zilongwang/ReadingBank huggingface dataset:
understand the position, no keys to the actual premises were located or otherwise identified. Inside the rear door of the building proper was the locked door to the café itself. In addition there was an open door that led to toilets. This door appeared to have been propped open by a brick. There were pieces of green and white material on the floor next to that brick. The material was burnt on its edges and had a strong smell of petrol. There was more of the green and white fabric on the floor leading towards the rear inner door to the café. The green and white fabric appears to have been tea towels. A red plastic container was located next to the toilet door itself. The outside of the container was marked in part ‘GASOLINE 10ltr’. The container was empty but there was a strong smell of petrol from the container. On scientific analysis, residues of petrol were detected in the container. A green and white tea towel was wrapped around the spout of the container. It too smelt strongly of petrol. When the closed and locked door to the café itself was opened there were green and white tea towels lying on the floor. One of the tea towels was collected, apparently at random. It was singed and had a strong smell of petrol. There was a kitchen in the café. On a kitchen bench was a 5 litre metal container with the writing ‘BP Handycan’ on it. This container was upright and still had its lid on. It was full of petrol. On the kitchen floor was a 20 litre red plastic container with a spout that appears to have a green and white cloth item connected to the spout. This container still had a small amount of liquid in it that smelt like petrol and on scientific analysis it was confirmed as petrol. At the front of the café at the Pirie Street end, near where the front windows had been situated, there was a 20 litre yellow plastic container lying on the floor. It was empty and had a strong smell of petrol. On scientific analysis, residues of petrol were detected in the container. No identifiable fingerprints have been located on any of the four petrol containers located in the premises. There was a counter in the area that had a cash register situated on it. A close examination of the counter revealed what appeared to be burn patterns consistent with
Section 5: Project Components In order for the Panel to assess your Proposal, it needs to understand the different components of the project, their cost, and how performance and delivery would be measured. The milestones you provide here may be used to help inform the milestones in any Funding Agreement with EECA. Major milestones of project This table must be completed. Please use the ‘insert row’ function if you wish to add more milestones. Project component [Provide a high-level description of key project components or deliverables including number of hours and charge out rates for all project personnel. Refer to section 3.6 of the RFP document] Key performance indicator(s) Estimated start date Estimated end date Total cost to deliver this milestone (excl. GST) Expected LEVCF funding [Cannot be more than 50 per cent of the individual milestone] Your co-funding [Must be at least 50 per cent of the individual milestone] Incremental Cost [What is the additional cost compared to equivalent business as usual activity?] 1 2 3 4 5 6 7 8 9 10 TOTALS (Must equal the equivalent project costs detailed in Section 1)
The School of Mathematics & Statistics (SoMaS) has a fundamental aim to deliver high quality education, in line with the University’s Mission to maintain the highest standards of excellence as a research-led institution whose staff work at the frontiers of academic enquiry and educate students in a research environment. All our courses are designed with this aim in mind. Aims The aims of the SoMaS undergraduate degree programmes are: to provide a mathematics and statistics degree programme with internal choice to accommodate the diversity of students’ interests and abilities, and to provide dual degrees to cater for those who wish to combine disciplines; to provide an intellectual environment conducive to learning; to prepare students for careers which use their mathematical/statistical training; to provide teaching which is informed and inspired by the research and scholarship of the staff; to provide students with assessments of their achievements over a range of mathematical and statistical skills, and to identify and support academic excellence. In its single honours programmes, it aims: to provide a degree programme in which students may choose either to specialise in one mathematical discipline (Pure Mathematics, Applied Mathematics, Probability & Statistics) or to choose a more balanced programme incorporating two or all three of these disciplines. In its single honours programmes with Study in Europe, it aims: to offer students the opportunity to study mathematics and statistics in another European country. In its single honours MMath programmes, including the MMath with Study in Europe programme, it aims: to prepare students for progression to a research degree in one of the three mathematical disciplines or for careers in which the use of mathematics is central. Learning Outcomes The learning outcomes for the single honours degrees within SoMaS are given below in full. Learning outcomes for duals degrees with mathematics and/or statistics are broadly similar; full details are given in the Programme Specifications for these degrees, available from . A single honours BSc graduate should: have acquired a working knowledge of the methods of linear mathematics; have acquired a working knowledge of the methods of advanced calculus; have acquired a broad knowledge of at least two of Pure Mathematics, Applied Mathematics and Probability & Statistics; have acquired a detailed knowledge of specialist mathematical or statistical topics; be able to apply core concepts and principles in well–defined contexts;
Gender and identity assessment rubric – Level 1-2 Relevant element of the Achievement Standards Foundation Level 2 Level 4 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. By the end of Level 4, students ... recognise personal strengths and challenges and identify skills they would like to develop. 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. By the end of Level 4, students …examine influences that strengthen identities. Assessment Rubric Category At Foundation students can: Progressing towards level 2 students can: At level 2 students can: Progressing towards level 4 students can: At level 4 students can: Identification of personal preferences for activities list and describe things they like to do identify differences in personal preferences between themselves and others compare similarities and differences in personal interests describe similarities and differences in personal interests explore factors influencing personal interests Understanding labels and stereotypes associated with gender identify similarities and differences between girls and boys identify how labels and gender roles are unhelpful in a variety of scenarios display some awareness that gender should not restrict what they like and are able to do identify gender roles and suggest whether they are true recognise that gender should not restrict what they like and are able to do explain differences and similarities of gender rules and roles explore ways people fit into gender roles identify factors that affect gender roles and rules demonstrate strategies to ensure inclusive behaviours at school, home and in the community
CONCEPT EXEMPLARY = 6 AVERAGE = 5 UNSATISFACTORY = 4 OMITTED =0 GRADE Teamwork & Collaboration Identifies each team member by job title. Describes the duties and responsibilities per each team member role. Defines how each role impacts patient care. Identifies three examples of collaboration among the team members. List three actions contributed to the team by the student. Identifies a potential or actual conflict and discusses how the conflict was resolved. Any 5 listed in “exemplary” column Any 4 listed in “exemplary” column Did not complete section. ______ pts. CONCEPT EXEMPLARY = 3 AVERAGE = 2 UNSATISFACTORY = 1 OMITTED = 0 GRADE Perfusion/Gas Exchange/ Thermoregulation Participates in taking vital signs for 5 or more patients. Compares and analyzes vital signs of 2 or more patients with similar problems. Identifies abnormal vital signs and determines whether or not abnormal values are relevant to current or chronic problem to include scientific rationale for treatment Any 2 listed in “exemplary” column Any 1 listed in “exemplary” column Did not complete section. ______ pts. CONCEPT EXEMPLARY = 4 AVERAGE = 3 UNSATISFACTORY = 2 OMITTED = 0 GRADE Patient Education Observes team member performing patient teaching. Identifies and assesses one or more patients’ readiness to change health behaviors and documents what health behavior patient wants to change. Correctly formulates a patient care problem for identified learning need. Identifies specific content applicable to learning need and best strategy for teaching specific content. Any 3 listed in “exemplary” column Any 2 listed in “exemplary” column Did not complete section. ______ pts. CONCEPT EXEMPLARY = 3 AVERAGE = 2 UNSATISFACTORY = 1 OMITTED = 1 GRADE Gas Exchange/ Perfusion/ Fluid & Electrolytes/ Metabolism/ Immunity/ Tissue Integrity/ Thermoregulation/ Comfort Performs focused assessment on 2-3 patients with problems related to one of the concepts listed. Accurately completes the table of questions regarding the patients assessed. Compare and discusses the similarities and differences between the selected patients. Any 2 listed in “exemplary” column Any 1 listed in “exemplary” column Did not complete section. ______ pts.
Identify the requirements of an ‘Other’ Adventurous Journey Identify the requirements of a Gold Residential Project Understand the Gold level is more participant led and what this entails Mentoring Overview To understand the concept of mentoring within the Award and appreciate the skills required in fulfilling the role of a mentor. To recognise adults within the Award will also play the role of a mentor dependent on their role. By the end of the session delegates will be able to: Explain the roles of mentor and mentee Recognise how the role of the mentor can have a positive influence on the participant’s Award experience Apply the skills practiced Explain methodology and ways in which they would mentor a participant Group Dynamics To introduce and demonstrate the team performance model. To understand the team performance model and the role of adults within the Award to progress participants through each stage. By the end of the session delegates will be able to: Identify the stages of the team performance model Apply knowledge learnt to future Adventurous Journey teams Adventurous Journey Requirements and Processes To understand the requirements and processes of the Adventurous Journey section. To identify the requirements and processes of the Adventurous Journey section. By the end of the session the delegates will be able to: Identify the time requirements for each level Identify and explain the 15 requirements Understand what equipment may be required for an Adventurous Journey Understand the roles played by adults in the process Risk Assessment To understand the importance of identifying areas of risk on Adventurous Journeys and how this can be mitigated. To identify the impact of risks and what processes can be implemented to reduce the severity of the impact. By the end of this session delegates be able to: Understand the importance of good training syllabus
Level Two: Language Functions The student will: Examples Initiate Social Interaction Greet people End a conversational politely Introduce oneself Call on someone Good afternoon. Nice to meet you. Have a nice evening/day. Hello, my name is _____. Excuse me! Come here, please. Converse with a person or people Look for, give or deny permission Ask someone to do something Can I wash my hands, please? Can I have some quiet space, please? Can you open this for me, please? Look for or give an opinion Express a knowledge or a lack of knowledge Express a like or dislike I know. I don’t know that. I like that. I don’t like that. Look for or give information Report something Pose questions There’s someone outside. My friends are at school today. Where are you going? Where were you? What did you do at the weekend?
Level Two: Key Vocabulary School art room craft room playground sink topper ball desk Pre-School slide bin iPad principal SNA colours marker rubber student copies pencil shelf swing Statements Questions My teacher is _____. She/He helps me with my work. Our/My SNA is ______. He/She helps us/me with our work. In our classroom there is _____. We eat our lunch in the kitchen. We go to the yard at lunchtime. I like to play with my friends at school. We say our prayers in the morning/before we go home/ after yard. What is your teacher’s name? What is your SNA’s name? What do you wear to school? Where do you eat your lunch? What do you do at lunchtime? Who is in your class?
Internal and external relationships Internal • Student Body • Professional Services External • SUSU • HE Institutions, Schools and Colleges • National Governing or Professional Bodies • Suppliers and Contractors • Members of the Public/Community Groups • Coaches and Instructors Special Requirements • The flexibility to work a shift pattern which includes evenings, weekends, Bank Holidays and University closures and to cover for absence. • Work within the bounds of the University’s Confidentiality Policy particularly when dealing with customers. PERSON SPECIFICATION Criteria Essential Desirable How to be assessed Qualifications, knowledge and experience Life guarding/NVQ/NPLQ Level 2 or equivalent Member of the Register of Exercise Professionals (REPS) Level 2 or equivalent First Aid Qualification Work experience, acquired in a relevant sporting area. Application Application Interview Application Planning and organising Able to carry out allocated prescribed tasks to the standard required, working to deadlines when necessary. Application/Interview Problem solving and initiative Able to solve basic problems by following established practices and procedures. Application/Interview
procedures, only escalating where required/appropriate Interview Management and teamwork Ability to work effectively in a team environment and undertake partnership working with peers and stakeholders Able to proactively take an allocated responsibility within a team to develop departmental initiatives Interview Interview Communicating and influencing Good interpersonal skills, demonstrated across a range of customers with varying requirements Proven written and verbal communication skills, comfortable using a variety of communication technologies Able to prepare and present routine written and verbal information to students and staff, including in group environments Enthusiastic, positive outlook with a proven ability to respond effectively in a pressurised environment to colleagues, students and other stakeholders Application / Interview Application / Interview Interview Interview Other skills and behaviours Able to understand cultural diversity Ability to speak a second language Interview Application Special requirements Working hours may include rota pattern to cover opening hours, occasional evening and weekend working Willingness to be rotated to other areas of Student Services as needed, and to broaden depth and knowledge of experience Willingness to learn and develop knowledge Ability to work to 100% accuracy for all financial transactions Interview Interview Interview Assessment Task JOB HAZARD ANALYSIS Is this an office-based post? Yes If this post is an office-based job with routine office hazards (eg: use of VDU), no further
To carry out any routine administrative tasks required to fulfil responsibilities including use of relevant IT systems. 5 % Any other duties that fall within the scope of the post as allocated by the Service Delivery Manager/Deputy Managers. 5 % Internal and external relationships Internal Student Body Professional Services External SUSU HE Institutions, Schools and Colleges National Governing or Professional Bodies Suppliers and Contractors Members of the Public/Community Groups Coaches and Instructors Special Requirements The flexibility to work a shift pattern which includes evenings, weekends, Bank Holidays and University closures and to cover for absence. Work within the bounds of the University’s Confidentiality Policy particularly when dealing with customers. PERSON SPECIFICATION Criteria Essential Desirable How to be assessed Qualifications, knowledge and experience Life guarding/NVQ/NPLQ Level 2 or equivalent Member of the Register of Exercise Professionals (REPS) Level 2 or equivalent First Aid Qualification Proven work experience, acquired in a relevant sport environment. Pool Plant Operators Certificate. Relevant Fitness Qualification/NVQ Equivalent Level 3 Experience of organising sports events and programmes. Application Application Application Interview
HOW DO ENGINEERS SOLVE PROBLEMS? NRC Core Question: ETS1: Engineering Design What Is a Design for? What are the criteria and constraints of a successful solution? NRC ETS1.A: Defining & Delimiting an Engineering Problem How Can the Various Proposed Design Solutions be Compared and Improved? NRC ETS1.C: Optimizing the Design Solution WHAT IS THE UNIVERSE, AND WHAT IS EARTH’S PLACE IN IT? NRC Core Question: ESS1: Earth’s Place in the Universe How do people reconstruct and date events in Earth’s planetary history? NRC ESS1.C: The History of the Planet Earth HOW AND WHY IS EARTH CONSTANTLY CHANGING? NRC Core Question: ESS2: Earth’s Systems How do the properties and movements of water shape Earth’s surface and affect its systems? NRC ESS2.C: The Role of Water in Earth’s Surface Processes Students will be able IO1: to design an algorithm that reflects Earth criteria and engineering constraints. IO2: to execute an algorithm that reflects Earth criteria and engineering constraints. 1.0 About This Activity This activity is a collaboration between NASA and Microsoft Studios to teach students about the Mars Exploration Program by creating interactive worlds using a 3D programming environment called the Kodu Game Lab. The curriculum integrates the NRC Conceptual Framework for New K-12 Science Education Standards, the P21 21st Century Learning Skills, and the CSTA K-12 Computer Science Standards into lessons that will excite students about STEM (Science, Technology, Engineering, and Mathematics). Students will create worlds that reflect the Mars terrain and program a virtual model of the Mars rover Curiosity as it searches for habitats on Mars. As students learn about the different landforms on the surface of Mars, the different rock types and how they may hold signs of any possible microbial life on Mars, they will also learn about robotics and how to create algorithms using code. Kodu Game Lab makes programming fun and approachable for novices through a tile-based user interface, engaging characters, and simple 3D terrain editing. These Kodu lessons leverage A Taxonomy for Learning, Teaching, and Assessing by Anderson and Krathwohl (2001) (see Section 4 and the Teacher Guide at the end of this document). This taxonomy provides a framework to help organize and align learning objectives, activities, and assessments. The taxonomy has two dimensions: related
and influencing needs and to offer related proactive advice and guidance Evidence of good networking skills including maintaining good partnership working with a range of colleagues Ability to prepare and present written and/or verbal information clearly and concisely to students and staff including the delivery of group presentations Interview Application / Interview Application / Interview Other skills and behaviours Evaluate systematically and rigorously the impact of service provision Competent in the use of Microsoft Office packages Regularly evaluate professional performance and reflect constructively using evidence to improve performance Able to apply a comprehensive understanding of relevant University systems and procedures and an awareness of activities in the broader work area Ability to develop on-line resources Experience of data analysis and manipulation Experience of organising events Able to understand cultural diversity Ability to speak a second language Application / Interview Application / Interview Application / Interview Application Application / Interview Application / Interview Application / Interview Interview Application Special requirements JOB HAZARD ANALYSIS Is this an office-based post?
Criteria Essential Desirable How to be assessed Qualifications, knowledge and experience A levels/HNC/or skill level equivalent with proven work experience Experience of working with customers/clients in an advisory/ capacity or coaching role. Depth of knowledge of a specialist field Evidence of relevant training and/or qualification for the specialist field Knowledge of contract management Experience of managing informal complaints Experience of managing work placements Application/ Interview Application / Interview Application/ Interview Application Application Application Planning and organising Ability to maintain clear and accurate records Ability to initiate, plan and organise a range of one’s own and a team’s work efficiently and effectively, including working to deadlines under pressure Application / Interview Application / Interview Problem solving and initiative Ability to identify and solve problems by applying initiative to tackle situations in new ways and by developing improved work methods Ability to use own initiative but recognise when to refer to a colleague or manager Interview Interview Management and teamwork Ability to work as part of a team whilst also being able to prioritise and manage own workload Application / Interview
Able to positively influence teamwork Able to ensure staff are clear about changing work priorities and service expectations Supervisory experience Interview Interview Application Communicating and influencing Ability to elicit information to identify specific customer/client needs and to offer related proactive advice and guidance Evidence of good networking skills including maintaining good partnership working with a range of colleagues Ability to prepare and present written and/or verbal information clearly and concisely to students and staff, including the delivery of group presentations Application / Interview Application / Interview Application / Interview Other skills and behaviours Evaluate systematically and rigorously the impact of service provision Competent in the use of Microsoft Office packages Regularly evaluate professional performance and reflect constructively using evidence to improve performance Able to apply a comprehensive understanding of relevant University systems and procedures and an awareness of activities in the broader work area Ability to develop on-line resources Experience of data manipulation and reporting Experience of organising events Application / Interview Application / Interview Application / Interview Application Application / Interview Application / Interview Application / Interview
(max 2 marks) Any other valid answer. 20 Read the following description and answer the questions which follow. This approach is likely to be appropriate for clients who are interested in self-exploration and understanding the deeper meaning and origin of their problems. It is less likely to be useful for those who expect a warm relationship or great deal of guidance from their counsellor 20 i) State which of the 3 approaches you believe is most likely to fit this description Psychodynamic 1 mark 2.1 , 2.2 20ii) 20 iii) Explain your choice with reference to key ideas from the approach chosen above State which one of the other approaches is least likely to fit this description and explain your choice Psychodynamic best fits description because : Looks for deeper/unconscious meaning and origin of problems; recommend neutral rather than warm relationship to allow transference to develop; counsellor likely to provide interpretations not guidance (max 4) Humanistic not best fit for description because : Although does not provide guidance, seeks to provide warm relationship; does not look for deeper meaning and origin of problems; (max 2) OR Cognitive-Behavioural not best fit for description because : Although does not seeks to provide warm relationship; does provide guidance/teaching relationship; does not look for deeper meaning and origin of problems. (max 2) Maximum 6 Marks 2.1 , 2.2
Maslow's Hierarchy of Human Needs Nature and process of therapeutic change 6 necessary and sufficient conditions Consciousness Strengthening of Ego Transference Insight Re-experiencing Relational Experience Grieving Problem solving Behaviour modification Rational thinking Typical therapeutic interventions Non-directive Provision of relationship Experiments Assessment Neutral stance Free association Interpretation of transference and dreams Use of countertransference Case conceptualization Teaching Use of goals and targets Homework/tasks Learning Outcome 2 Strengths and limitations of the main approaches to counselling: Humanistic Psychodynamic Cognitive – Behavioural Counsellor’s own varying limitations, e.g. lack of congruence. Potential neglect of client’s past Might be ineffective for some issues, e.g. OCD, phobias, clients seeking a cure. Lengthy, expensive, uncertain outcomes. Neglect of social and cultural context Reliant on client’s motivation to change, and to do homework tasks. Benefits may e short-lived Learning Outcome 3 Strengths and limitations of an integrative approach: One model of integration e.g. Egan Skilled Helper Schema Therapy Clarkson
Level Three: Language Functions The student will: Examples Initiate Social Interaction End a conversation politely Respond appropriately when meeting a friend Congratulate a person I’ll see you tomorrow. Hi, how are you? Nice to see you. Well done. Happy Birthday! Converse with a person or people Ask someone to do something Warn someone Close the door, please. Be careful. Watch out! Look for or give an opinion Express a like or a dislike Express a want Make a choice Excuse oneself Express satisfaction or dissatisfaction with something Complain to someone I love swimming. I hate cold days. I would like/I would not like. I choose that. I want that. I prefer sweets to chocolate. Excuse me. I’m sorry. That’s great. I don’t like that. I have a pain in my head. I’m tired. Look for or give information Give someone a message Pose questions My friend is sick today. My teacher needs to use the PE Hall. Do you go to school on Sundays?
Level Three: Key Vocabulary Television channel change favourite volume Statements Questions My favourite programme is _____. I watch television after my homework. What is your favourite programme? When do you watch television? What do your parents watch on television? Level Three: Key Vocabulary Shopping café cash changing room coin notes Statements Questions Put _____ in the trolley. Get me _____ from that shelf. I bought ______ in the shop What did you buy in the café? Where did you go to pay?
Distance Learning Following Module 2 each student will have six months to complete an assignment known as the Interactive Learning Tool, which is essentially a written dialogue with an Instructor split into thirteen sections in which you demonstrate your understanding and ability to explain HANDLE principles in a clear and understandable manner. In this final six months you are also required to undertake three full HANDLE Screenings which are written and submitted to an Instructor. This will also involve a written dialogue with an Instructor or Teaching Assistant. During the distance learning you should expect to attend occasional online seminars and also have occasional individual supervision sessions online with an Instructor or Teaching Assistant to support you in the home study process. Certification Completion of the course is based on competency. If a student is not able to demonstrate competency during the course, arrangements will be made to complete requirements. Depending on the level of extra attention needed, this may incur extra costs. Successful completion of the entire course, 100% attendance, take-home exam (Interactive Learning Tool), homework, Skills Acquisition, Activity Analysis, affiliation2 with The HANDLE Institute and an exit interview will qualify you for certification as a HANDLE Screener. 2 Upon being accepted into the Screener Course and attending your first day of class, you will automatically become a HANDLE Affiliate, all fees paid for the remainder of the first fiscal year ending March 31. After that, you will be asked to complete a short renewal form online and pay the Affiliate fee commiserate with your level of training/certification ($60 as a Student, $100 as a Screener). Course Location Kerith Lodge in Monmouth, Oregon. http://www.vrbo.com/641938 This beautiful new lodge is set on 17 acres with a versatile, roomy teaching space, sleeping accommodation and a commercial kitchen at our disposal. Bed and board is not included in the fee but will be kept to a minimum. For further information or to register your interest in joining the course, please contact Cathy: 907-235-6226 or home: 907-235-2978 Note: There is a substantial fee reduction for the first five people who register before September 1, September 5, 2015, determined by date of receipt of the application form (with other papers to follow). For more about HANDLE please visit This opportunity comes around once every year or two in different parts of the country…don’t miss out!
Assessment Rubric Emotional literacy – Level 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. ... 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... By the end of level 6 students ... recognise the influence of emotions on behaviours ... 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: Identification of emotions identify and describe emotions in themselves and others begin to identify that emotions can be positive or negative classify a range of emotions as positive and negative accurately describes emotions as positive or negative, and begins to show some understanding of mixed emotions accurately describes emotions as negative, positive and/or mixed. Triggers of emotions identify experiences that trigger a range of emotions identify simple behaviours that are associated with negative and positive emotions identify behaviours and experiences that are associated with negative and positive emotions recognise that some behaviours or experiences can trigger more than one emotion describe how some behaviours and experiences can trigger multiple emotions
Further work on displaying data in tables, databases, spreadsheets, bar graphs and line graphs. Construct a pie chart where data is given in percentages or as raw data. Draw/interpret simple stem and leaf diagrams (MTH 3-21a) I can display data in a clear way using a suitable scale, by choosing appropriately from an extended range of tables, charts, diagrams and graphs, making effective use of technology. MTH 2-21a / MTH 3-21a 13 Probability Pages 140 - 147 More complicated probability such as :- • probability of a score of 7 when rolling two dice • probability of three heads when 3 coins are tossed. From a given probability, determine how many times an event should occur in a given number of attempts. Discuss probability and prediction in the real world. e.g. weather forecasting. The work of a statistician in health work, politics, population sampling etc. (MNU 3-22a) I can find the probability of a simple event happening and explain why the consequences of the event, as well as its probability, should be considered when making choices. MNU 3-22a Predicting, from a given probability, how often an event will occur, has been introduced to Level 3 -(MNU 4-22a) By applying my understanding of probability, I can determine how many times I expect an event to occur, and use this information to make predictions, risk assessment, informed choices and decisions. MNU 4-22a ASSESSMENT 3
Standard(s): Learning Outcome Expert Proficient Intermediate Beginner LO1d. to differentiate the visual characteristics of volcanic and sedimentary rocks and their scientific significance. Students accurately identify different types of rocks and select them based on their scientific significance. Students accurately identify different types of rocks and select them somewhat based on their scientific significance. Students somewhat accurately identify different types of rocks and select them somewhat based on their scientific significance. Students inaccurately identify different types of rocks and do not select them based on their scientific significance. LESSON 3. MARS MISSION SIMULATION Teacher Guide (D) Teacher Resource: Mars Mission Simulation Rubric (5 of 5)
Experience of analysing health related data or equivalent CV & Interview Expertise in statistical packages, e.g. SAS, Stata, SPSS, MLWin, R CV & Interview Publication record in medical research or related field CV Experience in statistical consultation and delivering statistical knowledge to CV & Interview Leading on research in applied statistics or data analysis leading to publication CV & Interview Advanced knowledge of other software including Microsoft Excel, Microsoft Access CV & Interview Experience of applied methodological/statistical research leading to publication CV & Interview Planning and organising Self-motivated with good organisational and time management skills CV & Interview Ability to prioritise workload CV & Interview Able to work to deadlines and quality standards CV & Interview Problem solving and initiative Able to develop understanding of complex data and apply appropriate statistical methodology CV & Interview Able to apply non-standard statistical techniques to problems arising in data CV & Interview Management and Teamwork: Ability to work productively in a multi-disciplinary team, understanding the strengths and weaknesses of others to help teamwork development CV & Interview Experience of line management CV & Interview Able to manage, motivate and junior statisticians, delegating effectively. CV & Interview
PERSON SPECIFICATION Criteria Essential Desirable How to be assessed Qualifications, knowledge and experience Skill level equivalent to achievement of HND, Degree, NVQ4 or basic professional qualification. Proven experience of planning and progressing work activities within broad professional guidelines and/or broad organisational policy. Understanding of how the specialist/professional services provided by the post-holder support the objectives of the Wessex Institute. Able to apply an awareness of principles and trends in a specialist or professional field and an awareness of how this affects activities in the Wessex Institute. Understanding of scientific and medical literature and demonstrated ability to critically appraise research evidence and data, and to be able to write succinct summaries of complex information. Understanding of the health research landscape and applied health research in UK and/or internationally, with knowledge and experience of a relevant research management activity, e.g. commissioning, monitoring, publication, patient and public involvement, global health research, and impact. Fully conversant with Microsoft Office suite. Postgraduate qualification in relevant area. Application Planning and organising Able to seek opportunities to progress a broad range of activities within professional guidelines and in support of University policy. Experience of successful project management. Problem solving and initiative Able to develop understanding of long-standing and complex problems and to apply professional knowledge and experience to solve them. Management and teamwork Able to proactively work with colleagues in other work areas to achieve outcomes. Able to delegate effectively, understanding the strengths and weaknesses of team members to build effective teamwork. Able to formulate development plans for own staff to meet required skills. Experience of successfully managing and developing staff.
Level Five: Language Functions The student will: Examples Initiate Social Interaction Ask someone for help Commiserate someone I need help. Can you help me, please? Hard luck! Better luck next time! Clarify meaning Express a lack of understanding Ask for a spelling Ask someone to repeat themselves Can you explain that, please? I don’t understand. Can you spell ‘ball’, please? Can you repeat that, please? Converse with a person or people Suggest something Invite someone somewhere Give a status to something/someone Give someone a challenge Let’s play a game of soccer! Would you like to come to my house? I’m the best in school at dancing! You can’t do that! Look for or give an opinion Make an assumption Forgive someone Show you support for someone I suppose she is sick today. That’s ok. Don’t worry about it. You can do it. Keep trying! Look for or give information Correct someone That’s mine, not yours! Structure a conversation Initiate a conversation Excuse oneself End a conversation Did you hear about what happened? Pardon me. Well that’s it… I’m in a rush now!
Level Five: Key Vocabulary Shopping alarm cash register groceries shopping centre supermarket bakery debit card shoe shop spend Statements Questions We bought a cake for my birthday in the bakery. There is a shoe shop in the shopping centre. Where is there a shoe shop? Can I use my debit card here?
Emotional literacy 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 explain the consequences of emotional responses in a range of social situations. By the end of Level 6, students describe different ways to express emotions and the relationship between emotions and behaviour. By the end of Level 8, students reflect on the influence of emotions on behaviour, learning and relationships. Health and Physical Education 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. By the end of Level 8, students ... analyse factors that influence emotional responses. 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: Classifying emotions as positive negative or mixed identify that someone may feel a negative emotion or a positive emotion but doesn’t recognise that some emotions can be both positive and negative. accurately describes emotions as positive or negative, and begins to show some understanding of mixed emotions accurately describes emotions as negative, positive and/or mixed. provide multiple examples of situations that would invoke negative, positive and/or mixed emotions. describe how a person’s behaviour may be influenced by experiencing negative, positive and/or mixed emotions Impact of emotions on behaviour identify some simple physical behaviours associated with the expression of emotions. identify common behaviours that can be associated with emotions, describe some of the physical behaviours commonly associated with the expression of common emotions identifies some relationships between emotions and behaviour in a story or scenario. describe a range of physical behaviours commonly associated with the expression of specific emotions explain how emotions identified in a story or scenario could impact on behaviour. describe the role of body language in the expression of emotions. explain how emotions identified in a story or scenario may not be the same for everyone and begins to explain some of these differences. reflect on the diversity of ways to express emotions, including oral expression and body language. explain how in a story or scenario the same behaviour may evoke different emotions in different people based on factors such as gender, culture, religion etc.
Synonyms: Choose the word from this lesson that is most nearly the same in meaning as the bold word in the given phrase. _________________________ 1. A vile and cowardly act _________________________ 2. Liberate a slave from bondage _________________________ 3. Seek higher education _________________________ 4. An accomplished musician _________________________ 5. Utilize natural resources _________________________ 6. A gloomy, overcast November morning _________________________ 7. Reprimand for misbehavior Antonyms: Write the correct form from this unit which best provides the word most nearly opposite in meaning to the bold word in each phrase. ___________________________ 8. Make an accurate assumption ___________________________ 9. Gigantic in proportion ___________________________ 10. Deliver a rehearsed series of comments
earlier than 2 weeks before the performance. 2nd part: a) a concerto or a sonata from category 2 or a sonata from category 3 b) a piece from category 4, that is either a solo or chamber music piece Assessment II 1st part: Board assessment a / i 2nd part: Board assessment a / i TUBA PERFORMANCE, LEVEL C Familiarity with the works in repertoire list no. 3 at least to the following extent: 15 works from category 1 3 works from category 2 3 works from category 3 Scales and triads Orchestral literature from category 4 Requirements Class attendance Familiarity with the repertoire and a public performance every academic year Performance: 1 work from category 1, the jury chooses from the 5 rehearsed ones 1 work from category 2 1 work from category 3 Scales and triads (melodic and harmonic minor) Excerpts from orchestral literature chosen by the jury (5 works) Assessment III Evaluation by jury on a scale of 0–5 TUBA PERFORMANCE, LEVEL B Familiarity with the works in repertoire list no. 2 at least to the following extent: A number of works from category 1 at the teacher's discretion 3 works from category 2 (by different composers and from different style periods) 3 works from category 4 (by different composers and from different style periods) Category 5 in full (orchestral literature) Requirements Class attendance Familiarity with the repertoire and a public performance every academic year A performance in two parts in the course, to be performed within a six-month period): 1st part: 2 etudes from category 1, the jury chooses from the 5 rehearsed ones Excerpts from orchestral literature at the jury's discretion (category 5) 2nd part: A concerto from category 2 or a sonata from category 3 2 works from category 4, one of them a solo work Assessment III 1st part: Evaluation by jury on a scale of 0–5 2nd part: Evaluation by jury on a scale of 0–5 Tuba Playing, Level A Practicing repertoire from the repertoire list no.1 at least to the following extent: a) the amount of material determined by the teacher from category 1 b) 3 pcs from category 2 c) 3 pcs from category 3 d) 3 pcs from category 4
Emotional literacy assessment rubric - Foundation Relevant element of the Achievement Standards Foundation Level 2 Personal and Social Capability By the end of Foundation Level, students identify and express a range of emotions in their interactions with others. ... By the end of Level 2, students show an awareness of the feelings and needs of others.... Health and Physical Education By the end of Foundation Level, students... identify and describe the different emotions people experience. .. By the end of Level 2, students... understand how emotional responses impact on others’ feelings. .. 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 emotions name some emotions (happy, sad, mad) show what some emotions look like using facial expressions name a range emotions identify identify a range emotions through facial expressions identify and describe emotions in themselves identify experiences that may trigger some emotions identify and describe emotions in themselves and others identify experiences that trigger a range of emotions Expression of emotions express when they are happy, sad or mad share a time when they have felt a strong emotion recognise some emotions expressed by others identify when, how and with whom it is appropriate to share emotions.
including those patients who are transported directly from scene to tertiary care center Prevention/Public Education: A. Epidemiology research D N/A B. Surveillance using trauma registry data D N/A C. Prevention Collaborate with injury prevention personnel E D Utilize existing trauma registry data E D Utilize national, regional, state, and local programs data E D Continuing Education: A. * Formal programs in continuing education provided by facility for: Physicians must: a) have current ATLS certification OR b)hold current emergency board certification and taken ATLS once OR c) scheduled to take ATLS within 4 months of review date d) adequate trauma-related CME’s E E Midlevel Providers: current ATLS E E Nurses: TNCC, ATCN or course * E E Trauma Services Support Personnel: A. * Trauma Coordinator E E *Organ Procurement: Written process E E *Disaster Planning & Management: Written plan and periodic drills E E *Considered Major criteria