zilongwang/ReadingBank huggingface dataset:
Assessment Rubric Category At Foundation Level students can: When progressing towards Level 2 students can: At Level 2 students can: When progressing towards Level 4 students can: At Level 4 students can: Recognising emotions describe how they feel when experiencing stressful situations identify how emotional responses can affect interactions with other people recognise the impact of their own emotional responses on others’ feelings describe how emotional responses can impact on interactions with others investigate varying emotional responses to different situations Calming and cheering strategies identify strategies they use to calm down or cheer up describe calming and cheering strategies they use in the home or at school demonstrate calming and cheering strategies when interacting with and caring for others at home or at school select calming and cheering strategies to deal with emotions such as fear, anger and/or sadness in a variety of contexts demonstrate a range of strategies to manage a range of emotional responses
BOYS 10yrs 11yrs 12yrs 13yrs 14yrs 15yrs 16yrs/ov 50m Freestyle Cut-off Lower 100m Freestyle Cut-off Lower 200m Freestyle Cut-off Lower 400m Freestyle Cut-off Lower 1500m Freestyle Cut-off Lower 50m Backstroke Cut-off Lower 100m Backstroke Cut-off Lower 200m Backstroke Cut-off Lower 50m Breaststroke Cut-off Lower 100m Breaststroke Cut-off Lower 200m Breaststroke Cut-off Lower 50m Butterfly Cut-off Lower 100m Butterfly Cut-off Lower 200m Butterfly Cut-off Lower 200m Individual Medley Cut-off Lower 400m Individual Medley Cut-off Lower Ages are as at [31st December 201x / Date of competition]. Qualifying Standards Template for No Qualifying Times and Upper Cut-off BOYS 10yrs 11yrs 12yrs 13yrs 14yrs 15yrs 16yrs/ov 50m Freestyle Cut-off 100m Freestyle Cut-off 200m Freestyle Cut-off 400m Freestyle Cut-off 1500m Freestyle Cut-off
Stress management rubric – Levels 3-4 Relevant element of the Achievement Standards Level 2 Level 4 Level 6 Personal and Social Capability By the end of Level 2, students show an awareness of the feelings and needs of others. By the end of Level 4, students explain the consequences of emotional responses in a range of social situations. They suggest strategies for coping with difficult situations. By the end of Level 6, students describe different ways to express emotions and the relationship between emotions and behaviour. Health and Physical Education By the end of Level 2, students understand how emotional responses impact on others’ feelings. By the end of Level 4, students ... investigate how emotional responses vary and understand how to interact positively with others in different situations ... By the end of Level 6, students ... recognise the influence of emotions on behaviour and discuss factors that influence how people interact. Assessment Rubric Category At level 2 students can: When progressing towards level 4 students can: At level 4 students can: When progressing towards level 6 students can: At level 6 students can: Calming and coping strategies Demonstrate calming and coping strategies when interacting with and Explain ways to interact and care for others Suggest different calming and coping strategies in varying Connect different calming and coping strategies to emotions Describe calming and coping strategy used to express emotions
caring for others situations triggered Managing stress Describe stresses in daily life Recognise a suitable strategy to use in stressful situations Identify a range of stress situations and strategies they can use to manage their stress. Explain different strategies to manage stressful situations. Justify strategies to manage stress in different situations.
Gender and identity assessment rubric – Level 3-4 Achievement Standards Personal And Social Capability By the end of Level 2, students ... describe similarities and differences in points of view between themselves and others. By the end of Level 4, students … discuss the value of diverse perspectives and through their interactions they demonstrate respect for a diverse range of people and groups. By the end of Level 6, students … recognise and appreciate the uniqueness of all people. They are able to explain how individual, social and cultural differences may increase vulnerability to stereotypes. Health and Physical Education By the end of Level 2, students… recognise how strengths and achievements contribute to identities By the end of Level 4, students …examine influences that strengthen identities. By the end of Level 6, students … understand the influences people and places have on personal identities. They …discuss factors that influence how people interact Assessment Rubric Category At level 2 students can: When progressing towards level 4 students can: At level 4 students can: When progressing towards level 6 students can: At level 6 students can: Understanding gender roles identify gender roles using pictures and words recognise that gender should not restrict what they like and are able to do explain differences and similarities of gender roles and rules explore ways people fit into gender roles identify factors that affect gender roles and rules give examples of gender roles in different situations e.g. home and school describe factors that affect gender roles and rules describe a role that can be performed by both genders explore how gender roles and rules impact the community in both positive and negative ways explain how gender roles may contribute to stereotypes Gender norms/roles displayed in the children’s literature and media recognise there are gender roles shown in children’s literature and media identify examples in children’s literature and media that show gender roles describe the roles given to males and females in children’s literature and media identify gendered messages in children’s literature and the media and present an alternate view about gender stereotypes compare the roles given to males and females in children’s literature and media influence describe gendered messages in children’s literature and media and challenge the validity of gender stereotypes explain the influence that the children’s literature and media has on establishing gender roles explain how gendered messages in children’s literature and media can contribute to stereotypes
Requirement Evidence required (all pieces of evidence must be provided) Evidence provided Regular discussion and analysis of social value data at board level and operational levels of the organisation Provide a description or flow chart showing how social value data is used in decision making from operational to Board/trustee level. Minutes of board level meetings showing that social value data has been discussed regularly (ideally more than once in the last 12 months). Minutes of operational level meetings showing that impact data has been discussed and analysed regularly (at least quarterly intervals over the period of at least 12 months). Impact data is being used to identify and consider areas for improvements to operations. This leads to decisions aimed at maximising the social impact of the organisation. A table or ‘proposals document’ that draws on social value data to identify potential improvements to operations - proposals to maximise social value. Minutes of a meeting showing that a range of proposals to improve operations (based on the above document) were discussed at an operational (or board level) and decisions were made to implement at least one proposal. The minutes should also describe why any proposals to change operations were not implemented or put on hold. Provide a narrative example of a change to operations based on social value data. Include whether this has created additional social value or if too early to tell, how this will be measured. (Case Study)
Title: Process Penalty Charge Notices and Respond Appropriately to Challenges, Representations and Appeals Level: 3 Unit Ref (C&G) L/601/1094 Credit value: 4 GLH 35 Learning outcomes The learner will: Assessment criteria The learner can: 1. Understand contraventions, enforcement areas and differential charging 1.1 state the contravention codes for on-street and off-street parking 1.2 explain the reason for ‘observation periods’ 1.3 describe the difference between permitted parking and prohibited parking 1.4 explain the reason for and meaning of differential parking charges 1.5 define a Civil Enforcement Area (CEA), a Special Enforcement Area (SEA) and a Controlled Parking Zone (CPZ). 2. State parking exemptions and their application 2.1 state parking exemptions and their application for: a) Royal mail, military, utility and emergency vehicles b) loading and unloading c) getting in and out of a vehicle d) vehicles prevented from moving due to circumstances beyond the drivers control e) opening and closing barriers or gates 2.2 explain the Disabled Badge Scheme, including: a) exemptions for Disabled Badge holders b) powers of inspection 2.3 explain the use of Traffic Orders 2.4 identify the purpose & content of a Traffic Orders. 3. Know the stages in processing a Penalty Charge Notice issued under Traffic Management Act 2004 (TMA) 3.1 state which fields are legal requirements on a penalty charge notice (PCN) 3.2 explain the key stages in processing a regulation 9 Penalty Charge Notice (PCN) 3.3 explain the circumstances in which
2 3 4 5 Simple equations – balancing method a + 7 = 11 2b = 32 3c – 2 = 16 2. Equations x both sides - balancing method 3y + 2 = 2y – 10 3. Equations with brackets 2( c – 4 ) = 20 4. Equations with Fractions 5. Solving Inequalities Level 3 : Programme 1 Assessment (Topics 1-5) For my Level 3 Assessment I will
Support others’ understanding of health and safety and follow agreed safe practices Monitor potential health and safety risks Use risk assessment in relation to health and safety Minimise potential risks and hazards Access additional support or information relating to health and safety Understand procedures for responding to accidents and sudden illness Describe different types of accidents and sudden illness that may occur in own work setting Explain procedures to be followed if an accident or sudden illness should occur Be able to reduce the spread of infection Explain own role in supporting others to follow practices that reduce the spread of infection Describe the causes and spread of infection Demonstrate the use of Personal Protective Equipment (PPE) Wash hands using the recommended method Demonstrate ways to ensure that own health and hygiene do not pose a risk to an individual or to others at work Be able to move and handle equipment and other objects safely Explain the main points of legislation that relate to moving and handling Explain the principles for safe moving and handling
Compare strategies for managing stress in self and others Explain how to access sources of support I confirm that the evidence listed above is my own work and was carried out under the conditions and context specified in the standards. Candidate’s name Signature Date Candidate’s Unique Learner Number Assessor’s name Signature Date Internal Verifier’s name Signature Date (only if sampled) Unit 4345-303 Promote communication in care settings Level: 3 Credit value: 3 UAN: M/615/7939 Unit aim This unit is aimed at those who work in care settings or with children or young people in a wide range of settings. The unit is about the central importance of communication in such settings, and ways to overcome barriers to meet individual needs and preferences in communication Learning outcomes The learner will: Assessment criteria To do this you must: Portfolio reference Evidence/ Assessment method type Assessment date Understand why effective communication is important in the work setting Identify the different reasons people communicate Explain how communication affects relationships in the work setting Explain ways to manage challenging situations
2.4 Describe and apply client care procedures to a given scenario 2.5 Demonstrate a thorough understanding of aspects of professional conduct Know the steps of the conveyancing process 3.1 Explain the steps to be taken in order to draft a contract for sale 3.2 Describe the procedures for making pre-contract searches 3.3 Describe the procedures for making pre-contract enquiries 3.4 Explain the requirements for a valid contract 3.5 Demonstrate the use of pre-contract processes to a given scenario Know the procedure for exchange of contracts 4.1 Explain when contracts can be exchanged 4.2 Explain the effect of a binding contract 4.3 Explain the methods of exchange 4.4 Apply knowledge of the procedure for exchange of contracts to a given scenario Understand how to complete a conveyancing transaction 5.1 Identify and describe pre-completion searches 5.2 Describe the contents and purpose of a pre-completion checklist 5.3 Demonstrate an understanding of the purpose and content of a completion statement Understand post-completion matters 6.1 Explain how the mortgage is discharged 6.2 Explain the thresholds for SDLT 6.3 Explain the procedure for discharging SDLT 6.4 Describe how to register the transfer of Title 6.5 Demonstrate the use of post completion matters to a given scenario NALP Unit Ref: 37 Ofqual Unit Ref: A/504/6039
D This may be a relevant factor for the applicant if the landlord had requested consent to let and been refused. Scenario 2 A house owned and managed by the Redrow Trust, a charity, is let on a long term tenancy. A number of problems have arisen that are making the charity consider disposing of the property. Question 1 of 5 According to the charity's estates manager, this property is a diminishing asset and the charity should dispose of it. He has a friend who is prepared to "take it off their hands" if required. What is the likely tenure of this property? A Commonhold B Leasehold C Freehold D Flying Freehold Question 2 of 5 A legal right of access over a neighbour’s front drive to get to a public highway is likely to be a/an: A licence B positive covenant C easement D negative covenant Question 3 of 5 Around 20 years ago a drain servicing the Trusts property was re-routed across neighbouring land. Although there is no documentation to prove this, the estate manager believes that a legal right of drainage exists. He will be correct if the right of drainage has been in existence for a minimum of: A 12 years B 20 years C 25 years D 40 years Question 4 of 5 The decision is taken to sell the property. Which of the following statements is true?
The landlord dislikes the old settee so is happy for the tenant to have this. What do you advise? A As long as it is actually sold to the tenant, there is no issue B The landlord cannot sell the settee to the tenant but can legally gift it without issue C The landlord cannot supply the settee to the tenant in any form D As the settee was manufactured in the 1970s, it would comply with the relevant regulations Question 2 of 5 The bed and headboard, was purchased in April 1991. Which one of the following statements is correct in order to comply with the Furniture and Furnishings (Fire)(Safety) Regulations 1991? A The Regulations apply to both the bed and the headboard as they were sold after 1 March 1990. B The Regulations apply only to the bed as it was sold after 1 March 1989. C The Regulations apply to both the bed and headboard as they were sold after 1 March 1989. D The Regulations apply only to the headboard as it was sold after 1 March 1990. Question 3 of 5 What is the situation regarding the duvets and pillows? A The legislation requires that only the pillows have to comply. B The legislation requires that both pillows and duvets have to comply. C The legislation requires that only the duvets have to comply. D The legislation does not apply to either duvets or pillows. Question 4 of 5 Which of the following may NOT be required to have a safety label attached at the point of sale? A A bed base B A mattress C A sofa bed designed for a conservatory or sun room D Scatter cushions Question 5 of 5
Positive coping 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 … suggest strategies for coping with difficult situations. 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 … reflect on strategies to cope with difficult situations and are able justify their choice of strategy demonstrating knowledge of resilience and adaptability. Assessment Rubric Category At Level 4 students can: When progressing towards Level 6 students can: At Level 6 students can: When progressing towards Level 8 students can: At Level 8 students can: Managing difficult or challenging situations select and demonstrate strategies for managing difficult or challenging situations demonstrate strategies for managing difficult and challenging situations and display some awareness of the benefits of using these strategies explain personal qualities and strategies for achieving success in difficult or challenging situations and explain the benefits of using these strategies provide some reasons of the selection of strategies that could be used to assist with difficult or challenging situations justify the selection of strategies that could be used to manage difficult or challenging situations demonstrating knowledge of resilience and adaptability
See what number divides exactly into both the numerator and denominator ÷4 e.g. ÷4 ÷5 e.g. ÷5 5/6 Order of operations Bracket Indices Divide Multiply Add Subtract 0 3 1 5 0 6 3 0 4 2 0 0 8 4 e.g. 3 + 4 x 6 – 5 = 22 first 5/7 Fraction of quantity with calculator 4 means ÷ 5 x 4 5 e.g. To find 4 of £40 5 £40 ÷ 5 x 4 = £40 5/7 Percentage of quantity with calculator Change the percentage to a decimal e.g. 8% of £240 12 ½ % of 80kg = 0.08 x 240 = 0.125 x 80 = £19.20 = 10kg 80% of 52 litres = 0.8 x 52 = 41.6 litres 5/8 Multiply by a two digit number Try different methods to find which suits you e.g. 152 x 34 COLUMN METHOD 152 34x 608 (x4) 4560 (x30) 5168 e.g. 152 x 34 GRID METHOD 100 50 2 30 3000 1500 60 4 400 200 8 152 x 34 = 3400 + 1700 + 68 = 5168 e.g. 152 x 34 METHOD 1 5 2 5 1 6 8 = 5168 e.g. 152 x 34 RUSSIAN METHOD Half Double 152 x 34 76 68 38 136 19 272 9 544 4 1088 2 2176 1 4352 Add what is left 272 + 544 + 4352 = 5168
5/8 Divide by a two digit number Try different methods to find which suits you e.g. 4928 ÷ 32 BUS SHELTER METHOD Divide Multiply Subtract Bring down - Make a new number Divide ... 0 1 5 4 32 4 9 2 8 -3 2 1 7 2 -1 6 0 1 2 8 -1 2 8 0 0 0 4928 ÷ 32 = 154 e.g. 4928 ÷ 32 CHUNKING METHOD 4 9 2 8 3 2 0 0 100 X 32 1 7 2 8 1 6 0 0 50 X 32 1 2 8 1 2 8 4 X 32 4928 ÷ 32 = 154 e.g. 4928 ÷ 32 SHORT DIVISION METHOD (Except write down some of your tables down first) 32 64 0 1 5 4 96 32 449172 128 128 160 4928 ÷ 32 = 154 5/9 Negative numbers Remember the rules: When subtracting go down the number line When adding go up the number line 8 + - 2 is the same as 8 – 2 = 6 8 - + 2 is the same as 8 – 2 = 6 8 - - 2 is the same as 8 + 2 = 10 5/10 Ratio How it is written Yellow : Red = 2 : 6 How it can be simplified Yellow : Red = 1 : 3 Simplify by cancelling Examples 2÷2: 6÷2 = 1 : 3 10÷5 : 15÷5 = 2 : 3 5/10 Direct proportion e.g.1 5 miles is approximately 8km. How many miles are equal to 24km? 24km ÷ 8km = 3 5 miles x 3 = 15 miles e.g.2 It takes 90 Lego bricks to build 3 planes How many bricks would be needed for 11? 1 plane uses 90 ÷ 3 = 30 bricks 11 planes will use 11 x 30 = 330 bricks 5/12&13 Properties of 2D & 3D shapes
Symmetries Order of Line Symmetry this is the number of times a shape can be folded so that one side falls exactly onto the other side This shape has line symmetry ORDER 4 Order of Rotational Symmetry this is the number of times a shape falls into its outline in one complete turn A parallelogram has rotational symmetry order 2 Names of shapes – Quadrilaterals Square rectangle parallelogram Rhombus trapezium kite Names of shapes - Triangles Right angled Isosceles Equilateral 3D shape face edge vertex 5/14 Angles Types of angles Acute Right Obtuse (less than 900) (Exactly 900) (Between 900 & 1800) Straight Reflex Complete line turn (1800) (Between 1800 & 3600) (3600) Angles of a triangle Angles of a triangle add up to 1800 5/15 Transform Shapes Reflection A shape flipped over a line Rotation A shape turned round a point Translation A shape moved along a line 5/16 Measure and draw angles
Education and training Training institution (most recent first) Course and type of qualification (if applicable) Dates (from - to) Counselling or therapy training Please note, you don’t need to have had any previous counselling or therapy training to apply for this course, but if you have it would be helpful for us to know about it. Training institution (most recent first) Course and type of qualification (if applicable) Dates (from - to)
Problem-solving assessment rubric – Level 7-8 Relevant element of the Achievement Standards Level 6 Level 8 Level 10 Personal and Social Capability By the end of Level 6, students…identify causes and effects of conflict and explain different strategies to diffuse or resolve conflict situations. By the end of Level 8, students…reflect on strategies to cope with difficult situations and are able to justify their choice of strategy… They assess the appropriateness of various strategies to avoid or resolve conflict in a range of situations. By the end of Level 10, students… evaluate… strategies…used to cope with stressful situations/life challenges. Students… generate, apply and evaluate strategies to prevent and resolve conflicts in a range of contexts. Critical and Creative Thinking By the end of Level 6, students…disaggregate ideas and problems into smaller elements or ideas… By the end of Level 8, students…independently segment problems into discrete stages, synthesise new knowledge at intermediate stages during problem-solving… By the end of Level 10, Students…develop, justify and refine criteria to evaluate the quality of ideas, proposals and thinking processes. Assessment Rubric Category At Level 6 students can: When progressing towards Level 8 students can: At Level 8 students can: When progressing towards Level 10 students can: At Level 10 students can: Segmenting problems into discrete stages disaggregate problems into smaller stages divide ideas and problems into discrete elements during problem solving independently segment problems into discrete stages during investigate and apply criteria to segment problems evaluate the criteria used to segment problems Problem strategies explain different strategies used to resolve a conflict situation reflect on the effectiveness of different strategies used to resolve or diffuse a conflict situation justify the selection of problem solving strategies to cope with difficult situations generate and apply problem solving strategies that could be used to respond to challenging situations evaluate different problem-solving strategies used to prevent and resolve problems in a range of situations or challenges
Positive coping assessment rubric – Level 7-8 Relevant element of the Achievement Standards Level 6 Level 8 Level 10 Personal and Social Capability By the end of Level 6, students … identify and describe personal attributes important in developing resilience. By the end of Level 8, students … reflect on strategies to cope with difficult situations and are able to justify their choice of strategy demonstrating knowledge of resilience and adaptability. By the end of Level 10, students… evaluate personal characteristics, strategies and sources of support used to cope with stressful situations/life challenges. Assessment Rubric Category At Level 6 students can: When progressing towards Level 8 students can: At Level 8 students can: When progressing towards Level 10 students can: At Level 10 students can: Using self-talk to manage difficult or challenging situations identify self-talk that could be used to assisst with a difficult or challenging scenario describe how self-talk could be used to assist with difficult or challenging scenario explain how self-talk can assist in managing difficult or challenging situations compare and contrast how different forms of self-talk could impact on the outcomes of difficult or challenging situations evaluate how self-talk could have a positive or negative influence in resolving stressful situations or life challenges Development of resilience identify and describe the characteristics of a resilient person identify how positive self-talk contributes to reslience describe how positive self-talk contributes to resilience explain in a range of situations how positive self-talk contributes to confidence and resilience evaluate factors that contribute to the development of confidence and resilience
Positive coping assessment rubric – Level 7-8 Relevant element of the Achievement Standards Level 6 Level 8 Level 10 Personal and Social Capability By the end of Level 6, students … identify and describe personal attributes important in developing resilience. By the end of Level 8, students … reflect on strategies to cope with difficult situations and are able justify their choice of strategy demonstrating knowledge of resilience and adaptability. By the end of Level 10, students… evaluate personal characteristics, strategies and sources of support used to cope with stressful situations/life challenges. Assessment Rubric Category At Level 6 students can: When progressing towards Level 8 students can: At Level 8 students can: When progressing towards Level 10 students can: At Level 10 students can: Using self-talk to manage difficult or challenging situations identify self-talk that could be used to assisst with a difficult or challenging scenario describe how self-talk could be used to assist with difficult or challenging scenario explain how self-talk can assist in managing difficult or challenging situations compare and contrast how different forms of self-talk could impact on the outcomes of difficult or challenging situations evaluate how self-talk could have a positive or negative influence in resolving stressful situations or life challenges Development of resilience identify and describe the characteristics of a resilient person identify how positive self-talk contributes to reslience describe how positive self-talk contributes to resilience explain in a range of situations how positive self-talk contributes to confidence and resilience evaluate factors that contribute to the development of confidence and resilience
learning, and overall health and wellbeing Stress management strategies explain strategies that can be used for managing stress within a range of contexts, to enhance their own and others’ health, safety and wellbeing explain how stress management strategies can contribute to a person’s health, safety and wellbeing investigate, explain and use a range of stress management techniques that can be used in various contexts, and justify how it can enhance their own, and other’s health, safety and wellbeing evaluate the suitability of a range of stress management strategies that could be used in various contexts compare and contrast a range of stress management strategies to enhance their own and others’ health, safety and wellbeing
Assessment rubric Category At Level 8 students can: When progressing towards Level 10 students can: At Level 10, students can: Beyond Level 10, students can: Emotional responses describe how and why emotional responses may change in different contexts explore varying emotional responses and the management of emotions across a range of contexts evaluate the impact of emotional responses on themselves and others in a range of contexts propose appropriate emotional responses to challenging situations in a range of settings and contexts, including preparing for difficult conversations Problem-solving strategies justify the selection of problem solving strategies to cope with difficult situations generate and apply problem solving strategies that could be used to respond to challenging situations evaluate different strategies used to prevent and resolve problems in a range of situations or challenges propose different models and approaches towards conflict resolution in a range of contexts Managing behaviour reflect on strategies to manage behavior in challenging situations analyse factors that contribute to managing challenging situations evaluate behaviours and protective factors that contribute to the development of confidence, adaptability and self-reflection propose and reflect on a range of behaviours and protective factors that can build resilience in the senior years of schooling, particularly around conflict resolution and adaptability, in preparation for the workplace
Emotional responses in stress describe the relationship between emotions and behaviour identify emotions linked to stress explain the influence of emotions on their behaviour describe how their emotions impact their responses in situations critically reflect on their emotional responses in stressful situations evaluate the effectiveness of their emotional responses in stressful situations Coping strategies Explain strategies for coping with stress Apply strategies for coping with stress Justify their choice of strategy to cope with difficult situations Compare and contrast different coping strategies in stressful situations Evaluate strategies used to cope with stressful situations Critically reflect on why some coping strategies are more effective in some situations
Help-seeking assessment rubric – Foundation Level Relevant element of the Achievement Standards Foundation Level 2 Health and Physical Education By the end of Foundation Level, students… demonstrate, with guidance, practices to keep themselves safe and healthy in different situations and activities. By the end of Level 2, students... select strategies at home and/or school to keep themselves healthy and safe and are able to ask for help with tasks or problems. Assessment Rubric Category Progressing towards Foundation students can: At Foundation students can: Progressing towards level 2 students can: At level 2 students can: Identify people they can ask for help draw a picture of someone they can ask for help name a person to ask for help in a specific situation identify who to ask for help and provide some examples of what they should say to seek help express when they need help and can give an example of a specific person to ask for help Practice asking for help practise (in structured situations) asking a teacher for help practise (through role play) asking a teacher for help demonstrate (through role play) the ability to ask a teacher for help demonstrate (through role play) asking for help from specific people
Relevant element of the Achievement Standards Foundation Level 2 Personal and Social Capability By the end of Foundation Level, students… recognise personal qualities and achievements by describing activities they enjoy at school and home, noting their strengths. By the end of Level 2, students ... identify and describe personal interests, skills and achievements and reflect on how these might contribute to school or family life. Health and Physical Education By the end of Foundation Level, students recognise how they are … changing By the end of Level 2, students… recognise how strengths and achievements contribute to identities. Gender and identity assessment rubric – Foundation Assessment Rubric Category Progressing towards Foundation students can: At Foundation students can: Progressing towards level 2 students can: At level 2 students can: Identification of personal likes and dislikes show some personal likes and dislikes list and describe personal likes and dislikes identify differences in personal likes and dislikes between themselves and others describe how personal interests contribute to school or family life Understanding gender similarities and differences show through images/pictures some similarities and differences between girls and boys identify similarities and differences between girls and boys display some awareness that gender should not restrict what they like and are able to do recognise that gender should not restrict what they like and are able to do Demonstration of appropriate times to be strong and gentle respond to a range of scenarios where it is appropriate to be strong or gentle provide an example of being strong and gentle for both boys and girls describe a situation when they have been strong and gentle at the same time recognise that being strong and gentle is not associated with being a boy or being a girl
Save your work Open Query Explorer and click Row Security query Add these three fields from UD Financial Data Mart to the Data Items pane: Field Name Query Subject Folder Row Level CHARTFIELD1 FIN Row Security Operator ID Descr (name of person) FIN Row Security Row Level Approver/Viewer Flag FIN Row Security Add one Filter and validate it This is a temporary filter to test the query: [Row Level CHARTFIELD1]='CHEM322239' (use the same Speedtype as above) Click the Run menu item and View Tabular Data to verify data is good (The values in Row Level Approver/Viewer Flag are Y and N – we’ll improve this later.) Disable the temporary filters for CHEM322239 on both queries Row Security query is open, click on the filter in the Detail Filters pane Go to Properties Click General/Usage and change Required to Disabled Open Query Explorer and click the Speedtype query Click on the filter in the Detail Filters pane Go to Properties Click General/Usage and change Required to Disabled Add the pre-written Purpose Prompt to both queries With Speedtype query open, click the Source tab in Insertable Objects Open the Prompts folder Drag & drop the Purpose Prompt to the Detail Filters pane Open Query Explorer and click the Row Security query Drag & drop the Purpose Prompt to the Detail Filters pane Click Query Explorer, click Queries Double-click the Join In the Join Relationship window, click the New Link button a. The join is between: Speedtype CHARTFIELD1 and Row Level CHARTFIELD1 b. Set the Cardinality to 1..1 = 1..n and click OK Save your work Open Query Explorer, double-click the Joined Data query
Indiana Department of Homeland Security One Year Progress Report for “in the process” Level III Trauma Center Hospitals that were granted status as an “in the process” Level III Trauma Center are asked to provide sufficient documentation for the Indiana State Department of Health and the Indiana Department of Homeland Security to demonstrate that your hospital continues to comply with the following requirements: Submission of trauma data to the State Registry. The hospital must be submitting data to the Indiana Trauma Registry following the Registry’s data dictionary data standard within 30 days of application and at least quarterly thereafter. Has your hospital submitted trauma data to the State Registry at least two out of the last four quarters? YES NO Trauma Surgeon response times. Evidence must be submitted that response times for the Trauma Surgeon are as defined by the Optimal Resources document of the American College of Surgeons. Also, there must be a written letter of commitment, signed by the Trauma Medical Director, that is included as part of the hospital’s application. There must be evidence that a trauma surgeon is a member of the hospital’s disaster committee. Have your Trauma Surgeon’s maintained a response time as defined by the Optimal Resources document of the American College of Surgeons since granted “in process” Level III Trauma Center status? Provide your hospital’s Trauma Surgeon response times including number of responses, response times and percentage within the required timeframe per Trauma Surgeon (documentation tool attached). YES NO Diversion policy. The hospital must provide a copy of its diversion policy and affirm that it will not be on diversion status more than 5% of the time. The hospital’s documentation must include a record for the previous year showing dates and length of time for each time the hospital was on diversion. Has your hospital maintained a diversion status of less than 5% of the time since granted “in process” Level III Trauma Center status? Provide your hospital’s diversion documentation showing reason for diversion and dates and length of time for each time the hospital was on diversion (documentation tool attached). YES NO
It’s sunny today, It’s sunny today. What is the temperature like today? It’s hot today, It’s hot today. What are you wearing….today? I’m wearing my sunglasses, wearing my sunglasses. Change to… Snowy, cold, boots/mittens/scarf Rainy, cold, raincoat THAT’S WRONG! A monkey is blue. No it’s not! That’s wrong! A monkey is brown! An elephant is small. No it’s not! That’s wrong! An elephant is big! A flower is ugly. No it’s not! That’s wrong! A flower is pretty! The sun is cold. No it’s not! That’s wrong! The sun is hot! God is love. Yes He is! That’s right! God is LOVE!!! PLEASE AND THANK YOU Please come here. Please come here. (come) Thank you. You’re welcome. Please sit down. Please sit down.
Gotta go around it! Around the tree Repeat various times, with various obstacles, such as a river, a swamp, a bridge. Use different prepositions for the sections “Can’t go over it…” To end: What’s that noise? A LION! A BIG LION! A BIG SCARY LION! Repeat all of the obstacles in reverse, rushing back through the river, around the tree, etc. End: I’m not afraid! Well, maybe just a little! BRUSH YOUR TEETH! When you wake up in the morning at a quarter to one, And you just want to have a little fun You brush your teeth! (ch, ch ,ch….Make sound and motion of brushing teeth) You brush your teeth! (ch, ch ,ch….Make sound and motion of brushing teeth) (Repeat after each “hour”) When you wake up in the morning at a , And you just don’t know what else to do, you brush… When you wake up in the morning at a , And you just want to have a little spree, you brush… When you wake up in the morning at a ,
whole self 3. It’s About Love Love, love, love, that’s what it’s all about ‘Cause God loves us, we love each other Mother, father, sister, brother, everybody sing and SHOUT! ‘Cause that’s what it’s all about, it’s about love, love, love 4. Rainbow First Part: Yellow and orange and red and green, purple and blue Rainbow, rainbow Second Part: God made a rainbow in the sky Beautiful, colorful, rainbow, rainbow 5. We Thank You We thank you, thank you, thank you for the good, good food (4x) We thank you… for the good, good food! Second Part: We thank you, we thank you, we thank you for the food With fellowship and harmony we thank you! 6. The ABC Song A B C D E F G, H I J K L M N O P, Q R S, T U V, W, X, Y and Z These are the letters of the alphabet, sing it again, so you won’t forget. 7. Crazy Clothes Crazy clothes, I love wearing crazy clothes From my head, to my toes, I love crazy clothes! Pink and purple polka dots on my hat
11. The Month Song January, February, March, April, May, June, July, August, September, October, November, December Those are the months of the year. 12. I Like Bananas I like bananas, and mangoes are sweet I like papaya, but nothing can beat The sweet love of God (sweet, sweet, sweet, sweet love of God) 13. Peanut Butter (“em” = “them”) Peanut, peanut butter (JELLY!) Peanut, peanut butter (JELLY!) First you take the peanuts and you dig em, you dig em, You dig em, dig em dig em Then you crush em, you crush em, you crush em, crush em, crush em, Then you spread em, you spread em, you spread em, spread em, spread em Peanut, peanut butter (JELLY!) Peanut, peanut butter (JELLY!) Next you take the berries and you pick em, you pick em, Then you crush em, you crush em, you crush em, crush em, crush em, Then you spread em, you spread em, you spread em, spread em, spread em Peanut, peanut butter (JELLY!) Peanut, peanut butter (JELLY!) Next you take the sandwich and you bite it, you bite it You bite it bite it bite it Then you chew it, you chew it, You chew it, chew it, chew it, Then you swallow, you swallow, You swallow, swallow, swallow Peanut, peanut butter (JELLY!) Peanut, peanut butter (JELLY!) Mmmmm good!
Pre-course reading Document Summary Implications for practice Link/resource Protecting Children and Young People: The responsibilities for all Doctors Consultation Document GMC 2012 Clear principles of Safeguarding for all doctors, including those who do not routinely treat children The guidance gives advice to doctors on: •their duty to identify children and young people at risk of abuse and neglect, even when only treating adults •the boundary between parental freedoms and child protection concerns •good communication with children, parents and families when there are child protection concerns •respecting confidentiality and when to share information •good record keeping practice •seeking consent to examination or investigation •understanding how other professionals involved in child protection work consider and act on child protection concerns •training and skills development professional v expert witness Introduction to UK Child Protection Legislation 2011 Fact sheet to provide a brief introduction to some of the key legislation that protects children & young people in the UK. Clear links between legislation and practice guidance
Sample Fall Term # Date Pre-Session Work Session Topics Post-Session Work 1 9/7/17 READ: How Good is Good Enough? (Bridges) The Vision of LEVERAGE (Colin Smith) What is the Gospel? (Scott Lothery) WRITE: A response to What is the Gospel? (1 page) 2 9/14/17 WRITE: Your Testimony (1 page) Walking with God (Colin Smith) Group Exercise: Telling Your Story WRITE: A plan to grow in your walk with God (1 page) 3 9/21/15 READ: The Sinner – Neither Willing Nor Able (MacArthur) uin Through the Fall (Colin Smith) 10 Mistakes to Avoid in Christian Leadership (Bill Bradish) WRITE: A plan to engage more in discipleship (1 page) 4 9/28/17 READ: The Nature of the Atonement – (Matt Perman) The Cross of Christ (Tom Yoon) Church-Based Discipleship (Tom Olson) WRITE: A one page summary of why Roots, Life, Fruit is a Biblical Discipleship Strategy 5 10/5/17 READ: The Marks of a Spiritual Leader (Piper) Justification by Faith (Colin Smith) Prayer (Colin Smith) WRITE: A prayer “Inquiring of the Lord” regarding His call on your life. 6 10/12/17 READ: Sanctification (Ryle) The Church (Brandon Myers) Regeneration by the Spirit (Brad Wetherell) WRITE: Your answer to the question – “What is the Church?” (1 page) 7 10/19/17 READ: The Design of Work (Keller) Work Matters (Tom Olson) Testing and Discerning God’s Will (Colin Smith) WRITE: A Response to Your Work Matters (1 page) 8 10/26/17 READ: Finding God’s Will (Packer) Celebrating God’s Grace *Meeting at The Orchard - Northfield Pastor Josh Parsons: Grace Alone WRITE: A Response to Testing and Discerning God’s Will (1-2 pages) Optional Final Exam available upon request
Windows Azure, Hadoop, SSIS, BI Hadoop and BI are complementary Unsurprisingly, Hadoop is a big buzz word when it comes to big data. Nevertheless, Hadoop may not solve all problems working with big amounts of data. For instance, visualization is typically not at the center of what Hadoop does well in terms of intrinsic capabilities. On the other side, Microsoft’s Business Intelligence platform is good at managing large amounts of data in predefined structured schemas. This data can be queried and visualized by final users. While Hadoop would typically store petabytes of data, SQL Server would typically handle terabytes of data today. While data can be put unstructured (without a predefined schema) on Hadoop, it may take hours or days to execute a query. On the other side, while it may take weeks or months to define the right schemas for SQL Server, queries typically execute in seconds. Hadoop can store data with no precise usage in mind and enable early exploratory phases, while SQL Server enables structured data mining and makes specific data usages very efficient. The following sections of this chapter provide general information on technologies used in the rest of the paper. Windows Azure Windows Azure is Microsoft’s public cloud for the developers. It includes Infrastructure as a Service (IaaS) and Platform as a Service (PaaS) capabilities that are composed of three main parts: A distributed application can live in one or several parts that play complementary roles. Websites represent a fast and easy way to host web apps that are created in .NET, PHP, Node.js and other languages and platforms. Deployment can be done in seconds with FTP, Git, TFS or Web Deploy. Cloud services are a way to run vastly scalable applications and services. They support rich multi-tier architectures and enable automated application management. Hadoop on Azure is built on top of this model. Virtual Machines are a way to host Windows and Linux workloads in the cloud. They come with a virtual private networking feature too. Windows Azure contains many services and this expands regularly. Windows Azure blob storage is at the heart of the platform.
Taylor‐Gooby, P. (15th June 2012). The real reasons why the Coalition is cutting the welfare state so hard. Lecture given at Durham University, UK. In Garthwaite, K.A. (2012). Incapacitated? Exploring the health and illness narratives of Incapacity Benefit recipients. Unpublished PhD thesis, Durham University, UK. Retrieved from etheses.dur.ac.uk/6387/1/THESIS_REVISED_31.01.13.pdf. The Federation of Gay Games. (2015). About the Gay Games. Retrieved from http://gaygames.org/wp/the-gay-games-2/the-gay-games/. The Independent. (2012). Paralympic coverage beyond 'wildest dreams' says governing body as they appeal for continued coverage of sports. Retrieved from UK Data Service. (2014). Quarterly Labour Force Survey, January - March, 2014. Retrieved from http://discover.ukdataservice.ac.uk/catalogue?sn=7501 UK Government website (2014). Policies: Simplifying the welfare system and making sure work pays. Retrieved from UK Government/ Mayor of London Office. (2013). Inspired by 2012: The legacy from the London 2012 Olympic and Paralympic Games, 67-72. Retrieved from Walker, S.W. (2012). ‘And so begins demonisation’s subtle new post-paralympic form’. Retrieved from Weed, Mike & Dowse, Suzanne (2009). A missed opportunity waiting to happen? The social legacy potential of the London 2012 Paralympic Games. Journal of Policy Research in Tourism, Leisure and Events. 1(2) 170-174. Doi 10.1080/19407960902992441 White, Glen; Simpson, Jamie; Gonda, Chiaki; Ravesloot, Craig & Coble, Zach (2010) Moving from Independence to Interdependence: A Conceptual Model for Better Understanding Community Participation of Centers for Independent Living Consumers. . 20(4) 233-240. Wolbring, G., 2012, Expanding Ableism: Taking down the Ghettoization of Impact of Disability Studies Scholars, Societies, Vol 2; p. 75-83.
Choice 1 Choice 2 How does the tool help meet an indicator(s) on the Professional Learning Tool? Station 1 Kahoot is a tool which can be used for formal assessments or informal surveys. By using game like play, Kahoot engages users in assessment multiple types of questions. Videos, pictures, and text are used to create a dynamic assessment. The quiz is projected on the board and players are able to use any type of device to answer. Data is collected in a leader board and can be downloaded for analysis or record keeping. Requires students to have a device. Test and Quizzes is a function built into BCPSOne which allows teachers to create interactive activities which can be used as a formative assessment of students. Station 2 BCPSOne Lesson Tiles Lesson Tiles is a function built into BCPSOne which allows teachers to deliver digital content to students. Symbaloo is a curation tool for teachers. Symbaloo allows teachers to create a "web mix" around a particular topic like reading or science. The web mix allows users to access web content including webpages and embedded content from SchoolTube, Google Docs, Prezi, Voki, Flickr, SlideShare, and TeacherTube. Hyperlinks can easily be added to each one of the 52 tiles in a web mix grid and then rearranged, customized, and color coded for grouping and recognition. Station 3 Office Mix is a free add-in for PowerPoint 2013. It is a powerful tool that makes authoring and sharing of online lessons / presentations simple. It allows you to make them The Snipping Tool captures a screen shot of anything on your desktop, like a picture or a section of webpage. You can snip a whole window, a rectangular section of the screen, or draw a freehand