for installation of approximately 255,545 electronic energy meters. Please confirm that the KPLC would be supplying electronic energy meters KPLC shall issue the meters to Contractors, The Meters are being purchased under Lot 11 of this tender. 62. Price Schedule calls for supply and installation of complete Single phase LV fittings. However ongoing through the drawings we find LV Intermediate pole (for angle upto 60 deg) Ref Drg LV 2 LV Sectional pole (for angle upto 30 deg) Ref Drg LV 3 LV Sectional pole (for angle upto 30 deg & for 3 or 4 -way arrangement) Ref Drg LV 4. LV intermediate pole (with tee-off connetion) Ref Drg LV 5. LV intermediate pole (with Underground cable connection) Ref Drg LV 6 Please send us the break up of quantities for these type of fittings to be used. Provide the materials as requested in the B.O.Q 63. Ongoing through the drawings we find the below LV Terminal pole (with Aerial Cable connection) Ref Drg LV 7 House Termination (Aerial attachment to buildings) Ref Drg LV 8 However we do not find quantities for LV Terminal pole and also Aerial conductor quantity. Please clarify. Provide the materials as requested in the B.O.Q
Listen to another group give their presentation. Then complete this form. Question Did the group answer this question? How clear is the information? 1 = not clear 3 = very clear What does the fan do? What does the compressor do? What happens in the combustor? What does the turbine do? What were the two best things about the other group’s work? ☺ ☺ Suggest one improvement. Key Stage 4 - Jet Suck-squeeze-bang-blow Peer assessment Listen to another group give their presentation. Then complete this form. Question Did the group answer this question? How clear is the information? 1 = not clear 3 = very clear What does the fan do? What does the compressor do? What happens in the combustor? What does the turbine do? What were the two best things about the other group’s work? ☺ ☺ Suggest one improvement. Key Stage 4 - Jet Suck-squeeze-bang-blow Briefing sheet 1 – Fan