zilongwang/ReadingBank huggingface dataset:
Table – Six rainfall and irrigation efficiency scenarios Scenario 1 Avg rainfall, flood furrow irrigation Scenario 2 Avg rainfall, center-pivot sprinkler Scenario 3 Avg rainfall, drip irrigation Scenario 4 Drought year, flood furrow irrigation Scenario 5 Drought year, sprinkler Scenario 6 Drought year, drip irrigation Annual Precipitation (inches) Middle of range from Part 1 Middle of range from Part 1 Middle of range from Part 1 25% less than avg precip 25% less than avg precip 25% less than avg precip Efficiency 50% 75% 90% 50% 75% 90% Part 4: Discussion and Synthesis Write a short discussion (~2 paragraphs) of the benefits of the two different farming strategies: traditional cattle ranching, feedlots, and wheat, grain sorghum, and corn crops vs. high value fruits and vegetables with high-efficiency irrigation. In your discussion: include the concepts of water footprints, water scarcity, dead zones, and irrigation efficiency consider both the quantity of water used (e.g., method of irrigation, water footprints) and the impacts to water quality (e.g., fertilizer runoff and the dead zone) refer to your scenarios from Part 3 the possible response in the human system to the formation of dead zones. Propose strategies that could be implemented to reduce the amount of fertilizer running off from the farmland to minimize the farm’s contribution to the dead zone in the Gulf of Mexico. Review the coupled human-natural system diagram below. Assessment Rubric Criteria Possible Points Points Awarded Part 1: Precipitation Precipitation rates from map are correct. 2 Part 2: Crops
they consider the evidence they have selected to identify the purposes and key features of each of the 13 colonies. There were a number of technology possibilities to consider for each of these LATs. *In the View Images activity, presentation software was used to show the students several high-quality images of historical drawings and paintings. This was intended to challenge some of their previously held assumptions. *During the Read Maps activity, students did access resources. This was because the teacher realized the relative advantage of using curated historical Web sites. These sites offered the most illustrative and understandable maps for the lesson. *The students read text as they researched the purposes and key features of the colonies. While texts were available digitally, for efficiency, the students used their social studies textbooks, supplemented with photocopied paper documents. *During the lesson, students took notes in their paper notebooks, rather than with digital tools. In this example, the students used an analog tool instead because not all of them had easy access to a laptop, tablet or other digital device. *In the Consider Evidence activity, the students were challenged to find primary source documents that represent multiple perspectives and viewpoints. A digital archive can help make this process of locating documents more authentic, but still efficient enough for the students to use as part of their learning in the classroom. Use animations from previous slides. Chart that changes on the left, with images of students doing what is described on the right. Need: presentation image Need: historical map image Need: read text images Image of taking notes by hand Need: primary source documents (e.g., National Archives) 6 *As this example demonstrates, choices of analog and/or digital tools are dependent on many factors. As you consider different Image of “is it worth it?” question
We want to out that health plans may make decisions to not cover a medication or to restrict its coverage because the medication: May have dangerous or serious side effects or interactions, Isn’t approved for certain health conditions, May have limited effectiveness or is effective only certain conditions or Effectiveness or safety may not be well-established or may be in question. Coverage of a medication may also be limited because: A generic version of the medication is available or The medication is more expensive than other medications used to treat the same condition. slide 10 Approx. .5 min Core Concept Medication coverage gets more complicated We’ve mentioned that health plans can limit your choice of covered medications and can change their list of covered medications one or more times a year. We also noted that, for many plans, P&T Committees are influential or decision-makers on coverage of medications. But, it gets even more complicated… [Pause for a moment] slide 11 Approx. 2 min Core Concept Health plans may put some medications in higher “tiers” and charge higher costs Another way health may make it harder for you to get the right medication is by putting some medications in a higher “tier” or level on its list of covered medications. Commercial health insurance and Medicare Part D plans usually have tiered drug lists. Drugs on the lowest tier have no or lower costs compared to drugs on higher tiers. Out-of-pocket may take the form of copays (a set amount you have to pay), coinsurance (a percentage of the total drug cost) or a deductible (an amount you have to pay before coverage will begin or resume).
access canals throughout this area. These are the indicators of the rapid loss of land that has taken place over the past century in this area. As the vegetated marsh turns to open water, the protective buffer between the community and the Gulf of Mexico is reduced. Zoom in to Isle de Jean Charles to less than 500 m eye altitude. Observe the elevation of the ground as you mouse over the community. Note a levee that runs around the “island” (does it completely surround the island?). Record the greatest and least elevation of ground (not water). How high is the levee? What is the average elevation of the land, not counting the levee? height: Average land elevation: Zoom out so your eye altitude view is at 85 – 90 km. Select the ruler icon at the top of the view. Select km. as your unit of map length (or ground length). Draw a line (directly N- S orientation) with your mouse between Isle de Jean Charles and Timbalier Island, directly south of the community. Record the distance. Distance from Timbalier Island to Isle de Jean Charles: Use the mouse to continue south out from Timbalier Island into the Gulf. Find the first location where the elevation is -10 m (10 m below sea level). Use the ruler tool to measure from this point to Isle de Jean Charles. Distance from -10 m to Isle de Jean Charles: Island Road, Isle de jean Charles. Photo Credit: Gary Allen. 2. Visualizing the Louisiana Coast in Cross Section: Calculating slope (example): Simple calculation: If a is located 1 km (1000 m) from the shoreline and is 1 meter above mean sea level, then the slope can be expressed as slope = rise/run = 1/1000 = .001 % If we were to draw this on graph paper and use a scale of: X axis: 1 square = 10 meters of horizontal distance so 100 squares = 1 km (1000m). Y axis: 1 square = .2 meters of vertical distance (5 squares = 1 meter) This slope can be expressed as a percentage or a decimal: Slope = Rise/run 1/1000 = 0.001
and drive, work style, working with others, dealing with pressure, problem solving and management, leadership and sales potential. Caliper Caliper Profile Assessing over 25 traits related to job performance, the assessment provides information on an individual’s strengths, limitations, motivations and potential. CEB-SHL Customer Contact Styles Questionnaire Assesses behaviour styles for sales and customer service roles including relating to customers, persuading and negotiating, working with others, problem solving, organisation, reliability and resiliency. Motivation Questionnaire Measures 18 factors that affect motivation, divided into four main areas. Some of these factors are activity, achievement, power, personal growth, status, financial benefits, recognition, fear of failure and more. Occupational Personality Questionnaire Assesses 32 personality traits linked to behaviours likely to impact performance at work. cover traits related to relationships with people, thinking style, feelings and emotions. Facet 5 Global Personal Profile Assesses the five ‘building blocks’ of a person across domains of will, energy, affection, control and emotionality. This report is intended for selection and highlights candidate strengths and areas that require development. Searchlight In addition to assessing the five personality domains in the personal profile, Searchlight includes analysis of six work-related competencies of leadership, interpersonal abilities, communication, analysis and decision making, initiative and effort, planning and organising. Work Preferences Assesses individuals’ intrinsic motivators as well as de-motivators in the domains of power, participation, people and processes. Identifies specific job elements that are likely to appeal to candidates. Finding Potential Personality Assesses personality based on the ‘big 5’ model (neuroticism, extroversion, openness to experience, agreeableness and conscientiousness). Reports help organisations understand behavioural preferences in the working environment and most suitable roles based on these. Harrison Assessments Job Suitability Assessment
Drives Assesses an individual’s values and motivations at work across four domains of challenge, connection, esteem and personal to identify environments in which candidates are expected to thrive. Visual DNA Values A short online or mobile assessment that reports on the top three most important values of candidates and how these fit with the organisation. Option to customise assessment results to values of the organisation. End notes
develop goals and objectives evaluate strategic options identify barriers to growth or change. This is a good tool to bring together the external and internal analysis undertaken above. If you use the SWOT analysis as your core tool to pull together your analysis, it is important that each item is clearly defined and understood by all individuals involved in the process. It is important to prioritise each item. When undertaking the next steps: Give priority to strengths/weaknesses that have a high impact on your organisation’s operations and are an advantage/disadvantage in comparison to other providers. Give priority to opportunities and threats that have the highest potential impact on the business and have the highest probability of occurring. The following demonstrates the framework which you could use to consolidate/present the priority strengths, weaknesses, opportunities and threats for your organisation. Discussion and selection of strategic alternatives often takes place in a ‘strategy workshop’ with management and directors. This process will vary based on the size and the magnitude of change your organisation is dealing with. It might be this whole cycle happens within a few weeks for an organisation facing 100 per cent change in business, or over three to four months for an organisation that might have suffered a minor business adjustment. After the strategic workshop prepare a brief three to four page document that encapsulates the outcomes and can act as a platform for writing a more detailed strategic plan (or, if you need to make quick decisions, this document may become your plan). Here are some suggested topics that can be addressed in this type of document: Longer term organisational goals (qualitative and quantitative), possibly in the form of vision, mission and values and key targets (financial and non-financial) for the whole business and each service line. A clear statement of competitive advantage, now and in the future.
Liz. 2015 [1996]. Photography: A Critical Introduction. 5th edn. London: Routledge. LI7897 Speech and Language Technology in Education (Neasa Ní Chiaráin) (not available in the 2018/19) Michaelmas Term Aims: The aim of this module is to introduce students to how speech and language technology, as well as computational models of speech and language can be used in the teaching/learning of language. There will be a specific focus throughout on the Irish language and its particular context, but an in depth knowledge of the Irish language is unnecessary for participation. The focus is both theoretical and practical and the course emphasizes the multidisciplinary perspectives that are required for effective deployment of technology in education. Students are introduced to a range of speech and language technologies, some of which are currently in use for language instruction, and some of which, though ripe for educational deployment, are not yet in use. Learning theories and pedagogical methods are explored in terms of their implications for the development of technological applications in language teaching. The sociolinguistic context is a further major factor which is considered. The broader question of differences in the deployment of the technology in minority and major world languages are discussed. The module will be innovative in encouraging students from technical, pedagogic and linguistic backgrounds to explore the interdependence of these areas for the production of materials which are interdisciplinary by nature. Upon completion of the module, it is expected that students will have acquired specialised knowledge, skills and a theoretical framework for developing educational technology for language instruction. Syllabus The module will equip students with a multidisciplinary theoretical framework as a background for the research and development of educational applications of technology. Speech and language technology is explored in detail and its potential for transforming the educational process is discussed. The need for a firm theoretical
Task Date Focus Assessed Outcomes How to Feedback Present on a research article 1-2 Drawing on research evidence Be able to access research literature. Be able to summarise research methodology and findings from a journal article Tutor and peer oral feedback in session Produce a table or graphic that compares and contrasts two research articles Weeks 2-3 Critical reflection on research Be able to comment critically on research evidence In Email chart to JK - blog feedback Write a critical discussion Weeks 3-4 Minimum 500-word critical discussion in response to an educational Be able to construct a written argument with appropriate structuring, paragraphing etc. critical discussion. Tutor feedback by email. Interview someone on a critical incident Weeks 4-5 Identifying a critical incident Be able to identify a critical incident Peer and tutor oral feedback in session Grading writing against criteria SD week 6 Peer marking against grading criteria. Be able to interpret grading criteria Peer and feedback PGCE Core only November day from placement Identify subject to study. Weeks Identify subject. Identify study subject. Peer and tutor feedback in session Research articles search. Week 20 Find at least three articles on your research area. Be able to identify an issue that could be addressed from an evidence base and find three articles on this topic. Email articles to JK. Feedback on blog. Minimum 500-word assignment proposal End of February break Write a critical discussion on the area of choice. Be able to present a synthesis of an area of literature Email proposal to JK for written feedback.
perceived as judgemental by victims do not find more difficult to elicit evidence of sexual violence from male victims, compared to female victims, once rapport and trust have been established. The trainer should ask participants to share any experience they may have interviewing male victims of sexual violence, including specific challenges they may have faced and useful approaches used. As previously mentioned, general guidance presented in Module 11 (Interviewing) remains applicable regardless of the gender and age of the victim, and specific guidance mentioned in Module 16 (Sexual Violence against Children) should be applied as appropriate when interviewing boy victims of CARSV. The trainer should encourage participants to about and recognise verbal and non-verbal signs and clues that an interviewee may have been a victim of sexual violence (slides 21-22), such as taking frequent toilet breaks, making statements emphasising the gender of perpetrators (e.g. saying “I was tortured by men” rather than identifying them as “soldiers”), expressing a strong preference for the gender of the interviewer/interpreter, or complaining of back pain, while making sure that they recognise that they may also deal with a male victim even if he does not exhibit any of these signs. The main message to convey is that interviewing male victims is not fundamentally different from interviewing female victims. As with any other victim, building rapport and trust will be key and interviewers should be ready to spend as much time as necessary to ensure victims feel comfortable enough to open up. They should provide plenty of reassurances that the victim is not to blame, especially if the victim was forced into sexual acts with others (e.g. father forced to rape his daughter, or detainee forced to sexually abuse another detainee) and fears to be perceived by third parties or the law as a perpetrator. When dealing with men and boys having spent time in detention or other vulnerable settings, interviewers should let the victim know that it is safe to talk with the interviewer and may specifically ask them at a later stage of the interview if they have experienced or witnessed sexual violence if this topic has not yet come up. Wrap-up and conclusion session As this is the last of the modules, the trainer should schedule a session to go back over what the participants have learned and discussed during the training. If the participants have
Edexcel BTEC Level 5 HND Music Course Specifications (all courses are compulsory) Unit Subject – Select Hyperlink to view Level Credits 16 Critical Music Listening 5 15 2-6 42 Preparation, Process And Production In The Creative Arts 5 20 7-12 11 5 15 13-17 21 Keyboard Skills 4 15 18-23 38 5 15 24-28 12 5 15 29-34 35 Studio Production 5 15 35-40 36 Music Technology 4 15 41-46 41 Planning for Public Performance 5 15 47-51 44 Project Design, Implementation and Evaluation 5 15 52-56 50 5 15 57-61 51 4 15 62-66 52 4 15 67-71 NB. The Pearson BTEC Level 5 HND Diploma in Music (QCF) is a qualification with a minimum of 240 credits of which 70 credits are mandatory core. The BTEC Level 5 HND programme must contain a minimum of 125 credits at level 5 or above.
know, ILRU, anything that we think they might need to know or want to take action on. We keep of the materials that we sent, and we mainly do that kind of as an inventory control thing. For instance, we only had so many of the new pool requirements for access to swimming pools, and we kind of needed to know when we're getting low on those because we're starting to get a lot of calls from the hotel industry on that. And then for our purposes, we operate a very active and effective assistive
DEB LANGHAM: I'm to talk to you today about effective interviewing and goal setting practices. I think it's a real important job we do helping our consumers set goals for themselves, but more importantly, they may work with other folks or other providers and they may have goals for them, but what's different about us, what's different about the way that we go about that? Selfdirected. DEB LANGHAM: Yeah. Good, California.
have. It's hard, though, sometimes, isn't it? Some tips. Focus on the individual's strengths. What's working well in your life? Instead of, well, what's the biggest problem you're facing? Oh, what's happening to you? Okay. No. You're asking them a different question. What's working well in your life? They're not to
picture, I guess I kind of went crazy here, but there is a picture of a road down a nice country landscape with grass on either side and mountains in the background that says “your partner on the road to success” And we are partners with our consumers to help them reach their independence. All relevant IL services, action steps, applicable time lines must be included in the CSR and ILP, if applicable. Wherever possible, services should be expressed in terms of the IL service categories
our intake packet or our CSR is concerned, we have a checklist that includes all of the steps for documentation that we need. And I will tell you that it's a long one, but it started out being one page. And as we grew and as we did different things, it kind of morphed into something bigger. But you can consider that. You know, if you're fearful you're not getting your documentation and things aren't going right, make a checklist when your staff calls a consumer, you check off that you did stuff. mentoring.
MODULE ORDER FORM MODULE 11 – TELECOMMUNICATIONS AS A SERVICE Telecommunications as a Service Details to be included from Module 11 Order Details agreed by the Contractor and the Customer Service Description (clause 2.2, 2.3, 2.4, 32.1(a), 41.1(b) and 45.1(a)) Telecommunications Services to be provided: The Telecommunications Service Definition should include the strategy for the delivery of the Telecommunications Services that is appropriate for the Customer’s needs and its user population, such as: identification of the Telecommunications Services to be performed; a mechanism to determine when Transition In Plan is complete and the Telecommunications Services can commence; Users to whom such Telecommunications Services must be made available; and implementation of the Telecommunications Services. Data Services Fixed Voice Services Mobile Services Management &/or maintenance services Attach Service Specifications and Service Description Where this is an order for Telecommunications Services subsequent to the establishment of a Transition In Plan, specify: the Telecommunications Services which are the subject of the request; and the date from which the Customer requires the instructions under this Module Order Form to be completed. List the sites where the services are required (if applicable): List any services that must be scalable: Does the service involve any Contractor provided transition? Note: such a plan must be supplied and may include: due diligence data migration business continuity testing of Services handover arrangements Yes No If yes, list the relevant services and any specific transition requirements and attach transition plan Due diligence may include assessment and definition of the: Customer’s goals, requirements and expectations in respect of the Telecommunications Services
Module 1: Activity Sheet 2 Frequency Method Information Uses/Actions Observation Questions (teachers and students) Dialogue Instructional tasks Student discussions Written work/ representations Students’ current learning status Relative difficulties and misunderstandings Misconceptions Emerging or partially formed Full understanding Keep going Stop and find out more, Provide oral feedback to individuals, Adjust instructional moves in relation to student learning status (e.g., act on “teachable moments”) Daily Observation Questions (teachers and students) Dialogue Instructional tasks Student discussions Written work/ representations Students’ current learning status Relative difficulties and misunderstandings Misconceptions Emerging or partially formed ideas Full understanding Continue with planned instruction Instructional adjustments in this or the next lesson Find out more Feedback to class or groups or individual students (oral or written)
1996 Dolly cloned by Ian Wilmut () from adult sheep cells. 2000 C.E. to present 2001 CC “Carbon Copy” the cat is cloned. 2001 – Stem cell research 2003 Human Genome completed. All the human genes are mapped. 2006 vaccine to prevent cervical cancer caused by virus. HPV (human papilloma virus vaccine) Biotechnology Timeline Cards Humans domesticate animals and Flavr Savr tomato approved by the FDA Smallpox vaccine invented by Edward Jenner Dolly is cloned from an adult cell Human Genome Project completed Cohen and Boyer discover restriction enzymes cut DNA
Watson and Crick describe the DNA molecule Gregor Mendel discovers principles of heredity Human insulin produced by genetic engineering Tarjetas La linea de tiempo de la biotecnología Los humanos Domestican animales y cultivan alimentos FDA aprueba el primer alimento Flavr Savr tomate Edward Jenner inventa la vacuna contra la viruela
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CRITERIA 4 Essays at this level: 3 Essays at this level: 2 Essays at this level: 1 Essays at this level: 0 Essays at this level: Coherence, Organization, and Style: the extent to which the essay logically organizes complex ideas, concepts, and information using formal style and precise language exhibit clear organization, with the skillful use of appropriate and varied transitions to create a unified whole and enhance meaning establish and maintain a formal style, using stylistically sophisticated language and domain-specific vocabulary with a notable sense of voice provide a concluding statement or section that is compelling and follows clearly from the topic and information presented exhibit clear organization, with the use of appropriate transitions to create a unified whole establish and maintain a formal using precise language and domain-specific vocabulary provide a concluding statement or section that follows from the topic and information presented exhibit some attempt at organization, with inconsistent use of transitions establish but fail to maintain a formal with inconsistent use of language and vocabulary provide a concluding statement or section that follows generally from the topic and information presented exhibit little attempt at organization, or attempts to organize are irrelevant to the task lack a formal style, using language that is imprecise or inappropriate for the text(s) and task provide a concluding statement or section that is illogical or unrelated to the and information presented exhibit no evidence of organization use language that is predominantly incoherent or copied directly from the text(s) do not provide a concluding statement or section
…about empowering children and young people to make sure that their rights are respected and their views and wishes are heard at all times. …about representing the views, wishes and needs of children and young people to decision-makers, and helping them to navigate the system.” (National Standards for the Provision of Children’s Advocacy Services, Welsh Assembly Government, February 2003) “Advocacy supports and enables people who have difficulty representing interests to exercise their rights, express their views, explore and make informed choices.” (Older People’s Advocacy Alliance – OPAAL National Forum, 2008) “Advocacy is taking action to help people say what they want, secure their rights, represent their interests and obtain services they need.” (Action for Advocacy, 2002) Principles of advocacy Person-led Independent Supporting the person to speak out Non-judgemental Empowering Confidential Exercise 2 – Is this advocacy? Overview: In this exercise a set of brief scenarios were read out and learners were asked to respond to the question ‘is this advocacy?’ by holding up a card displaying ‘yes’, ‘no’ or ‘maybe’.
Data Table for Part II Location Longitude elevation (m) precipitation (in/yr) Auburn 121.06 387 38.5 Big Canyon 120.90 259 32.8 Blue Canyon 120.20 1609 67.7 Calaveras 120.31 1430 54.5 Calistoga 122.58 112 37.4 Carson City (NV) 119.76 1417 11.2 Davis 121.76 18 17.3 Echo Summit 120.03 2240 50.8 Grizzly Flats 120.51 1177 48.9 Napa 122.30 18 24.1 Placerville 120.73 839 39.9 Point Reyes 123.80 9 25.5 Sacramento 121.50 5 17.4 Sebastopol 122.81 20 31.6 Sonoma 122.46 29 29.5 Topaz Lake 119.55 1537 8.4 Truckee 120.15 1834 32.1 Volcanoville 120.78 927 45.9
Table 5. Ten Determinants for a Bottleneck Analysis. Categories Determinants Description Enabling Environment: The social, political, budgetary, and institutional determinants necessary to achieve results for children Social norms Widely followed social rules of behavior Legislation/policy Adequacy of laws and policies Budget/expenditure Allocation and distribution of required resources Management/ coordination and accountability/ coordination/partnership Supply: The actual operational capacity of the relevant instructions, actors and system(s) accountable for the provision of services, promotion of practises and behaviours and/or protection of children Availability of essential commodities/inputs Essential commodities/ inputs required to deliver a service or adopt a practice Access to adequately staffed services, facilities and information Physical access (services, facilities/information) Demand: The geographic, financial, social and cultural factors that facilitate or hinder the target population with regard to benefiting from the services, facilities, systems or desired practices Financial access Direct and indirect costs for services/ practices Social and cultural practices and beliefs Individual/ community beliefs, awareness, behaviors, practices, attitudes Timing and continuity of use Completion/ continuity in service, practice Quality: Compliance with minimum standards that are defined through national or international norms for effective coverage of a service, system or practice Quality of care Adherence to required quality standards (national or international norms) Each of the 10 determinants relates to one or more of the Social Ecological Model (SEM) (Figure 7).
Module 2 Module Two – Knowing Where You Are Title: – Reading Signs, Signals and Vehicle Position Prerequisite: Participation in previous sessions, successful completion of previous assignments and 80% or better on previous module entrance and exit exams Essential Learning Performance(s) – Overall Objective(s) by the end of Module 2 the students will be able to demonstrate an understanding of 2.01 The three major classifications of traffic signs, traffic lights and pavement markings, and their meanings 2.02, 2.04 The behaviors, benefits and uses of habit 4, Reference points for vehicle placement: Lane positions and front and side limitations Component Performances (Specific Objectives) by the end of Module 2 the student will be able to: 2.01 Explain the significance of the use of signs, symbols and pavement markings through classification. 2.02 Measure some part of the vehicle in reference to some part of the roadway and demonstrate precision lane positioning of the vehicle. Materials / Resources: Illinois Rules of the road Manual Power Point Presentation Right 11th Ed. Oregon Driver Risk Prevention Curriculum The Driving Zone 2 DVD- Relevant Clip “Driving Situations” Relevant Clip “Situation Awareness” Relevant Clip “Prepare to Drive” Relevant Clip “3-2-1-GO” Relevant Clip “Using Your Senses” Module Two – Knowing Where You Are Title: – Reading Gauges & Entering Traffic Prerequisite: Participation in previous sessions, successful completion of previous assignments and 80% or better on previous module entrance and exit exams Essential Learning Performance(s) – Overall Objective(s) by the end of Module 2 the students will be able to demonstrate an understanding of:
Lesson Plan – Module 2 Am I an Advocate? This module offers learners the opportunity to explore their own role as an advocate by understanding how and when they act as an advocate and how to respond if they are unable to advocate effectively. The suggested duration of this session is 3hrs or ½ day, allowing for a 15 minute The timings are suggestions only based on an optimum group size of 12. The trainer should use their own judgement to plan timings dependent on the size of the group and whether participants are already familiar with each other. Slide no. Suggested timing Content Aim Resources needed 1 – Title slide – 2 5mins Learning outcomes Inform learners of the aims of the session and what they can expect to know by the end of the module. 3 The Squeaky Wheel To spark learners’ interest and introduce the session. 4 15mins Exercise 1 – ‘what is advocacy?’ To remind learners what we mean by the term advocacy. 2a – What is advocacy? 5 5mins What is advocacy? To consolidate learning from previous exercise. 6 30mins Exercise 2 – How do we support others to have a voice and be heard? To support learners to begin to recognise how and when they act as advocates in their personal and/or professional lives. 2b – Advocacy process 7 10mins Recap advocacy types To remind learners of the of advocacy they learned about in Module 1. 8 30mins Exercise 3 – Advocacy types To support learners to identify which type or types of advocate they are. 2c – Advocacy types 9 5mins Examples of advocacy To consolidate learning from previous exercise.
Appendix 3G: TB Screening Tool for Children and Younger Adolescents Name: _____________________________________ ART#: _______________________ Gender: M F Date of Birth: ___/___/___ Date of Screening: / / / / / / / / / / / / Age: Is child currently receiving anti-TB medications? (Yes or No) If Yes, STOP Screen. Rescreen after completion of TB Treatment. If No, answer questions below. Yes No Yes No Yes No Yes No Yes No Yes No Is child currently receiving Isoniazid Prophylactic Therapy (IPT)? (Yes or No) Yes No Yes No Yes No Yes No Yes No Yes No TB Exposure History: contact with a person diagnosed with pulmonary TB in the past 12 months? (Yes or No) Yes No Yes No Yes No Yes No Yes No Yes No TB Symptom Screen: Does the currently have any of the following TB symptoms? (Yes or No) Does child currently have cough? Yes No Yes No Yes No Yes No Yes No Yes No Does child have documented weight loss or failure to thrive during the past 3 months, not responding to nutritional rehabilitation? Yes No Yes No Yes No Yes No Yes No Yes No Does have fever? Yes No Yes No Yes No Yes No Yes No Yes No Screening Results: (A through C ) Positive = presence of one or more of symptoms Negative= absence of all symptoms Positive Negative Positive Negative Positive Negative Positive Negative Positive Negative Positive Negative Follow up: Child Has No Exposure to TB and TB Symptom Screen is Negative: Re-screen in 6 months. Write date for next screen. / / / / / / / / / / / / Child Has Exposure to TB and /or Positive Symptom Screen: Child is a TB Suspect and needs to be evaluated for TB disease. This includes physical exam, CXR, sputum for AFB, gastric aspirate, or Induced sputum □ CXR □ AFB □ CXR □ AFB Smear □ CXR □ AFB Smear □ CXR □ AFB Smear □ CXR □ AFB □ CXR □ AFB Smear Initial/Signature:
The people involved The evaluation panel should represent all relevant facets of the organisation and the people it supports. To ensure accurate assessment of applicant performance, there would ideally be equal (or more) evaluators to the number of applicants being assessed. This ensures that evaluators do not have to divide their attention between multiple applicants at any one point in time. However, in some exercises such as group simulation activities an experienced assessor may be able to effectively assess two applicants simultaneously. People with different backgrounds provide different contributions to the assessment process. resources and/or recruitment staff are familiar with the importance of objective evaluation and are likely to base ratings on the job description. Managers and team leaders can provide input within the context of applicants’ results and potential in achieving work outcomes, their fit within the team, and suitability to perform the work in line with contemporary practices They will also have insight into potential matches with people who receive services. Peers have knowledge of the requirements for the role and are able to assess the applicants’ suitability to carry out the work in line with contemporary practices. People with disability are able to focus on the quality of service and the candidates’ suitability based on the desires of people with lived experience. A facilitator with a good understanding and experience of the assessment centre process should facilitate the session. The key purpose of the facilitator’s role is to ensure that the assessors give their evidence and judgements on each applicant in a fair and objective manner. It is the facilitator’s role to ensure that activities are conducted in a standardised manner and that evaluations are made using the standardised assessment criteria. He or she will usually be responsible for updating the scores on applicants and will guide discussion of applicant suitability at the end of the assessment process. Assessor training Research indicates that assessor training improves the reliability and accuracy of ratings. It is recommended that the entire evaluation panel undergoes training on assessment centre involvement. The training needs to include both generic assessment centre skills and skills specific to the assessment centre with which the assessor will be involved. Training will typically include the following: Assessment centre key principles Assessors need to learn about the reasons why organisations use assessment centres, the role of assessment centres in recruitment, and best practice at assessment centres, including ethics and confidentiality of information, as well as techniques to reduce bias.
Grade 4 Module 3 Topic Analysis Handout First Half of Lessons Questions About the Topics Answers from the Overview Standards Addressed Topic A- Multiplicative Comparison Word Problems What context will students use to explore multiplicative comparisons? What does Topic A lay the foundation for in upcoming years? (Area and perimeter.) (Grade 5 scaling and Grade 6 proportional reasoning.) Topic B: Multiplication by 10, 100, and 1000 Why are students asked to reason between number disks and numerical work? Topic B lays the foundation for which upcoming Module 3 Topics? (Allows students to see the role of place value units in multiplication and prepares them for the language of multiplying units together.) (Topics C, D, and H) C: Multiplication of Up to by Single-Digit Numbers What methods will students use to record their work in Topic C? What clarification does footnote 1 provide for the multiplication algorithm? (Distributive property, number disks, partial products, standard algorithm, area model.) (The standard algorithm for multiplication is not expected to be mastered until Grade 5 – 5.NBT.5. Students are introduced, being supported by place value strategies to prepare them from Grade 5 multiplication.) D: Two-Step Multiplication Word Problems What is the purpose of Topic D? What operations will students be able to use to solve the problems? (Students apply multiplication to solve word problems and multiplicative comparison problems.) (Addition, Subtraction and Multiplication.) Second Half of Lessons
Demonstrating a non-judgemental response and showing empathy Expressing yourself effectively Appropriate use of language Effective questioning Awareness of non-verbal communication Rapport building Assertiveness Skills practice workshops A – Active listening B – Demonstrating a non-judgemental response C – Non-verbal communication (body language) D – Appropriate use of language E – Effective questioning F – Rapport building G – Assertiveness
22 40-45mins Workshop D – Appropriate use of language 23 Know what I mean..? To clarify with learners that the language we use changes depending on the situation we’re in and who we’re communicating with. 3e – Know what I mean 24 Skills practice – Appropriate use of language To offer learners an opportunity to test and improve their use of language. 3f – Appropriate use of language 25 40-45mins Workshop E – Effective questioning 26 Question types To clarify the importance of using different types of questions for different purposes. 27 Skills practice – Effective questioning To offer learners an opportunity to test and improve their use of effective questioning. 3g – Effective questioning 28 40-45mins Workshop F – Rapport building 29 What is rapport...? To introduce and explain the concept of rapport. 30 Skills practice – Rapport building To learners an opportunity to test and improve their use of rapport building. 31 40-45mins Workshop G – Assertiveness 32 What is assertiveness...? To introduce and explain the concept of assertiveness. 33 Skills practice – Assertiveness To offer learners an opportunity to test and improve their assertiveness skills. 3h – Assertiveness 34 Learning outcomes To clarify for learners what was intended for delivery during the session. To allow learners to evaluate the session based on the intended outcomes.
Test your hypothesis. How did your prediction compare to the result of your simulation? Exercise 4: Reproducing the Grand Canyon The default values for WILSIM-GC were chosen for two reasons: They approximate the values of the geologic properties they are simulating, and The simulated canyon that develops with these values is a close approximation of the Grand Canyon. However, as you have seen, the model parameters interact with each other in ways that amplify or counteract each other's effects. Can you create a landscape similar to the Grand Canyon, using values significantly different than the default values of the model? Aim to produce a simulation that has an output or result similar to the simulation output of the default values. Play around with the parameters to see how close you can get to producing a similar landscape with different values. Save or print out the results from your best approximation and write the parameter values you used on the images. Exploration: Explore the model at your own rate. Set the parameter values to your choosing, make a hypothesis, and run the model. Change the end time of the simulation to see what could happen in the future. Discover the power of using a simulation to understand landscape evolution.
Total resistance of two or more resistors in series; R = R1 + R2 + … Total resistance of two or more resistors in parallel; 1/R = 1/R1 + 1/R2 + … Analysis of circuits with components, including both series and parallel. Analysis of circuits with more than one source of e.m.f. Source of e.m.f.; internal resistance. Terminal p.d.; 'lost volts'. The equations: ε = I(R+r) and ε = V + Ir Techniques and procedures used to determine the internal resistance of a chemical cell or other source of e.m.f. Potential divider circuit with components. You will also be expected to know about a potentiometer as a potential divider. Potential divider circuits with variable components, e.g. LDR and thermistor. Potential divider equations; Vout = R2 x Vin and V1 = R1 R1 + R2 V2 R2 Techniques and procedures used to investigate potential divider circuits may include a sensor such as a thermistor or an LDR. 4.4 Waves Progressive waves; longitudinal and transverse waves. Displacement, amplitude, wavelength, period, phase difference, frequency and speed of a wave. Techniques and procedures used to use an oscilloscope to determine frequency.
a formal error analysis, comments about ranges and trends, and most robust and least reliable data. Formal, but minimal discussion of the results and implementation of hazard assessment and mitigation. Conclusions Comprehensive summary of cogent discussion points with implications. Formal discussion of results with no inclusion of implications. No formal statement with minor comments scattered in discussion. Societal Recommendations Thorough discussion of the results and implementation of water resource assessment and mitigation, including feasibility. Simple, organized comments on hazard minimization actions. Citations All relevant areas included, with additional background material provided. Sufficient number provided. None given. (Continued on next page)
Exemplary (5) Good (4) Basic (3) Poor (2) Nonperformance (1) Score Format (20 pts) Organization of Data Data is organized and presented in a fashion that is logical and follows the format of the types of resources used in a systematic fashion and is also easy to examine. Data is organized and presented in a fashion that is easy to examine the data. Data from resources not organized in any fashion. Presentation of Data tables and plots of data with examples of all calculations. Clear use of legends and highlighting of key features. Organized tables with simple plots. Scattered and unorganized data sets with unedited plots of data. Organization of Report Follows standard scientific journal format with clearly defined transitions. Follows standard scientific journal article format. No formal statement of problem or approach, nor any conclusions formally presented.
Grammar and Spelling Well-crafted sentences and paragraphs. Excellent grammar and no spelling errors. Complete sentences, minimal grammatical errors and spelling mistakes. Incomplete sentences, numerous misspellings, and poor grammar. Student Metacognition (10 pts) Reflections on Learning Brief discussion that includes several specific examples, with some specific comments about how and why connections were made. Brief discussion with limited elaborations that include specific examples. No comments provided.
Draw a triangle on the overhead and assign values (see below). Have the students label the hypotenuse, adjacent and opposite as we have done before. Now that it is labeled, model how to turn it into a tangent ratio question to find the length of a side. 0.933 = = 10.258 = a Model each of the lines of the question. First, write out the formula. Second, insert the value of the angle beside tangent and the values of the opposite and adjacent into the ratio. Third, using a calculator find the value of tan 43°. Fourth, turn both sides into fractions by putting the value of tan over 1. Finally, use the cross multiply and divide method (connecting to prior knowledge) to isolate the variable “a”. (Modeling, using formulas, interpreting information, teaching abstract concepts using diagrams, solving a math problem using a calculator) Once the question is done, it is important to look to see that the answer makes sense. Does it fit in with the other numbers? (check that the answer makes sense) Has the unit of measurement (meters, feet and kilometers) been added to the answer? In this case there is no unit of measurement in the questions, so the answer doesn’t need one. Have the students try the following practice question and then check with a partner. Review the answer on the overhead after everyone has tried to work it out. Circulate while they are working on the question to intervene with any problems that arise. (Ask students to draw a picture of the problem, ask students to do the math by using paper and pencil and calculator, prompt students to check mathematics) Now that they can find a side, using the same ratio formula show the students how to find an angle. Have the students label the hypotenuse, adjacent and opposite as we have done before. Now that it is labeled, model how to turn it into a tangent ratio question to find an angle (see below).
Materials / Resources: Drive Right 11th Ed. ADTSEA 3.0 Curriculum, Units 9, 11, and 12, Copyright 2012, used with permission The Driving Zone 2 DVD- Relevant Clip “Driving Situations” Relevant Clip “Situation Awareness” Relevant Clip “What is Distracted Driving” (2:15) Relevant Clip “Physical Distractions” (6:00) Relevant Clip “Mental Distractions” (2:53) Relevant Clip “More on Texting” (2:10) Relevant Clip “Combined Distractions (0:26) Relevant Clip “Extra Important Points (1:06) Relevant Clip “Impaired Driving/Peer Pressure” (1:38) Relevant Clip “Parents and Distracted Driving” (2:53) Relevant Clip “Reason: To Drive Distraction Free” (1:12) Relevant Clip “3-2-1-GO” (2:45) Relevant Clip “Prepare to Drive” (1:57) Relevant Clip “Using Your Senses” Resources to consider viewing to help with this module: Johnson, M. L., Crabb, O., Opfer, A.A., Thiel, R.R., & Mottola, F.R. (2010). Drive Right. 11th ed. Glenview: Pearson Education. Oregon Department of Transportation and Western Oregon University. Oregon Driver Risk Prevention Curriculum. Palmer, J. W., et al., (2006). Responsible Driving. Woodhills: Glencoe/McGraw Hill,. . The Andy Pilgrim Foundation. The Driving Zone 2 and The Parent Driving Zone.