zilongwang/ReadingBank huggingface dataset:
ACT098 Working in the funeral services industry Classroom only 180 All Australian Celebrations Training LST001 Elements of a successful wedding rehearsal Classroom, Online & Distance Education 180 All Life Skills Training LST002 Being heard and understood voice and vocal delivery Classroom, Online & Distance Education 180 All Life Skills Training LST003 In a Nutshell Classroom, Online & Distance Education 180 All Life Skills Training LST004 Wonderful naming ceremonies Classroom & Distance Education 180 All Life Skills Training LST005 Using interpreters and translators Classroom, Online & Distance Education 180 All Life Skills Training LST006 BDM Victoria marriage celebrants online software training Classroom & Distance Education 120 Victoria-based celebrants only Life Skills Training LST007 Understanding our Workplace Health and Safety WHS obligations Classroom, Online & Distance Education 180 All Life Skills Training LST008 Memorial Park and crematorium visit Classroom only 180 All Life Skills Training LST009 Ceremony Transfer Classroom, Online & Distance Education 180 All Life Skills Training
LST022 What do I do now Classroom, Online & Distance Education 180 All Life Skills Training LST023 Writing a ceremony Classroom, Online & Distance Education 180 All Life Skills Training LST024 Writing an authentic funeral ceremony Classroom, Online & Distance Education 180 All Life Skills Training LST025 Youre the voice meeting audience needs Classroom, Online & Distance Education 180 All Life Skills Training LST026 Communication is more than information Classroom, Online & Distance Education 180 All Life Skills Training LST027 Beyond diversity and inclusion Classroom, Online & Distance Education 180 All Life Skills Training LST028 Wedding ceremony structure Classroom, Online & Distance Education 180 All Life Skills Training LST029 Update on the BDM NSW Lifelink system Classroom, Online & Distance Education 120 NSW/ACT/Qld border celebrants Life Skills Training LST2016CA 2016 Compulsory Activity to count as 2018 Elective Online & Distance Education 120 All Life Skills Training LST2017CA 2017 Compulsory Activity to count as 2018 Elective Online & Distance Education 120 All Life Skills Training
2013-14 (declared in year) Date of event, receipt, etc Type (gift; hospitality; etc.) Description Approx. Cost Company Accepted or Declined Declared by whom Title/ Directorate Other info 23.07.13 Gift Plant £10.00 Merton Voluntary Sector Accepted Eleanor Brown Chief Officer 13.08.13 Hospitality Refreshments £690.00 GSK; Astrazeneca; Trinity Chiesi; Boehringer; Ingleheim Accepted Reena Senior Primary Care Pharmacist/ Medicines Management Sponsorship was to cover refreshments at various inhaler technique training events held for pharmacists, nurses, doctors and other primary care staff. 17.12.13 Hospitality Refreshments £700/00 Astrazeneca; Boehringer; Ingleheim’ Almirall Accepted Senior Primary Care Pharmacist/ Medicines Management Sponsorship was to cover refreshments at various inhaler technique training events held for pharmacists, nurses, doctors and other primary care staff. 2014-15 (declared in year) Date of event, receipt, etc Type (gift; hospitality; etc.) Description Approx. Cost Company Accepted or Declined Declared by whom Title/ Directorate Other info 17.08.13 – 27..05.14 Hospitality Refreshments £850.00 GSK; Astrazeneca; Trinity Chiesi; Boehringer; Ingleheim Accepted Reena Senior Primary Care Pharmacist/ Medicines Management Sponsorship was to refreshments at various inhaler technique training
12.01.15 Gift Food Hampers (x2) £40.00 Guy’s & St Thomas’ Hospital Accepted Mari Longhurst Commissioning Manager 2015-16 (declared in year) Last updated: 7th October 2015 Date of receipt, etc Type (gift; hospitality; etc.) Description Approx. Cost Company Accepted or Declined Declared by whom Directorate Other info 03.09.15 Hospitality Sandwiches & refreshments £1.50 per head (approx..) Sanofi Pasteur MSD Accepted Fiona White CCG Clinical Director for Children and Maternity Services Flu planning meeting for CCG followed by immunization training session by Dr Barry Walsh PHE- meeting was open to clinicians across the sector 07.09.15 Hospitality Sandwiches & refreshments £1.50 per head (approx.) Accepted Fiona White CCG Clinical Director for Children and Maternity Services Learning disability update for across the sector. 29.09.15 Gift Hamper as a prize for best medicines waste display £200.00 Dynamics Accepted Sedina Agama CCG Chief Pharmacist 03.11.15 Hospitality Food for attendees Not Stated Astra Zeneca Accepted Fiona White CCG Clinical Director for Children and Maternity Services
Ongoing summary of supervision hours, supervised practice and cases (formative) Term 1 2 (please submit with formative supervision reports and keep a copy for your records and 1:1 tutorials) Supervised practice hours of supervised practice to date (200 required by December 2015). ………… seen to date (8 required - 3 closely supervised, 5 non closely supervised - by December 2015) Case = Patient seen from assessment to completion or termination of treatment, seen for a minimum of 5 sessions and entered into clinical log. 3 different problem must have been seen. 3 Closely supervised cases (5 hrs required per case) Case ID Problem type Supervisor A=confirm accredited Supervision Hrs (Group divide by no. in group and by 2) Date assessed using tape Written up as case report Y/N Entered in clinical log 1 2 3 5 non-closely supervised cases (5hrs required per case) Case ID Problem type Supervisor A = confirm accredited Supervision Hrs (if divide by number in group and times by 2) Written up as case report Y/N Entered in clinical log 1 2 3 4 5
Title I Parent Involvement Policy Distribution Documentation _____________________ School’s Title I Parent Involvement Policy distributed to all parents by the following method: Sample: X Method of Distribution Evidence of how policy was distributed (FPM evidence) Date of Distribution Policies sent home with student Email to Teachers (attached) 9/1 Provided at Back to School Night *Policies sent directly with students whose parents did not attend Back to School Night Table of Contents to staff of items to distribute at Back to School (attached) 9/15 9/16 Other: Describe… X Site’s Method of Distribution Evidence of how policy was distributed (attach copy) Date of Distribution Description: FPM evidence attached: Hard copy Parent Policy (dated with distribution date) Evidence of how policy was distributed Parent Policy emailed to FACE – Principal Signature_________________________________________Date______________ *Return this form and items 1-2 in Monthly SSC Folder to SFP Office.
Letter to the Author – Tears’ Domain Dimension VELS Level 4.0 VELS 4.5 VELS Level 5 English Reading I can explain how authors use a range of techniques to engage the audience. I can respond by sharing my opinion on a range of texts, including novels. I can infer meaning, by using the clues in a text to work out the author’s meaning and intention. Writing I am of grammatical conventions, including appropriate punctuation and my work shows this, although there are some errors. I use my editing and proofreading skills for clarity and cohesion of ideas. All spelling is correct, except for unfamiliar words with unusual spelling patterns. I have effective strategies for drafting and proofreading. I am able to correct spelling, punctuation and grammatical errors and there are very few errors in my work. Personal Learning The Individual Learner With teacher assistance, I can identify my strengths and weaknesses in English. I read the assessment rubric carefully and use it to judge my own performance. I seek feedback on my work from teachers, students, etc. I use this feedback to improve my work. Managing Personal Learning I am mostly organised and bring my equipment to class. My work was submitted late. I am persistent when there are challenges in meeting deadlines. My work was submitted on time. I prioritise my time effectively. My work was submitted on or before the due date. PROOFING BUDDY SIGNATURE: __________________________________________________
Onion and Cheek Cells Lab Pre-Lab Information Students will use a microscope to examine the structure of the onion epidermal cell with particular emphasis on the cell wall, cell membrane, cytoplasm and nucleus. Students make a wet-mount slide of their own cheek cells and another of onion cells. Students work to draw their observations at different powers under the microscope and then answer reflection/analysis questions for discussion later. This lab us to discuss the differences between plant and animal cells. This is a quick and easy way to have students observe actual animal and plant cells. Objective Our aim is to prepare stained temporary mounts of onion peel and human cheek cells and to record the observations. Onion Cell An onion is a multicellular plant organism. As in all plant cells, the cell of an onion peel consists of a cell wall, cell membrane, cytoplasm, nucleus and a large vacuole. The nucleus is present at the periphery of the cytoplasm. The vacuole is prominent and present at the centre of the cell. It is surrounded by cytoplasm. The presence of a cell wall and a large vacuole are indicators that help identify plant cells, such as seen in the onion peel. Cheek Cell As in all animal cells, the cells of the human cheek do not possess a cell wall. A cell membrane that is semi-permeable surrounds the cytoplasm. Unlike plant cells, the cytoplasm in an animal cell is denser, granular and occupies a larger space. The vacuole in an animal cell is smaller in size, or absent. The nucleus is present at the centre of the cytoplasm. The absence of a cell wall and a prominent vacuole are indicators that help identify animal cells, such as cells seen in the human cheek. Cell Organelles Have you ever wondered what the inside of a cell looks like? If you think about the rooms in our homes, the inside of any animal or plant cell has many similar room-like structures called organelles. Here are some names and descriptions of organelles and other parts commonly found in cells. Your teacher will show you a step-by-step video and audio instructions on how to prepare a wet mount specimen of onion bulb epidermis plants cells.
Online Advantage from VHI – ‘Free Cash’ Offer For those who opt to pay their premium by direct debit, they will be paid a once-off cash payment direct to their bank accounts of €50 on 1st Sept In addition to this, if they opt to go ‘paperless’ for all their documentation, VHI will pay a further €50 for each adult insured on the policy in addition to the direct debit reward (also on 1st Sept) To avail of this, members must logon to www.vhi.ie and register for same by clicking on ‘Online Advantage’. The VHI online advantage is not a discount on your premium. It’s a once-off for going paperless and paying by direct debit but you must register online to avail of this by 1st Sept. It’s still important that you review your health cover each year prior to renewal to make sure that you’re insured on the most competitive plan in terms of price and benefits. Dermot Goode –
assist with employment Improve customer services Update website and keep current Initially September 2019 and then ongoing IT Manager Increase sales Meet with top 20% customers and identify ways to increase sales per customer November 2019 Customer Sales Manager Produce product and services brochure February 2019 Marketing Manager Improve cash flow to reduce costs Introduce easy payment plan for customers October 2019 Finance Manager Increase customer base Identify regional selling events and book where relevant March 2019 Sales Manager Review competitor offer and target weakness in their offer July 2019 Sales Manager
e. occipital cells Perceiving the color, motion, and form of a bird in flight illustrates a. serial processing. b. place theory. c. trichromatic theory. d. parallel processing. e. opponent-process theory. Ms. Shields, a recent stroke victim, cannot consciously perceive the large book on the coffee table in front of her. Yet, when urged to identify the book, she correctly reads aloud the printed title on the book cover. Her response best illustrates a. subliminal perception. b. sensory adaptation. c. synaesthesia. d. blindsight. e. the McGurk effect. According to the Young-Helmholtz theory a. the retina contains three kinds of color receptors. b. color vision depends on pairs of opposing retinal processes. c. the size of the difference threshold is proportional to the intensity of the stimulus. d. certain nerve cells in the brain respond to specific features of a stimulus. e. the nerve processes top-down stimuli. The mechanical vibrations triggered by sound waves are transduced into neural impulses by a. hair cells. b. the eardrum. c. the oval window. d. the auditory cortex. e. the vestibular apparatus. By amplifying soft sounds but not loud sounds, digital hearing aids produce a. sensory interaction. b. compressed sound. c. subliminal stimulation. d. sensory compensation. e. feature detectors. Which of the following best explains why we have difficulty locating sounds that are directly overhead? a. When the is directly overhead, it reaches both ears simultaneously. b. The hair cells along the basilar membrane do not fire when the sounds are directly overhead. c. The bones of the middle ear are all vibrating at different rates. d. The sound has become compressed and harder to hear. e. An individual neuron cannot fire faster than 1000 times per second. A cochlear implant converts sounds into a. decibels. b. electrical signals. c. air pressure changes. d. fluid vibrations. e. neurotransmitters. The simultaneous stimulation of adjacent cold and warmth spots on the skin produces the sensation of a. hot. b. cold. c. pressure. d. wetness. e. pain. The ability to detect whether your body is in a horizontal or vertical position depends most directly on a. accommodation. b. sensory adaptation. c. the vestibular d. olfactory receptors.
Who Referred You? Name: to applicant: Agency: Phone: Email: Primary Source of Support Family/Friends Personal Public Support (SSI, SSDI, TANF, etc.) Other Personal Income: Interest, Dividend and rent Disability Benefits: Type of Benefit Amount Received Application Status Other Income Pending Denied Source Amount SSI-Aged $ General Assistance $ SSI-Disabled $ Worker’s Compensation $ $ Unemployment $ $ Other Disability $ VA $ Other (Family income, wages, etc.) $ TANF $ If you receive TANF will your benefits exhaust within two years? Yes No Medical Insurance: Maine Care (Medicaid) Medicare Private through means Private through own work pending Private through own work Public insurance from other sources None Not available State/Federal Affordable Care Act Exchange Are you working: Yes No If NO, date last employed? Are you requesting services to maintain your current employment? Yes No Work History: (Please list starting with the most recent or present job and attach a resume if you have one) Note: if applying for IL services, no need to complete this section. Job Title: Hours per week: Rate of pay: Start Date: End Date: Leave Reason: Job Hours per week: Rate of pay: Start Date: End Date: Leave Reason: Job Title: Hours per week: Rate of pay: Start Date: End Date: Leave Reason:
Education High School Location Dates Attended To Graduated? Yes No Diploma or Degree? College or University Location Dates Attended To Graduated? Yes No Diploma or Degree? Other Location Dates Attended To Graduated? Yes No Diploma or Degree? Military Service Branch From To Rank at Discharge Type of Discharge If other than honorable discharge, please explain Previous Employment Company Phone Address Job Title Starting Salary Ending Salary Dates of Employment To Reason for Leaving May we contact your previous supervisor for a reference? Yes No
Getting started with Appointments Online Before you can start booking doctors standard appointments with your surgery, you must, first register your details with your practice, so that you can be provided with a unique login username and password. When registered you will be able to Book, view and cancel appointments Order repeat medication This is simple to do – simply follow the instructions below. To register: At your practice, ask to register for Appointments Online. You will be given a practice online booking form to read and complete. When handing in the completed form to the receptionist proof of ID will be requested. You will be posted a letter with a unique username and password – with details of how to gain access to the website. On your computer, using your internet browser and the URL below go to the practice website Login – using the username and password provided to you by the practice. Note: for security purposes, if the information is not accurately entered, you will not be allowed access. You can now start using Appointments Online! Once logged in, you can book, view and cancel standard doctors’ appointments, just as you can on our automated telephone booking system. When you book an appointment this way, you will receive confirmation immediately. There is no need to confirm it by phone or email – just make sure that you arrive promptly on the day!
One-Page Mark Scheme: Key Stage 2 Sample Grammar Punctuation & Spelling Test 1 3 2 4 3 See chart → 4 3 5 3 6 were / was 7 doesn't 8 4 9 1 10 1 11 They / themselves 12 creative 13 2 14 2 15 See chart → 16 semi-colon 17 See chart → 18 Once / Whilst / since 19 lucky / fortunate 20 2, 3 & 4 21 'cover as noun/verb – correctly punctuated 22 2 23 See chart → 24 Subordinate clause – correctly punctuated 25 S V O 26 Henry, Tudor, Catherine, June, They, London 27 3 28 2 29 3 30 2 31 2 32 Correctly punctuated (with “ ?”) 33 (who had been playing the piano since she was nine) 34 See chart → 35 all mangoes vs mangoes from hot countries 36 2 37 We were drenched… 38 See chart → 39 5 acceptable adjectives 40 See chart → 41 were 42 Two / the / one 43 The book about the Romans 44 has wanted 45 Correctly punctuated with all details (including bracketed content) 46 mine / yours / his / hers / ours / theirs 47 Soon 48 colon after pupils 49 2
Endangered Plants Adv Cnl Tina Tuttle 6755 Highway 99 Molino 850-587-2361 Environmental Liaison Gloria Blake 3616 N Indian River Dr Cocoa 32926-8704 321-537-8060 Env. Schools Credentials Nancy Richards 3429 Lakeview Dr Delray Beach 33445 561-702-0550 561-274-0185 Epcot Flower Festival Sue Cangialosi 1821 Line Dr Leesburg 352-874-1251 Epcot Flower Festival Margaret Kirkpatrick 431 Newton Longwood 32779-2229 407-399-8230 407-788-6850 FFGC 2018 Conv V. Chm Sandra Messer 13609 County Road 49 Live Oak Florida 32060-6858 386-362-6886 FFGC 2018 Conv V. Chm Jeanice Gage 10819 NW 11th Ave Gainesville 32606-5465 352-332-1596 FFGC 2018 Conv Chairman Mary Whisler 2755 N Carnoustie Loop Lecanto 34461-6915 352-212-6661 352-527-4447 FFGC Conv Coordinator Cissy Richardson 115 Morning Glory Cir Winter 33884-4122 863 259 0407 863-662-4855
TOWN ‘N COUNTRY Sandra Streit, President 7616 Barry Rd. Tampa, Fl. 33615 VILLAGE Caroline Schultz, President 14003 Lake Bluff Ct. Fl. 33624-3404 TARPON SPRINGS 1st Monday Oct-May Location: Tarpon Springs Members: 37 KARY PAPSIS PO BOX 718 Tarpon Springs 34688-0718 727-459-4718 2nd Wednesday Sept-June Location:Temple Terrace Members: 86 CHERI DONOHUE 209 Linda Ave Temple Terrace 33617-4824 813-230-3389 TOP OF THE BAY 3rd Monday, Sept-June Location: Members: 22 BONNIE THEAL 149 Gull Aire Blvd Oldsmar 34677-2415 727-286-7745 VALRICO 3rd Wednesday Location: Valrico Members: 13 SHARON MARIE RENTZ 3609 Cinnamon Trace Dr Valrico 33596-6059 813-681-3006 AREA 1st Thursday, Oct-June Members: 100 TINA BIRD 512 Summerfield Way Venice 941-445-4070 District 9 – General Information
Choo K-K R 2008. Politically exposed persons (PEPs): risk and mitigation. Journal of Money Laundering Control 10(4): 371–387 Choo K-K R 2009. Online grooming: A literature review on the misuse of social networking sites for grooming children for sexual offences. Research and public policy No 103, Canberra: Australian Institute of Criminology Choo KKR 2011. The cyber threat landscape- Challenges and future research directions. Computers & Security 30(8): 719–731 Clarke R 1997. Situational crime prevention: Successful case studies (Vol 2). New York, USA: Harrow and Heston Clarke RV & Eck J 2003. Become a problem solving crime analyst. Devon, UK: Jill Dando Institute of Crime Science. Cohen LE & Felson M 1979. Social change and crime rate trends: A routine activity approach. American Sociological Review 44(4): 588–608 Commonwealth Director of Public Prosecutions 2013. Annual Report 2011- 2012. ACT, Australia: Commonwealth of Australia Consumer reports magazine 2011. That Facebook friend be 10 years old, and other troubling news. Consumer Reports Magazine June. Crown prosecution Service n/d. Indecent photographs of children. Crown prosecution Service 2012a. S6. Assault of a Child Under 13 by Penetration. Crown prosecution Service 2012b. S8. Causing or Inciting a Child Under 13 to Engage in Sexual Activity. Crown prosecution Service 2012c. S10 and 13. Causing or Inciting a Child to Engage in Sexual Activity. Dandurand Y, Colombo G & Passas N 2007. Measures and mechanisms to strengthen international cooperation among prosecution services. Crime, Law and Social Change 261–289 Delaunay N 2012. 'Virtual' child pornography call stirs Dutch debate. News 19 November. Federal Bureau of Investigation (FBI) 2011a. Husband-wife team charged with sex trafficking of teenagers. Media release 6 December Federal Bureau of Investigation (FBI) Illegal alien sentenced to over 10 years in prison for attempting to entice and coerce a minor and attempting to receive child pornography. Media release 14 December Federal Bureau of Investigation (FBI) Montgomery County man sentenced 132 months for sex trafficking a minor. Media release 21 October Felson M 1998. Crime and everyday life. New York: Pine Forge Press Gillespie A 2010. Legal Definitions of Child Pornography. Journal of Sexual Aggression 16(1): 19–31
How to clear Browser History If you receive error messages during Logins, you may need to clear your browser’s cache. Chrome – Click the 3 dots at the top menu – Click Settings, Click Advanced, Click Clear Browsing data, click clear data. Close your browser and reopen. Firefox – Click the 3 lines at the top menu – Click Options, Click Privacy & Security, Click Clear your recent history, click Clear now. Close your browser and reopen Internet Explorer – Click Tools (gear symbol), Click Internet Options, Click Privacy Tab, Click Clear Sites, Click ok. Close your browser and reopen.
Computer Hardware and Software A personal computer with consistent, reliable Internet access is required, and must meet the following requirements: A DSL or cable connection to the Internet; dial-up is not sufficient. Laptop or desktop computer with a minimum of a 2 GHz processor and 2 GB of RAM You should have one of the following computer operating systems and additional software applications installed on your computer: Windows 7 system operating software for PC computers OR Mac OS X 10.6 or 10.7 for Apple Mac computers. Microsoft Office Suite (Word, Excel, PowerPoint) discounts available at The Microsoft Store, link available in the Start Here folder. A free version of Microsoft Office is available for students. Instructions and information can be on . Antivirus for Windows OS, OR Antivirus for Mac OS, A Blackboard Learn compatible browser, such as the latest version of Mozilla Firefox. Blackboard also supports Chrome and Safari. Internet Explorer is NOT a supported browser and should not be used. Additional information for Technology Requirements can be found on the Getting Started in your Online Course web page. Technology Skills Basic information about the expected computer/technology skills for online learners can be found on the Getting Started in your Online Course page under the “Being successful online” tab. List all the technology skills students will need to be successful. This might include: navigating a computer operating system, launching and quitting applications, connecting to the Internet, using a web browser to search the World Wide Web, downloading, saving, and uploading files, and sending and replying to email. It might also include basic skills in MS Word, MS PowerPoint, Google docs, or any other software applications that the course will be using. Blackboard (Bb) This class will use Blackboard (Bb) Learn, the official learning management system (LMS) used by Kent State University to deliver course materials to university students. ALL course materials and activities will take place in Bb Learn. In order to login to the online Bb Learn LMS, students will need a Kent State FlashLine User Name ID and password. Students can login to Bb Learn either through a student FlashLine account or via a direct link to the login page: Bb Learn works best using the latest version of Firefox (recommended), Chrome, and Safari. Do not use Internet Explorer.
3 IN 1 SLEIGH COT – HAZARDS The 3 in 1 Sleigh Cot failed to meet the mandatory standard in the following ways: Failure Hazard The inside edges of the vertical bars at the ends of the cot fixed side and drop side are less rounded than required by the mandatory standard. Sharp edges are an injury hazard to children within the cot if they fall or roll onto the edges. The gap under the upper horizontal sleigh bar at each end of the cot is less than 50mm – see picture below: Entrapment hazard to children’s limbs. A number of gaps accessible within the cot are less than 12mm. Entrapment hazard to children’s fingers. Damage was observed to the drop side the mechanism was tested the required number of times. Risk that the drop side may break as a result of regular wear and tear, or the child may fall out of the cot due to drop side failure. The labelling on the cot, and on either side of the mattress base of the cot, did not include the Ill-fitting mattresses may cause suffocation (if children become
recommended mattress size. trapped in the gap between the frame and the mattress) or falls (if children fall while climbing out of the cot). The following warning notice was not marked on either side of the mattress base of the cot: “WARNING: TO PREVENT SUFFOCATION AND FALLS, THE RECOMMENDED MATTRESS SIZE SHOULD BE 690 MM WIDE X 1300 MM LONG AND NO MORE THAN 100 MM THICK.” The following information is not correctly marked, or is not marked in accordance with the requirements of the mandatory standard: name and address Cot's country of origin Importer’s name and address Month and year of These details are not adequately identified to consumers.
discussion. Attempts to use literary devices to add interest. and appropriate for the discussion. Uses literary devices to enhance the argument. Performance Demonstrates little or no preparation. Fails to maintain respectful online tone. Lacks confidence. Maintains respectful online tone. Use of preparation materials distracts from quality of performance. Appears nervous, yet somewhat confident, before classmates. Maintains respectful tone. Use of preparation materials does not distract. Exhibits confidence and energy in the course of the debate. Maintains respectful tone. Uses preparation materials effectively. Exhibits confidence, energy, and passion in the course of the discussion. Maintains respectful tone. Accesses preparation materials with ease.
Student Name (tutor group) Student Passport School name D.O.B. PHOTOGRAPH Year Form Tutor: Liaison: Date of Update: Access Arrangements I like you to know that: I have a bi lateral xxxx hearing loss, I wear two hearing aids I use an FM system I need time to process and about what is said to me This means that: I struggle to hear speech without my hearing aids When I use my hearing aids I can hear well When you use the FM system I can hear you clearly I sometimes need what is said repeating or rephrasing before I understand I find it difficult to: Hear when there is lots of background noise Hear when there is lots of background noise Hear what other people in my class say Hear in assembly when it is noisy It would help me if you could: Check my hearing aids and FM system is working everyday Use the FM system Repeat what other pupils have said Give me plenty of thinking time Use my task management board to help me tackle tasks Write new/important information on the board Keep background noise to a minimum Sit me near the front of the class Indicate who is talking Place the transmitter in the middle of the group when doing group work so I can hear everyone Check that I have understood information or instructions by asking me to repeat it back to you Make sure the classroom is well lit Make sure I can see your face when you are talking I will help myself by: Handing the FM system to my teachers Tracking who is talking Asking for clarification from my teachers or peers if I think I might have missed anything Report any faults with my hearing aids of FM system Additional Support CATS: Attainment:
COMPLETING THE ONLINE HEALTH RISK ASSESSMENT (HRA) Instructions on accessing the online HRA: Log onto www.bcbsnc.com Click on “Register for Blue Connect” button. You will be asked to enter your Subscriber ID (located on insurance card), Member Code (located on insurance card), Subscriber’s Date of Birth, and Zipcode. Click the “Wellness” tab at the top of the screen. Click on “Health Assessment” which can be found on the toolbar on the lefthand side of the screen. Click “Take the Health Assessment” 15 minutes to complete the assessment. You will be asked for specific measurements. Be sure to have the following information: Your Blood Pressure, Total Cholesterol, HDL Cholesterol, LDL Cholesterol, Triglycerides, Blood Sugar, and Waist Circumference. It’s helpful if you complete the HRA after your Physician visit so you will have this information. Must be completed by June 1, 2018.
http://www.fao.org/schoolgarden/sglib1_en.htm http://www.piedibus.it/ http://www.walkingschoolbus.org/ http://www.who.int/cancer/prevention/children/en/index.html Observations of Mathematics classrooms in some countries Ronny Kwan Eu Leong Universiti Malaya <kel2118@columbia.edu> Edward Ham Bakersfield College, California <eddyham@gmail.com> Abstract Comparative education is the that generates lots of interest from educationists around the world. Many countries have their own unique methods in the teaching and learning of mathematics. It is important to observe the teaching of mathematics in the classrooms around the world. Not only one could gauge how mathematics education is implemented in one country as compared to others, but ideas for innovative mathematics teaching in classrooms could also be adapted with educational implications. In this article, the authors share their insight on the teaching and learning pedagogies implemented in the mathematical classrooms in Russia, Singapore, Cambodia and Vietnam. Introduction Comparative education has become the that gained much attention in education settings globally. Many educationists have realized the importance to observe the teaching of mathematics around the world. Not only one could gauge how the mathematics education is implemented in one country as compared to others, but ideas for innovative mathematics teaching in classrooms could also be adapted with educational implications. The Department of Mathematics at Columbia University Teachers College understands the importance of comparative education and provides students the opportunity to attend study tours and to travel to foreign countries to observe the teaching of mathematics with report of findings on comparative. These study tours are taken for credit, with the requirement that a daily journal of classroom observations should be kept along with the writing of a research paper at the end of the study tour. A few examples of the countries visited are: Singapore, Vietnam, Cambodia, Prague, Budapest, Chile, Argentina, Australia, Russia, South Korea, and Japan. Future plans for study tours include India and Kenya. This article will only focus on the authors’ classroom observations and insights gained from the visits to Singapore, Vietnam, and Cambodia during the Spring of 2008 and Russia during the Fall of 2009.
Online learning technology planner systems are operated and supported by TELT at the Learning and Teaching Unit (see ) Tool Facilities Activities Support available Access For more information MOODLE Learning Management System Automatic student enrolment Discussion/Chat management Learning modules/organisers Online quiz tool Online submission Online grading Download course resources (outline, lecture notes, web links), ‘Help’ forum, access grades Advanced: Rich media resources, discussions integrated into learning pathways (modules), continuous feedback and assessment through discussion, quizzes. It is recommended that new users complete the online course Discover Moodle ( - enrolment key Discover_Moodle) All teaching staff have a Moodle account. Setup of courses and enrolment of teaching staff should be done through the term planning process for your school. Ask your school TELT administrator for more information: Moodle support: Log in to Moodle at: Lectopia Audio recording of lectures for online access or podcasting. Also file uploads (eg PPT, PDF) and links (eg video, web) Online links to recordings for revision, or as resource for activities. See online support: Lectopia recording occurs automatically in enabled venues: UNSW TV Upload media for online video streaming Online links to video as resource for activities. See online support: Set up your media at: Turnitin Similarity Detection Online text comparison tool Detect plagiarism See online support: Access via Moodle Turnitin Grademark Online assessment tool Grade and annotate assignments online See online support: Access via Moodle/Turnitin Blackboard Collaborate Virtual classroom and voice tools Recording and sharing audio, webinars See online support: Access via Moodle
picture of student participation” (Henri, 1992, p. 124). To focus on the process of learning in the online discussions, rather than the product, this study used a qualitative approach and takes “a cognitive view of learning” (p. 123) and “analyses the interactive exchanges” (p.122). Table 2 Dimensions and categories for content analysis, modified from Henri () Dimension Category Examples/Indicators Participative Overall Quantitative data supplied by server Active participation in learning process Statements related to formal content Social Social dynamics Self-introduction Verbal support Interactive Explicit interaction Explicit reference to another message or person Direct response “…in response to Denis’s message…” Direct commentary “…I share Nicole’s opinion” Implicit interaction Implicit reference to another message or person Indirect response “I think the solution is…” Indirect commentary “The program under discussion…” Independent statement “After examining the problem, I think that …”
PREVIOUS EMPLOYMENT (Minimum 5 years history, explaining any gaps in employment) DATES FROM/TO (5 year history, explain any gaps in employment) JOB TITLE MAIN RESPONSIBILITIES/ ACTIVITIES COMPANY, ADDRESS & CONTACT NUMBER REASON FOR LEAVING (Please expand boxes or continue on additional sheets if necessary) INFORMATION IN SUPPORT OF YOUR APPLICATION Why do you believe that you are suitable for this post?
Visual: An image of a logged in Macatawa Bank online banking account is pictured on screen. Audio: The Transactions Menu option Visual: The screen changes to the Transactions Menu page. Audio: provides brief summaries of the accounts current status. Audio: Including up-to-date balances Audio: and comparisons of the debit Audio: and credit activities. Audio: From here... Audio: You can also search the account for specific transactions... Audio: such as checks... Audio: and deposits. Audio: And fine-tune your search to a specific date range. Audio: Amount range. Audio: Or check numbers. Audio: Then view your results... Audio: or export the information to your desktop. You can also quickly search images. Transaction Reports Visual: An image of a logged in Macatawa Bank online banking account is pictured on screen. Audio: To view a statement for a selected period... Audio: choose all transactions. Visual: The All Transactions page appears on screen. Audio: From here, you can quickly search for transactions matching your search criteria.
Wine of the Month: ‘Southern Hemisphere’ Tasting Flight Any 4 for $16 / 5 for $19 / 6 for $21 Fromm ‘La Strada’ Pinot Gris ’16, Marlborough, NZ 15 67 Yalumba Roussanne ’14, Eden Valley, Aus 15 67 Felix ‘Filius’ Chardonnay ’16, Margaret River, Aus 15 67 Queulat Carmenere ’13, Valle Del Maipo, Chile 15 67 Alaoms Malbec ’15, Mendoza Argentina 15 67 Good Hope Shiraz ’11, Stellonbosch, South Africa 15 67 Red Wine Waiheke Island 150ml Btl Te Rere ‘Motukaha’ Reserve Syrah ‘10 18 80 Passage Rock Syrah ’15 15.569 Poderi Crisci Montepulciano ’15 18 80 Woodside Hill ‘Emile’ Merlot Cabernet ‘13 15 67 New Zealand Hawkeshead Pinot Noir ’15, Central Otago 16 71 Te Kairanga ‘Runholder’ Pinot Noir ’14, Martinborough 16 71 Wine Vigneti Del Salento ‘I Mura’ Primitivo IGT ’15, Puglia 11 50 Ripasso Valpolicella Superiore DOC ’14, Veneto, Italy 59 Villa Pisoni Chianti DOCG Riserva ’11, Monteriggioni, IT 12 54 Caruso & Minini Nero d’Avola Riserva DOC ’13, Sicilia 16 71 Terroir Des Chassis AOC ’14, Crozes-Hermitage, France 69 D’Arenberg ‘High Trellis’ Cab Sauv ’13, Mclaren Vale, Aus 62 Rose Wine Goldie Estate Rose ’16, Waiheke Island 15 67 Bô Rivage Rose ’15, Cotes de Provence, France 14 62
Cocktails Summer Classic Margarita 18 El Jimador Tequila, Cointreau, Sweet and Sour Mix Cadillac Margarita - Add a Grand Marnier Float 21 Seasonal Samba – 18 Bombay Sapphire Gin, Cucumber, Lime, Balsamic, Seasonal Fruit, Sugar Slow Gin Fizz – 18 Bombay Sapphire Gin, Hayman’s Sloe Gin, Lemon, Syrup, Soda SEXY Earl Grey Martini – 18 Bombay Sapphire Gin, Earl Grey Tea, Lemon, Vanilla Syrup, Egg White Espresso Martini – 18 Local Island Roasted Coffee, Smirnoff Vodka, Kahlua, Crème De Cacao Fenice Rumble – 18 Appleton Estate Rum, Vanilla Galliano, Lime, Brown Sugar SERIOUS Martini – 18 Black Robin Gin, Blue Duck Vodka, Martini Extra Dry Fenice Manhattan – 18 Canadian Club, Martini Rosso, Bitters Fenice Negroni – 21 Campari, Martini Rosso, Bombay Sapphire Gin, Orange Peel SWEET Drunk Orange Julius - 18 Whipped Cream Vodka, Vanilla Galliano, Orange Juice, Milk Cake - 18 Strawberry Shortcake Vodka, Malibu Rum, Grapefruit Juice, Basil CLASSICS – Mojito, Bloody Mary, Amaretto Sour, Pimm’s Cup 18
If it’s about a particular rally, please talk to the rally organiser whose details will be on the rally listing. If it’s another question, please the most relevant person from those below: Key contacts: Membership Secretary – Jane Harris: Treasurer – Mary Marshall – Rally Admin Co-ordinator – Kat Savic – Belvoir IT Systems Project – Tricia Pedlar – Online Booking Guide v1.0 March 2017 Parents
Introduction A.1) Purpose A.2) Scope A.3) Definition, Acronym, and Abbreviation A.4) References Overall Description B.1) Product Perspective B.2) Software Interface B.3) Hardware Interface B.4) Communication Interface B.5) Product Function B.6) Constraints B.7) Assumption and Dependencies Specific Requirement C.1) Usability C.2) Reliability C.2.1) Availability C.2.2) Mean Time Between Failures (MTBF) C.2.3) Mean Time to Repair (MTTR) C.2.4) Accuracy C.2.5) Maximum Bugs or Defect Rate C.2.6) Access Reliability C.3) Performance C.3.1) Student Response Time C.3.2) Super Administrator Response Time C.3.3) Throughput C.3.4) Capacity C.3.5) Resource Utilization C.4) Internet Protocols C.4.1) Support C.4.2) Internet Security Management C.5) Design Constraints C.5.1) Software Language Used C.5.2) Development C.5.3) Libraries C.6) Use Cases Model Survey C.7) Use Cases Reports C.8) Data tables C.9) Enhanced Entity Relationship (EE-R) Diagram C.10) Data flow Diagram (DFD) C.11) Screenshot C.12) Testing C.12.1) Test Plan C.12.2) Unit Testing C.12.3) Integration Testing C.12.4) Validation Testing or System Testing C.12.5) Output Testing or User Acceptance Testing C.12.6) Validation Testing 4 4 4 5 5 6 6 7 7 7 7 8 8 9 9 9 9 9 9 9 9 9 10 10 10 10 10 10 10 10 10 11 11 11 11 12 14 30 36 37 38 55 56 56 57 57 57 57
Examples from T. Angelo and K. P. Cross, Classroom Assessment Techniques, and Angelo, T. & Cross, K. P. Classroom Assessment Techniques Erbaggio, P. Gopalakrishnan, S. Hobbs , S. & Liu, H. n.d.). Enhancing student engagement through online authentic materials. International Association for Language Learning Technology. 42(2). Retrieved from Quality Matters Rubric. Retrieved from Quality Scorecard for the Administration of Online Programs. Sloan C Swan, K., Garrison, D. R. & Richardson, J. C. (2009). A constructivist approach to online learning: the Community of Inquiry framework. In C. R. (Ed.) Information Technology and Constructivism in Higher Education: Progressive Learning Frameworks. Hershey, PA: IGI Global, 43-57. Learning Outcomes for each topic What evidence is needed (Assessment) Learning Activities needed (how will you engage the students?) Fill in out the learning goals for the course How would you know that the student reached the learning goal? What will the student need to do Sequence
Office 2007 or later If you are using your home PC with Office 2007, 2010, 2013 or 2016 installed you can save your files in PDF format from your Office application. This is also available if you are using OpenOffice. In MS Word for example, on the File tab, you will see the option to Save as Adobe PDF Should this not be possible it is suggest that you use Cute PDF that can be accessed via - Using an IT Services PC If you are using an IT Services PC you should use Corel PDF Fusion: If you need assistance with converting your supporting documents into PDF format, please see the following help page on the IT Services website: PDF PLEASE ENSURE YOU HAVE YOUR ETHICAL REVIEW FORM‟ BEFORE YOU CLICK BUTTON This button allows you to create a merged PDF document of your application form and supporting documents. You will be able to download this for checking, or sharing with a supervisor or research collaborators, before you submit your application. Note: You do not need to click this button as part of your application submission, but may choose to do so if you want to save a copy of your application, print out a copy of your application, or email a copy of your application. Clicking on the Create Merged PDF button does NOT submit your application for review. If all necessary sections have been completed you will be presented with a Declaration box for you to check before submitting your application to RGEC. You will be sent an automated email to acknowledge that your application has been submitted for review.
3.7) Object interface: Student Interface Change-password() Choose-exam() View-material() Registration() Faculty Interface Insert-question() Change-password() Add-student() Delete-student() Registration() Admin Interface Insert-subject() Update-subject() Delete-subject() Delete-course Insert-course() Update-course() Assign-faculty() Update-faculty() Delete-faculty() Assign-student-to-course() Update-student-course() delete-student-course()
Introduction A.1) Purpose A.2) Scope A.3) Definition, Acronym, and Abbreviation A.4) References Overall Description B.1) Product Perspective B.2) Software Interface B.3) Hardware Interface B.4) Communication Interface B.5) Product Function B.6) Constraints B.7) Assumption and Dependencies Specific Requirement C.1) Usability C.2) Reliability C.2.1) Availability C.2.2) Mean Time Between Failures (MTBF) C.2.3) Mean Time to Repair (MTTR) C.2.4) Accuracy C.2.5) Maximum Bugs or Defect Rate C.2.6) Access Reliability C.3) Performance C.3.1) Response Time C.3.2) Throughput C.3.3) Capacity C.3.4) Resource Utilization C.4) Internet Protocols C.4.1) Support C.4.2) Internet Security Management C.5) Design Constraints C.5.1) Software Language Used C.5.2) Development Tools C.5.3) Libraries C.6) Use Cases Model Survey C.7) Use Cases Reports C.8) Data tables C.9) Enhanced Entity Relationship (EE-R) Diagram C.10) Data flow Diagram (DFD) C.11) Screenshot C.12) Testing C.12.1) Test Plan C.12.2) Unit Testing C.12.3) Integration Testing C.12.4) Validation Testing or System Testing C.12.5) Output Testing or User Acceptance Testing C.12.6) Validation Testing C.13) Future Scope Conclusion 4 4 4 5 5 6 6 7 7 7 7 8 8 9 9 9 9 9 9 9 9 9 9 10 10 10 10 10 10 10 11 11 11 11 12 14 30 34 35 36 57 58 58 59 59 59 60 61 61
Course # Course Title Cr. Justification – 1-2 sentences – What skills and knowledge will you attain and why are they important to you or how do they support your overall goals for your MDS degree? Date Planned (Semester and Year) Prerequisite BUSBTC 301 Business Foundations I 3 In this course I will develop the foundations of the basic skills I will need to start and run my own business. Spring 2018 Prerequisite: Sophmore Standing BAS 425 Creating a Culture of Safety 3 I will gain foundational knowledge of the safety requirements for business sites, and how to make my new business as safe as possible for myself and any others working with me. Fall 2018 Prerequisite: Sophomore Standing LEAD 326 The Practice of Leadership 3 This course will help me to practice my own style of leadership and continue to develop the values and beliefs in which I will use as I start my own business Fall 2018 Prerequisite: LEAD 325 BUSBTC 302 Business Foundations II 3 This course will teach me how to analyze financial reports and data, which are key parts to success in any business. Spring 2019 BUSBTC 301 MDS 450 Teamwork and Innovation 3 I will foster creative thinking in order to implement innovative projects in my new business. Summer 2019 Prerequisite: Admission MDS BUSBTC 320 Creating Value for Customers 3 This class will give me the tools to make my business attractive to customers and ways to effectively grow my customer base. Fall 2019 Prerequisite: BUSBTC 301 and 302 MDS 430 Ethics 3 A large part of success for any business is understanding the boundaries of right and wrong dealing with customers and government requirements. This class will help give me a foundation for making right choices in those areas. Fall 2019 Prerequisite: Upper Division Standing Enter total number of upper division credits outlined on this degree plan. 21 Workshop (494) and Internship (493) credit limits apply to IDP. Maximum of 3-credits of upper division workshop (494). Maximum of 6-credits of internship allowed (493). All credits on IDP must be completed with a grade of C- or better. See Academic Advisement Report (AAR) & advisor for other Boise State requirements. Any changes to 21 upper division credits require submission of revised IDP and must be approved by advisor prior to taking the courses.