zilongwang/ReadingBank huggingface dataset:
allowing it. If I do something naughty with Kaylee, I would like for Kaylee to initiate it and I felt the ‘slap my hand’ game gives her control so that I don’t anything she doesn’t want. Slowly my hand and wiggling fingers started creeping up Kaylee’s inner thigh. When my hand was under Kaylee’s short skirt, I asked, “Do you want to slap that wicked hand?” Kaylee, shook her head ‘No’ and opened her legs wider. When my fingers reached and went slightly under her panties, Kaylee slid further down on the car seat. Ever so slowly, my fingers crept further under her panties and onto her pussy. Slowly I inserted the first knuckle of my middle finger into Kaylee’s pussy and started stroking. Kaylee’s pussy was warm and moist. I didn’t know if any of the moisture was the result of sexual excitement. However, I knew that children can have orgasms and I wanted to give Kaylee an orgasm. While stroking the first joint of my middle finger in Kaylee’s pussy, I started lightly stroking adjacent to and sometimes onto Kaylee’s clit. Kaylee started purring and even moaning. Soon after that I felt Kaylee’s vaginal muscles begin to tighten up more and more. Kaylee closed her eyes and her face flushed as she appeared to mentally focusing on my wiggling fingers. Then she started squirming. I felt the muscles around her vaginal opening clench tighter and tighter and her thighs became tense as she appeared to be trying to clamp her thighs onto my hand. For a moment, Kaylee completely froze up and then I heard Kaylee softly squeal and moan, “Aaaaaaiiiiieeee mmmmmm” and at the same time all of Kaylee’s muscles completely relaxed. My cock was so hard; I know that it was dripping a few drops into my shorts. Kaylee lay relaxed with her eyes closed for a couple or more minutes. Then Kaylee opened her eyes and her cute smile turned into a grin. Next Kaylee, reached over, unbuckled my belt and unzipped my pants. Then Kaylee pulled my throbbing cock
My Passport to Languages (the Passport) has been developed as a resource for language teachers and as a means of engaging Prep to Year 3 students and their families in languages education. All students starting Prep in government schools in 2016 can use the Passport to keep as a record of language learning over their first four years of school. Passports are available in Chinese, French, German, Greek, Indonesian, Italian, Japanese and Spanish, which are eight of the most widely-taught languages in Victorian government schools. The Passports have been developed to align with the AusVELS* curriculum. They reflect common concepts and content areas taught in primary level languages programs. The Passports have been designed to complement a languages program and to support language teachers plan topics, themes and/or units based on commonly taught content areas. *AusVELS is the Foundation to Year 10 curriculum that provides a single, coherent and comprehensive set of prescribed content and common achievement standards, schools use to plan student learning programs, assess student progress and report to parent. My Passport to Languages - Teachers’ Guide The Passports are not intended as a teaching resource or unit of work, therefore language teachers are encouraged to integrate the Passports into their language program as an ongoing record of students’ learning. It is important that the Passports are not used or viewed as an assessment tool. The Passport is a student and family engagement tool, which provides a record of students’ developing language skills. My Passport to Languages is: a means of celebrating students’ language learning in the primary years; an ongoing record of language learning achievements using ‘can do’ statements; a document which can be kept by the student or the teacher; a valuable source of information for teachers, students and parents, particularly in students’ transition to the next year level. It students to: develop an awareness of the benefits of learning languages; understand, appreciate and celebrate cultural diversity; develop a of ownership and responsibility for their learning; develop an understanding of the sequential nature of language learning; build their knowledge, confidence and understanding of the language they are learning. For queries or further information regarding My Passport to Languages, email:
MYPLATE FOOD [CHOICE CONTINUUM] Directions: Put the following foods into the MyPlate Food Choice Continuum. Consider nutritional sodium content, fat content, portion size, foods that fall into multiple categories, etc. Be prepared to defend your answers. Star any that don’t belong in one of the five categories. Strawberries & Whip Cream Donut 8oz Skim Milk Grilled Onions & Peppers 8oz Steak Large Fries 5 Beef 2 cups Orange Juice Hummus Hard Boiled Egg Hot Dog & Bun 20 Slices of Peperoni Hawaiian Pizza 16oz Soda Candy Corn 1 cup Quinoa Whole grain slice of bread 1 cup boiled cauliflower 1 cup green beans, steamed 2 Slices Watermelon 2 cups blueberries Chocolate Chip Cookie ½ cup Whole Wheat Pasta 1 cup pearled barley 1/4 cup dried mango 1 cup oat meal Roast Beef Sandwich on Rye 16oz Lemonade 2 Pancakes 1 Waffle 3oz broiled fish 1 cup stuffing 1 cup mashed potato 2 cups salad & 2 Tbsp. Ranch 20 chicken nuggets 10 Buffalo Wings 5 Onion Rings Steamed Broccoli Fried Fish Spaghetti & Meatballs Loaded Baked Potato Microwaved sweet potato Apple Orange 8oz can of Fruit Cocktail Spinach artichoke dip Low fat Blueberry yogurt cup 1lb Lobster Birthday Cake Brown Rice Corn on the cob Okra Potato Chips Pretzels Fruit Roll-Ups Pickles Olives Grill Cheese on White Bread Turkey Sandwich on Scalloped Potatoes Acorn Squash Scrambled Eggs with Cheddar Ice Gelato Cherry Pie Apple Pie Hash Browns Bacon 3oz Grilled Chicken Mozzarella Sticks Tomato Soup from a can 8oz Apple Juice 2 Biscuits
My Precept Writing Assignment Guidelines As we have discussed in class, PRECEPTS are rules about REALLY IMPORTANT THINGS! Precepts often describe how people behave or think. Almost like a motto or belief to live by. In the novel Wonder, Mr. Browne, Auggie’s English teacher, selects a monthly precept to share with his students. Mr. Browne’s precept was: “When given the choice between being right or being kind, choose kind.” For this assignment, you have a choice to either select a precept or create your own precept! Step 1. Select or create your precept. Step 2. Brainstorm why you selected or created this precept. What is the meaning of this precept? Why is it “really important”? Step 3: You are going to construct a 3-paragraph essay describing your precept. Here is the essay format: - Paragraph One: EXPLAIN the MEANING of your PRECEPT. Identify whether you selected this precept and why, or if you created your own precept and why. What INSPIRED you to select this precept? - Paragraph Two: DESCRIBE and IDENTIFY examples of how your precept can be applied to the REAL-WORLD. Have you always lived by this precept? (Provide examples) How do you plan on continuing to live by this precept? (Provide examples) **MAKE CONNECTIONS** - Paragraph Three: (CONCLUSION) RESTATE why this precept is IMPORTANT to you. Is it difficult to ALWAYS live by this precept? Is this precept something you encourage others to live by? How can this precept help make a DIFFERENCE in your life and/or the lives of others in the world around you? “You have to learn to be your BEST FRIEND, not your WORST CRITIC!” ~Ms. Greco
My Sport attendance Log Record of attendance for My Sport. To be signed by my /teacher Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 ___________________________
Project Outline Packet Specific record of materials, procedures, ideas, and clearly exhibits thinking and doing (3 points) Description of some procedures and thinking (2 points) Insufficient description of what was done and /or thought (1 point) Presentation Project was explained and presented to the class on time and student was knowledgeable of the forces involved (3 points) Project was explained and presented with moderate confidence and understanding (2 points) Insufficient description of what was done and /or thought to explain (1 point) Gravity Gravity was clearly demonstrated and explained (3 points) Gravity was somewhat demonstrated and explained (2 points) Insufficient description and demonstration of gravity (1 point) Friction Friction was clearly demonstrated and explained (3 points) Friction was somewhat demonstrated and explained (2 points) Insufficient description and demonstration of friction (1 point) Expository Writing stayed on topic, flowed easily and included description of how roller coaster works and what forces are involved (3 points) Writing mostly on topic and somewhat addressed how the project works and forces involved (2 points) Insufficient descriptions and did not flow or stay on topic (1 Grading scale: 15 points=100 11 points=74 7 points=48 14 points=94 10 points=68 6 points=41 13 points=88 9 points=61 5 points=34 12 points=81 8 points=54 4 points=28
PE 2 and Global PE 2 4A 4B 3A 3B 2A 2B 9:00-9:35 Snider C. Williams Eubanks Harris Dean Tracy 9:40-10:15 DeValois New Teacher Herring Moore Miller Bowker 10:20-10:55 K. Smith Youngs Plan Chapman Santiago Hughes 11:00-11:35 Gallagher Watson Carrell (w/Alford) Rider (w/Yocum) Hill Kleist 11:40-12:15 Patane Rowe Alford (w/Carrell) Yocum (w/Rider) Baltimore Mallery 12:15-1:00 LUNCH Global 4A 4B 3A 3B 2A 2B 9:00-9:35 Dean Tracy Snider C. Williams Carrell Rider 9:40-10:15 Miller Bowker DeValois New Teacher Alford Yocum 10:20-10:55 Santiago Hughes K. Smith Youngs Plan Chapman 11:00-11:35 Hill Kleist Gallagher Watson Eubanks (w/ Herring) Harris (w/Moore) 11:40-12:15 Baltimore Mallery Patane Rowe Herring (w/Eubanks) Moore (w/Harris) 12:15-1:00 LUNCH
Confidentiality Our Center the necessary precautions to ensure that all information pertaining to your child's records be kept confidential. Only the Director or her assistant have access to your child's file. If your child is involved in any incident that includes another child, our staff will not reveal the other child's identity. Added Addendum A or rocker is provided in the infant room for a place for a mother to breastfeed her child. We don't require staff to get immunized..
NAME: _________________________ DATE: __________________ HOUR: _______ 10 Points Average 7 Points Needs Improvement 5 Points Missing 0 Points Score Topic/Idea The experiment is very original. It is unique and very thoughtful. Students seem genuinely excited and interested in topic. The experiment is based on a typical experiment, but alters it or modifies in a somewhat original way. The idea is very typical, lacking originality. The question is not provocative or striving for new knowledge. Students do not seem excited about topic. Hypothesis The hypothesis discusses the relationship between the variables using an “if ______, then _____” format. The predicted results are clear and can be measured quantitatively. The hypothesis discusses the relationship between the variables. The predicted results can be measured quantitatively. Hypothesis is present but does not discuss relationship between variables. Predicted results cannot be measured quantitatively. Methods /Procedure The experiment was done repeatedly to ensure as much accuracy as reasonable possible. The procedure is complete and clear. The experiment was done more than just a couple of times; the accuracy of the results is probable, but not fully proven. The procedure is mostly complete but some steps are confusing or missing. The experiment was done only once or twice and the accuracy of the results is highly questionable. The procedure is confusing or lacking. Results/Data There are two or more graphs or charts that are easily read and understood and actually add insight into the results of the experiment. Data is organized and very easy to understand. There are one or two tables or charts that are labeled neatly and sufficiently display the data. Data is organized. There is one chart or graph, though it is not easily understood because of lack of labeling, sloppiness, or other oversights. Data is not organized and is confusing. Display Not only does display board present all information easily and neatly, but has a higher artistic value. Much time and care is evident. Display board is functional. It displays all segments of the lab report neatly. Display is confusing or lacking in content. Might not be labeled, might be sloppy, might be missing sections of the lab report, or grammar errors. TOTAL SCORE COMMENTS:
Child/ Young person’s views, wishes, feelings and aspirations Please summarise the views of the child/ young person with regard to his/her special needs and how best to support where these can be ascertained. Doncaster promotes One Page Profiles (led by the child/ young person where age and stage appropriate) Family Background Family views, wishes, feelings and aspirations for their child Last full academic year % Current academic year Term 1 % Current academic year Term 2 % Current academic year Term 3 % % % % % Summary of any concerns, context and action taken
Attainment Please give assessment/attainment data to show within which Year Group the child is working if not at age related expectations for their chronological age. 2017/2018 Speaking & Listening Literacy (Reading) Literacy (Writing) Mathematics RWM Combined Other (Including KS3 & KS4) Autumn Spring Summer 2018/2019 Speaking & Listening Literacy Literacy (Writing) Mathematics RWM Combined Other KS3 KS4 Autumn Spring Summer Access Arrangements
Attainment Please give assessment/attainment data to show within Year Group the child is working if not at age related expectations for their chronological age. 2017/2018 Speaking & Listening Literacy (Reading) Literacy (Writing) Mathematics RWM Combined Other (Including KS3 & KS4) Autumn Spring Summer 2018/2019 Speaking & Listening Literacy Literacy (Writing) Mathematics RWM Combined Other KS3 KS4 Autumn Spring Summer Access Arrangements
Text noted in picture description below. Picture: A large red, dice. There is a word on each of the visible faces of the dice – ’Yes’, ’No’ and ’Maybe’. Slide notes: People assists members to run our own organisation: by giving us information in easy read By having meetings in different ways that suit us By having Assistants who have good relationships with us so they can give us good assistance. All these things assist us to make the decisions we need to within People First. Slide 11 title: Services and Projects Slide text: No text. Picture: There are four different images on this slide.
Sometime we might need support to do this and that’s Ok. We don’t want others to be making our decisions and controlling our lives. The convention has given us a tool to make sure this doesn’t happen Slide 15 Slide title: Article 12 of the UN Convention Slide text: No text. Picture: A photographic of a dining table in a restaurant. The table is set formally with cutlery, glassware and crockery set around the table. In the middle of the table is a centrepiece featuring a large white branch with fairy lights hanging from it. notes: Article 12 is being called the centre piece of the Convention. Article 12 is about being treated equally by the law and says:
To the left of the text is a cartoon picture of a yellow smiling face in a larger pink heart. Slide notes: No other notes. Slide 31 Slide title: Do you ...? text: work out ways to make sure people have control over and understand about their money as much as possible? Picture: To the left of the text is a cartoon picture of a yellow smiling face with a dollar sign for each eye. Slide notes: No other notes. Slide 32 title:
You will get the most use of your equipment and programs if you personalize them to meet YOUR needs. Each device has ways to personalize them and make them accessible and user-friendlier for you. You need to consider how well you, see, hear and move around when you buy a device and when you choose your programs and apps. Questions to ask yourself when you are customizing your devices are: How well do I see? Do I need a larger to see the alphabet letters or a larger ? If my vision were poor, a help me to better use my computer? How well do I read, would using pictures to tell a story or replacing words helps me use my device better. If you have problems using parts of your body like your arms and hands, you might want to think about using some of the we already talked about. Speaking and Reading Programs There are software programs that make information accessible for computer users who cannot see or understand words. These are called . These programs have the ability to read the words out loud for the user. There are a number of these types of programs available that you can learn about by doing an on-line search. If you are interested in using this technology it is important that you find the one that will work best for you. Take the time to test them out to make sure they will meet your needs. Also, many states have an Assistive Technology Specialist you might want to speak to get suggestions and recommendations. Microsoft Word has an accessibility feature for if the documents only contain text, no photos, no graphs and no clipart.
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Setting up your MCL account – Process plan The following questions will help you get set up correctly in My Community Life (MCL). Group Name What content do you want to upload to MCL?  Will one login/community group profile suit all of the content you want to upload? Or will you need various logins for different group profiles? What email will be used for registering the group’s login?  A generic email is recommended to be able to be shared among members and remain current when members leave.  Remember a different email address is required for each Community Group profile. What password will you use?  How will you keep it secure?  How will you update it? Between 8-40 characters, use at last one capital and one number Who will be responsible for uploading and maintaining your content?  Have more than one member trained to cover holidays etc.  How often will you review your pages to keep them current? What content approval process will your follow?  Do you need the content approved by your group before uploading? How will you promote your group’s presence on MCL?  Can you link it to Social media? Promote in your newsletter etc?  Who will do this?
Name: _______________________________________Hour: __________ My Brother Sam is Dead Agenda: Day Seven We will be reading chapter 13 and the epilogue. As you read, watch for the following vocabulary words and define them using either the context clues or a dictionary. Then answer the questions. Page Vocabulary Word Definition Picture 184 foreboding
Psychiatric History: (Personal and/or Family History) *Medications: ☐ Antidepressant ☐ Benzodiazepines & anxiolytics ☐ Phenothiazine’s & tranquillisers ☐ Mood stabilisers ☐ Other or attach copy of medication list * Outcome tool: Attach a copy of completed tool K10 DASS 21 EPDS (perinatal) Result/s: D A S Mental State Examination (If other please provide details in comments) Mood: Normal Other : Appearance & General Behaviour Normal Other : Thinking: Normal Other : Affect Normal Other : Perception Normal : Sleep Normal Other : Cognition Normal Other : Appetite Normal Other : Attention /Concentration Normal Other : Motivation /Energy Normal Other : Memory Normal Other : Judgement Normal Other : Insight: Normal : Anxiety Symptoms Normal : Orientation: Normal : Speech Normal Other : Risk Assessment * Suicidal Ideation: Yes No * Suicidal Intent / Plan: Yes No * Previous Attempt: Yes No * Access to Methods: Yes No * History of Self Harm: Yes No * Risk to Others: Yes No * Lives Alone: Yes No * Drug or Alcohol use: Yes No * If yes to any of the above provide relevant details: Identify and provide details of any protective factors or key support contacts: Provided numbers for immediate assistance: Yes No E.g., Rural & Remote Mental Health Service 13 14 65, Life Line 13 11 14 Date of follow up GP apt: Forensic History: Medical Conditions/Allergies: Relevant Family History:
My Development Dashboard | Putting It All Together Top 3 Development Goals Development Goal: Measurement: Development Goal: Measurement: Development Goal: Measurement: My top 3 strengths as an exemplary leader: 1. 2. 3. My top 3 growing edges as a leader: 1. 2. 3. Keep doing: 1. 2. Start doing: 1. 2. Stop doing: 1. 2. Professional Development Plan post-Fortis Group Program: 1. 2. 3. 4. 5. My promise: To myself: To those I work with: To the organization: The Leader Behaviors I will be intentional about practicing are: 1. 2. 3. 4. 5. My top 5 values
My Favorite Things – Resources for speech/language therapy The following list of resources was compiled over three days of professional development around the State, most from the SLPs who participated. Please note that links are subject to change without notice. The resources listed below are suggested to be helpful and none are endorsed, promoted or maintained by the MDE. APPS AppShopper – enter the apps you love and you get an email telling you when they go on sale GeekSLP – compilation of apps for SLPs Speech with Milo – language skills for elementary age Bits Board – education, games and flashcards Word Vault Pro – articulation, language, phonology and social skills Pogg – frog icon for teaching action words/commands Lively Letters - $19.99 Articulation Station iAssociate2 – vocabulary/word webs Daisy Quest – prereading skills Greek and Latin Roots – game format for learning Greek and Latin roots Little Writer – traceable letters and numbers for iPad My Play Home / Hospital / School / Store Ninja/Sight Word Ninja Starfall to Read Heads Up – similar to Headbands; guess the word from the description given Proloquo to Go – AAC Let’s Talk (AAC for Kindle) Mad Lib Preposition Journey Reading Comprehension World’s Worst Pet (compatible with iReady) Osmo – art, tangrams, words, numbers Pocket SLP (articulation Speech Tutor (shows anatomy of speech production) Visual Attention Splingo (grammar) Articulation Carnival Language Adventures Story Time (Pink Fong) Fun Decks (Super Duper, Inc.) Rocket Speller Articulation Test Center Pro Fun with Verbs and Sentences Epic (book app – free for educators)
STEP 5 – REGISTRATION continued Step 1 of the Select Registration page will auto-populate with your last registered Club, if you are registering to that club move on to the next step. If you are registering to a club different to your last registered Club you will need to delete the text showing in Step 1. Start typing in “Penshurst West Football Club ”, a drop down list will appear with all possible matches, please ensure you select the correct club as above: If the Club in Step 1 has no registration packages available you will receive the following dialog box: “OK” – you will then need to either re-enter the correct Club name or contact your Club about your registration. REGISTRATION continued
System Operator The participant with responsibility for establishing and operating the My Health Record system. As of 1 July 2016, the System Operator is the Australian Digital Health Agency. Appendix A Clinical safety review risk rating matrix Review findings have been assigned one of five risk ratings – critical, major, moderate, minor and minimum, consistent with the clinical safety review risk rating matrix. These categories have been confirmed by the Commission’s Clinical Safety Oversight Committee and the My Health Record System Operator during the review process. Risk rating Reputation and public confidence of My Health Record / quality of service Clinical safety harm Control Critical Profound influence on the My Health Record system’s reputation, resulting in a profound loss of public and healthcare provider participation Profound sustained degradation of service value and quality A clinical incident resulting in patient supervisory and/or monitoring controls are inadequate and require urgent management attention A critical patient safety incident has occurred Significant influence on the My Health Record system’s reputation, resulting in significant loss of public and healthcare provider participation Decline in service value and quality is recognised by a majority of patients or health service providers A clinical incident resulting in major permanent loss of function Basic, supervisory and/or monitoring controls are inadequate and require prompt management attention A major clinical safety incident has occurred Moderate Loss of reputation affecting participation in the My Health Record system Decline in service and quality is recognised by a moderate number of patients and health service providers A clinical incident resulting in permanent reduction in function Basic, supervisory and/or monitoring controls are partly inadequate and require management attention High potential for a clinical safety incident
Minor Mild damage to reputation of the My Health Record system Decline in service and quality is recognised by the System Operator and My Health Record partners A clinical incident resulting in increased of care/intervention Basic, supervisory and/or monitoring controls are operating as intended, recommendation for improvement to strengthen control Minimum Minimal impact on the My Health Record system’s reputation Minimal effect on service value and quality A clinical incident resulting in no injury Basic, supervisory and/or monitoring controls are operating effectively, a process improvement opportunity exists
Whene’er I passed her; but who passed without Much the same smile? This grew; I gave commands; Then all smiles stopped together. she stands As if Will’t please you rise? We’ll meet The company below, then. I repeat, The Count your master’s known munificence Is ample warrant that no just pretence Of mine for will be disallowed; Though his fair daughter’s self, as I avowed At starting, is my object. Nay, we’ll go Together down, sir. Notice Neptune, though, Taming a sea-horse, thought a rarity, Which Claus of Innsbruck cast in bronze for me! ROBERT BROWNING
Assessment point Age in months Period of assessment (dates from and to and completed by) Colour Code Sessions per week % attendance 1st Initial assessment (6 weeks after starting in the setting) Blue 2nd 3rd 4th 5th 6th 7th 8th 9th 10th 11th 12th 13th 14th 15th
Understanding the People and Communities Shows interest in the lives of people who are familiar to them. Remembers and talks about significant events in their own experience. Recognises and describes special or events for family or friends. interest in different occupations and ways of life. SPECIFIC Knows some of the things that make them unique, and can talk about some of the similarities and differences in relation to friends or family. Understanding the World: The world Comments and asks questions aspects of their familiar world such as the place where they live or the natural world. Can talk about some of the things they have observed such as plants, animals, natural and found objects. Talks about why things happen and how things work. Developing an understanding of growth, decay and changes over time. Shows care and concern for living things and the environment. Understanding the world: Technology Knows how to operate simple equipment. Shows an interest in technological toys with knobs or pulleys, or real objects. Shows skill in making toys work by pressing parts or lifting flaps to achieve effects such as sound, movements or new images. Knows that information can be retrieved from computers.
My Many Colored Capes By Carissa Christner, 2009 My cape of bravery goes over my head. It me feel bold, and its color is RED. My cape of honesty makes villains speak true. It chases out lies, and its color is BLUE. My cape of fairness conquers those who are mean. It makes me feel strong, and its color is GREEN. My cape of calmness makes me feel mellow. It quiets the world, and its color is YELLOW. My cape of wisdom helps me to think And solve tricky problems, and its color is PINK. My favorite cape gives me a nice glow. It’s all these great colors—In a RAINBOW!!!
Professional Standard and specific area for development Action to be (e.g. meeting with colleagues, peer observation, CPD event, visit to employer, research or professional reading) Anticipated impact on learners (e.g. what difference will the outcomes of this action make to your learners?) Expected date this will be completed by 1 2 3
Worked in Uptron ACL Patiala center in the capacity of faculty member from Sept.94 to May 95. Worked in from May 91 to Aug 94 as Computer Programmer/Faculty member. Working Environment: Windows 7 , Linux ,Unix ,Dos and .Net. Teaching Subjects : RDBMS, Operating systems , Computer Architecture , Computer graphics, Software Engg. , Data communications & N/W ,MIS , Data structures ,Computer networks, Dot Net , java etc. Post Graduate classes: Advanced Software Engg, Network Security(M.Tech. at Jssiet). Software Experience: Languages : C, C ++, COBOL, Fortran etc. RDBMS : Oracle , Ms. Access Packages : Microsoft office 2007, Corel draw, Adobe Photo shop, 3D Max Animations. Projects Done: Simulation of 8085 in Pascal Language during my Diploma. Live project on Billing and Payroll. Live project on periodic table (Chemistry) using VB-ACCESS. Project on Intermediate structures for NBCC in SLIET Longowal Campus using VB and ACCESS . List of Duties performed: Undergraduate program:Teaching and project supervision. Postgraduate program:Teaching and project supervision. Member of college Time Table management committee which manages all the information about schedules of lectures/labs and also about syllabus and elective subjects. Member of Technical committee which is responsible for arranging various technical activities in the college. Possesses excellent analytical , problem solving and learning skills as well as a keen interest in the emerging technologies. Worked as superintendent in PTU examinations. Worked as Observer in PTU Examinations. Worked as an active member of Admission cell department in various colleges. Courses/Seminars/Conferences attended:
UC – no work requirements £ UC – work preparation group £ UC – all work related requirements £ Pension Credit £ Carers Allowance £ £ Do you receive child benefit? (If yes, please state child(s) full name and date(s) of birth) Yes No £ Week / Month Are you waiting to hear any benefits? What are they? What date did you claim? Job Seekers Allowance Yes/No Date Amount Income Support £ ESA – support group £ ESA – work related activities £ UC– work focused interview £ UC – no work requirements £ UC – work preparation group £ UC – all work related requirements £ Pension Credit £ Carers Allowance £ £ Bank / Post Office account details: Sort Code: Account Number: Name of Bank: How much is currently in your account? £ Do you have any other savings / income? (stocks, shares, ISAs, property) Yes No £ Week / Do you have any pensions? Yes No Doctor’s name and address: Nationality: (if not British please state the date that you arrived in the UK) In order to process this application you must submit copies of the following documents with this referral form:- of benefit entitlement (benefits award letter or two months’ bank statements) Proof of National Insurance number (benefits award letter) Proof of ID (passport, benefits award letter or current utility bill)
My Space Housing Solutions The Lupton Suite Clawthorpe Hall Business Centre Burton in Kendal Cumbria LA6 1NU E-mail to cumbria.info@myspacehousing.org Tel: 01524 784338 My Housing Solutions Derwent Suite Paragon Business Park Chorley New Road Horwich BL6 6HG E-mail to info@myspacehousing.org Tel: 01204 694154
Multiply the previous two rows to roughly determine how much time you will need. Term 3 Week 7 Exams start in 10 weeks MONDAY 4 Sept TUESDAY 5 Sept WEDNESDAY 6 Sept THURSDAY 7 Sept FRIDAY 8 Sept SATURDAY 9 Sept SUNDAY 10 Sept 8.45- 10.30 10.30-12 Home Group 12-1 1-2.30 2-30-4 4.00 - 5.30 5.30 - 7.00 7.00 - 8.30 8.30 – 10.00
10pm- Term 3 Week 8 Exams start in 9 weeks MONDAY 11 Sept TUESDAY 12 Sept WEDNESDAY 13 Sept THURSDAY 14 Sept FRIDAY 15 Sept SATURDAY 16 Sept SUNDAY 17 Sept 8.45- 10.30 10.30-12 Home Group 12-1 1-2.30 2-30-4 4.00 - 5.30 5.30 - 7.00 7.00 - 8.30 8.30 – 10.00
10pm- Term 3 Holidays Exams start in 6 weeks MONDAY 2 Oct TUESDAY 3 Oct WEDNESDAY 4 Oct THURSDAY 5 Oct FRIDAY 6 Oct SATURDAY 7 Oct SUNDAY 8 Oct 8.45- 10.30 10.30-12 12-1 1-2.30 2-30-4 4.00 - 5.30 5.30 - 7.00 7.00 - 8.30 8.30 – 10.00
10pm- Term 3 Holidays Exams start in 5 weeks MONDAY 9 Oct TUESDAY 10 Oct WEDNESDAY 11 Oct THURSDAY 12 Oct FRIDAY 13 Oct SATURDAY 14Oct SUNDAY 15 Oct 8.45- 10.30 10.30-12 12-1 1-2.30 2-30-4 4.00 - 5.30 5.30 - 7.00 7.00 - 8.30 8.30 – 10.00
10pm- Term 4, Week 1 Exams starts in 4 weeks MONDAY 16 Oct TUESDAY 17 Oct WEDNESDAY 18 Oct THURSDAY 19 Oct FRIDAY 20 Oct SATURDAY 21 Oct SUNDAY 22 Oct 8.45- 10.30 10.30-12 Home Group 12-1 1-2.30 2-30-4 4.00 - 5.30 5.30 - 7.00 7.00 - 8.30 8.30 – 10.00
8.30 – 10.00 10pm- Term 4, Week 4 start in 1 week MONDAY 6 Nov TUESDAY 7 Nov WEDNESDAY 8 Nov THURSDAY 9 Nov FRIDAY 10 Nov SATURDAY 11 Nov SUNDAY 12 Nov 8.45- 10.30 10.30-12 Home Group 12-1 1-2.30 2-30-4 4.00 - 5.30 5.30 - 7.00
7.00 - 8.30 8.30 – 10.00 10pm- Term 4, Week 6 Exam Week 6 Exam Week MONDAY 20 Nov TUESDAY 21 Nov WEDNESDAY 22 Nov THURSDAY 23 Nov 8.45- 10.30 10.30-12 12-1 1-2.30 2-30-4 4.00 - 5.30 Job done. 5.30 - 7.00
My Study Timetable TIME/after school MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY 17:00-18:00 Maths – Complete homework Watch video/s on a particular topic or use revision guide then practice exam questions (topic from lesson covered this week or future topic) Geography – Complete homework Practise writing exam questions (do in timed conditions) Review a case study and make a mind map. Review key and definitions (get someone to test you) DT - RE – Science – Complete homework Make mind map on an area of difficulty Write short information on a particular chapter Break 18:30-19:30 English – Complete homework Practise punctuation (GCSE bitesize or use revision guides) Practise each question from past papers or revision guides. Computer/IT - Maths – Complete homework Watch video/s on a particular topic or use revision guide then practice exam questions (topic from lesson covered this week or future topic) History – Complete homework Mind map (cue cards) on a particular topic i.e. The Romans Practise writing up an essay on a topic (check order of events; cause and consequence….address all facts) Write about purpose, nature and origin of the source. Break 20:00-21:00 Science – Complete homework Make mind map on an area of difficulty History – Complete homework Mind map (cue cards) on a particular topic i.e. The Romans English – Complete homework Practise punctuation (GCSE bitesize or use revision guides) Geography – Complete homework Practise writing exam questions (do in timed conditions)
Write short information on a particular chapter Practise writing up an essay on a topic (check order of events; cause and consequence….address all facts) Write about purpose, nature and origin of the source. Practise each question from past papers or revision guides. Review a case study and make a mind map. Review key words and definitions (get someone to test you)
My Communication and Language Needs Please provide details of the young person’s needs. To be completed at the plan writing meeting To be completed at the Review Meeting Outcomes Sought Educational provision to meet my outcomes Was the agreed support fully implemented? Has the outcome been achieved?
My understanding of IAPT and the role of the PWP Brief history and Aim of The Improving Access to Psychological Therapies (IAPT) To decrease human suffering and economic loss Began in 2006 with demonstration sites in Doncaster and Newham Established in 2008 with the aim of establishing psychological therapy services Enable 900,000 extra people to receive evidence based, NICE approved psychological therapies For common mental health problems (depression and anxiety) Deliver the stepped care model Stepped Care Model Step 5: Inpatient care/ Crisis team Risk to severe self-neglect Medication Combined treatments ECT Step 4: Mental Health specialists/ Crisis team Those at significant risk Medication Complex Psychological Interventions Step 3: High Intensity Depression and Anxiety- Mild to Moderate/ Moderate to Severe PTSD Phobias CBT IPT Counselling Couples Therapy EMDR Step 2: Low Intensity Depression and Anxiety- Mild to Moderate cCBT Guided Self-Help Behavioural Activation Exercise Psycho-education groups Step 1: Primary Care Recognition of the problem Assessment/ Watchful Waiting The Role of a PWP Increase access to evidence-based psychological therapies for people with depression and anxiety Frontline assessors and are the first point of contact for Psychological help PWPs work psychologically in a framework based on CBT principles
My Weekly Study Planner Time Monday Tuesday Wednesday Thursday Friday Saturday Sunday 7am – 8am 8am – 9am 9am – 10am 10am – 11am 11am – 12pm 12pm – 1pm 1pm – 2pm 2pm – 3pm 3pm – 4pm 4pm – 5pm 5pm – 6pm 7pm – 8pm 8pm – 9pm 9pm – 10pm
1st part of rubric: 8 reflexive verbs _______ 4 non-reflexive verbs _______ 3 transition words _______ 10 slides with pics _______ Printed copy _______ POINTS ________/30 Malo 2 pts Regular 3 pts Bueno 4 pts Excelente 5 pts La Pronunciacion/ Pronunciation 25 % Malo Almost all vowels are mispronounced. Frequent mispronunciations of vocab words Regular Some mispronunciations of vocabulary Vowels are not always clear Bueno Pronunciation of vowels is clear. Vocabulary words are mostly pronounced correctly. Accent is attempted. Excelente Pronunciation of vowels is crisp and clear. Vocabulary words are pronounced correctly. Accent is achieved. La Fluidez/Fluency 25 % Malo Read most of dialog. Was not prepared for presentation and dialog did not make sense. Regular Hesitations when speaking. Needs more preparation. Bueno Some hesitations when speaking. Assignment shows some preparation. Excelente No hesitations while speaking. Assignment shows good preparation. La Gramatica/Grammar 25 % Malo Frequent errors in grammar, interferes with meaning. Did not use correct verbs. Regular Many errors in grammar and structures. Some mistakes in verb use. Occasional errors in grammar that do not distract too much from the task. Chose correct verbs. Excelente Consistent correct use of grammar functions and targeted structures. Vocabulario 25 % Malo Obvious use of online translation- student did not understand and could not explain what was asked or said. Regular Some mistakes in choice of vocabulary relevant to topic. Bueno Uses correct vocabulary according to topic most of the time. Excelente Uses correct vocabulary in context; evidence of student time and effort into properly translating according to specific topic.
Students should make sure to check the box that says “myNotebook”. This saves their work and allows me to check their work and grade it. Students should also check the “myNotebook” box when then add notes. This saves their work and allows me to check their work and grade it.
Part Number: PTR07-53090 Kit Contents Item # Quantity Reqd. Description 1 2 Front Springs 2 2 Rear Springs 3 1 Hardware Bag Hardware Bag Contents Item # Quantity Reqd. Description 1 2 Front Shock Absorber Locking Nuts 2 1 Installation Instructions 3 Additional Items Required For Installation Item # Quantity Reqd. Description 1 Conflicts None General Applicability IS 250 & IS 350 (Hardtop) only Recommended Sequence of Application Item # Accessory 1 F-Sport Springs 2 F-Sport Exhaust 3 F-Sport Rear Brakes *Mandatory Recommended Tools Personal & Vehicle Protection Notes Fender Covers Safety Glasses Special Tools Notes Spring Compressor Installation Tools Notes Torque Wrench 3/8” & ½” drive Ratchet 3/8” & ½” drive Wrenches 19mm Sockets 10, 14, 17, 19mm Snap-On QXXM19A or QXOM19A Hexagon Wrench 6 mm Nylon Pry Tool Special Chemicals Vehicle Service Parts (may be required for reassembly) Item # Quantity Reqd. Description 1 2 90467-12069 white trunk trim clip 1 3 90467-10167 blue trunk trim clip 1 7 black trunk trim clip Legend
Accessory Function Checks Check for Leaks Document Check Torque Audit Vehicle Function Checks Brake Fluid Level Brake Pedal Feel Vehicle Appearance Check After accessory installation and removal of protective cover(s), perform a visual inspection. There should be no brake fluid leaks at the hose ends and bleeder screws. The TRD Big Brake Kit Mirror Tag should be hanging from the vehicle mirror and the TRD Big Brake Kit Owners Manual should be in the vehicle glove box. The spare tire warning label should be on the vehicle lug wrench. All Delta-S Fasteners must be audited and recorded on the applicable Torque Audit Sheet. The vehicle brake fluid level should be full. The vehicle brake pedal should be firm and solid when depressed and held while the engine is running. Ensure no damage (including scuffs and scratches) was caused during the installation process. (For PPO installations, refer to TMS Accessory Quality Shipping Standard.)
Part Number: PTR43-00072 Kit Contents Item # Quantity Reqd. Description 1 1 Performance Air Filter 2 1 Warning Label 3 Hardware Bag Contents Item # Quantity Reqd. Description 1 2 3 Additional Items Required For Installation Item # Quantity Reqd. Description 1 2 3 Conflicts None Recommended Tools Personal & Vehicle Protection Notes Safety Glasses or Goggles Blankets Special Notes Installation Tools Notes Special Chemicals Notes VDC Approved Cleaner General Applicability Corolla - 1.8L I4 → 2009- Yaris - 1.8L I4 → 2006-2015 Matrix - 1.8L I4 → 2009-2013 xD - 1.8L I4 → 2008-2015 Scion iM – 1.8L I4 → 2016- Recommended Sequence of Application Item # Accessory 1 2 3 *Mandatory Vehicle Service Parts (may be required for reassembly) Item # Quantity Reqd. Description 1 2 3 Legend
Part Number: PTR43-00072 Kit Contents Item # Quantity Reqd. Description 1 1 Performance Air Filter 2 1 Warning Label 3 Hardware Bag Contents Item # Quantity Reqd. Description 1 2 3 Additional Items Required For Installation Item # Quantity Reqd. Description 1 2 3 Conflicts None Recommended Tools Personal & Vehicle Protection Notes Safety Glasses or Goggles Blankets Special Tools Notes Installation Tools Notes Special Chemicals Notes VDC Approved Cleaner General Applicability Corolla - 1.8L I4 → 2009- Yaris - 1.8L I4 → 2006-2015 Matrix - 1.8L I4 → 2009-2013 Scion xD - 1.8L I4 → 2008-2015 Recommended Sequence of Application Item # Accessory 1 2 3 *Mandatory Vehicle Service Parts (may be required for reassembly) Item # Quantity Reqd. Description 1 2 3 Legend
Accessory Function Checks Air filter housing lid Vehicle Function Checks Reusable air filter warning label Air leaks/gaps Vehicle Appearance Check After accessory installation and removal of protective cover(s), perform a visual inspection. Ensure no damage (including scuffs and scratches) was caused during the installation process. (For PPO installations, refer to TMS Accessory Quality Shipping Standard.)
NOTE: The fuel system priming function was do not have TIS Techstream, consult with the perform the fuel priming function. Re-flash the ECU. The proper procedure to re-flash the ECU (Engine Bulletin T-SB-0012-13, titled “Techstream ECU Flash (Technical Information System). Use the TIS Calibration Update Wizard to download (see table below) from TIS into the Toyota Techstream. (c) Follow the re-flashing procedure outlined in NOTE: Use Techstream v11.10.034 or later. NOTE: The GR8 Battery Charger MUST be used in voltage at 13.5 volts while flash reprogramming the For details on how to use the GR8 Battery Charger located on TIS, Diagnostics-Battery. NOTE: The vehicle WILL NOT operate properly Model Engine Year Drive Tow Package Target Calibration SC Calibration Sequoia 3UR-FE 5.7L V-8 2008 2WD NO 30C74000 3YWL5100 30C74100 3YWL0300 3YWL1100 3YWL1500 3YWL2300 3YWL3300 YES 30C72000 3YWL5200 30C72100 3YWL0400 3YWL1200 3YWL2400 3YWL3400 4WD NO 30C73000 3YWL4900 30C73100 3YWL0100 3YWL0900 3YWL2100 3YWL3100 YES 30C71000
30C71100 3YWL0200 3YWL1000 3YWL2200 3YWL3200 Engine Year Drive Tow Package Target Calibration SC Calibration Sequoia 3UR-FE 5.7L V-8 2009 2WD NO 30CB0000 3YWL5100 30CB0100 30CB0200 3YWL1500 3YWL0300 3YWL3300 YES 30CA8000 3YWL5200 30CA8100 30CA8200 3YWL1600 3YWL0400 3YWL3400 4WD No 30CA9000 3YWL4900 30CA9100 30CA9200 3YWL1300 3YWL0100 3YWL3100 YES 30CA7000 3YWL5000 30CA7100 30CA7200 3YWL1400 3YWL0200 3YWL3200
Accessory Function Checks Proper fuel used fluid levels & leaks Serpentine belt alignment Fuel line connections Engine fan clutch clearance Engine ECU re-flash Vehicle Function Checks Fuel leaks Coolant leaks Drive test Use 91 octane unleaded fuel (R+M /2) Inspect engine cooling system and supercharger cooling system for proper fluid type and level Inspect serpentine belts for proper alignment, tension, and clearance from engine compartment items. Inspect all fuel injectors, injector seals, pressure regulator, and fuel line connectors for leaks Inspect engine fan clutch for free movement and clearance from radiator Ensure the proper calibration file was used for the vehicle No fuel leaks are present No coolant leaks are present Vehicle starts up easily, no DTC trouble are present, and drivability is smooth and predictable; place copy of installation instructions into glove box for customer use and reference Vehicle Appearance After accessory installation and removal of protective cover(s), perform a visual inspection. Ensure no damage (including scuffs and scratches) was caused during the installation process. (For PPO installations, refer to TMS Accessory Quality Shipping Standard.)
Part Number: PT427-0C080 Kit Contents Item # Quantity Reqd. Description 1 1 Hood protector 2 1 Hardware bag Hardware Bag Contents Item # Quantity Req’d. Description 1 2 Outside Hood Bracket 2 2 Nylon Insert 3 2 10-24 MS 4 5 Mylar 5 5 Nylon Guide Pin Fasteners 6 2 Breakaway Clips Additional Items Required For Installation Item # Quantity Reqd. Description 1 Conflicts Recommended Tools Personal & Vehicle Protection Notes Vehicle Protection Blanket Special Tools Notes None Installation Tools Notes Screwdriver Phillips, #2 Socket 10mm & Extension Torque Wrench Dial Type or Digital (0-10 N∙m) Special Chemicals Notes Cleaner Soap and Water General Applicability Note: PT427-0C080 is now applicable to the 2010 Tundra as it shares the same grille as 2008-2010 Sequoia. Therefore, install is the same. Recommended Sequence of Application Item # Accessory 1 *Mandatory Vehicle Service Parts (may be required for reassembly) Item # Quantity Reqd. Description 1 2 3 Legend
Part Number: PT925-89100 Kit Contents Item # Quantity Reqd. Description 1 1 Running Board Driver (L) 2 1 Running Board Passenger (R) 3 1 Hardware Kit Hardware Bag Contents Item # Quantity Reqd. Description 1 12 8mm Hex SEMS Bolt 2 3 Additional Items Required For Installation Item # Quantity Reqd. Description 1 2 3 Conflicts None Recommended Tools Personal & Vehicle Protection Notes Safety glasses Special Tools Notes Utility Knife Installation Tools Sockets 10mm, 12mm, 13mm Torque Wrench 0-32 Nm (0-25 lbf-ft) Range Extension 3” and 6” Ratchet 3/8” drive Special Chemicals Notes General Applicability All 4Runner Recommended Sequence of Application Item # Accessory 1 2 3 *Mandatory Vehicle Service Parts (may be required for reassembly) Item # Quantity Reqd. Description 1 2 3 Legend (Limited shown)