zilongwang/ReadingBank huggingface dataset:
If the work equipment is used at or in dark places does it have appropriate lighting Is the lighting of an adequate level If anything carried or towed is a fire hazard and could endanger employees are appropriate fire-fighting appliances carried on the work equipment Applicable Aids/devices = mirrors, CCTV systems, radar, sensor devices Consider the presence of other people, obstacles, ground conditions when looking at adequate lighting The fire fighting equipment should be carried on the work equipment but if this is not possible it must be kept sufficiently close to it Reg 29 Remote Controlled Self-Propelled Work Equipment Does the equipment stop automatically once it leaves its control and does it remain in a safe state If the risk is of crushing or impact are guards or other appropriate devices fitted When the equipment is switched off does every part of the equipment that could present a risk come to a safe stop Examples – operated by controls which have no physical link eg radio control Note: Pendant-controlled mobile work equipment is not covered by Reg 29 Consider the to the person controlling the equipment and anyone else in the vicinity Guards/devices can be flashing lights to indicate movement; contact devices or presence sensing which protects against contact Manual controls should be of the type Reg 30 Drive Shafts If seizure of the shaft between mobile work equipment and its accessories or anything towed may involve risk do you ensure: there is a means of preventing seizure or - where seizure cannot be avoided you avoid adverse effects on safety Also known as power take-off shafts See para 382 of PUWER ACOP for the definition of seizure and to find out which Regulation applies Examples of risk – ejection of To prevent damage to drive shafts, shafts should be of adequate length
Date of application: (dd/mm/yyyy) Title of simulation activity Activity start date: (dd/mm/yyyy) Activity end date: (dd/mm/yyyy) Delivery method of simulation activity: Web-based Face-to-face Both web-based and face-to-face How many times will this activity be held? 1 2 3 4+ Estimated # of participants: Has the activity been previously accredited? Yes No If yes, when was it reviewed? If yes, by CPD accreditation system? What is the maximum number of hours required to complete the simulation activity? Name of physician organization that developed the simulation activity Name and contact information for requesting accreditation: Name of physician organization: Address: Email: Telephone #: Website address: Contact information for main First Name: Last Name: Address: Email: Telephone#: Name and contact information for Scientific Planning Committee Chair: (If different from above) First Name: Last Name: Email: Telephone #: Address: Name and contact information for organization the Name of organization: Address: developing
Applicant’s abilities in this category, as measured by Items 1.-7., are functional most of the time and in a variety of settings such as home, school or work. Comments: Score NO if even though Items 1.-7. are scored YES, there is evidence that applicant is unable to implement his/her previously identified abilities for reasons related to the disability.
MOCHA 2.1 COMBINED FOLLOW UP BUILD 1.0 Installed. MONTH DAY, YEAR@TIME No link to PACKAGE file Install Completed Appendix B: Rollback Examples Follow Up Rollback Example 1 Load a Distribution 2 Verify Checksums in Transport Global 3 Transport Global 4 Compare Transport Global to Current System 5 Backup a Transport Global 6 Install Package(s) Restart Install of Package(s) Unload a Distribution Select Installation <TEST ACCOUNT> Option: 1 Load a Distribution Enter a Host File: ?? a filename and/or path to input Distribution. Enter a Host File: USER$:[ABC]MOCHA_2_1_RESTORE_FOLLOW_UP.KID KIDS Distribution saved on Feb 08, 2018@10:19:41 Comment: MOCHA 2.1B RESTORE FOLLOW UP PSO OR PSJ (2.8.18) This Distribution contains Transport Globals for the following Package(s): RESTORE FOLLOW UP PSO OR PSJ MOCHA 2.1B Distribution OK! Want to Continue with Load? YES// Loading Distribution... RESTORE FOLLOW UP PSO OR PSJ MOCHA 2.1B Use INSTALL NAME: RESTORE FOLLOW UP PSO OR PSJ 2.1B to install this Distribution.
Template Revision History Date Version Description Author March 2016 2.2 Changed the title from Installation, Back-Out, and Rollback Guide to Deployment and Installation Guide, with the understanding that Back-Out and Rollback belong with Installation. VIP Team February 2016 2.1 Changed title from Installation, Back-Out, and Rollback Plan to Installation, Back-Out, and Rollback Guide as recommended by OI&T Documentation Standards Committee OI&T Documentation Standards Committee December 2015 2.0 The OI&T Documentation Standards Committee merged the existing “Installation, Rollback Plan” template with the content requirements in the OI&T End-user Documentation Standards for a more comprehensive Installation Plan. OI&T Documentation Standards Committee February 2015 1.0 Initial Draft Lifecycle and Release Management
support the initial survival in the environment. Different approaches to learning are mentioned. 4 Donald Norman “How might people interact with agents” Important factors: 1. People must feel in control; 2. Researchers must be realistic; 3. Safety&Privacy come first; 4. What is the approapriate form of Human-Agent interaction. 5 Christopher Allan “Implementing a Data Mining Approach to Emtional Memory Modelling for RoboCup Players” Model of memory + emotion. Theory: emotion affects memory. Test-field: football field (penalty situation) - DID HE ACTUALLY PROVED/DISPROVED THAT EMOTION AFFECTS MEMORY 6 Scott Carson “An Investigation into developing Search & Approach behavior using NAO Robots” Investigation of NAO RoboCup edition robot, various tests on it. Information provided seem to be outdated (maybe due to the newer versions of SDK provided with the robot) 7 Guillaume Carre “Visually Impaired and Guide Dog Automated Helper” Use of Kintect to map the layout of the room and find differences between images (prior/posterior). Some good methods mentioned and possibilities for future improvements. 8 Yutaka Kanayama "Concurrent Programming of Intelligent Robots" Robot example with multiple processing units that are parallel. Testing - robot walking in a maze 9 Christopher Alan, Ruby Valverde Iban Matthias Keysermann, Patricia Vargas Implementing a Data Mining Approach to Emotional Memory Modelling for RoboCup Players Read # Author "Title" 1 Anita Flynn "Redundant Sensors for Mobile Robot Navigation" 2 Georges Giralt et al. "An Integrated Navigation and Motion Control Systems for Autonomous Multisensory Mobile Robots" 3 Micael Couceiro et al. "Marsupial teams of robots: deployment of miniature robots for swarm exploration under communication constraints" 4 Renan Moioli "Neuronal Assembly Dynamics in Supervised and Unsupervised Learning Scenarios" 5 William Bechtel "A companion to cognitive science" 6 Tenreiro Machado, Manuel Silva "An Overview of Legged Robots" 7 Kazuo Tanie "Humanoid and its Potential Applications" 7 Lim, Gi Hyun et al. "Interactive Teaching and Experience Extraction for Learning about Objects and Robot Activities"
8 Ayan Ghosh et al. "Experience of Using a Haptic Interface to Follow a robot without Visual Feedback" 9 Valverede Ibanez, Ruby et al. "Emotional Memories in Autonomous Robots" 10 Jitviriya, Wisanu "Development of Behaviour and Emotion Models for Conbe-I Using a self-organising Map Learning" 11 Angel Fernandez et al. "Studying People's Emotional Responses to Robot's Movements in a Small Scene" 12 Addo, Ivor "Applying Affective Feedback to Reinforcement Learning in ZOEI, a Comic Humanoid Robot" 13 Liu, Lingzhi "A Modified Motion Mapping Method for haptic Device Based Space Teleoperation" 14 Kirandziska, Vesna "A Robot that Perceives Human Emotions and Implications in Human-Robot Interaction" 15 Feldmaier, Johannes "Path-Finding Reinforcement Learning and Affective States" 16 Karami, Abir-Beatrice to adapt based on user's feedback" 17 Lawrence Erickson "Probabilistic localisation with a blind robot"
Draw a letter beside each of physical evidence and identify what each letter stands for on the sketch. For example: A= bloody paperweight B = broken glass. Have this written out on your sketch or on a separate sheet of paper and attach it to your sketch. Your sketch should include (see rubric): Case Number, Date, Name of Victim, Address of Crime, Your Name, a Legend, N/S/E/W designations, Evidence, Body location, Room Measurements, Placement of Camera Angles (see below for partial example). Collect and package all evidence supplies found on lab bench Make sure to choose the appropriate container for each item Large items may not be able to be collected but list them in final report Have items photographer (see above) prior to packaging Label outside of container with evidence contents Place all packaged and labeled evidence inside your Case box. Process all evidence and complete crime scene report individually Put all packaged evidence into scene box Label box with Case # Put all sketches (with names on each) in the box Put final report for each member of the group in the box Put away all supplies and clean up crime scene area
EFE Class: Teacher: Scoring Rubric Mock Interview Interview Candidate:_____________________________ Interviewer:________________________ Grade: Competency Needs Work Better Best Impressions 2 3 4 No hand shake or weak handshake; does not bring a copy of the resume or references; 5 6 7 Gives hand shake; brings a copy of the resume and references; 8 9 10 Strong hand brings a copy of the resume and references; Personal Appearance 2 3 4 Dressed way what is expected for someone in that position or "overdoes it" (too much makeup, jewelry, cologne, etc.) 5 6 7 Dressed similar to what employees in that position would wear with some infractions of dress code rules for interviewing 8 9 10 Dressed in appropriate business attire; Preparation 2 3 4 Knows nothing about the company or seems to make up information as he/she goes along 5 6 7 Knows some general information about the company and/or its purpose 8 9 10 Has researched the company and the position thoroughly and is apparent by answers in response to questions Personal Attributes 2 3 4 Overbearing, overaggressive, egotistical; or shy, reserved, and overly nervous; poor eye contact 5 6 7 Somewhat nervous, some lapses in eye contact; speaks too loudly or softly 8 9 10 Good eye contact and poise during interview; confident General Attitude 2 3 4 Lack of interest and enthusiasm about the position; passive and indifferent; or overly enthusiastic 5 6 7 interested in the position but could be better prepared or informed on certain topics I8 9 10 Interested in the position and enthusiastic about the interview Responses 2 3 4 Answers with "yes" or "no" and fails to elaborate or explain; 5 6 7 Gives well-constructed responses, but sounds rehearsed or unsure 8 9 10 Gives well-constructed, confident responses that are genuine OVERALL 2 3 4 5 6 7 8 9 10
Rubric A Exemplary B Proficient C Developing D-F Deficient Presentation 50 points *Exceptional effort *Arguments are easy to understand and well presented. *Outside research is used in presentation *Direct Examinations skillfully incorporate document evidence into a series of questions. *Factual Evidence and Primary Documents are used & explained in presentation *Opening Statement is detailed and effective. * Closing arguments is detailed and effective. *Effectively cross examines an opposing witness. *Presentation reflects good preparation *Presentation makes sense and is easy to follow. *Direct Examination includes at least 3 questions and addresses factual information. *Factual Evidence and Primary Documents are used in presentation *Opening Statement gives an effective overview and summary of argument. *Closing Statements gives an effective overview and summary of argument. *Presentation lacks thorough preparation. *Presentation is hard to follow. *Presentation reflects appropriate preparation *Direct Examination is incomplete or does not use adequate information from documents. *Does not include a direct examination of a witness *Lacks opening or closing argument. *Team uses insufficient evidence from documents. *Presentation lacks effort. *Poor presentation because of inadequate preparation. Notes: Score: Mock Trial: Who Started WWI? Team Grade Names Period Country Strengths Areas for Improvement Trial
Rubric A Exemplary B Proficient C Developing D-F Deficient Supporting Argument *Selected the 3 separate, relevant and effective supporting Reasons. *Each reason was effectively proved with evidence and examples *Three supporting reasons were separate and relevant. *Some reasons lacked sufficient evidence or interpretation. *Some of the reasons were irrelevant or similar *Reasons lacked evidence and interpretation. *lacked 3 supporting reasons. Effort *Exceptional Effort *Extensive outside research *Used visual aides *Good Effort *Some outside research *Average Effort *No outside research *Poor Effort *Lacks research Public Speaking *Highly Persuasive Public Speaking *Continuous Eye Contact *Effective use of rhetorical questions, examples, and analogies *Effective use of visual aides *Points were clear and easy to understand *Occasional eye contact *Little eye contact *Hard to Understand *Failed to speak in front of class Opening Statement *Gave detailed overview of conflict *Grabbed jury’s attention *Persuasively presented an overview of 3 supporting reasons. *Gives a detailed overview of 3 supporting reasons *Gives an overview of reasoning *fails to give an overview of reasoning Closing Statement *Persuasively summarizes important points and evidence *Effectively points out contradictions and inaccuracies in opposing team’s arguments *Gives a detailed summary of reasons and supporting evidence *Gives a summary of reasons to give a summary of reasons Notes: Score: Individual Performance Evaluation Name Country Period Grade trial
6 Follow through marks Follow through marks which involve a single stage calculation can be awarded without working as you can check the answer, but if ambiguous do not award. Follow through marks which involve more than one stage of calculation can only be awarded on sight of the relevant working, even if it appears obvious that there is only one way you could get the answer given. 7 Ignoring subsequent work It is appropriate to ignore subsequent work when the additional work does not change the answer in a way that is inappropriate for the question or its context. (eg an incorrectly cancelled fraction when the unsimplified fraction would gain full marks). It is not appropriate to ignore subsequent work when the additional work essentially makes the answer incorrect (eg incorrect algebraic simplification). 8 Probability Probability answers must be given as a fraction, percentage or decimal. If a candidate gives a decimal equivalent to a probability, this should be written to at least 2 decimal places (unless tenths). Incorrect notation should lose the accuracy marks, but be awarded any implied method marks. If a probability answer is given on the answer line using both incorrect and correct notation, award the marks. If a probability fraction is given then cancelled incorrectly, ignore the incorrectly cancelled answer. 9 Linear equations Unless indicated otherwise in the mark scheme, full marks can be gained if the solution alone is given on the answer line, or otherwise unambiguously identified in working (without contradiction elsewhere). Where the correct solution only is shown substituted, but not identified as the solution, the accuracy mark is lost but any method marks can be awarded (embedded answers). 10 Range of answers Unless otherwise stated, when an answer is given as a range (e.g 3.5 – 4.2) then this is inclusive of the end points (e.g 3.5, 4.2) and all numbers within the range.
A1 cao 26 (a) 26730 B1 cao (b) 7.04 × 10−2 B1 cao (c) 1.5 × 108 M1 for 150 000 000 or 1.5 × 10n where n ≠ 8 A1 cao 27 B D A C B2 (B1) for all four correctly matched (for 2 correctly matched)
I (II) 25% of £280,000 = £70,000 27% of £350,000 = £94,500 Between 2016 and 2017 the value of the speaker expenses has increased from £70,000 to £94,500 an increase of £24,500 2 2 for completely right 1 for a near miss, most of it was right J Social Traffic congestion / pollution Litter / rubbish Anti-social behaviour in the town Social benefits 6 (1-2 marks) Level 1 – basic statements, no analysis or evaluation ( 3-4 marks) Level 2 - analysis of the two sides but no judgement (must have context about The Festival)
Sales offers to locals Discounts if staying in local hotels Adverts Increase the prices – given that (line 15 page 2) 70% of customers have above average incomes Reduced costs Reduce staff costs by employing volunteers and give them festival tickets instead of payment – for litter picking and general site staff ( 3-4 marks) Level 2 - analysis of increasing sales revenue and reducing costs but no judgement (must have context about The Festival) ( 5-7 marks) Level 3 – context analysis and a judgment (either decision is fine) must say why they think it will be more successful than the other option
(c) Find f′(x). (3) (d) Find f′(2). (2) (e) Write down the coordinates of the local maximum point on the graph of f. (2) (f) Find the range of f. (3) (g) Find the gradient of the tangent to the graph of f at x = 1. (2) There is a second point on the graph of f at which the tangent is parallel to the tangent at x = 1. (h) Find the x-coordinate of this point. (2) (Total 20 marks) 11. The function f(x) is defined by f(x) = 1.5x + 4 + , x ≠ 0. (a) Write down the equation of the vertical asymptote. (2) (b) Find f′(x). (3) (c) Find the gradient of the graph of the function at x = –1. (2) (d) Using your answer to part (c), decide whether the function f(x) is increasing or decreasing at x = –1. Justify your answer. (2) (e) Sketch the graph of f(x) for –10 ≤ x ≤ 10 and –20 ≤ y ≤ 20. (4) P1 is the local maximum point and P2 is the local minimum point on the graph of f(x). (f) Using your graphic display calculator, write down the coordinates of P1 and P2. (4) (g) Using your sketch from (e), determine the range of the function f(x) for –10 ≤ x ≤ 10. (3) (Total 20 marks) 12. Consider the function f(x) = x3 – 3x2 – 24x + 30. (a) Write down f(0). (1) (b) Find f′(x). (3)
(c) Find the gradient of the graph of f(x) at the point where x = 1. (2) The graph of f(x) has a local maximum point, M, and a local minimum point, N. (d) (i) Use f′(x) to find the x-coordinate of M and of N. (ii) Hence or otherwise write down the coordinates of M and of N. (5) (e) Sketch the graph of f(x) for –5 ≤ x ≤ 7 and –60 ≤ y ≤ 60. Mark clearly M and N on your graph. (4) Lines L1 and L2 are parallel, and they are tangents to the graph of f(x) at points A and B respectively. L1 has equation y = 21x + 111. (f) (i) Find the x-coordinate of A and of B. (ii) Find the y-coordinate of B. (6) (Total 21 marks)
YR 11 MOCK EXAM TIMETABLE morning exams begin at 9.00a.m. WEEK A ……………MONDAY 19th MARCH 2018 ……………………………………………….…… DAY PERIOD 1 PERIOD 2 BREAK PERIOD 3 PERIOD 4 PERIOD 5 WK A Monday 19th March YR11 BIOLOGY 1:15hrs SPORTS HALL (202) YR11 ENGLISH LANG PPR 2 1:45hrs SPORTS HALL (202) WK A Tuesday 20th March YR 11 BUSINESS STUDIES (51) 2:00hrs YR 11 SOCIOLOGY (36) 1:30hrs SPORTS HALL ( 87 ) Start 12.30p.m. Early lunch YR 11 MATHS 1:30hrs SPORTS HALL (202) Wednesday 21st March YR 11 CATERING 1:45hrs SPORTS HALL (37) Yr 11 HISTORY 1:45hrs SPORTS HALL (62) Thursday 22nd March YR11 MFL French/Spanish Writing 1:10hrs SPORTS HALL (70) YR11 P & E 2:00hrs SPORTS HALL (150) Friday 23rd March YR11 CHEMISTRY SPORTS HALL (202) YR 11 PE 1:15hrs SPORTS HALL (53) WK B Monday 26th YR 11 PHYSICS 1:15hrs SPORTS HALL (202) Tuesday 27th Start 12.30p.m. Early Lunch YR 11 PE 1:45hrs SPORTS HALL (53)
Year 12 Mock Exam Timetable December 2018 (Extra time in brackets below) Friday 30th November Time Venue Spanish Listening 9.05 – 9.50 Rooms 23, 24 & 25 Monday 3rd December Time Venue Art Agriculture Business Studies Business Communication 9.00 – 11.00 9.00 – 10.00 (9.00 – 10.15) Room 4 Sports Hall English Literature 10.30 – 11.30 (10.30 – 11.45) Sports Hall Chemistry 12.00 – 12.45 (12.00 – 12.57) Sports Hall Sport Studies 2.00 – 3.30 (1.37 – 3.30) Sports Hall Tuesday 4th December Time Venue Personal Development 9.00 – 10.00 Sports Hall
(9.00 – 10.15) Maths M2/M6 Maths M3/M7 M4/M8 11.00 – 12.30 (11.00 – 12.53) 11.00 – 12.30 (11.00 – 12.53) 11.00 – 1.00 (11.00 – 1.30) Sports Hall Sports Hall Sports Hall Music Construction 2.00 – 3.30 (1.37 – 3.30) 2.00 – 3.00 (2.00 – 3.15) Room 54 Sports Hall Wednesday 5th December Time Venue History 9.00 – 10.00 (9.00 – 10.15) Sports Hall Further Maths 11.00 – 1.00 (11.00 – 1.30) Sports Hall Geography 2.30 – 3.30 (2.15 – 3.30) Sports Hall Thursday 6th December Time Venue Technology 9.00 – 10.00 (9.00 – 10.15) Sports Hall Spanish (Written) 10.30 – 11.30 (10.30 – 11.45) Sports Hall Religious Education 12.00 – 1.00 (12.00 – 1.15) Sports Hall 2.00 – 3.00 (2.00 – 3.15) Sports Hall Friday 7th December Time Venue English Language 9.00 – 10.45 (9.00 – 11.12) Sports Hall Engineering 11.10 – 12.10 Sports Hall
Hospitality (11.10 – 12.25) Biology 1.15 – 2.00* (1.15 – 2.12) Sports Hall Physics 2.30 – 3.30 (2.15 – 3.30) Sports Hall Year 12’s should take their lunch from 12.40 to 1.15 on Friday.
Year 14 Mock Exam Timetable December 2018 (Finalised) (Extra time in brackets below) Tuesday 4th December Time Business Studies 9.00 – 10.30 (9.00 – 10.53) Study Centre Technology History Further Maths (Mechanics) 11.00 – 12.30 (11.00 – 12.53) Assembly Hall Chemistry Journalism 2.00 – 3.30 (1.37 – 3.30) 2.00 – 3.20 (1.37 – 3.30) Sports Hall Sports Hall Wednesday 5th December Time Geography 9.00 – 10.30 (9.00 – 10.53) Sports Hall Spanish (Listening) 9.00 – 10.00 Room 39 Biology 11.00 – 12.30 (11.00 – 12.53) Sports Hall English Literature Spanish (Written) 2.30 – 3.30 (2.15– 3.30) Sports Hall Thursday 6th December Time Venue Physics 9.00 – 11.00 (9.00 – 11.30) Sports Hall Maths 2.00 – 3.30 (1.37 – 3.30) Sports Hall Friday 7th December Time Venue Religious Studies 9.00 – 10.20 (9.00 – 10.40) Study Centre Further Maths (Pure) 9.00 – 10.30 (9.00 – 10.53) Study Centre Media Studies 9.00 – 11.00 (9.00 – 11.30) Study Centre
Year 14 Mock Exam Timetable December 2018 (Extra time in brackets below) Tuesday 4th December Time Venue Business Studies 9.00 – 10.30 (9.00 – 10.53) Study Centre Technology History Further (Mechanics) 11.00 – 12.30 (11.00 – 12.53) Assembly Hall Chemistry Journalism 2.00 – 3.30 (1.37 – 3.30) 2.00 – 3.20 (1.37 – 3.30) Sports Hall Sports Hall Wednesday 5th December Time Venue Geography 9.00 – 10.30 (9.00 – 10.53) Sports Hall Biology 11.00 – 12.30 (11.00 – 12.53) Sports Hall English Literature Spanish (Written) 2.30 – 3.30 (2.15– 3.30) Sports Hall Thursday 6th December Time Venue Physics Spanish (Listening) 9.00 – 11.00 (9.00 – 11.30) 9.00 – 10.00 Sports Hall Room 39 Maths 2.00 – 3.30 (1.37 – 3.30) Sports Hall Friday 7th December Time Venue Religious Studies 9.00 – 10.20 (9.00 – 10.40) Study Centre Further (Pure) 9.00 – 10.30 (9.00 – 10.53) Study Centre Media Studies 9.00 – 11.00 (9.00 – 11.30) Study Centre
Turn over Answer either question 8 or question 9 25 minutes? 8. In his 2012 book The Watchers, the historian Stephen Alford argued that the threat from Catholics created “dangerous and uncertain times” in Elizabethan England. How far do you agree with his view? [20] 9. In his 1974 textbook Tudors and Stuarts, R J Unstead stated that Elizabethan adventurers “successfully increased English trade in all parts of the world.” How far do you agree with this view? [20]
MOCK INTERVIEWS EVALUATION RUBRIC FOR: Circle the number that best reflects the performance of the person being interviewed. If the score is between two ratings, give 2 or 4 pts. Rating Scale is 1 = Needs Work, 3 = Nice Job and 5 = Outstanding CONTENT SCORE COMMENTS Introduction/Handshake 1 2 3 4 5 Verbal Communications 1 2 3 4 5 Non-Verbal Communications 1 2 3 4 5 Content of Answers 1 2 3 4 5 Overall Interviewing Skills 1 2 3 4 5 GRADING RUBRIC: 1 = Needs Work 2 3 = Nice Job 4 5 = Outstanding Introduction/ Handshake Weak handshake Minimal eye contact Does not smile Does not use first and last name Weak handshake Good eye contact Slightly Smiles Uses only first name Firm handshake Good eye contact Genuine smile Uses and last name Verbal Communications Speaks too quietly or loudly Lots of “umms” Poor grammar Minimal “umms” Conversation stops and starts at times Satisfactory grammar Speaks clearly at all times Easy to converse with Uses proper grammar Non-Verbal Communications Distracting mannerisms Fidgets often Poor posture poor body language Few distracting mannerisms Fidgets occasionally Good posture at times Uses confident body language sometimes No distracting mannerisms Does Not Fidget Good posture Confident body language Content of Answers Only uses “Yes” or “No” answers Does not refer to applicable strengths/ skills Uses words like “things” or “stuff” Responses too short or vague Refers to personal strengths, skills occasionally Well‐constructed, confident responses with examples Consistently relates to skills TOTAL POINTS =
Sunday Monday Tuesday Wednesday Thursday Friday Saturday 1 2 3 4 5 6 7 8 9 10 11 Hero’s Journey 12 Hero’s Journey 13 Hero’s Journey 14 Hero’s Journey 15 Hero’s Journey 16 17 18 & Strange 19 & Strange 20 & Strange 21 & Strange 22 & Strange 23 24 25 26 27 28 29 30 Mon Tue Wed Thur Fri Welcome, Ice Break Activities Welcome, Ice Break Activities Welcome, Quick Write Welcome, Check-in Write Welcome, Evaluation, Quick Write Write Focus on Theme Quick Write Developing Characters Guest Teacher Using speech to enhance our stories Great Endings Trip! Workshop Setting, plot Workshop Writing Time Writing Time Practice your presentation Snack Snack Snack Tour of Museum Brainstorm Time Archives and Artifact Exploration Brainstorm Time Conferencing with Coach Typing, editing, final drafts Group Presentations
1, 15, 29 Sep; 13, 27 Oct; 10, 24 Nov; 8, 22 Dec; 19 Jan; 2, 16 Feb Location Time Crail Starting Mar 17 Boarhills 1115 – 1145 The Square, Kingsbarns 1300 – 1330 Kingsbarns Primary School 1330 – 1430 Pittenweem Starting Mar 17 2 8, 22 Sep; 6, 20 Oct; 3, 17 Nov; 1, 15 Dec; 12, 26 Jan; 9, 23 Feb Location Time Colinsburgh Starting Mar 17 Radernie 1115 – 1145 New Gilston 1155 – 1225 Largoward Primary School 1335 – 1435 Lundin Starting Mar 17 FRIDAY Route 1 2, 16, 30 Sep; 14, 28 Oct; 11, 25 Nov; 9, 23 Dec; 20 Jan; 3, 17 Feb Location Time Tarvit Terrace, Springfield 1100 – 1130 Wilkie Pitlessie 1155 – 1225 North Street, Kingskettle 1330 – 1400 Cathel Square, Kingskettle 1405 – 1435 Falkland Starting Mar 17 Route 2 9, 23 Sep; 7, 21 Oct; 4, 18 Nov; 2, 16 Dec; 13, 27 Jan; 10, 24 Feb Location Time Kirkton of Largo Primary School 1100 – 1200 Aithernie Drive, Upper Largo 1215 – 1245 Main Street, Kilconquhar 1400 – 1430 Carnbee 1445 – 1515 Blinkbonny Road, Arncroach 1535 - 1605 Mobile Library Timetable East Fife 29 Aug 2016 – 24 February 2017 Route 1 Balmerino, Gauldry, Wormit, Craigrothie, Dairsie, Ceres, Strathkinness, Guardbridge, Leuchars, Crail, Boarhills, Kingsbarns, Pittenweem, Springfield, Pitlessie, Kingskettle, Falkland.
D. Help the patient understand the need for preventive health care. A famous actress has had plastic surgery. The media contacts the nurse on the unit and asks for information about the surgery. The nurse knows: Any information released will bring publicity to the hospital. Nurses are obligated to respect client's privacy and confidentiality. It does not matter what is disclosed, the media will find out any way. According to beneficence, the nurse has an obligation to implement actions that will benefit clients. Essence of Care benchmarking is a process of -------? Comparing, sharing and developing practice in to achieve and sustain best practice. Assess clinical area against best practice Review achievement towards best practice Consultation and patient involvement An adult is offered the opportunity to participate in research on a new therapy. The researcher asks the nurse to obtain the patient’s consent. What is most appropriate for the nurse to take?
B. “Encourage your husband to avoid regular contact with outside family members.” C. “Do not touch or speak to your husband during an active flashback. Wait until it is finished to give him support.” D. “Keep your cupboards free of high-sugar and high-fat foods.” 38. A patient has just been told by the physician that she has stage III uterine cancer. The patient says to the nurse, “I don’t know what to do. How do I tell my husband?” and begins to cry. Which of the following responses by the nurse is the MOST therapeutic? A. “It seems to be that this is a lot to handle. I’ll stay here with you.” B. “How do you think would be best to tell your husband?” C. “I think this will all be easier to deal with than you think.” D. “Why do you think this is happening to you?” client expressed concern regarding the confidentiality of her medical information. The nurse assures the client that the nurse maintains client confidentiality by: Sharing the information with all members of the health care team. Limiting discussion about clients to the group room and hallways. Summarizing the information the client provides during assessments and documenting this summary in the chart. Explaining the limits of confidentiality in the exchanges between the client and the nurse.
To Kill a Mockingbird & A Time to Kill Writing Assignment Choose one of the following writing assignments. Each writing assignment must use 3 quotes (book or movie quotes). Each assignment should be 4 pages total (2 pages per case). Assume the role of a reporter covering both of the legal cases. Create a news editorial for both the Tom Robbinson trial and the Carl Lee Haily trial. Write about your experiences watching the events of the trial unfold. How are people reacting in the towns? How are people in the town feeling? What does the outcome of the trial say about humanity? Assume the of both Tom Robbinson and Carl Lee Hailey. Write a journal entry dated the night before the trial of the verdict, or if you prefer, the night after the verdict was reached. How do you feel towards the jury? What are your concerns? Fears? Hopes? What do you think of your friends, your town, society in general, the world? Assume the roles of Atticus Finch and Jake Brigance. Write a journal entry dated the night before your closing arguments to the jury. What do you want the jury to know about this case? Why are these details important? What do you think the jury is going to decide? What will happen based on a guilty verdict? What will happen if the jury finds your client innocent? Paper should be double-spaced and have properly formatted quotes. “This is a from the book” (page # or movie title). Be sure to clearly identify which character you are writing as.
13. Did the member you were assigned have similar views/beliefs as you? If not, how are your views different? If so, how are your views the same? Mock Congress Rubric Name:_______________________________ Participation in Congress Did not say a word either in committee hearings or in floor debates. Passive and uninvolved. Spoke occasionally in either committee or floor debates. Attentive though not particularly active. Consistent and active participant speaking often both in committee and floor debate Decorum Was disruptive and uncooperative and a negative influence on the proceeding Occasionally less than serious and off task stepping out of my role Attentive, respectful and engaged in the proceedings at all times Consistency Content of legislation and participation was inconsistent with the assigned role and often contradicted myself in my votes and other actions Legislation and participation had little to do with professed major priorities or ideas of assigned member though marginally consistent otherwise Thoroughly consistent both in the content of legislation and participation. Both matched up well with assigned role Legislation Bill not done at all or incomprehensible as to its intent and operative clauses or bill merely copied from a website or other source Bill has a specific objective and rationale but lacks needed detail or bill is of a trivial or inconsequential nature Carefully crafted legislation of a serious nature containing specific objectives and necessary details on their achievement Portfolio No portfolio turned in or substantial portions missing or incomplete Satisfactory portfolio complete or mostly complete Extremely well done portfolio written and assembled with care and thoroughness. Turned in on time. Extra Credit: (Circle all that apply.) Elected Speaker of the House, House Minority Leader or Senate Majority Leader or Senate Minority Leader 8 pts
47. The reactions of the Calvin are not directly dependent on light, but they usually do not occur at night. Why? It is often too cold at night for these reactions to take place. Carbon dioxide concentrations decrease at night. The Calvin cycle requires products only produced when the photosystems are illuminated. Plants usually open their stomata at night. At night, no water is available for the Calvin cycle. 48. What is the role of NADP+ in photosynthesis? It assists chlorophyll in capturing light. It acts as the primary electron acceptor for the photosystems. As part of the electron transport chain, it manufactures ATP. As a component of photosystem II, it catalyzes the hydrolysis of water. It is reduced and then carries electrons to the Calvin cycle. 49. Glyceraldehyde-3-phosphate (G3P) is produced in the stroma of chloroplasts. Which of the following statements is most true about this compound? It is produced from glucose during glycolysis. It is a 3-carbon sugar. For every three molecules of CO2, six molecules of G3P are formed but only one molecule exits the cycle to be used by the plant cell. For every three molecules of CO2, six molecules of G3P are formed but five molecules must be recycled to regenerate three molecules of RuBP All of the listed responses are correct. 50. You have a large, healthy philodendron that you carelessly leave in total darkness while you are away on vacation. You are surprised to find that it is still alive when you return. What has the plant been using for an energy source while in the dark? Even though it can't out the light reactions, the plant can still produce sugars because the Calvin cycle doesn't require light. During the time it did have access to light, the plant stored energy in the form of sugars or starch, and it was able to derive energy from the stored molecules during your vacation. Even though the plant received no visible light, it was able to use the part of the electromagnetic spectrum (gamma rays and X-rays) to carry out photosynthesis. When light energy is not available, plants can derive energy from inorganic molecules. None of the listed responses is correct.
DAY DATE INTERVIEWER’S NAME POSITION APPLICATION LOCATION OF I’VIEW INTERVIEWER’S NAME POSITION APPLICATION LOCATION OF I’VIEW 9.30 – 9.45 STUDENTS NAME STUDENTS NAME 9.30 – 9.45 9.45 – 10.00 STUDENTS NAME STUDENTS NAME 9.45 – 10.00 10.15 – 10.30 STUDENTS NAME STUDENTS NAME 10.15 – 10.30 10.30– 10.45 STUDENTS NAME STUDENTS NAME 10.30– 10.45 10.45 – 11.00 STUDENTS NAME STUDENTS NAME 10.45 – 11.00 11.00 – 11.15 STUDENTS NAME STUDENTS NAME 11.00 – 11.15 11.15– 11.30 STUDENTS NAME STUDENTS NAME 11.15– 11.30 11.30 – 11.45 STUDENTS NAME STUDENTS NAME 11.30 – 11.45 11.45 – 12.00 STUDENTS NAME STUDENTS NAME 11.45 – 12.00 MOCK INTERVIEW TIMETABLE
Approve the applicant for communication skills The applicant’s communication skills, written or verbal, do not indicate adequate proficiency to communicate effectively in the classroom. Approve the applicant for content knowledge acceptable the two content questions the applicant is unable to demonstrate content proficiency AND the applicant does not exhibit quality pedagogy in the subject the questions asked pertained to The Comments field will be where Mock Sessioners paste and complete the mock session rubric template (below) to provide additional details pertaining to the quality of the applicant or issues encountered during the session. When to Include Additional Comments Situation Comment to Include in Survey Poor Content, but Strong Pedagogy and Communication Probationary status recommended but <SUBJECT> should not be added to the approved subject list due to demonstrated content concerns. Application did not pass questions on <TOPIC(S)> Voice Tool Not Used Applicant self-identified as LatinHire/Trivium Applicant had voice technical issues and was encouraged to contact Support Applicant indicated that they would be able to test for voice at a later time and was encouraged to contact Support Rubric Score of “1” in any category (whether recommending or not) Applicant scored a “1” in <CATEGORY> due to <DETAILS FOR LOW SCORE> **If it is a content concern, you must record the subject and topic of the mock session. The two final questions included are ones that should NOT be answered. These include: Did you encounter any voice issues? Request that this session be reviewed?
Ms. Citton: The first thing that happens in a trial is called opening statements. This is when each attorney can tell the jury what evidence they will present during the trial. The Crown Prosecution goes first, and then the Defense. Crown 1: Your Honor and ladies and gentlemen of the jury: the defendant has been charged with the crime of second degree murder, aggravated assault, breaking and entering, and destruction of property… [Continue opening statement] Defense 1: Public Defender: [Stand up and talk to the jury.] Your Honor and ladies and gentlemen of the jury: under the law my client is presumed innocent until proven guilty. [Continue opening statement] Ms. Citton: After the opening statements, witnesses are called to testify about what they know about the case. Sometimes the attorneys want to show physical things—like a weapon or a photograph—to the jury. These things are called exhibits. The jury may only consider an exhibit if the judge admits the exhibit into evidence when they meet to decide if the defendant is guilty or not guilty. Mateo A: The prosecution may call its first witness. Crown 2: The People call______________________. [Ace takes the witness to the witness stand.] Ace: Please stand. Raise your right hand. Do you promise that the testimony you shall give in the case before this court shall be the truth, the whole truth, and nothing but the truth, so help you God? Witness 1: I do. Ace: Please state your first and last name. Witness 1: [Give your and last name.] Ace: You may be seated. Crown 2: {Enter line of questioning; remember to stick to the facts} Witness 1: {Enter line of questioning; answer to the best of your knowledge} Crown 2: Thank you, I have no further questions. Mateo A: Does the defense have any questions? trial
Identify and apply the appropriate marketing tactics and communication tools Time Topic / Description Exercises/Assignments Materials Responsible Party 8:00 – 8:30 Breakfast Moral Support Sign-in sheet/nametags Program Manager BAs 8:30 – 9:00 Welcome Introduction of Mod Faculty Overview PP Deck TN: Mod 6 Overview PP: Mod 6 Overview Lead Faculty 9:00 – 10:00 Marketing for Growth: Who is Your Customer? Develop Your Core Customer Profiles TN: 6.2 PP6.2 SH: Prework Core Customer Profile, Exercise 6.2.1, 6.2.2 Mod Faculty 9:45 – 10:15 Marketing for Growth: What is Your Competitive Advantage? Revisit Mod 2 competitive landscape exercise; Market Differentiation TN: 6.3 PP: 6.3 SH: Exercise 6.3.1, 6.3.2 Mod Faculty 10:15 – 10:30 BREAK 10:30 – 11:45 Marketing for Growth: Your Communication Develop CVP TN: 6.4 PP: 6.4 SH Exercise 6.4.1 Mod Faculty 11:45 – 12:45 Marketing for Growth: Creating for Customers Customer Purchase Process TN: 6.5 PP6.5 SH Exercise 6.5_1 12:45 – 2:25 Social Media Panel TN: Social Media Panel SH: None Mod Faculty MODULE 6: Marketing and Selling Delivery Team Overview Learning Objectives: Identify and evaluate appropriate marketing strategies based on opportunities Understand the value you create for your customer and channel partners
Application for preliminary visit (optional) (check the appropriate box) Should you wish to apply for a preliminary visit (optional, may be requested one time only) this will be specified in a specific quote. The preliminary visit has the purpose of: - identifying your facility and activity; - identifying your level of preparation for the certification process. Subsequent to the preliminary visit, we will issue a report which will contain no information about your degree of conformity for the purposes of certification, but solely indicate points critical to the certification itself. Do you wish to apply for the optional preliminary visit? yes no Place and date Signature of legal representative …………………………… ………………………………………………… On letterhead paper Enclosure A1 to the application for the certification of solid biofuels of agricultural and forestry origin (Form A): Technical sheet for the manufacturer/distributor of pellets 1.1 Operator Name of company: __________________________ Head offices: __________________________ __________________________ Plant: __________________________ __________________________ __________________________ Certification contact: __________________________ Tel: __________________________
MÉTRO 1 Vocabulaire MODULE 3 AU COLLÈGE Les matières School subjects l’anglais English les arts dramatiques drama le dessin art l’EPS (l’éducation sport/PE physique et sportive) l’espagnol Spanish le français French l’histoire-géo history/geography l’informatique ICT les maths maths la musique music les sciences science le sport la technologie technology/CDT C’est comment? What’s it like? Aimes-tu …? Do you like …? C’est … It’s … ennuyeux boring génial great intéressant interesting nul rubbish pas mal not bad super fantastic Bof! it’s so-so. Ça va. It’s alright. Quelle est ta What’s your matière préférée? favourite subject? Ma matière My favourite préférée, c’est … subject is … J’adore … I love … J’aime … I like … Je déteste … I hate … Je préfère … I prefer … Quelle heure est-il? What time is it? Il est une It’s one o’clock. Il est huit heures. It’s eight o’clock. Il est huit heures It’s five/ten past cinq/dix. eight. Il est huit heures It’s quarter past et quart. eight. Il est huit heures It’s half past eight. et demie. Il est neuf heures It’s twenty-five/ moins vingt-cinq/ twenty to nine. vingt. Il est neuf heures It’s quarter to nine. le quart. Il est neuf heures. It’s nine o’clock. Il est midi/minuit. It’s midday/midnight. Au collège At school Le collège s’appelle …. The school is called Les cours commencent/ Lessons begin/end finissent à … at … Pardon, monsieur/ Excuse me, sir/ madame … miss … Je ne comprends I don’t understand pas ‘les cours’. ‘les cours’. Qu’est-ce que c’est What is it in en anglais? English? Mon emploi du temps My timetable J’ai … I have … Il/Elle a … He/She has …
Note that: all times are UTC time, not local time A number of tools for working with MODIS HDF data are available for download from this web site. These tools fall into three major categories, which are listed below. Under each main category, more detail on the function of each tool is offered. Granule Locator Tools Locating Level-2 Granules from a Generic Global Map Locating Level-2 Granules from a Level-3 Global Image Locating Level-1B Granules using Text Input Locating Level-1B Granules using Level-1B Metadata Locating Granules using Text Input Spatial and Dataset Subsetting Subsetting Single Resolution HDF Files Subsetting Double Resolution HDF Visualization & Analysis Visualizing HDF Data Extracting and Visualizing Bit Flags from Byte Data Creating the Atm. Standard Color Scale & Bar Creating Browse Images from Level-3 HDF Data Analyzing HDF Data To learn more about and acquire these tools, visit the MODIS-Atmosphere: Important Tables TABLE 1: CHARACTERISTICS OF MODIS CHANNELS USED IN THE AEROSOL RETRIEVAL Band Number Bandwidth (m) Weighted Central Wavelength (m) Resolution (m) 1 0.620 - 0.670 0.646 250 2 0.841 - 0.876 0.855 250 3 0.459 - 0.479 0.466 500 4 0.545 - 0.565 0.553 500 5 1.230 – 1.250 1.243 500 6 1.628 – 1.652 1.632 500 7 2.105 – 2.155 2.119 500
Guidelines for Integrating Gender-based Violence Interventions in Humanitarian Action (insert sector) Training Location DATE Agenda 9.00 – 9.15: Arrival and registration; pre-test 9.15 – 9.30: Module 1, Welcome and Introductions 9.30 – 10.00: Module 2, Defining GBV 10.00 – 10:30 Module 3, GBV in Emergencies Break, 15 minutes 10.45 – 12.15: Module 4, Introducing the GBV Guidelines: Assessments and Resource Mobilization Lunch, 1 hour 13.15 – 14.45: Module 4, Introducing the GBV Guidelines: Integrating GBV Risk Reduction in Sectoral Strategies 14.45 – 15.45 Module 5 Understanding the role of non-GBV specialists in referrals and psychological first aid Break, 10 minutes 15.55 – 16.45: Action Planning 16.45 – 17.00: Wrap up, evaluation and post-test
Optional component if time available: (journal writing and reflection) Show series of images (slides 21-24) from ‘shared history’ (participants to have paper copies of images). Participants to choose at least one that generates a strong personal response, and 5 minutes of non-stop journal writing responding to that image. Record their thoughts, explore their reactions (using similar writing process as earlier) share their choices/responses in small groups. In journal: summaries the images chosen and sort of responses that were shared in your group.
that knowledge and those skills to demonstrate comprehension and performance in novel situations. skills to demonstrate comprehension and performance in novel situations. demonstrate comprehension and performance in novel situations. demonstrate comprehension and performance in novel situations. Format Provides succinct summary of Reflective Journal, articulating journey & encapsulating essential key concepts Provides complex summary of Reflective Journal with strong reference to key concepts Provides comprehensive summary of Reflective Journal with some reference to key concepts Provides basic & fragmented summary of Reflective Journal entries Application of knowledge Articulates the application of knowledge and key concepts to inform practice as a health professional working in an intercultural context Recognises the significance of applying key concepts as a health professional working in an intercultural context Identifies some key concepts that can be applied as a health professional working in an intercultural context Makes vague or no reference to applying key concepts as a health professional working in an intercultural context Degree of Reflection (Kember et al) Critical Reflection demonstrated throughout Reflection demonstrated throughout Understanding of content demonstrated throughout Non-Reflection evident
Reflect on the influence of your ‘positioning’ in responding to this student in the classroom. How would you facilitate an effective discussion in this space? Scenario 2 A Chinese/Malaysian young male student has not been engaging in discussions in the class, and in week 5 of the unit, suddenly raises the point that he experiences worse discrimination in Malaysia then the Aboriginal people in Australia. While he acknowledges the past in Australia, he says Australia is a lucky country ‘beyond belief’ and Aboriginal people have to ‘get on with it’ and get educated, employed. Consider the influence of your students ‘positioning’ in this scenario. How would you facilitate an effective discussion in this space?