zilongwang/ReadingBank huggingface dataset:
Directions for Grade 5 I-Check 3 The Grade 5 I-Check is made up of multiple choice questions, constructed response questions and performance questions. Read each question carefully, including diagrams and/or graphs. Work as rapidly as you can without sacrificing accuracy. Do not spend too much time puzzling over a question that seems too difficult for you. Answer the easier questions first; then return to the harder ones. Try to answer every question, even if you have to guess. Where necessary, you may use scratch paper for your work. Do not use the margins of the test booklet to do scratch work. FOR ALL QUESTIONS, YOU MUST RECORD ALL OF YOUR ANSWERS ON THE TEST BOOKLET. I-CHECK Name Date
Regular Verbs The regular Conditional tense is used to express what you “would or could” do in the FUTURE. Like the future tense, the conditional tense uses the entire infinitive and then adds the ending. ***Do NOT remove the –ar, -er, or –ir. Simply add the ending to the infinitive. Subject Pronouns Endings Hablar Comer Vivir Yo ía hablaría comería viviría Tú ías hablarías comerías vivirías Él , Ella, Usted (Ud.) ía hablaría comería viviria Nosotros/as íamos hablaríamos comeríamos viviríamos Vosotros/as íais Hablaríais comeríais viviríais Ellos, Ellas, Ustedes (Uds.) ían hablarían comerían vivirían ¿Dónde comerías? Where would you eat? Irregular Verbs: The irregular stems are exactly the same as the future tense. Remember the sayings: Dancing decir dir Quit querer querr Hungry hacer har Taking tener tendr Hippos haber habr People’s poner pondr Voraciously venir vendr Stuff salir saldr Snack on saber sabr very valer valdr cute caber cabr pansies poder podr Ellos saldrían pero no tienen dinero. They would leave but they don’t have money. Yo haría la tarea pero tengo que trabajar. I would do the homework, but I have to work. The conditional tense is also used to soft requests. ¿Me pasarías los libros, por favor? Would you pass me the books? ¿Me harías un favor? Would you do me a favor? *** Be careful not to confuse this with the imperfect tense. The imperfect tense tells what you used to do (would do) in the PAST. The conditional tense tells what you would do in the future. A PRACTICAR Condicional Fill in the blanks using the conditional tense.
1. Yo pondría (poner) esas cerámicas en el centro de la mesa. 2. Pedro y yo te acompañaríamos (acompañar) a la ópera, pero está lloviendo. 3. ¿Ana y tú haríais o harían (hacer) un pastel de chocolate para mí? 4. ¡Tú obtendrías (obtener) el papel del personaje principal! 5. Luis y Laura se casarían (casarse) mañana mismo. 6. La directora querría (querer) saber qué le pasó a la orquesta. Conjugar Complete the chart with the conditional forms. infinitivo yo nosotros decir (1) diriá (2) diríamos hacer (3) haría cantar (4) cantaríamos poder (5) podría Conjugate the verb into the conditional tense. 1. yo / conseguir / unos tejidos….conseguiría 2. las chicas / apreciar / las esculturas / los artistas locales…..apreciarían 3. ustedes / aprender / bailar / una danza folclórica…..aprenderían y bailarían 4. tú / leer / unos poemas…..leerías 5. mis amigos y yo / ver / un espectáculo de baile flamenco…..veríamos 6. mi mejor amigo / conocer / el cantante / de la banda Fusión…..conocería Write the irregular forms of the conditional You would say/tell…..tú dirías They would set/place…Ellos pondrían Haber…..Habría We would want (two r’s is what makes this irregular!) Nosotros querríamos They would know (NOT conocer)…Ellos sabrían Y’all would come….Ustedes vendrían I would leave…..Yo saldría The family would have…..La familia tendría (familia is a collective noun) The suitcase would fit into (the overhead compartment) El maletin cabría in el compartimiento superior
hungary 1. Start Date 27 September 2010 2. Entities Subject to Levy Levy applies to credit institutions and other financial entities Hungarian banks and (most likely) their foreign branches Hungarian branches of foreign banks 3. Tax Base Adjusted balance sheet total (for 2013 this was still based on the balance sheet as at 2009) The following are excluded from the tax base: Debt receivables arising from interbank loans, securities and shares issued by other credit institutions, financial enterprises or investment companies Loans, subordinated loans and supplementary subordinated loans granted to financial enterprises and investment companies (including reverse placement transactions, repurchase agreements and delivery repurchase agreements concluded with such institutions) 3. Tax Rate ≥ HUF 50 bn = 0.15% > HUF 50 bn = 0.53% 5. Tax deductibility No. 6. Use of Revenue
5. Tax deductibility No 6. Use of Revenue Proceeds accrue to Treasury. 7. Policy Objectives To partly finance the reduction in the property transfer tax. Compensation for state support during the crisis. To limit risks relating to the banking institutions. 8. Further notes Tax allowance of €20 billion (“efficiency exemption”). 9. Sources KPMG Meijburg & Co., “Dutch Bank Tax”, August 2012. Peter Kavelaars, “Netherlands Bank Tax Introduced”, European Taxation, August 2012. KPMG, “Bank Levies: Comparison of certain jurisdictions”, Edition IX, June 2012. PWC, “(Proposed) bank levies – update”, May 2013. 10. Coding of levy variables The levy was enacted in June 2012. We thus code the levy dummy variable one in 2012 and forward. In order to code the marginal levy rate, we need to estimate two levy bases. The first base, to which the full rate applies, is estimated as: total assets – customer deposits – equity – long term funding where equity proxies for regulatory capital; customer deposits proxy for deposits subject to a guarantee scheme; For banks for which this base exceeds the basic deduction of €20 billion, we code the marginal levy rate as 0.044 in 2012. For banks for which this base is smaller than the basic deduction of €20 billion , we compute the second base:
UNITED STATES DISTRICT COURT EASTERN DISTRICT OF MICHIGAN SOUTHERN DIVISION [Plaintiff(s)], Plaintiff(s), v. [Defendant(s)], Defendant(s). ________________________________/ Case No. [insert] Judith E. Levy United States District Judge Mag. Judge: TITLE OF ORDER [UNDERLINE ONLY THE BOTTOM LINE] [if by agreement] The parties to this Agreed Confidentiality Order have agreed to the terms of this Order; accordingly, it is ORDERED: [if not fully agreed] A party to this action has moved that the Court enter a confidentiality order. The Court has determined that the terms set forth herein are appropriate to protect the respective interests of the parties, the public, and the Court. Accordingly, it is ORDERED:
Shelley, Louise, and John Picarelli. 2005. “Methods and motives: Exploring links between transnational organized crime and international terrorism.” Trends in Organized Crime 9(2): 52-67. Shubik, Martin, Aaron Zelinsky, and Lazar Krstic. 2006. “Terrorism: Who Pays?” SSRN eLibrary. http://papers.ssrn.com/sol3/papers.cfm?abstract_id=956403 (Accessed October 18, 2009). Simon, S.[1], and D.[2] Benjamin. 2001. “The Terror.” Survival 43: 5-18. Srivastava, &#32;Devyani. 2009. “Terrorism & Armed Violence in India.” IPCS Special Report 71: 7–11. Steinitz, M. S. 2002. “The Terrorism and Drug Connection in Latin America’s Andean Region.” CSIS Policy Papers on the Americas 13: 5. Takeyh, R., and N. Gvosdev. 2002. “Do Terrorist Networks Need a Home?” The Washington Quarterly 25(3): 97–108. Wilkinson, P. 2001. Terrorism versus democracy: The liberal state response. Frank Cass & Co.
Week 5 Notes Adverbs vs. adjectives The man walks. The man walks ←quickly. (adverbs) The tall and skinny→ man walks ←quickly.(adjectives) The tall and skinny (adjectives) man walks quickly(adverbs) at the small and quiet (adjective) man. He walks quickly or slowly at him. Adjective - quiet Adverb - quietly 100 Common Adjectives in English 1. afraid 2. alive 3. angry 4. annoyed 5. annoying 6. apart 7. bad 8. beautiful 9. big 10. boring 11. broken 12. busy 13. cheap 14. clear 15. close 16. closed 17. cold 18. cool 19. dangerous 20. dark 21. dead 22. different 23. done 24. dry 25. early 26. easy 27. empty 28. excited 29. exciting 30. expensive 31. fake 32. false 33. Far(further)
Examples of Some/Any in Everyday Conversation Person 1 : Is there any milk in the fridge? Person 2 : No. Person 1 : Can you pick some up at the store? Person 2 : Yes, I’ll grab some milk. Is there any water? (answer is not clear) Would you like some water? (offering) I want some tea. Are there any oranges? (answer is not clear) Would like some oranges? (offering) May I have some oranges? (requesting from a known supply) There isn’t any butter left. (negative) There is some butter left. (positive) Positive and Negative, Any/Some, Many/Much I have one cup of milk. I have some milk. (positive) I don’t have any milk. (negative) I have/I don’t have (a lot of) milk. (positive or negative) (large quantity)
September and 31st December funding Total to pay = £89.50 deduct deduct 5th Birthday between 1st January and 31st March £1975 termly fee - £1885.50 funding Total to pay = £89.50 £1975 termly fee - £1382.70 funding Total to pay = £592.30 £1975 termly fee No funding to deduct £2656.80 5th Birthday between 1st April and 30th August £1975 termly fee - £1885.50 funding Total to pay = £89.50 £1975 termly fee - £1382.70 funding Total to pay = £592.30 £1975 termly fee - £1508.40 funding Total to pay = £466.60 £1148.40 * This is based on the assumption that DCC will fund the blocks as they did for 2017/18, so with 15 weeks funded in Autumn, 11 weeks funded in Spring and 12 weeks funded in Summer. Who can get funding for two-year olds? Families with a household income below £16,190 can apply for 570 hours of annual funding for two year olds, provided that a certain set of criteria are met. You have to use these hours in a ‘Good’ or ‘Outstanding’ setting, so we are able to receive this funding. You can find more information about your eligibility and how to claim; Examples of funding scenarios Child A Child A attends Nursery for 6 sessions a week, or 3 full days. They attend term-time only, but stay until 6pm daily. Weekly bill with no funding (38 weeks) Annual bill with no funding Weekly food funding charge Weekly bill with funding (38 weeks) Annual deduction Annual bill remaining to pay June 2018 £153.00 £5814.00 £17.10 £61.20 £3488.40 £2325.60 September 2018 (Up to 8 hours funding per day, food funding charge applied) £153.00 £5814.00 £22.80 £53.40 £4651.20 £1162.80 Child B Child B attends Nursery for 6 sessions a week, or 3 full days. They attend full-time, so 50 weeks per year. Weekly Annual Food Weekly Annual Annual
Weekly bill with no funding Funded hours used Food funding charge Weekly bill with funding (Funded weeks split over weeks attended with food charge) Termly bill with funding and food charge Autumn Term (15 weeks funded, 17 weeks attended) £102.00 16 £15.20 per funded week (38 weeks) £43.41 £738.00 Spring Term (11 weeks funded, 13 weeks attended) £153.00 24 £22.80 per funded week (38 weeks) £68.72 £893.40 Summer Term (12 weeks funded, 20 weeks attended) £204.00 30 £28.50 per funded week (38 weeks) £129.30 £2586.00 I really hope that this guide helps you to understand the way in which the funding is calculated, but as you can see, it is a very complicated system. The way that the funding works and is applied really is based upon your individual circumstances, and the different ways that County apportion the funding each year. We are always very happy to demonstrate how the funding might work in your personal circumstances, based on the estimated allocations for the coming terms. Alanda Phillips Head of Prep and Early Years Nursery Manager June 2018 N.B. Leweston Nursery does not accept any responsibility if the above example figures do not reflect those that appear in your bill due to the nature of the way in which County control the apportionment of the funding. They are examples only and are to be treated as such.
Chief Twisted Hair Twisted Hair was a chief of the Nez Perce band of Indians on the Clearwater River in Western Idaho. Twisted Hair did much to help the Corps of Discovery. The crossing was a terrible hardship on the members of the Corps. By the time they reached the Nez Perce, they were cold, weak, sick, and nearly starving. They recuperated at Twisted Hair’s camp where he fed them dried salmon. He also helped them construct canoes in order to continue the rest of the way to the Pacific. His help rejuvenated the Corps and made it possible for them to finish the first half of their journey. Charles Floyd Floyd was recruited by Clark for the expedition. He was highly respected and had a lot of experience as a woodsman. Early in the journey, Floyd fell ill with appendicitis. On August 20, 1804, Floyd died near present-day Sioux City, Iowa. There is a town in Iowa called Sergeant Bluff, where he is buried today. Although Floyd was thought to be a great member of the Expedition, he was never really able to prove it because of his untimely death.
comes along as well. Discovery U _ _ _ _ _ _ 4. Upon reaching the C _ _ _ _ _ _ _ _ _ _ D _ _ _ _ _ they faced the daunting task of mountains 5. The expedition realizes there is no W _ _ _ _ W _ _ stretching across the country. 6. By the Summer of 1805 they had been gone for ____ years Segment 3 32:18-49:52 THE LAND (4 bullet points) THE ANIMALS (4 bullet points) NATIVE AMERICANS (4 bullet points)
Reading Math Writing Science Parental Involvement Drop-out Prevention Programs Language Arts Social Studies Arts/PE Other: School Based Objective: (Action statement: What will we do to improve programmatic and/or instructional effectiveness?) Strategies: (Small number of action oriented staff performance objectives) Barrier Action Steps Person Responsible Timetable Budget In-Process Measure 1. Focused time for collaboration and planning 1. Schedule deliberate planning sessions each week. Administration On-going $0 PLT Notes and Agendas 2. Buy in 2. Create tasks assignments in lesson development. Teachers Professional Learning Teams Each Tuesday $0 PLT Notes and Agendas 3.Follow through 3.Set goals and assignments for next meeting Teachers Professional Learning Teams Each Tuesday or during planning sessions of their own $0 PLT Notes and Agendas 4.Training 4. Develop a lesson plan template. Administration Teachers On-going $0 Lesson Plans 5.Time 5. Conduct a student baseline survey to see if Essential Questions are helping them learn. Administrators Teachers Week of October 14th Copier and Paper Costs Survey and results. 6. None 6. Conduct a teacher baseline survey to see how prepared they feel to create lesson plans that include the tools for planning criteria. Administrators Teachers Week of October 14th Copier and Paper Costs Survey and results. 7. Time 7. Use Monday Faculty Meetings for training on what the Classroom Walkthroughs will be Administration Teachers On-going $0 Faculty Agendas
focused on. 8. Time/other mandates 8. Conduct focused Classroom Walkthroughs to observe lesson plans being implemented with fidelity. Administration Teachers On-going $0 Classroom Walkthrough data 9. Time/Budget 9. Facilitate a book club featuring, Essential Questions, Opening Doors to Student Understanding. By Jay McTighe and Grant Wiggins. Administration Teachers Tuesdays $406 Book Club Notes 10. Time/Budget 10. Conduct a student mid-year survey to see if Essential Questions are helping them learn. Administration Teachers January Copier and Paper Costs Survey and results 11. Time/Budget 11. Conduct a teacher survey to see how prepared they feel creating lesson plans that include the tools for planning criteria. Administration Teachers January Copier and Paper Costs Survey and results 12. Time/Budget 12. Conduct a student end of year survey to see if Essential Questions helped them learn. Administration Teachers May Copier and Paper Costs Survey and results 13. Time/Budget 13. Conduct a teacher end of the year survey to see how prepared they feel to creating lesson plans that include the tools for planning criteria. Administration Teachers May Copier and Paper Costs Survey and results EVALUATION – Outcome Measures and Reflection-begin with the end in mind. Qualitative and Quantitative Professional Practice Outcomes: (Measures the level of implementation of professional practices throughout the school) Teachers will be able to prepare Common Core standard lessons using an Essential
Name _________________________ Date __________________________ Class _________________________ Lewis Dot Structure Directions: Fill in the Lewis Dot Structure for each of the elements in the table below. 1. B 2. Na 3. Sn 4. K 5. I 6. He 7. Ge 8. Kr 9. Ga 10. S 11. Sr 12. C 13. Li 14. Cl 15. As 16. P 17. Rn 18. Mg 19. Xe 20. Al 21. F 22. Sb 23. Rb 24. In 25. Be 26. 27. Ar 28. At 29. Tl 30. N 31. H 32. Si 33. Br 34. F 35. Cs
4. Improved quality of response when people are detained under Section 135 and 136 of the Mental Health Act 1983 No. Action Timescale Led By Outcomes RAG 4.1 Ensure that there is minimal use of police custody as a result of section 136 processes On-going SLaM/MPS Minimal use of custody suites as a place of safety G 4.2 Ensure that access to section 136 suites is seamless where possible minimise waits at the point of entry (Barriers, Reception, etc) On-going SLaM Improved transition management from police custody to SLaM provision A Improved information and advice available to front line staff to enable better response to individuals 4.3 Formulation of a Crisis care Information pack (Electronic) On-going Crisis Care Strategic Development Group Improved awareness of Mental Health Crisis and Crisis Care A Improved training and guidance for police officers 4.4 Identification of appropriate training for Local MPS based on Crisis and Crisis Care On-going Crisis Care Strategic Development Group Improved awareness of Mental Health Crisis and Crisis Care A 4.5 Continuation of the ‘Street Triage’ service April 2015 SLaM To maintain direct professional telephone support for police officers attending street and residential incidents related to mental health. G Improved services for those with co-existing mental health and substance misuse issues 4.6 Implementation of Dual Diagnosis Practitioners in A & E and Assessment & Liaison On-going SLaM/CRI Improved support, management and onward referral of co-morbid Mental Health and Substance misuse patients in Lewisham A & E G
Ensuring the right numbers of high quality staff 1.14 Review training programmes across all Mental Health commissioned providers to identify Crisis Care training and an expansion of training to all providers June 2015 Mental Health Commissioning Team Increased capability within all commissioned services to support and manage patients before they reach a crisis or following a crisis. A 1.15 Organise a skills and learning event for Crisis Care in conjunctions with and providers July 2015 Mental Health Commissioning Teams Increase knowledge, capacity and awareness amongst specialist and non-specialist staff for Crisis Care A Improved partnership working in X locality 1.16 Continue the Multi-agency approach to the delivery of Crisis Care Services On-going Crisis Concordat Strategic Development Group Establish multi-agency partnership approach to the delivery of crisis care services thought the provision of integrated service offers such as the Crisis Line and The Preventing Crisis beds G 1.17 Establish Service User Involvement process to the development and Oversight of Crisis Care services June 2015 Mental Health Commissioning Team Integrate the consumer voice into the development, monitoring and evaluation of crisis care projects A Exception Progress Report against actions in this section No. Action Activity New Timescale RAG 2. Access to support before crisis point
4. Improved quality of response when people are detained under Section 135 and 136 of the Mental Health Act 1983 No. Action Timescale Led By Outcomes RAG 4.1 Ensure that there is minimal use of police custody as a result of section 136 processes On-going SLaM/MPS Minimal use of custody suites as a place of safety G 4.2 Ensure that access to section 136 suites is seamless where possible minimise waits at the point of entry (Barriers, Reception, etc) On-going SLaM Improved transition management from police custody to SLaM provision A Improved information and advice available to front line staff to enable better response to individuals 4.3 Formulation of a Crisis care Information pack (Electronic) On-going Crisis Care Strategic Development Group Improved awareness of Mental Health Crisis and Crisis Care A Improved training and guidance for police officers 4.4 Identification of appropriate training for Local MPS based on Crisis and Crisis Care On-going Crisis Care Strategic Development Group Improved awareness of Mental Health Crisis and Crisis Care A 4.5 Continuation of the ‘Street Triage’ service April 2015 SLaM To maintain direct professional telephone support for police officers attending street and residential incidents related to mental health. G Improved services for those with co-existing mental health and substance misuse issues 4.6 Implementation of Dual Diagnosis Practitioners in A & E and Assessment & Liaison On-going SLaM/CRI Improved support, management and onward referral of Mental Health and Substance misuse patients in Lewisham A & E G Exception Progress Report against actions in this section No. Action Activity New Timescale RAG
Name: _________________________________________ Period: _______ Lewis and Clark- Great Journey West Video Questions The narrator notes that Lewis and Clark (and many others) thought they might actually encounter Wooly Mammoths and other prehistoric creatures. What does this say about their perception of the territory to be explored? Expedition to this new territory was equivalent to a journey to the moon today How old was Meriwether Lewis when he set out on the expedition? How old was William Clark? Lewis – 28 Clark - 32 The video refers to the territory as “uncharted”. What does that mean? Who already lived there? There were no maps or documented information/records; Native Americans How much did France sell the Louisiana territory to the United States for? $15 million What were the expedition’s goals? What were they searching for? To get all the way to the Pacific; they were searching for a North West Passage What river did the group follow on their journey? Missouri River What were some of the challenges of navigating through the territory by boat? Mosquitoes & ticks; barge in danger; sandbars; storms How did Lewis and Clark approach the natives that they found in the Great Plains? They were ordered to be friendly; told that the Americans now claimed their land Which native group was the most powerful in the area that the group traveled? What happened on their first encounter? Teton Sioux; they were surrounded by the Natives How old was Sacagawea when she met the expedition? She was 16 years old What items did the group put together to send to President Jefferson in the spring? A map drawn by Clark; what Lewis collected – new plant & animal species How did Sacagawea help the group? Showed them edible plants & roots; saved important items when boat turned over What did the group have to do when they encountered the great falls in Montana? The group had to walk 17 miles to go around the falls.
Prompt Title: Lewis and Clark Meet Sacagawea Grade Level: 5th Grade ELA Writing Standard Writing Standard 5.3: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. Content Standard(s) Social Studies, Standard 4.b: Examine causes and consequences of important events in the United States expansion Text(s) x Written ☐ Audio ☐ Visual Source Mr. Nussbaum Title Lewis and Clark Summary (read 3rd paragraph) x Written ☐ Audio ☐ Visual Source Mr. Nussbaum Title Sacagawea x Written ☐ Audio ☐ Visual Source Lewis and Clark: The Bicentennial Exhibition Title Women, “Who Was Sacagawea?” x Written ☐ Audio ☐ Visual Source PBS Title Lewis and Clark: A Timeline of the Trip (read journal entries for Nov. 4, 1804; Feb. 11, 1805, April 7 and 29, 1805, Late July, and Aug. 8, 1805)
Lewis Structures For each of the following molecules, draw the Lewis structure. Hint – in this worksheet, as in all chemistry problems you’ll see, the compounds aren’t drawn as big lines of atoms. 1) CF4 2) BF3 3) C2H6 4) H2CS 5) SF6 6) CH2F2 7) CH2O 8) O2 9) PF3 10) H2S 11) SHF 12) CF2S 13) BH3 14) SF2 15) P2H4
Maximum wordcount 400 words Learning outcome 6. Understand how to work with children and young people to support their safety and well being You will need to refer to assessment criteria 6.1, 6.2, 6.3, 6.4 on page 7 of this workbook Identify the ways in which you listen to the children you work with and help them to celebrate successes. Why is it important that children develop resilience to cope when faced with difficulties and how can you help support this. Provide at least two examples of how you can help children to keep themselves safe, and support them to have a voice in the everyday decisions that affect them. 1. 2. Learning outcome 7. Understand the importance of e-safety for children and young people 7.1 Explain in full sentences what your main concerns are when children go online using a devise that is connected to the internet. This could include mobile phones, gaming consoles, computers and tablets. What are the possible consequences for children and young people of engaging in these online activities? Wordcount maximum 350
work setting with them. 3.3 Evaluate ways in which concerns about poor practice can be reported whilst ensuring that and those whose practice or behaviour is being questioned are protected. 3.4 Explain how practitioners can take steps to protect themselves within their everyday practice in the work setting and on off site visits. 4. Understand how to respond to evidence or concerns that a child or young person has been abused or harmed 4.1 Describe the possible signs, symptoms, indicators and behaviours that may cause concern in the context of safeguarding 4.2 Describe the actions to take if a child or young person alleges harm or abuse in line with policies and procedures of own setting 4.3 Explain the rights that children, young people and their carers have in situations where harm or abuse is suspected or alleged 5. Understand how to respond to evidence or concerns that a child or young person has been bullied 5.1 Explain different types of bullying and the potential effects on children and young people. 5.2 Outline the policies and procedures that should be followed in response to concerns or evidence of bullying and explain the reasons why they are in place 5.3 Explain how to support a child or young person and/or their family when bullying is suspected or alleged 6. Understand how to work with children and young people to support their safety and well being 6.1 Explain how to support children and young people’s self-confidence and self-esteem. 6.2 Analyse the importance of supporting resilience in children and young people 6.3 Explain why it is important to work with the child
Level 4 ATT unit standards-based pathway NB: The relationships shown below reflect the core focus of each standard in relation to the qualification outcomes; their actual content may connect to other outcomes in the qualification as well. Qualification outcomes Standards Outcomes Replaced 1 Design for learning to meet specified learning outcomes in a familiar context. Credits 10 Plan for delivery of learning sessions for adults Credits 10 7093 Define learning outcomes for adult learning sessions None/ Reviewed Select adult learning session content Plan delivery processes of adult learning sessions 2 Use learner-centred teaching strategies that respect learners’ mana and diverse backgrounds in order to facilitate quality learning. Credits 10 Qualification outcomes 2 and 3 considered together as Delivery Describe principles and theories of adult learning Credits 6 29690 Describe principles and theories of adult learning 7102 3 Select and apply facilitation, teaching and learning strategies in familiar contexts, using resources and technologies to meet specific outcomes. Credits 10 Deliver learning sessions for adults Credits 14 29692 Prepare to deliver learning sessions for adults 19444 Deliver learning sessions for adults 4 Use assessment and moderation processes Credits 5 Qualification outcomes 4 and 5 considered together as Review and evaluation Review, evaluate and identify areas of improvement for own adult education teaching practice Credits 10 29693 Review, evaluate and identify areas of improvement for own adult education teaching practice None/New 5 Seek and respond to feedback to improve learner outcomes in candidate’s own context. Credits 5
group. This would suggest that clinicians should ensure minimal familiarity with target words but should still select words primarily on the basis of their frequency in the inflected form rather than their overall frequency. Application of phonological and lexical variables to real words For the age-matched children and for the children with SLI, the lexical and phonological coefficients were comparable in magnitude and could either enhance or reduce accuracy. From a practical standpoint, this is easiest to understand when particular words are used as examples. Take for instance the words close and kiss, that have high telicity ratings. In these cases, the beneficial effect of telicity cancels out the potentially detrimental effect of that word ending in /s/ or /z/. Close is slightly more telic and substantially more common in the past tense form and thus is more accurate than kiss. Contrast this with play another frequently correct word. It is highly accurate primarily because it is phonologically simple, rather than because it has high telicity or past frequency ratings. Although many of the example words are action verbs, mental/ communication verbs can also lead to highly accurate responses. Verbs like answer and remember were rated as more telic, had average past tense frequency values, and were phonologically facilitative, leading to high accuracy values. It is worth bearing in mind that the direction of influence can switch. A word, such as sail, which is rarely heard in the past tense and had low telicity ratings is much less likely to be accurately inflected. Just as phonology and telicity can cancel each other out, so can frequency and telicity. Consider turn, which was rated as ongoing by the adult raters, but was commonly heard in the past tense. It ranks as mid-accuracy verb. Verbs that are never observed in the past tense, in CHILDES hum, rake, giggle, and imagine naturally get low telicity ratings. In these cases any advantages provided by the phonological form cannot overcome the negative influence
About Australia. (1997). Mataranka Thermal Pool. Retrieved from Australian Government: Land and water Australia. (2009). Monitoring Wind Erosion in Australia. Retrieved August 16, 2009, from Australian Government website: http://lwa.gov.au/products/pn21482 Baker, W., Haslam, A.(1993). Make it work! Earth. Australia, RD Press Department of the Environment, Water, Heritage and the Arts. (2009). Geology. Retrieved from Lu, H., Prosser, I, P., Gallant, J, C., Priestley, G., Stevenson, J, G. (2003). Predicting Sheetwash and rill erosion over the Australian continent [Electronic version]. Australian Journal of Soil Research, 41(6), Morgan, S (2002). Science at the edge: Global warming. Great Britain, Reed Educational and Proffessional Publishing Ltd. Northern Territory Government. (2007). Mataranka Thermal Pools. Retrieved from Planet earth. (2009). Erosion in Australia. Retrieved August 20, 2009, from Kidcyber Wedsite: http://www.kidcyber.com.au/topics/erosion.htm Rivera, L. (2009). The Devils Marbles. Retrieved from l
Lexington, KY 40507 1 mi. north of campus Quality Inn 2381 Buena Vista Drive Lexington, KY 40505 5 mi. east of campus rate pending 859-299-0302 2688 Pink Pigeon Parkway Lexington, KY 40509 5 mi. east of campus $121 -1-bedroom suite $169 - 2-bedroom suite On website, click drop-down special rate section and use corp/promo code "uky" 859-263-9979 Residence Inn by Marriott - North 1080 Newtown Pike Lexington, KY 40511 2 mi. north of campus $119 additional discount for over 5 nights 859-231-6191 3110 Wall Street Lexington, KY 40513 4 mi. northeast of campus $119 $109 – 5+ nights 858-296-0460 Sleep Inn of Lexington 1920 Plaudit Place Lexington, KY 40509 3 mi. southeast of campus $82 859-543-8400 863 South Broadway Lexington, KY 40508 1 mi. west of campus $115 for UK employees and for rooms paid by UK or authorized vendor 12% off regular rate for all others On website, click drop-down special rate section and use corp/promo code "uky" 859-225-1500 Staybridge Suites 125 Louie Place Lexington, KY 40511 3 mi. north of campus $114 - $129 additional discount for over 14 nights 859-233-2300 TownePlace Suites by Marriott Lexington South 1790 Vendor Way Lexington, KY 40509 5 mi. east of campus $109 – 1-4 nights $104 – 5-11 nights $99 – 12-29 nights $94 – 30+ nights 859-263-0018 167 West Main Street 10% off best available - reference UK21CLEX by phone or 859-899-6800
Job Descriptions Job Title: Pediatric nurse Description: Pediatric nurses assist sick children in hospitals and doctors’ offices. Benefits: The job satisfaction is high. Requirements: You must have a nursing degree and enjoy working with children. Drawbacks: You may have to work with very sick children and have long hours. Job Title: Sales clerk Description: Sales clerks sell items to customers on stores. Benefits: Promotions are possible. Requirements: You must be outgoing and friendly. Drawbacks: You have to be on your feet for many hours at a time. Job Title: Small Business Owner Description: Small business owners run their own companies. Benefits: You are the boss! Requirements: You have to experience and money to start a business. Drawbacks: You have to work many hours to get a business started. Job Title: Flight Attendant Description: Flight attendants serve people food and help people on airplanes. Benefits: You can travel the world for free. Requirements: You have to be clean. You have to be friendly. Drawbacks: You have to spend a lot of time away from family and friends. Job Title: Bank Teller Description: Bank tellers help customers in a bank. Benefits: It’s a stable job. Requirements: You have to wear a suit. You have to be polite and friendly. Drawbacks: It’s a bit boring. Job Title: Lawyer Description: Lawyers help people with legal problems. Benefits: The pay is high. Requirements: You have to wear a suit. You need to pass an exam. Drawbacks: You have to work long hours.
Job Descriptions Job Title: Graphic Designer Description: Graphic designers make images for books, ads, websites, and magazines. Benefits: It’s interesting work. Requirements: You have to be creative. You must know how to use computers. Drawbacks: You sit in front of a computer all day. Job Title: Tour Guide Description: Tour guides take tourists to interesting places. Benefits: You meet a lot of people. Requirements: You have to be friendly. You need to have a driver’s license. Drawbacks: It’s not a stable job. The job ends when the tourist season ends. Job Title: Landscaper Description: Landscapers take care of lawns and other outside areas. Benefits: The work is outside. Requirements: You have to be physically fit. Drawbacks: It’s long hours in the summertime. Job Title: Mechanic Description: Mechanics repair cars and other machinery. Benefits: The pay can be high. Requirements: You have to receive special training and have experience. Drawbacks: It’s dirty work. Job Title: Librarian Description: Librarians help people find books and information in a library. Benefits: It’s a low stress job. Requirements: You must know how to find information. You have to be computer literate. Drawbacks: The pay is low. Job Title: Middle School Teacher Description: Middle School teachers teach teenagers. Benefits: You get lots of vacation time. Requirements: You must have a teaching license. You must enjoy working with teenagers. Drawbacks: It’s very stressful work.
1 Definition repealed by the Tax Credits (Miscellaneous Amendments) Regulations, SI 2010/751 regs 11, 12 with effect from 6 April 2010. #EndnotesE #CommentE 3— (1) A decision under section 14(1), 15(1), 16(1), 18(1), (5), (6) or (9), 19(3) or 20(1) or (4) may be revised in favour of the person or persons to whom it relates if it is incorrect by reason of official error, subject to the following paragraphs. (2) In revising a decision, the officer or person in question need not consider any issue that is not raised by the application for revision by the claimant or claimants or, as the case may be, did not cause him to act on his own initiative. (3) A decision mentioned in paragraph (1) may be revised at any time not later than five years after [the date of the decision]1. #CommentB Amendments— #EndnotesB 1 Words in para (3) substituted for words “the end of the tax year to which the decision relates” by the Tax Credits (Miscellaneous Amendments) Regulations, SI 2010/751 regs 11, 12 with effect from 6 April 2010.
Modifications— Tax Credits (Polygamous Marriages) Regulations, SI 2003/742 regs 26, 31 (modification of paras (1), (2) and (4) above for the purposes of polygamous marriages). Amendments— #EndnotesB 1 This regulation substituted by the WTC (Entitlement and Maximum Rate) (Amendment) Regulations, SI 2003/701 regs 2, 10 with effect from 6 April 2003. 2 Para (4) substituted by the Tax Credits (Miscellaneous Amendments) Regulations, SI 2009/697 regs 2, 4 with effect from 6 April 2009. 3 In para (4)(b), words substituted for words “section 115(9)(a)”, and para (5) inserted, by the Tax Credits (Miscellaneous Amendments) (No 2) Regulations, SI 2009/2887 regs 2, 3 with effect from 6 April 2010. 4 In former para (3), word “or” at end of sub-para (a) revoked, and sub-para (c) and preceding word “, or” inserted, by the Tax Credits (Miscellaneous Amendments) (No 3) Regulations, SI 2010/2914 regs 10, 12 with effect from 31 December 2010. 5 Para (2), (3) and word in para (4) revoked by the Tax Credits (Miscellaneous Amendments) Regulations, SI 2012/848 regs 1(2), 2(1), (15) with effect from 6 April 2012. #EndnotesE #CommentE 12 Lone parent element The determination of the maximum rate must include the lone parent element if— (a) the claim is a single claim; and (b) the claimant is responsible for [a child or qualifying young person]1. #CommentB Commentary— Simon's Taxes E2.224. Amendments— #EndnotesB 1 Words substituted by the WTC (Entitlement and Maximum Rate) (Amendment) Regulations, SI 2003/701 regs 2, 11 with effect from 6 April 2003. #EndnotesE #CommentE Child care element Part 2: Conditions of Entitlement (Child care) 13 Entitlement to child care element of working tax credit (1) The determination of the maximum rate must include a child care element where that person, or in the case of a joint claim at least one of those persons, is incurring relevant child care charges and—
“(6) “The relevant section 17 date” means the date specified for the purposes of subsection (4) of section 17 in the notice given to a person or persons under that section in relation to the part tax year.”; [ISOE (e) in subsection (11), before “tax year” insert “part”; (f) in subsection (12), before “tax year” in each place where it occurs, insert “part”. 6 In section 20 (decisions on discovery)— (a) in subsection (1), before “tax year” insert “part”; (b) in subsection (4)(a), before “tax year” insert “part”; (c) in subsection (5)(b), before “tax year” insert “part”; (d) in subsection (6)— (i) before “tax year” insert “part”; (ii) in paragraph (a), for “section 18(1), (5), (6) or (9)” substitute “section 18(1) or (5)”; (e) in subsection (7), before “tax year” in each place where it occurs, insert “part”. 7 In section 21 (decisions subject to official error), for “18(1), (5), (6) or (9)” substitute “18(1) or (5)”. 8 In section 23 (notice of decisions)— (a) in subsection (1), for “18(1), (5), (6) or (9)” substitute “18(1) or (5)”; (b) in subsection (3)— (i) after “18(1)” omit “or (6)”; (ii) for paragraph (b) substitute— [ISOB “(b) the notice of the decision under subsection (1) of section 18,”. [ISOE 9 In section 30(1) (underpayments), before “tax year” in each place where it occurs, insert “part”. 10 In section 38 (appeals)—
Dialogue: Are you Still Looking for Work? Student Activity Sheet A: Hi __________. Are you still looking for work? B: As a matter of fact, I am. A: I just saw an ad for a King Crab Fisherman. B: What do they do? A: They catch crabs near Alaska. The pay is really high. B: What do you need to get the job? A: You have to be physically fit. And you have to work long hours. B: Is there anything I should know about the job. A: Well, there is one drawback. It’s extremely dangerous. B: I’ll have to think about it then. But thanks for letting me know. How about you? Are you still looking for work? You and your classmates are looking for jobs. Exchange information about jobs you’ve read about and write that information in the table below. Job Description Benefits Requirements Drawbacks © 2006 Lanternfish ESL at
(a) where funding is granted by the Legal Services Commission, send a copy of the funding notice to the office; (b) where funding is granted by the Scottish Legal Aid Board, send a copy of the legal aid certificate to the office; and (c) notify every other party that funding has been granted.]1 #CommentB Amendments— #EndnotesB 1 This regulation inserted by the Social Security and Child Support Commissioners (Procedure) (Amendment) Regulations, SI 2005/207 reg 4(1), (5) with effect from 28 February 2005. However, this amendment ceases to have effect on such day as is appointed by order made under TCA 2002 s 63(1): SI 2005/207 reg 1(2). #EndnotesE #CommentE Part 2 Applications for Leave to Appeal and Appeals 6B [Application of this Part In this Part (a) regulations 7, 8 and 9 apply to appeals other than an appeal against a determination in penalty proceedings; (b) regulations 10, 11 and 12 apply to all appeals.]1 #CommentB Amendments— #EndnotesB 1 This regulation inserted by the Social Security and Child Support Commissioners (Procedure) (Amendment) Regulations, SI 2005/207 reg 4(1), (6) with effect from 28 February 2005. However, this amendment ceases to have effect on such day as is appointed by order made under TCA 2002 s 63(1): SI 2005/207 reg 1(2). #EndnotesE #CommentE 7 Application to a Commissioner for leave to appeal (1) An application to a Commissioner for leave to appeal against the decision of an appeal tribunal may be made only where the applicant has sought to obtain leave from the chairman and leave has been refused or the application has been rejected. (2) Subject to paragraph (3) an application to a Commissioner shall be made within one month of notice of the refusal or rejection being sent to the applicant by the appeal tribunal.
1. What’s Available? Product Code Product Price $ Ex-GST Inc-GST LEX646441 LEXMARK MS510 – Single Function Printer $470.27 $517.30 Network-ready, Up to 45 ppm A4 Mono Printer; 800 MHz Processor; 256MB RAM; 1200 x 1200 dpi printing; network ready, USB and parallel; automatic duplex standard, TTFP 6.5 seconds; 150-sheet output; PostScript 3 and PCL 6 emulations; 3,000 to 20,000 pages per month recommend monthly usage. CASES Package includes: 1 x MS510dn Printer 1 x 250 sheet tray, 1 x 550 Sheet tray and 50-sheet Feeder allowing for a total page capacity of 850 sheets Ships with 1 x 6,000 impression toner cartridge and 1 x 10,000 impression toner cartridge providing a total of 16,000 impressions Warranty – 3 Year Advanced Exchange (LexExpress) Next Business Day.  Warranty - 3 Year Advanced Exchange (LexExpress) Next Business Day Consumables 50F3U0E LEXMARK BLACK ULTRA HIGH YIELD TONER CARTRIDGE FOR MS510 / MS610 - 20,000 Impressions $179.84 $197.82 50F0Z00 500Z Black Return Program Imaging Unit, 60K, suits F / MS3 / 4 / 5 / 6, MX3 Series $43.00 $47.30
Terms and definitions we are exploring as suitable to include in the unit standards: Compliance - Compliance is an outcome of an organization meeting its obligations, and is made sustainable by embedding it in the culture of the organization and in the behaviour and attitude of people working for it. Compliance programmes – are a series of activities that when combined are intended to achieve compliance. Compliance risk – effect of uncertainty on compliance objectives. Events and issues – include but are not limited to the probability and impact of risks, breaches, and near misses. Organisational-context – also means business-context per the AS/NZS ISO 31000:2018 Risk management – Guidelines and AS/NZS ISO 19600:2014 Compliance management systems - Guidelines. Organisational–risk – also means business-risk per the AS/NZS ISO 31000:2018 Risk management – Guidelines and AS/NZS ISO 19600:2014 Compliance management systems - Guidelines. Risk – effect of uncertainty on organisational objectives Risk and compliance management systems – are systems that support an organisation’s ability to demonstrate its commitment to the identification and management of risk and compliance with relevant laws and codes, as well as governance, ethical and community expectations.
Personal strengths assessment rubric – Level 5-6 Relevant element of the Achievement Standards Level 4 Level 6 Level 8 Personal and Social Capability By the end of Level 4, students ... recognise personal strengths and challenges and identify skills they would like to develop. By the end of Level 6, students ... describe the influence that personal qualities and strengths have on achieving success. By the end of Level 8, students ... use feedback to identify their achievements and prioritise areas for improvement. Assessment Rubric Category At level 4 students can: When progression towards level 6 students can: At level 6 students can: When progressing towards level 8 students can: At level 8 students can: Identification of personal strengths recognise that there can be character strengths and there can be talents describe their own character strengths identify a character strength and a talent identify the character strengths they admire in others identify and describe the difference between a character strength and a talent describe the strengths that they admire in others select one character strength and one talent and elaborate on their meaning discuss strengths peers may admire in others select one character strength and one talent and compare and contrast their meanings discuss strengths peers may admire in others and justify their reason Using strengths in managing challenges and achieving success describe a situation where a personal strength is important identify and provide an example of personal strengths that would assist in managing everyday challenges and in achieving success describe how personal strengths assist in managing everyday challenges and in achieving success discuss character strengths, providing examples of where these strengths can be used discuss character strengths and describe a scenario with reasons where a character strength can be used effectively