zilongwang/ReadingBank huggingface dataset:
How does the Duke describe the piece? Who is Frà Pandolf (line 3)? What words and phrases in lines 3–4 indicate who he is? Why might the Duke mention Frà Pandolf in line 3? Reread line 5 (“Will ’t please you sit and look at her?”) and answer the following questions… To whom is the Duke speaking? Who else speaks in the first five lines of the poem? Describe the Duke’s tone toward the listener in line 5. What demonstrate this tone? Read lines 5–8 (from “I said / ‘Frà Pandolf’ by design, for never read” to “The depth and passion of its earnest glance”) and answer the following questions… What is “that pictured countenance” in line 7? Explain what the stranger “read[s]” in lines 6–7: “for never read / Strangers like you that pictured countenance.” What might read mean here? To what does “its” refer in line 8?
What does the Duke mean by the phrase “such stuff” in line 19? What does the Duke’s use of the phrase “such stuff” suggest about his attitude towards Frà Pandolf? How did the Duchess respond to “such stuff” (line 19)? What does the Duke imply when he remarks that “such stuff / Was courtesy she thought, and cause enough / For calling up that spot of joy” (lines 19–21)? Quick Write: What does the reader learn about the Duke through his description of the Duchess in lines 1–21 of the poem? Reread lines 9–10 of “My Last Duchess” (“But to myself they turned (since none puts by / The curtain I have drawn for you, but I)”) and respond in writing to the following prompt: What does the reader learn about the portrait? How does this information develop the Duke’s character?
MYP Level 5 Language and Literature Summer Reading Assignment The Glass Castle by Jeannette Walls DUE the FIRST WEEK of SCHOOL! NO EXCEPTIONS!! *This is a 2-part assignment. The purpose of the summer reading assignment is to establish a baseline for student writing, both in writing constructed responses and formal essays. Part I – Constructed Response: Choose ONE of the following prompts in which to write a constructed response. Response should be typed in Times New Roman using 12-point font. Based on various factors such as character, environment, and point-of-view, individuals are motivated to make decisions and then take action based on those decisions that impact themselves, their relationships, and connections with society. Choose one decision (or action) that Jeannette Walls makes (takes) in The Glass Castle in which you explore the motivation, whether it be internal or external, behind the decision made or action taken. Your response should also include discussion of how this decision or action EITHER impacted her relationships with others OR her connection with society. People employ the use of logic in their everyday lives. They use it to reason through life’s problems and situations in order to find solutions where needed. In doing so, they reason through the pros and cons while anticipating the potential outcome(s). Choose a problem or situation that Jeannette Walls encounters in The Glass Castle and examine her use of logic in regards to that problem or situation. How does she weight the pros and cons while anticipating the potential outcome(s)? Social responsibility involves the willingness of an individual to serve the greater good of a community despite differences in environment and perspective. Choose a situation in the The Glass Castle where Jeannette Walls takes action that serves the “greater good” of her community. Explain what the action was and how it was meant to serve the “greater good.” Also, explain whether or not Walls experienced any conflict regarding differences in perspective or opinion. An individual’s “comfortable place” in society is shaped largely by one’s sense of identity and perspective on the world. Briefly explain how Jeannette Walls’ identity and perspective is transformed in The Glass Castle and how that leads to her finding her “comfortable place” in society.
Teacher(s) Diana Dame Tracy Williams Subject and discipline 9th Honors English Unit William Shakespeare and Romeo and Juliet: A Study of Relevancy across Generations MYP year Unit duration (hrs) 27 Inquiry: Establishing the purpose of the unit Key concept Related concept(s) Global context Statement of inquiry (SOI) The value of Shakespeare’s writing in modern society is fluid based on the transference of social, historical, and cultural relevance to modern constructions of reality, ways of life, and belief systems that can vary by culture. Inquiry questions (IQs) Question
To add a User click on the Plus button. The following window appears. Select the Standard option under New Account. Now add Full Name, Account name, Password and Verify along with an optional password hint. Click Create User. © TODAY’S BUSINESS SOLUTIONS, INC.
Enabling Mac Support MyPC Server has been Installed If you already have the MyPC Server installed please follow the steps detailed below: 1. Open the registry and set the following key to True HKLM\Software\ITS\MyPC 3\MyPC Server\LMS_INSTALLED = True 2. Open the registry and set the following key to True HKLM\Software\ITS\MyPC 3\MyPC Server\PUBLIC_LIBRARY_INSTALLED = True 3. Open the registry and set the following key to True HKLM\Software\ITS\MyPC 3\MyPC Server\SEND_NEW_ALLOWED_BOOKING_METHODS = True 2. Next restart the MyPC Server Service in order to make these changes take effect. © BUSINESS SOLUTIONS, INC.
Block(%) This shows the percentage of Block bookings made in the Location. You can also view the data in this report in the form of a pie Page L Bl Booking Method Report (Summary) iTS:MyPC Start date End date Context User Group Site location 01/0612013 2410612013 All All All All Show tiTAlTA Usage Total number of Advanced booki ngs Yes 16 (0 19%) Total number of Walk-Up bookings 1556 (18.36%) Total number of Queued bookings 6848 (80.81%) Total number of Block bookings 54 (0.64%) Total Bookings 8474 Advance • Walk-Up • Queued
CRITERION-BASED PERFORMANCE CHECKLIST Line It Up Performance Traits Presence Points Possible Points Earned Outline is well organized and easy to follow Yes No 5 Topics include anecdotes of the student’s own experiences Yes No 5 Subtopics include details that can be used to develop a print ad and/or a radio ad. Yes No 5 Final Grade _______ / 15 CRITERION-BASED PERFORMANCE CHECKLIST Picture This Performance Traits Presence Points Possible Points Earned Media product conveys information in appropriate format. Yes No 5 Media product conveys specific information from the outline about how to be successful Yes No 5 Media product considers and conveys information to the intended audience. Yes No 5 Final Grade ______ / 15
BIS Records, BIS 2393 Release date: 29 March 2019 Total playing time: 77 minutes Distributed in the UK by Select More information online at: Josef Myslivecek (1737-1781) 1-3: Concerto per Cembalo con più Stromenti del Signor Giuseppe Myslivecek detto il Boemo (late 1770s) 4-9: Six Easy Divertimenti for the Harpsichord or Piano-forte (1777) 10-12: Concerto Secondo del Signore Giuseppe Myslivecek, detto ‘Il Boemo’ (late 1770s)* 13-24: Six Easy Lessons for the Harpsichord (1780) *With one world premiere recording.
Spider Catalog (accessed 18 January 2015) Family: Mysmenidae Petrunkevitch, 1928 Gen. Maymena Gertsch, 1960 Maymena ambita (Barrows, 1940) AL, FL, KY, TN Gen. Microdipoena 1895 Microdipoena guttata Banks, 1895 ON; AL, FL, GA, MA, MO, NC, NJ, TN, VA Gen. Mysmena Simon, 1894 Mysmena incredula (Gertsch & Davis, 1936) FL, TX Mysmena quebecana Lopardo & Dupérré, 2008 PQ Gen. Mysmenopsis Simon, 1897 Mysmenopsis cymbia (Levi, 1956) FL Gen. Trogloneta Simon, 1922 Trogloneta paradoxa Gertsch, 1960 AB, BC; CA, OR, UT (List submitted by D. Dean, 30 June 2000) (Revised list compiled by D. Allen Dean, 24 January 2015) (Modified by D. Allen Dean, 14 July 2015)
Click on Trigger Tab and click New… Specify Time like by selecting Radio Delete and repeat task every 1 hour on Actions Tab and select New. Select action – Start a Program Select Backup.bat from folder in C:\Backup – or the location you had restored it. Press OK to finish. Create a linked server in SQL Server Please run the following SQL in SQL Server to create a Linked Server with MySQL. Please get the latest version of the script. USE [master]
MySQL Server Query Cache Hit Percent Monitor 300 Alert priority: Medium Alert severity: Warning/Critical Automatic True Not applicable MySQL Server Query Cache Prunes Percent Monitor 300 Alert priority: Medium Alert severity: Warning/Critical Automatic True Not applicable Server Query Cache Use Percent Monitor 300 Alert priority: Medium severity: Warning/Critical Automatic True Not applicable MySQL Server Table Cache Hit Percent Monitor 300 priority: Medium Alert severity: Warning/Critical Automatic True Not applicable MySQL Server Table Lock Contention Percent Monitor 300 Alert priority: Medium Alert severity: Warning/Critical Automatic True Not applicable MySQL Server Table Cache Use Percent Monitor 300 priority: Medium Alert severity: Warning/Critical Automatic True Not applicable Server InnoDB Buffer Pool Hit Percent Monitor 300 Alert priority: Medium Alert severity: Warning/Critical Automatic When InnoDB as a default storage engine for MySQL tables MySQL Server InnoDB Buffer Pool Use Percent Monitor 300 priority: Medium severity: Warning/Critical Automatic When using InnoDB as a default storage engine for MySQL tables
Server Full Table Scan Percent Monitor 300 Alert priority: Medium Alert severity: Warning/Critical Automatic True Not applicable MySQL Server Slow Query Percent Monitor 300 priority: Medium Alert severity: Warning/Critical Automatic True Not applicable MySQL Server Connections Use Percent Monitor 300 Alert priority: Medium Alert severity: Warning/Critical Automatic True Not applicable MySQL Server Aborted Connection Percent Monitor 300 Alert priority: Medium Alert severity: Warning/Critical Automatic True Not applicable Related Rule Notes Enabled When to Enable MySQL Server Key Cache Hit Percent Collection False True Not applicable MySQL Server Key Cache Write Percent Collection False True Not applicable MySQL Server Key Cache Use Percent Collection False True Not applicable MySQL Server Query Cache Hit Percent Collection False True Not applicable MySQL Server Query Cache Prunes Percent Collection False True Not applicable MySQL Server Query Cache Use Percent Collection False True Not applicable
MySQL Server Aborted Connections Percent Collection Server Query Cache Performance Performance history report (Daily aggregation) Metrics: Server Query Cache Hit Percent Collection MySQL Server Query Cache Prunes Percent Collection MySQL Server Query Cache Use Percent Monitored MySQL Server (Linux) MySQL Server InnoDB Buffer Pool Performance Performance history report (Daily aggregation) Metrics: MySQL Server InnoDB Buffer Pool Hit Percent Collection Server InnoDB Buffer Pool Use Percent Collection Monitored MySQL Server (Linux) MySQL Server Database (Linux) Discovery Information Interval Enabled When to Enable 14400 True Not applicable Related Monitors Monitor Interval Behavior Enabled When to Enable
Student(s): Date: Evaluating Student Presentations 1 2 3 4 Organization Audience cannot understand presentation because there is Audience has difficulty following presentation because student jumps around. Student presents information in logical sequence which audience can follow. Student presents information in logical, interesting sequence which no sequence of information. audience can follow. Subject Knowledge Student does not have grasp of information; student cannot answer questions about subject. Student is uncomfortable with information and is able to answer only rudimentary Student is at ease with expected answers to all questions, but Student demonstrates full knowledge (more than required) by answering all class questions with questions. fails to elaborate. explanations and elaboration. Eye Contact Student reads all of report with no Student occasionally uses eye contact, but still Student maintains eye contact most of the time but frequently returns to notes. Student maintains eye contact with audience, seldom returning to notes. eye contact. reads most of report. Elocution Student mumbles, incorrectly pronounces and speaks too quietly for students in the back of class to hear. Student's voice is low. Student incorrectly pronounces terms. Audience members have difficulty hearing presentation. Student's voice is clear. Student pronounces most words correctly. Most audience members can hear presentation. Student uses a clear voice and correct, precise pronunciation of terms so that all audience members can hear presentation. Mark = /16x2
Demonstrate an awareness of one’s own culture and other cultures during interactions within and outside of the classroom. Demonstrate effective communication using digital media during classroom activities. REFLECTION: As a class, discuss what worked well, what was a challenge, what job students would want next time, should additional jobs be added, etc. Ask students to think about differences and commonalities. Ask questions like ”Did anything surprise you?” You can also use this at the end of the lesson with your students for closure!
Zambia Post-Intervention Mystery Client Form Information to be completed in the office from sampling list: Mystery Client ID (circle one): 1 | 2 | 3 | 4 Mystery Client Sex (circle one): Male | Female Pharmacy name: ___________________________________ Pharmacy code: __ __ __ Was this pharmacy part of the OR study intervention? (circle one) Yes | No Information below is part of a TRAINED SIMULATED CLIENT FOLLOW-UP FORM: COMPLETE after interaction (CONFIDENTIAL: DATA USED FOR RESEARCH PURPOSES ONLY) Mystery client should say she/his girlfriend is 7 weeks pregnant and has had a positive pregnancy test. Section 1. General information about the pharmacy and pharmacy worker 101 Age of pharmacist 1 Less than 20 2 20 to 30 3 31 to 40 4 41 or older 102 Sex of pharmacist 1 Male 2 Female 103 What was the position of the pharmacist? 1 Pharmacist 2 Pharmacy attendant 3 Couldn’t tell 4 Other (specify): _____________________ 104 How many other customers were in the shop when you started the interview? ________________ Customers Section 2. Did the pharmacist offer anything to help you? 201 Did the pharmacist recommend any medication to complete the abortion? 0 No 1 Yes Go to question 203
Excellent Good Unsatisfactory Application Bringing together the information learned to see the completed product Excelled at accurately labeling food groups and serving sizes recommended for each food group. All food groups identified all but only one or two of the food groups and can identify the serving sizes of food items. Only able to correctly label a few of the food groups that comprise the entire food Guide and has difficulty identifying the serving sizes of the groups labeled. Creativity & Neatness Personalized MyPlate shows effort, originality and creativity. Presented Food in an original way. Used many different food items, colors and illustrative techniques. Food Guide is concise accurate and easy to understand. Presented Food Guide in a presentable way. Information is mostly accurate and understandable. Lacks some originality and creativity. Basic plate design. Some information is accurate however plates lack thought and creativity. Reflection Personal reflection on current eating habits with recommendations to fit food guide and reasonable steps to take to get on track. Assessment of personal nutrition is honest, and specific recommendations are made along with reasonable action plan. Assessment of personal nutrition is made but lacking either specific recommendations or reasonable action plan. Some assessment of personal nutrition is made but is vague or recommendations and action plan missing or unacceptable. Grading Rubric Name: ___________________________________ Total Score: __________ Comments: ______________________________________________
post proper signage, implement key infection control measures, don appropriate PPE and begin to escalate scenario Staff don appropriate PPE [List PPE Ensemble] and adhere to PPE donning procedure 05 Patient/Actor Assessment Preliminary Management of patient/actor including consultation with department of health to ascertain risk Vitals [Example: Trained Covered Personnel] Conduct preliminary patient assessment Infection Control’s “Trusted Agent” notified Department of Health (SIMCELL) consulted to ascertain risk Site Controller must ensure that the actor is NOT harmed during the assessment process. No blood should be drawn or medication administered to the actor. 06 EndEx Doffing [Example: Trained Covered Personnel] Staff follow PPE Doffing procedures 07 At the end of exercise play Controllers must ensure: “Exercise End” Announcements are made Players attend the scheduled Hotwash Immediately provide and collect completed Participant Feedback Forms from Frontline Staff (e.g. greeter, triage, provider) Remove exercise signage (if applicable)
Appendix F: Exercise Hotwash Hot Wash Date of Exercise: Location of Exercise: List Participants in Hot Wash: Facilitator: Review Data Collection Tool: Insert Notes: Strengths: Weakness: Areas for Improvement: Threats: Exercise Design Improvements on drill design? Improvements on drill implementation?
name] to isolate the patient with [insert special pathogen name] 2. [Area for Improvement] [Corrective Action 1] [Corrective Action 2] Objective for Improvement Corrective Action Capability Element Primary Responsible Organization Organization POC Start Date Completion Date Assess [insert facility location name] staff’s adherence to don appropriate PPE for a patient with [insert special pathogen name] [insert target timeframe if applicable]. 1. [Area for Improvement] [Corrective Action 1] [Corrective Action 2] [Corrective Action 3] 2. [Area for Improvement] [Corrective Action 1] [Corrective Action 2] Objective Issue/Area for Improvement Corrective Action Capability Element Primary Responsible Organization Organization POC Start Date Completion Date Assess [insert facility location name] staff’s 1. [Area for Improvement] [Corrective Action 1] [Corrective Action 2]
ability to implement appropriate infection control precautions [insert target timeframe if applicable]. [Corrective Action 3] 2. [Area for Improvement] [Corrective Action 1] [Corrective Action 2] Objective for Improvement Corrective Action Capability Element Primary Responsible Organization Organization POC Start Date Completion Date Assess [insert facility location name] ability to conduct preliminary assessment, and ascertain risk by calling the local health department (simulation cell) [insert target timeframe if applicable]. 1. [Area for Improvement] [Corrective Action 1] [Corrective Action 2] [Corrective Action 3] 2. [Area for Improvement] [Corrective Action 1] [Corrective Action 2]
B. Update procedures and to facilitate communication and increase efficiency. Action Plans: 1. New procedures for updating the website, use of Title Source III for ordering, or other new procedures will be written out and kept in the Library Procedures Manual for reference when needed. 2. Continue to update the acquisitions workflow adopted after the card catalog was discontinued. 3. The full collection was evaluated and weeded before closing for renovation in 2010 funded by the grant from The Southeastern Community Foundation. We have begun updating our patron records and plan to upgrade and document our collection evaluation processes. 4. We have updated development functions by using Paypal on our webpage and choosing and beginning to use e-mail notification software by Constant Contact. We have expanded our usage of these functions in ways that enhance patron services by informing more patrons of upcoming events. C. Maintain flexibility, readiness, education, and interest to adapt to new technologies. Action Review the technology plan annually with staff and semiannually with the Operations and Technology Committee of the Library Board and consider and discuss developments at these meetings. Stay abreast with changes in technology by having read literature, attend conferences, and subscribe to relevant listserves. Goal: Library Technology Infrastructure: Acquire and maintain the necessary hardware, software, services, connections, and expertise to keep and update appropriate technology for excellent library services. A. Establish regular maintenance routines, outside services for upgrades and trouble shooting, and develop an ongoing annual replacement plan. Action Plans: We have currently selected Mike’s Computers as our IT service provider and we will continue to budget and plan for regular IT maintenance services by them. Inventory, budget, and plan to replace a certain number of staff and patron computers each year. In 2012 we will again be unable to build regular replacement of staff computers into the library budget because of current budget cuts, but occasional gifts may be used to replace computers.
Equality 17 Consensus Conference Saturday October 21st, Royal Hospital Kilmainham Member Youth Services Booking Form Name of Member Youth Service: _______________________________________________ Name of Contact Person & Email / Phone:________________________________________ ___________________________________________________________________________ Cost: Discounted group booking for Youth Work Ireland Member Youth Service: €350 for EIGHT delegates, at least THREE of whom must be adults. Additional Delegates – Members are welcome to bring additional delegates – there is a discounted fee of €35 for each additional adult, and €20 for each additional young person. Name Delegate Type (e.g. staff, young person) 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 Please make cheque payable to Work Ireland (bookings can also be made online with a debit card – ) MYS bringing people under the age of 18 must ensure that their own consent and Child Protection policies are followed prior to the event. Youth Work Ireland will not issue consent forms on behalf of MYS. Do you or any members of your delegation have specific needs regarding food or access: __________________________________________________________________________________________
Solve the equation 2P-1 < N 2P, for N = 4. It is seen by inspection that P = 2 is the solution of this equation, as 2 < 4 4, or 21 < 4 22. We need two flip-flops. Step 3 – Assign a Unique P-Bit Binary Number to Each State As P = 2, we are to assign a unique 2-bit number to each state. The assignments specified in the problem statement are A = 00, B = 01, C = 10, and D = 11. The flip-flops will be labeled Y1 and Y0, so the state is labeled as Y1Y0. Step 4 – Generate the Transistion Table with Output PS NS / Z X = 0 X = 1 A 00 00 / 0 01 / 0 B 01 00 / 0 10 / 0 C 10 11 / 0 10 / 0 D 11 00 / 0 01 / 1 PS NS / Z X = 0 X = 1 A 00 00 / 0 01 / 0 B 01 00 / 0 10 / 0 C 10 11 / 0 10 / 0 D 11 00 / 0 00 / 1 Overlap Not Allowed With Overlap Step 4a – Generate the Output Table and Output Equation This is the same for both the overlap and non-overlap case. PS Z Y1Y0 X = 0 X = 1 00 0 0 01 0 0 10 0 0 11 0 1 The only output occurs when X = 1, Y1 = 1, and Y0 = 1. The output equation is thus Z = X Y1 Y0, a product term. Step 5 – Separate the Transition Table into Two Tables, One for Each Flip-Flop Step 6 – Decide on the Type of Flip-Flops to Use The problem specifies that JK be used. Q(T) Q(T + 1) J K 0 0 0 d 0 1 1 d 1 0 d 1 1 1 d 0 The table at right is the excitation table for a JK flip-flop. We shall need to use the excitation table in order to deduce the inputs to each flip-flop that will make the circuit behave in the desired manner. Step 7 – Derive an Input Table for Each Flip-Flop Here we shall do first the no-overlap case and then the overlap case. Without Overlap
They may work for European drivers, but not for US drivers. They won’t work for trucks. They won’t work for traffic flows, special events, or people from out of town [who will be unfamiliar with them]. They will have lots of collisions [unsafe]. WHAT ARE FACTUAL ISSUES (VIABLE CONCERNS BY THE PUBLIC/POLITICIANS) THAT NEED TO BE ADDRESSED? Roundabouts take to much R/W. Initial are higher. There is much design inexperience. There are grade problems. Drivers don’t know how to drive two lane roundabouts. Path Overlap/signing/lane marking need to be addressed. Residential driveway proximity. Understanding the difference between traffic circles. There is a need for an advance guidance plan. Life cycle costs should include fuel, crash, emissions. Determining design vehicle. Handling permit and overdimensional loads. Emergency response strategies. High speed vs low speed approach design. Property access. Pedestrians – waiting until the “dust settles” (on ADA issues). Cost (actual capital vs B/C).
Mythical Beasts in Literature A few reads…… Dracula by Bram Stoker Eragon by Christopher Paolini Feathered Serpent, Dark Heart of Sky: Myths of Mexico by David Bowles Frankenstein by Mary Shelly Odyssey by Homer “The Kracken” by Lord Alfred Tennyson Theseus Slays the Minotaur by Nathaniel Hawthorne
Statement of Inquiry – Business etiquette is the behaviour to be followed in business world and corporate culture. Global Context – Fairness & Development What are the consequences of our common humanity? Students will explore rights and responsibilities: the relationship between communities; sharing finite resources with other people and with other living things; access to equal opportunities; peace and conflict resolution. Key Concept – Culture encompasses a range of learned and shared beliefs, values, interests, attitudes, products, ways of knowing and patterns of behaviour created by human communities. The concept of culture is dynamic and organic. Related Concept – Perspective relates to the point of view of various stakeholders involved in solving a problem. Stakeholders can have different perspectives and can include clients, target audiences, focus groups, consumers, manufacturers and experts. What does this mean? How will we do this? Factual – What are the four ways to show proper business etiquette? What are the five methods business people use to communicate effectively? What are the six guidelines for ethical decision-making? Conceptual – How are do business people communication effectively in the workplace? What is business etiquette and how is it demonstrated in the United States and other countries? Debatable – Which netiquette rules are most important? Why is business etiquette important? What strategies (ATLs) will help me? ATLs How will I demonstrate? Communication Skills – · Give and receive meaningful feedback · Take effective notes in class Evidence of Work Assigned Task Date to Complete (with comments) Blendspace - What is Business Etiquette? Prior Knowledge questions
Greek Name__________________, am (list four traits) ___________, ____________, __________, I am a relative of (1-3 people) ________________________________________. Lover of (1-3 things or people) ________________________________________. Who feels/protects (1-3 things) ________________________________________. Who needs (1-3 things) __________________________________________. Who fears (1-3 things) __________________________________________. Who gives (1-3 things) ___________________________________________. Resident of _____________________, Roman Name__________________. Mythology Biographical Poem Scoring Rubric 5 Contains all required elements 5 Correct format 5 Neatly written or typed 5 Demonstrates insight into god or goddess 5 Creativity
Name: ____________________________ Numerus: _______ Mythological Trading Cards Rubric: Content (+ Complete/Accurate, Incomplete, ~ Wrong, - Missing) Front: Apollo Bacchus Ceres Diana Juno Jupiter Mars Mercury Minerva Neptune Pluto Vesta Vulcan Names: Roman & Greek(1) Spelled correctly & clear which name is which Picture of deity (1) Clearly shows deity; accurate & effective Back: Relationships (.75) .75-- 2 complete & true .5-- 1 complete & true Responsibilities (.75) .75- Full major powers .5- Most important Symbols (.5) Habitat (.25) Interesting Information-2 See Interesting Information Qualifications Interesting Information Qualifications Exceeds + 2 Meets -- 1.75 Developing ~ 1.5-1 Needs Revision- <1 Gives extended or expanded information; may tell a connected or give unique/ unexpected info Three complete sentences give accurate information Accurate information with noticeable errors in sentence structure, spelling, or capitalization Inaccurate information OR no attempt at sentences OR distracting errors Content: ______/92 points
Name: ___________________________________ Numerus: _______ Mythological Trading Cards Rubric Overall Project Quality 8 points Exceeds (8-7) Meets (6-5) Developing (4-1) Needs Revision (0) A unique deck of cards Meets all requirements AND shows creativity in presentation, content, depth and/or style. A neat and carefully completed deck of cards Uniform Uses color Neat Meets size & stock requirements Deck feels incomplete or slightly mismatched only some of the requirements. Does not feel like a “deck” of cards. Does not meet project requirements. Total: ________________
COMMENTS:________________________________________ ____________________________________________________
It can be misleading to take the e-learning mock exams more than 2 or 3 times as you will encounter the same questions, and you may have learned the correct answer. Hence your mark achieved may be much higher than you will achieve in an actual exam with a different set of questions. Myth 6 – I don’t need to take the disease area units within one year of starting a promotional role. It is only the compulsory units that have to be taken in the first year. This is incorrect. For the Diploma all units have to be taken within your first year. Myth 7 – the year starts when I first promote medicines, not the date I joined the company. Also incorrect. The Code of Practice (Clause 16.3) clearly states that the time is from ‘starting such employment’. Myth 8 – I can book an exam at any time up to the closing date for that exam. In practice this is often not possible as exam sessions are often fully booked several months in advance of the closing date. Myth 9 – The ABPI exam provides training for final signatories. This is incorrect. The company that the person works for provides final signatory training, there is no recognised exam for this role. The requirements for this role are set out in Clause 14 of the Code of Practice.
₁₅ Sorahan T. Pope D. “Mortality and cancer morbidity of production workers in the UK flexible polyurethane foam industry”. Br J Indus Med 50:528, (1993) ₁₆ Hagmar L. Weilinder H. Mikoczy Z. “Cancer incidence and mortality in the Swedish polyurethane foam industry”. Br J Indus Med 50:537 (1993) ₁₇ Hester T.R. Tebbetts J.B. Maxwell G.P. “The Polyurethane-covered mammary prosthesis: Facts and Fiction (II) Clinics in Plastic Surgery 28:3, (2001) ₁₈ G. Vazquez. A. Pellón. “Polyurethane-Coated Silicone Gel Breast implants used for 18 Years.” Aesth Plast Surg 31:330 (2007) ₁₉ J.A. de la Peńa-Salcedo. M.A. Soto-Miranda. J.F. Lopez-Salguero. “Back to the future: A 15 year Experience with polyurethane Foam-covered Breast implants using the Partial-Subfascial Technique.” Aesth Plast Surg 36:226 (2012) ₂₀ A. Rancati. A. Soderini. J. Dorr. G. Gercovich. L. Tessari and E. Gonzales. “One-step breast reconstruction with polyurethane-covered implants skin-sparing mastectomy.” JPRAS 66: (2013) ₂₁ Medicines and Healthcare Products Regulatory Agency 12th April 2005 ₂₂ Brisson J. Holowaty E.J. Villeneuve P.J. et al. « Cancer incidence in a cohort of Ontario and Quebec women having bilateral breast augmentation » Int J Cancer 118 : 2854-62 (2005) ₂₃ Sai Yi Pan. Lavigne E. Holowaty E.J Villeneuve P.J. Lin Xie. Morrison H. Brisson J. « Canadian breast implant cohort : Extended follow-up of cancer incidence, Int J Cancer 125 ; (2012) ₂₄ Lienhart A. et al. « Survey of anesthesia-related mortality in France » Anesthesiology 105 : (2006)
Myths and Misconceptions Regarding Higher Education and Accommodations I can arrange with the college to wake me up in the mornings, make sure I get to class/exams, help me get organized, and remind me of deadlines. Items of a personal nature are the responsibility of the student. It is also reasonable for the institution to expect that students can get to class and be responsible as part of being "otherwise qualified". Parents or the advisor/counselor will enroll me in college. Students are responsible for selecting courses and enrolling each semester. Working with academic advisors and factoring-in disability-related needs is important in course selection. Colleges provide LD and AD/HD testing. Students are required to provide documentation of their disability prior to receiving accommodations. Additionally, colleges have the right to establish their documentation criteria. Insufficient documentation is the responsibility of the student. Some colleges may have on-campus resources that do evaluations less expensively. Because of my disability, admission and/or graduation requirements can be altered/flexible. Established requirements--admission, graduation, course(s), GPA, code of conduct, etc--are the same for all students. Accommodations may be appropriate dependent upon the "essential elements" of the program. However, the same standard exists, and students with disabilities are equally accountable. Colleges will provide me transportation from my home/apartment to campus. Equal access to transportation is required. If no transportation exists, there is no responsibility to create a system for students with disabilities. So, be sure to identify what college and/or public transportation exists. Where you live may also be important in terms of proximity to campus or a bus route. The college will provide the same services and modifications as the high school IEP. The IEP is specific to K-12. Accommodations in higher education are determined by disability documentation and substantial limitation due to the disability. Also, some services provided in K-12 may be inappropriate in higher education (e.g., shorter assignments/exams). Determining the availability of accommodations in college is NOT solely based on whether an IEP existed (or not) in high school.
Name of Myth_____________________________________________________ Summary of Myth (Remember SWBST model) What does that myth teach you about the culture? from Around the World Project Rubric Name: ____________________________ Due Date: 10 Pts 8 Pts 6Pts 4 Pts Requirements Student meets all requirements as outlined on the project sheet. Student meets most of the requirements as outlined on the Student is missing some of the requirements as Student is missing most of the requirements as outlined on the
Figure : Recommendation of program (Facilitators and Play Helpers) Base: n=97 (Facilitator); n=33 (Play Helper); n=135 (Overall) Q. Would you recommend the MyTime Peer Support Program to someone caring for a child with a disability or chronic medical condition? As part of the online survey, Facilitators and Play Helpers were also asked to indicate the extent to which they agreed or disagreed that each of the program objectives had been met using a scale from 1 to 10, where 1 is ‘Strongly disagree’ and 10 is ‘Strongly agree’. As shown in Figure 12, there was a very high level of agreement with each objective: 93% agreed that program participants develop relationships with other parents/carers as a result of participation; 93% agreed that program participants feel supported in their caring role as a result of participation; 90% agreed that program participation increased the knowledge of participants; and 87% agreed that program participants developed strong linkages with the broader community through program participation. Taken together, these results – which are consistent with the findings from the qualitative research with program stakeholders – provide further evidence that the program objectives (i.e. key participant outcomes) are being met.
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Subscriptions Under “Subscriptions” the Administrator has the possibility to manage all of the the company subscriptions: Users, Team VMR’s and Video system subscriptions: Users: You will be able to modify their names, video address, reset passwords and set them as administrators. All users with a EUL will have attached a personal VMR. Removing a user will also remove their personal VMR Team VMR’s: All VMR’s that are not associated to a user will be displayed. You will be able to modify the names and video address, as well as attach it to a user for management. Video systems: All Video endpoint subscriptions that are not attached to a user will be displayed. You will be able to modify the name and the video address Manage Users: You can remove, invite individual users, or import a batch of users from a CSV file using the tool-menu to the right for the subscribers. Here you will also find the available number of licenses you have left. Usage Real-time and historic usage overview, giving a summary of the monthly usage for the company (figure 1) and individual users and team VMR’s (figure 2).
and issues, building on others’ ideas and expressing their own clearly. SL.6.1 (a): Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the text, or issue to probe and reflect on ideas under discussion. SL.6.1 (b): Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed. L.6.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.6.1 (a): Ensure that pronouns are in the proper case (subjective, objective, and possessive). L.6.1 (b): Use intensive pronouns (e.g., myself, ourselves). 6 Folklore: A from the Past Recognize and comment on the language, content, structure, and meaning of familiar RL.6.3: Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the Human Ingenuity Inventor/Creator of Producer of How is folklore simultaneously Oral Response Criterion A, B, C: Content, Organization, Style and Usage Collaborative skills
writing, speaking, reading, or listening. 4 Weeks Figure it Out Create work that employs organizational structures and language-specific conventions throughout a variety of text types Organize ideas and arguments in a coherent and logical manner RL.6.5: Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot. RI.6.4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings. W.6.2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. SL.6.4: Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use eye contact, adequate volume, and clear pronunciation. L.6.5: Demonstrate understanding of Health and Social Education How are strategies for solving math problems similar to and different from strategies for solving mysteries? Collage Creative Writing Criterion A, B, C: Content, Organization, Style and Usage Subject specific and conceptual understanding
MyWritingLab – Title of Module W1 – Basic Grammar W1.2 – Subjects and Verbs W1.4 – Pronouns W1.9 – Modifiers W2 – Sentence Skills W2.1 – Sentence Structure W2.2 – Fragments W2.3 – Run-Ons W2.4 – Subject-Verb Agreement W2.5 – Consistent Verb Tense & Active Voice W2.8 – Pronoun-Antecedent Agreement W2.9 – Misplaced or Dangling Modifiers W2.10 – Parallelism W2.11 – Combining Sentences W3 – Punctuation, Mechanics & Spelling W3.1 – Commas W3.3 – Quotations Marks W3.4 – Semicolons,Colons, Dashes, Parentheses W3.5 – Apostrophes W4 – Usage & Style W4.2 – Easily Confused Words W4.3 – Varying Sentence Structure W4.4 – Using Exact Language W4.5 – Vocabulary Development W5 – The Craft of Writing W5.1 – Getting Started W5.2 – The Writing Process W5.3 – Prewriting W7 – Essay Development W7.1 – Recognizing the W7.2 – Thesis Statement W7.3 – Essay Organization W7.4 – Essay Introductions,Conclusions,& Titles W7.5 – Revising the Essay W7.6 – Editing the Essay W7.7 – Essays: Describing W7.8 – Essays: Narrating W7.9 – Essays: Illustrating W7.10 – Essays: Process W7.11 – Essays: Compare & Contrast W7.12 – Essays: Division and Classification W7.13 – Essays: Definition W7.14 – Essays: Cause and Effect W7.15 – Essays: Argument W8 – Research W8.1 – Research Process W8.2 – Summary Writing W8.3 – Paraphrasing W8.4 – Critical Thinking
Resources Reflection: Considering the planning, process and impact of the inquiry Prior to teaching the unit During teaching After teaching the unit Instructions Attention! This file will not function properly with older versions of Windows. Mac users have not been able to open it either. 1. Most of the content has integrated drop-down that unpack the headings further. Click in the middle of a word or a phrase to check whether it has an integrated control attached to it. 2. Every drop-down list can be copied and pasted, if several strands from the same list are required. In order to do that, click on the item to be copied; then click on the blue bar on the left to highlight the item; then right-click in the centre of the item, and choose ‘copy’ from the menu. Copy and paste wherever and as many times as needed. 3. Every drop-down list can be either deleted or deactivated in order to get rid of unwanted content. To delete, click on the item to be deleted; then click on the blue bar on the left to highlight the item; then press ‘delete’ button. This will permanently remove the drop-down list. To deactivate, click on the item to be deactivated, and select the blank row at the bottom of the drop-down list. The list will become invisible, and can still be used later if needed.
Regional Assessment Service (RAS) Call the My Aged Care Provider and Assessor helpline on 1800 836 799, who will provide the contact details to the relevant RAS. Aged Care Assessment Team (ACAT) You should talk to the ACAT assessor or manager in the first instance. Claims Contact the Department of Services on 1800 195 206 or Email: Aged Care Providers Contact the Aged Care Complaints Commissioner on 1800 550 552
document provides contextual information about new concepts and functions that assessors are expected to undertake via the My Aged Care assessor portal. For the purpose of this document: Assessment organisations are defined as: The My Aged Care Regional Assessment Service (RAS) Aged Care Assessment Teams (ACATs) Assessors are defined as: Home support assessors, as part of the RAS Comprehensive assessors and Delegates, as part of ACATs. This document should be read in conjunction with the: My Aged Care Assessor Portal User Guide – Part One: Administrator Functions (Assessor Portal User Guide – Part One), which outlines the steps Administrators will undertake to set up and maintain information within the assessor portal My Aged Care Assessor Portal User Guide – Part Two: Team Leader, Assessor, Delegate and Delegate Support Functions (Assessor Portal User Guide – Part Two), which provides an overview of the portal and describes the functions that individuals with the Team Leader, Assessor, Delegate and Delegate Support roles will undertake within the assessor portal National Screening and Assessment Form User Guide (NSAF User Guide), which outlines how to use the National Screening and Assessment Form (NSAF) to undertake assessments. These documents do not replace existing programme documentation (e.g. Aged Care Assessment Programme Guidelines). Document key This symbol is used to highlight a that assessment organisations need to pay particular attention to. Key Terms Table One: Key terms and descriptions Key Term Description ACAT Aged Care Assessment Teams (ACATs) conduct face-to-face comprehensive assessments to determine a client’s eligibility for care types under the Aged Care Act 1997, with approval subject to a decision by an ACAT Delegate.
Bank Council Notice Seniors Card Driver’s License Health Care Card Birth Card Certificate Other Identity Other License/Permit State Card State Government Disability Land Title Office Record Utility Bill Australian Bank Card Club Managing referrals for assessment Assessment organisation staff who have been assigned the Team Leader role will be able to manage referrals. RAS with the ‘Team Leader’ role in the assessor portal will need to manage (accept / reject) referrals within three calendar days. Response times to referrals for ACAT assessments should be managed within the agreed priority timeframes. Referrals for assessment will be created by either the My Aged Care contact centre as a result of screening a client or by another assessor following an assessment. For example, a referral for a comprehensive assessment may be created by a home support assessor.
Manage referrals (accept, reject, waitlist) Commence services Update service delivery information in client record High 3 calendar days 2 calendar days after accepted 14 calendar days after accepted Medium 3 calendar days 5 calendar days after accepted 14 calendar days after accepted Low 3 calendar days 10 calendar days after accepted 14 calendar days after accepted Priority status for Home Care Packages, Residential and Transition Care Program services The three priority statuses for completing actions for HCP / Residential / TCP service providers are outlined below. The timeframes for commencing services differ depending on the priority status. Eleven: Priority Status for HCP, Residential and TCP Services Priority Status Required action and timeframe Manage referrals (accept, reject, waitlist) Commence services Update service delivery information in client record High 3 calendar days 2 calendar days after accepted 14 calendar days after accepted Medium 3 calendar days 14 calendar days after accepted 14 calendar days accepted Low 3 calendar days 28 calendar days after accepted 14 calendar days accepted Member and Team Leader role This information is relevant for people performing Staff Member or Team Leader roles in the provider portal. A person who is assigned the Staff Member and Team Leader role in the provider portal will be responsible for adding and updating client service information in the client record.