zilongwang/ReadingBank huggingface dataset:
Recommendation* I want to recommend my patient for: Comprehensive assessment by an Aged Care Assessment Team (ACAT) Complete section A Recommended if your patient has a low level of function and would benefit from access to a Home Care Package, Transition Care or Residential Care Home support assessment by the Regional Assessment Service (RAS) Complete section B Recommended if your patient has a high level of function and would benefit from access to CHSP services Section A: Recommended for ACAT Assessment Please complete and fax to your ACAT To support aged care assessment, please specify the aged care programs your patient would benefit from: Residential Care Residential Respite Transition Care Program Home Care Package Location of Assessment Hospital Usual residence Other (please specify): Section B: Recommended for RAS Assessment (CHSP Services) Please complete and fax to My Aged Care 1800 728 174 To support aged care assessment, please specify the types of services the patient would benefit from: Community Nursing Transport Meals Personal Care Domestic Assistance Home Modifications Allied Health, please specify: Other, please specify: Estimated duration of services: Short term (< 6 weeks) Medium term (6 – 12 weeks) Long term (> 12 weeks) Date Services Required: Additional Information Have you attached relevant case information including allied health assessments, wound care details, discharge summaries, care plans or relevant medical summaries? (please do not fax the client file) Yes No Other comments:
Date: English Speaking and listening Reading Writing Spelling, Punctuation and Grammar (SPaG) Mathematics Science Standard test results and/ or entry assessment for phonics, reading, spelling, punctuation and grammar, mathematics. Teacher assessment for writing and science. Name of Test: Date of Test: Chronological Age: Result: Appendix 1c Post 16 courses (Please delete section if not applicable): Subject/name of course Level being studied Current assessment (please describe the learning outcome) Has the progress met predictions? Comments: Please include barriers to learning, e.g. attendance issues, issues and note the support given
5-6 The student is able to: outline a problem or question to be tested by a scientific investigation outline and explain a testable hypothesis using scientific reasoning outline how to manipulate the variables, and outline how sufficient, relevant data will be collected design a complete and safe method in which he or she selects appropriate materials and equipment. 7-8 The student is able to: describe a problem or question to be tested by a scientific investigation outline and explain a testable hypothesis using correct scientific reasoning describe how to manipulate the variables, and describe how sufficient, relevant data will be collected design a logical, complete and safe method in which he or she selects appropriate materials and equipment. Criterion C: Processing and evaluating Achievement level Level descriptor 0 The student does not reach a standard described by any of the descriptors below. 1-2 The student is able to: collect and present data in numerical and/or visual forms accurately interpret data the validity of a hypothesis with limited reference to a scientific investigation the validity of the method with limited reference to a scientific investigation state limited improvements or extensions to the method. 3-4 The student is able to: correctly collect and present data in numerical and/or visual accurately interpret data and describe results the validity of a hypothesis based on the outcome of a scientific investigation state the validity of the method based on the outcome of a scientific investigation state improvements or extensions to the method that would benefit the scientific investigation. 5-6 The student is able to: correctly collect, organize and present data in numerical and/or visual forms accurately interpret data and describe results scientific reasoning outline the validity of a hypothesis based on the outcome of a scientific investigation outline the validity of the method based on the outcome of a scientific investigation outline improvements or extensions to the method that would benefit the scientific investigation. 7-8 The student is able to: correctly collect, organize, transform and present data in numerical and/ or visual forms accurately interpret data and describe results using correct scientific reasoning discuss the validity of a hypothesis on the outcome of a scientific investigation discuss the validity of the method on the outcome of a scientific investigation describe improvements or extensions to the method that would benefit the scientific investigation.
Evaluation methodology The evaluation took a methods approach. MCM delivered a range of program components that differed substantially in terms of their reach and level of engagement required on the part of participants, and catered not only for people with disability, their families and carers, but also for service providers and members of the public more generally. This diversity in program components and in the experiences of participants made a mixed methods approach not only appropriate but necessary. Therefore, the evaluation analysed various data sources using quantitative and qualitative methods. Previous stages of the evaluation involved interviews with participants, staff and workshop facilitators, direct observation of program events, and two online surveys. The previous Stage 3 report involved extensive qualitative research with staff members, including a workshop with MCM staff and interviews with MCM and ADHC staff, and MCM presenters involved across the range of MCM activities and supporting activities. This report draws on relevant results from these previous stages as well as several additional data sources. Program data The evaluation analysed several types of administrative data, including: Participant records Internal documentation Reports to the Board Financial statements. In addition, the evaluation considered a range of materials produced for program participants, including: Information sheets Workshop and course booklets Participant (“shared”) stories. These materials were available in hard copy or on the MCM website, which also hosted online courses. MCM staff also maintained an active social media presence. The evaluation reviewed both the content and the accessibility of the online materials. Online surveys SPRC carried out online surveys over the course of the evaluation, the focus of which changed as the evaluation progressed. The survey attempted to reach a broad group, including people who had not heard of MCM, in order to understand the potential audience for the program, and to identify needs within the community. This survey was hosted by the UNSW survey platform; MCM posted the link on its website and distributed it through its social media channels and online forums, as well as the research team’s disability mailing lists. Results from this survey were the subject of an interim report.
TABLE 3: DAILY ROUTINES & PROCEDURES Activity Description of what an observer would see in my classroom What are the teaching points for this? (What skills/routines need to be explicitly taught to students in to establish procedures for this activity?) Students Expectations Teacher Expectations Para Expectations Transitions from this activity to next Example Morning arrival to class Return teacher’s greeting politely and proceed to walk into the classroom safely, speaking in low volumes with their peers and proceed to hang up their coats, stow their lunch boxes in their cubbies, and put their homework folder on their desk. Greet students at the door by name as they enter and ask each student to name one thing they enjoyed the evening before. Provide active supervision and praise to students who are following the procedure appropriately Teacher will flash the classroom lights for attention and announce that a supporting adult will be coming around to collect their folders. What walking safely looks like How to greet the teacher Where to hang coats to stow lunch boxes What low volume sounds like
Classroom Rule What the Rule Like Strategy for Teaching Model, Guide, Practice: I do, We do, You do (How I will show the students how it’s done and how it shouldn’t be done?) Planned Response to Appropriate Behavior Planned Adult Response to Inappropriate Behavior Example Be Respectful Use kind words, appropriate volume and tone of voice when speaking with adults and peers Use of a social story Role play led by teacher (of desired and undesired behavior) Role play (of desired behavior only) led by student volunteer Practice (desired behavior) in groups Behavior specific praise, “Thank you for using such kind words.” Use of economy as outlined in Table 4 Reminders classroom rule, encouragement about student’s ability to engage in appropriate alternative, deliberately giving praise to peer demonstrating desired behavior
08244 Assisting surgeon, listed as However, Plaintiffs believe that was not the assisting surgeon, but it was actually her partner, . 08244 , ’s mother Mount , ’s father Mount , ’s mother 39 Stony , ’s father 39 Stony Somers Manor Obstetrics and Gynecology 08244 , Somers Manor Obstetrics and Gynecology 08244 , CNM Somers Manor Obstetrics and Gynecology 08244 , patient advocate at the time of the incident 08244
students move from class to class, but with varied periods of unstructured time in between learning activities. Secondly, students have an opportunity to sit in on lectures or practical sessions within their intended field of study or area of interest, resulting in a better sense of course suitability or relevance. Finally, students can familiarize themselves with the campus, permitting them to gain a sense of the layout and general ambience, helping them to make informed decisions about whether the course, institution and campus are a good fit with their own personal preferences. Course No. of Students Art 2 Entrepreneurship and Management 2 Animation 3 Applied Entrepreneurship 2 Arts Management 2 Creative Computing 2 English, Media, and Cultural Studies 1 Creative Technologies 2 Applied Entrepreneurship 1 Photography 1 3D Design, Modelmaking and Digital Art 1 Table 3: Student Shadowing Days Easter Camp Seventeen students attended four days of a non-residential Easter Camp. The majority of students had an identified learning need, and had previously attended either Phase 1 (September to December 2016) or Phase 2 (January to April 2017) sessions. Two 6th year students on the programme elected not to participate in the Easter Camp as they had already identified IADT as their first-choice destination, choosing instead to focus on concentrated Leaving Certificate study. The Easter Camp was designed as an immersive experience in which students engaged in activities that captured real college experiences. It took place across the entire IADT campus, utilizing teaching spaces, radio and photography studio spaces and computer labs. Specialist input was provided by IADT staff as well as Naidu+, a life coaching company who provide pro-bono work for IADT’s Access Service. The full schedule is indicated in Table 5 below.
“A of women in coats and fussy hats, flapping over me like missionaries” – This metaphor creates a successful image comparing her gran’s church friends to birds – flock & flapping. The reference to missionaries suggests a religious link as if they were helping the narrator. “until the next time God grabs me in Glasgow with Gran.” – A successful example of alliteration. Is this ‘next time God grabs me’ when the narrator attends her gran’s funeral? “The hall is huge” – alliteration – emphasises the large, expensive cleaning house. “Rooms lead off like an octopus’s arms” – Simile – a successful image showing a large number of rooms – about eight spreading through the house. “a grand piano, top open – a one-winged creature” – metaphor – creates an image of a mysterious beast or animal that the narrator – as a child – is fascinated by. “my gran polishes for – emphasises her hard work. “I told you don’t touch anything” “Hope she’s not any bother” “Everytime I crouch over a comic she slaps me. Sit up straight.” – These three phrases emphasise the gran’s desire to teach the narrator good manners and behaviour. “She is on the ground floor of a high rise. From her living-room you see ambulances, screaming their way to the Royal Infirmary.” – The closing section of the poem has a sad, sombre tone perhaps suggesting the grandmother has died. The reference to ‘ground floor’ may suggest that she has been taken down for the ‘ambulances’ which are mentioned. The word choice of ‘screaming’ suggests upset and pain.
Find the LCM and HCF of 17, 23 and 29 by the prime factorization method. ? 2m Find the HCF and LCM of 12, 36 and 160, using the prime factorization method? 2m State whether will have a terminating decimal expansion or a non-terminating repeatingdecimal. ? 3m State whether will have a terminating decimal expansion or a non-terminating repeating decimal. ? 3m Find the LCM and HCF of 192 and 8 and verify that LCM × HCF = product of the two numbers. ? 4m Show that any number of the form 4n , nN can end with the digit 0.? 4m 5.Home Assignment-1(20marks) Prove that 7 5 is irrational.? 4m that is irrational.? 3m State whether will have a terminating decimal expansion or a non-terminating repeating decimal. ? 2m State whether will have a terminating decimal expansion or a non-terminating repeating decimal.? 1m Prove that the difference and quotient of (3+ 2 3) and (3- 2 3)are irrational? 1m Show that 5 – 3 is irrational.? 2m Expand ? 3m Write 2 +3 – 5 as a single logarithm? 4m 2.SETS 1.Concepts Set theory was developed by "George Cantor" Set: A well defined collection of distinct objects is called set. Sets are denoted by higher case alphabets of English, where as elements are denoted by lower case alphabets of English. Sets can be written in the roster form and the set builder form. The symbol for "is belongs to" is "∈" and "is doesn't belongs to" is "∉". A set does not contain any element is called an empty set or a null set,or a void set.
D E x-6 14 B C (A) 2.5 cm (B) 5 cm (C) 3.5 cm (D) 3 cm In ΔABC, if DE || BC, then the of x is ( ) C (A) 4 3 (B) 6 E (C) 8 x (D) 9 A 12D x B In the trapezium ABCD, AB || CD, AO = x, OC = x-3= OD,OB = x+3, then the value of x is ( ) A B O D C (A) 2 (B) 3 (C) –2 (D) –3 In the ΔDEF, LM || EF and DM / MF=2 / 3. If DE = 5.5 cm, then DL is ( ) D L M E F (A) 2.5 cm (B) 2.4 cm (C) 2.2 cm (D) 2 cm In the given figure, PQ = 1.28 cm, PR = 2.56 cm, PE = 0.18 cm and PF = 0.36 cm, then ( ) P L E F E Q R (A) EF is not parallel to QR (B) EF || QR (C) cannot say anything (D) none of the
Subject: Mathematics Year: 9 Recommended revision guides support and study materials. Term 1 Foundation Topics covered: Integers and place value Decimals Indices, powers and roots Factors, multiples and primes Algebra: the basics Expanding and factorising single brackets Expressions and substitution into formulae Higher Topics covered: Calculations, checking and rounding Indices, roots, reciprocals and hierarchy of operations Factors, multiples and primes Standard form and surds Algebra: the basics Setting up, rearranging and solving equations Sequences Term 2 Foundation Topics covered: Tables Charts and graphs Pie charts Scatter graphs Fractions Fractions, decimals and percentages Percentages Higher Topics covered: Averages and range Representing and interpreting data Scatter graphs Fractions Percentages Ratio and proportion Term 3 Foundation Topics covered: Equations Inequalities Sequences Properties of shapes, parallel lines and angle facts Interior and exterior angles of polygons Higher Topics covered: Polygons, angles and parallel lines Pythagoras’ Theorem and trigonometry Graphs: the basics and real-life graphs Linear graphs and coordinate geometry Quadratic, cubic and other graphs BBC GCSE Bitesize Method Maths () Mymaths () Revision guides – are available to purchase from school (we are awaiting the new 9-1 revision guides to be published). CGP Website is also good to purchase revision materials. Assessment: Students will be set a one hour assessment per half term on everything they have learnt so far. Half Term 1: Week 8 Half Term 2: Week 4 Assessment: Students will be set a one hour assessment per half term on everything they have learnt so far. Half Term 3: Week 5 Half Term 4: Week 4 Assessment: Students will complete two one hour papers for their end of year assessments. Half Term 5: Week 4/5 Half Term 6: Week 3 Homework: Students will be set one piece of homework per week (up to 30 minutes) including revision homework (up to 1 hour) prior to the half term assessment. After each assessment students will be asked to act upon their feedback and Homework: Students will be set one piece of homework per week (up to 30 minutes) including revision homework (up to 1 hour) prior to the half term assessment. After each assessment students will be asked to act upon their feedback and Homework: Students will be set one piece of homework per week (up to 30 minutes) including revision homework (up to 1 hour) prior to the half term assessment. After each assessment students will be asked to act upon their feedback and
West Midlands Pension Fund My Pensions Portal This booklet covers: How to register your account Pages 1-3 How to your Page 3 How to view your pension details and annual benefits statement Pages 4-5 How to obtain an estimate of benefits Pages How to update your personal details Page 8 How to register your account Go to https://portal2.wmpfonline.com/ Select the 'Click here to register' link. You will be taken to the ‘Member Registration’ page.
Name: Date Completed: Review Date: 1 to 2 3 to 4 5 to 6 7 to 8 9 to 10 Things are good I’m finding what works I’m making changes Things are bad but I want to change I’m stuck, things are bad and I don’t want to think about it
was 75% accurate. This can be seen in table 3 of the appendix. For reference data, we used our Landsat images because other accurate images were not acquirable for our dates. Results and Discussion: After completing our classifications, change detection, and analysis of our data a loss of ice from the glacier was clearly seen and quantified. As stated above there was a 12% and 37.5 square miles loss of glacier mass over the 33 year time period. On average there is 1 square mile lost per year. We would expect that to intensify as time goes on. This is due to increased average temperatures, decreased snowfall, and as the glacier gets smaller it will melt faster because it has less overall mass. With our results you can clearly see that there is a significant change to Iceland’s Mýrdalsjökull glacier spanning the time gap. However we did encounter limitations. In an ideal situation we would have liked to use data from one satellite. The two satellites are very different and increased the difficulty of our change detection. Since Landsat 7’s scan line corrector failed the quality of images drastically decreased. We also would have liked to use images that didn’t have cloud cover. When we classified our image the unsupervised classification misclassified the clouds as glaciers. This was also seen when we did our accuracy assessment. If we could do our project over we would have liked to find a way to see the change between winter and summer. Initially this was our goal but it was difficult because we were unable to see the boundary of our study area due to the winter snow and ice accumulation. It would also be interesting to see how the volume of the glacier would change over time. Implications: It is hard to determine what will happen in the future and the rate at which it will but the loss of glaciers would be detrimental to the Icelandic way of life. Icelanders use glaciers to induce tourism; 1000’s flock to the glaciers each year to hike and experience day excursions. Rivers are harnessed to provide inexpensive hydroelectric energy; this is how much of the population in Iceland receives its electrical energy. Many of the rivers are fed by glacier melting. If the glaciers all melt new forms of energy would need to be developed or they would need to import sources of energy. Icelanders also receive most of their fresh drinking water from glacier
And? If we win our independence? ‘Zat a guarantee of freedom for our descendants? Or will the blood we shed begin an endless cycle of vengeance and death with no defendants? I know the action in the street is excitin' But Jesus, between all the bleedin’ ‘n fightin’ I’ve been readin’ ‘n writin’ We need to handle our financial situation Are we a nation of states what’s the state of our nation? I’m past patiently waitin' I’m passionatelymashin’ every expectation Every action’s an act of creation I’m laughin' in the face of casualties and sorrow For the first time, I’m thinkin’ past tomorrow And I am not throwing away my shot I am not throwing away my shot Hey yo, I’m just like my country I’m young, scrappy and hungry And I’m not throwing away my shot We’re gonna rise up (time to take a shot) We’re gonna rise up (time to take a shot) We’re gonna, rise up, rise up It's time to take a shot Rise up, rise up, it's time to take a shot Rise up, it's time to take a shot Rise up, take a shot, shot, shot It's time to take a shot, time to take a shot And I am not throwing away my shot Not throwing away my shot Written by Lin-Manuel Miranda, Kejuan Waliek Muchita, Albert Johnson, Roger Troutman, Osten Harvey, Christopher Wallace • Copyright © Sony/ATV Music Publishing LLC, Warner/Chappell Music, Inc, Universal Music Publishing Group, BMG Rights Management US, LLC
always Unit 1 Week 1 laugh Unit 1 Week 1 only Unit 1 Week 1 told Unit 1 Week 1 afraid Unit 1 Week 2 so Unit 1 Week 2 surprise Unit 1 Week 2 worry Unit 1 Week 2 answer Unit 1 Week 3 different Unit 1 Week 3 ever Unit 1 Week 3 learn Unit 1 Week 3 draw Unit 1 Week 4 eye Unit 1 Week 4 picture Unit 1 Week 4
read Unit 1 Week 4 also Unit 1 Week 5 among Unit 1 Week 5 early Unit 1 Week 5 today Unit 1 Week 5 around Unit 2 Week 1 eight Unit 2 Week 1 enough Unit 2 Week 1 nothing Unit 2 Week 1 build Unit 2 Week 2 Unit 2 Week 2 Unit 2 Week 2 water Unit 2 Week 2 another Unit 2 Week 3 joy Unit 2 Week 3
few Unit 2 Week 3 toward Unit 2 Week 3 across Unit 2 Week 4 instead Unit 2 Week 4 moon Unit 2 Week 4 through Unit 2 Week 4 father Unit 2 Week 5 mother Unit 2 Week 5 remember Unit 2 Week 5 Unit 2 Week 5 flower Unit 3 Week 1 grow Unit 3 Week 1 scatter Unit 3 Week 1
soil Unit 3 Week 1 vegetable Unit 3 Week 1 discover Unit 3 Week 2 explain Unit 3 Week 2 myth Unit 3 Week 2 nature Unit 3 Week 2 scientist Unit 3 Week 2 observe Unit 3 Week 3 senses Unit 3 Week 3 Unit 3 Week 3 taste Unit 3 Week 3 touch Unit 3 Week 3 elephant Unit 3 Week 4 endangered Unit 3 Week 4 extinct Unit 3 Week 4
rescue Unit 3 Week 4 vanish Unit 3 Week 4 emergency Unit 3 Week 5 flood Unit 3 Week 5 hurricane Unit 3 Week 5 natural Unit 3 Week 5 warning Unit 3 Week 5 audience Unit 4 Week 1 famous Unit 4 Week 1 instrument Unit 4 Week 1 perform Unit 4 Week 1 talent Unit 4 Week 1 unique Unit 4 Week 1 Unit 4 Week 2 height Unit 4 Week 2
peak Unit 4 Week 2 position Unit 4 Week 2 scale Unit 4 Week 2 summit Unit 4 Week 2 collection Unit 4 Week 3 delight Unit 4 Week 3 interest Unit 4 Week 3 rare Unit 4 Week 3 special Unit 4 Week 3 unusual Unit 4 Week 3 adventure Unit 4 Week 4 attempt Unit 4 Week 4 distance Unit 4 Week 4 impossible Unit 4 Week 4 remarkable Unit 4 Week 4
compare Unit 5 Week 5 hardship Unit 5 Week 5 improve Unit 5 Week 5 opposite Unit 5 Week 5 settle Unit 5 Week 5 surround Unit 5 Week 5 enormous Unit 6 Week 1 liberty Unit 6 Week 1 monument Unit 6 Week 1 president Unit 6 Week 1 sculpture Unit 6 Week 1 symbol Unit 6 Week 1 adopt Unit 6 Week 2 capture Unit 6 Week 2 comfort Unit 6 Week 2
opportunities (and the inclusion of graphic organizers to scaffold the writing process). These supports help students develop and use newly acquired vocabulary and text-based content knowledge. Chapter Guide – Questions, Activities, Vocabulary, and Tasks Questions/Activities/Vocabulary/Tasks Expected Outcome or Response (for each) CHAPTER 1: In Which I Hole Up in a Snowstorm What do you know about the setting (where and when) from reading this chapter? Who are the characters the author introduces? What clues does the author provide about what Sam is doing here? Following partner and group discussion of these questions, students should sketch the story’s mountain setting as the author has described, in their notebook. Add labels and details from the story and share with a partner. You may want to pair with one of the books listed in additional resources at this point, depending on student’s knowledge of forest environments. Sam is in a snug cave tree home on “my mountain.” He has a bed. It is December 4th or 5th according to the “notches on the aspen pole that is my calendar.” It has snowed; a blizzard began on December 3rd and it is bitter cold. He has been here since May, then through the summer and fall. It says, “When I wrote that last winter…” so we know it is now sometime later. Sam Gribley, The Baron (wild weasel), Frightful (trained falcon) Sam thought about New York and his family of 11 in the apartment which no one in the family liked. Sam’s dad would tell him stories of Great-Grandfather Gribley’s land in the Catskills (Gribley’s folly). “Here I am three hundred feet from the beech with Gribley carved on it.” Eight months ago “I ran away from home to live on the land.” I knew the land was just the place for a Gribley. CHAPTER 2: In Which I Get Started on This Venture
Name:________________________________ Classes:_______________________________ Arnhem/Nijmegen, December 2013 Subject: Teaching Package ‘My Sister Lives on the Mantelpiece’ Dear teacher, This teaching package is meant to facilitate young adults while reading the novel ‘My sister lives on the mantelpiece’ by Annabel Pitcher. The aims are to increase the understandability and enjoyability of the book and to explore some of the major themes of the book on a more personal level.
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 Communication and Language Needs Please provide details of the person’s needs.
……………………………………………………………………Parent/Carer ……………………………………………………………………School representative / Plan author ……………………………………………………………………Date
My name __________________________________________ This is what I would like people to know about me: Things I like: Things I don't like: These are the things that make me happy in school : I find these things more difficult:
Employment: • In full-time employment • In part-time employment • In full-time education • Working and in part-time education • Unemployed Fieldsite Location: • Fieldsite [A: Name] • Fieldsite [B: Name] Residential Status: • Live at home with parent(s) • Live at home with other relatives e.g. grandparents • Live independently alone • Live independently with own partner/children • Live independently with friends Family Status: • Single • Married or living with partner • Divorced/separated from spouse or partner Ethnicity: Categories as appropriate for region. Take from survey instrument. All attributes lists should include an option of ʻmixed heritageʼ Generation: • Grandparent • Parent • Young person
Attribute Values Education Status Currently In Compulsory Schooling: Number of Focus Group participants within this category Education Status Completed Compulsory Schooling: Number of Focus Group participants within this category Education Status Currently In Post- Compulsory Vocational Training: Number of Group participants within this category Education Status Completed Post- Compulsory Vocational Training: Number of Focus Group participants within this category Education Status Currently at University: Number of Focus Group participants within this category Education Status Completed University: Number of Focus Group participants within this category Employment Status Currently in Full- Time Employment: Number of Focus Group participants within this category Employment Status Currently In Part- Time Employment: Number of Focus Group participants within this category Employment Status Currently In Full- Time Education: Number of Focus Group participants within this category Employment Status Working and In Part-Time Education: Number of Group participants within this category Employment Status Currently Unemployed: Number of Group participants within this category Family Status Single: Number of Focus Group participants within this category Family Status Married or LIving with Partner: Number of Focus Group participants within this category Family Status Divorced or Separated from Partner: Number of Focus Group participants within this category Residential Status Living at Home with Parents: Number of Focus Group participants within this category Residential Status Living at Home with Other Relatives: Number of Focus Group participants within this category Residential Status Living Independently Alone: Number of Focus Group participants within this category
wallets can be restored in this version. Copy and paste the seed in “Confirm seed” section, then click “Create”. A dialogue box will pop up after you click “Create”, Plese make sure you have backed up the seed. Click “Continue” to set the password. Double confirm the password and then click “Finish” (Setting a password is not mandatory but highly recommended). 3.2.3 Loading mzcoin wallet for the first time Click “Load”, and then in the “name” section input how you would like to name your wallet. Input the seed of the wallet which you wish to load. Then click “Create”. Click “Create” to set the password. Double confirm the password and then click “Finish”. (Setting a password is not mandatory but highly recommended). 3.3 mzcoin UI mzcoin UI is composed of parts as shown above. Total Balance coin & hour, Settings, and More Wallets, Send, History
Click it to view transaction details in volume, time, ID, status and addresses involved. Click “show more” to view transaction details in addresses of both parties, and coin infos. 3.4 Creating a new wallet “Wallets” as shown Then click “Add wallet” at the bottom. A dialogue box will pop up as shown: In the ‘Name’ section how you would like to name your wallet (A name of a wallet can not be repeated). Copy and paste the seed to “Confirm seed” and make sure you have write down your seed for backup. “Encrypt Wallet” is not mandatory but highly recommended. Then click “Create”. 3.5 Add Address, hide wallet With 0 Coin, lock/unlock wallet and rename wallet For adding new addresses to a specific wallet: Click “New Address” at the bottom (Password is required if the wallet is encrypted). Click “Hide Empty” to hide wallet with zero balance, meanwhile click “Show empty” to show again wallet with zero balance.
Monday Tuesday Wednesday Thursday Friday Standard . . Learning Goal EQ: What are the six simple machines? I can name and tell the difference between the six simple machines. Vocabulary: Simple Machine, Compound machine, inclined plade, wedge, screw, lever, fulcrum, wheel and axel, pulley, work, power, force. EQ: What are the six simple machines? I can choose of the six simple machines to use in the appropriate situation. Vocabulary: Simple Machine, Compound machine, inclined plade, wedge, screw, lever, fulcrum, wheel and axel, pulley, work, power,force EQ: 1.Can we name the six simple machines and their funcitons? 2.How do simple machines make work easier? I can choose which of the six simple machines to use in the appropriate situation. Vocabulary: Simple Machine, Compound machine, inclined plade, wedge, screw, lever, fulcrum, wheel and axel, pulley, work, power,force EQ.:How much force do we need to do work using six simple machines? I can calculate force and the amount of work it takes to use the different simple machines. Vocabulary: Simple Machine, Compound machine, inclined plade, wedge, screw, lever, fulcrum, wheel and axel, pulley, work, power,force E.Q: Can we calculate work, power? I can calculate force and the amount work and power it takes to use the six simple machines. Vocabulary: Simple Machine, Compound machine, inclined plade, wedge, screw, lever, fulcrum, wheel and axel, pulley, work, power,force Activator Students will come in and start on seatwork, write down the EQ, I can statements and 1.Students will come in and start on seatwork, write down the EQ, I can statements that are written 1.Students will come in and start on seatwork, write down the EQ, I can statements written on the board. 1. Students will come in and start on seatwork, write down the EQ, I can statements written on the board. 1.Students will come in and start on seatwork, write down the EQ, I can statements written on the board.
04/2004 – 12/2005 Physician Sifa Hospital, Batman, Turkey 03/2004 – 03/2004 Internal Medicine Residency Dokuz Eylul University, Izmir Turkey FELLOWSHIPS AND AWARDS 12/2015 – 12/2017 Yurda Dönüş Araştırma Burs Programı TÜBİTAK 05/2015 – 05/2017 Marie Curie Sklodowska Individual Fellowship European Commission, Horizon 2020 12/2012 – 09/2014 European Association for the Study of Liver Physician Scientist, Sheila Sherlock Fellow 09/2010 – 09/2014 Overseas Research Scholarship Newcastle University, UK 06/2009 – 09/2010 Young Investigator Bursary, Turkish Association for the Study of the Liver PEER-REVIEWED PUBLICATIONS
_____ Sleep Walker _____ Scared of Dark _____ Anxiety Problems Need Assistance with: (circle all that apply) Feeding Dressing Bathing Other diagnoses, illnesses, and operations: ALLERGIES Food Name Reaction Medication Name Reaction Allergies Reaction EMERGENCY INFORMATION Name Relation to Child Home Phone Mobile Phone Can Pick-Up at Bus Stop Yes No Yes No Is child on regular medication? Yes No Please list all medications your is currently taking: Note: If YES, Administration of Medication Form must be filled out by a physician for EACH medication. This is a state requirement and the completion of the form allows the school to administer the prescribed medication. Parents must sign the form and a physician must complete the top of the form. A medication form must be completed for any prescription or long term over the counter medication during the school year. If a child is to carry their own inhaler and use as needed, a physician must authorize the self-administration of that medication. Medication must be in the original prescription bottle. Most pharmacies will give a second prescription bottle upon request to be sent to school. Please inform the Infirmary staff of any change in the child’s health so that they are better able to care for the student. The Health Services staff can be reached at 304-822-4831. Authorization for the Administration of Medication PHYSICIAN SIGNATURE REQUIRED Student’s Name: Date: Date of Birth: Parent’s Number: Parent’s Request/Approval for Administration of Medication at School
AFFILIATIONS Association for Education in Journalism and Mass Communication International Communication Association National Communication Association PROFESSIONAL DEVELOPMENT “iMotions Academy.” Passed this 40-hour online certification course to become proficient in the use of the iMotions biometric research platform (January 2017). “Indiana University Faculty Writing Semester-long program run by the IU Bloomington Office of the Vice Provost for Faculty and Academic Affairs (Fall 2015, Spring 2016, Summer 2016, Fall 2016, Spring 2017). “Scientific Writing from the Reader’s Perspective” Workshop and individualized tutorial session by Dr. George Gopen. Participation sponsored by the IU Bloomington Office of the Vice Provost for Research. (February 2016). “Scientific Writing from the Reader’s Perspective.” Workshop by Dr. George Gopen. Participation sponsored by the IU Bloomington Office of the Vice Provost for Research and the IU School of Medicine. (July 2015). Careers and Scholarship in Health Communication Preconference.” Preconference run by the Health Communication Division of the National Communication Association. (November 2014). “Introduction to Canvas.” Workshop by the Indiana University Center for Innovative Teaching and Learning. (August 2014). “Structural Equation Modeling Short Course.” Workshop by Dr. Paul Allison, Statistical Horizons. (June 2014). “Faculty Success Program.” Program run by the National Center for Faculty Development & Diversity. Participation sponsored by the IU Bloomington Office of the Vice Provost for Faculty & Academic Affairs. (Spring 2014). “Clicker Workshop and Showcase.” Workshop by the Indiana University Center for Innovative Teaching and Learning. (November 2013).
EXPERIENCE BASED CO-DESIGN CONTACTS The people listed below have undertaken EBCD and are able to provide advice to those new to the technique. Name Role Email address Tel number Katherine Holland Patient Experience Manager 0300 422 5733 (ext 5733 GRH) Sandra Attwood Modern Matron – Stroke/ Neurology/ Renal/ Assessment and Rehabilitation Unit 0300 422 5787 (ext 5787 GRH) Sec: 0300 422 3017 (ext 3017 CGH) Heather Beer Head of Patient Experience 0300 422 5731 (ext 5731 GRH) Sec: 0300 422 5783 (ext 5783 GRH) Debra Clark Senior Patient Experience Manager 0300 422 5758 (ext 5758 GRH)
1: Status and monitoring information for numbat subpopulations at the two original sites and the 12 translocation sites. Site State Original / Reintroduced Year of initial translocation Latest release Recently monitored? Regularly monitored? Decline in last 5yrs? Population estimate Dryandra Woodland WA Original - - Yes Yes Yes Yes 50-100 Warren WA Original - - Yes Yes Yes No >100 Boyagin Nature Reserve WA Reintroduced 1985 2010 Yes Yes Yes No 50-100 Karroun Hill Nature Reserve WA Reintroduced 1986 1993 No No No No longer present 0 Tutanning Nature Reserve WA Reintroduced 1990 2005 Yes Yes Yes Yes <50 Batalling forest WA Reintroduced 1992 2013 Yes Yes Yes No 50-100 Yookamurra Sanctuary, SA SA Reintroduced 1993 1993 Yes Yes Yes No <50 Karakamia Sanctuary WA Reintroduced 1994 1999 Yes Yes No No longer present 0 Dragon Rocks Nature Reserve WA Reintroduced 1995 1996 Yes No Yes Yes <50 Mt Dale Area WA Reintroduced 1996 1998 No No No No longer present
Stirling National Park WA Reintroduced 1998 2002 Yes No Status unknown Yes Unknown Scotia Sanctuary, NSW NSW Reintroduced 1999 2012 Yes Yes Yes No >100 Arid Recovery, SA SA Reintroduced 2005 2005 Yes Yes No No longer present 0 Cocanarup Timber Reserve WA Reintroduced 2006 2010 Yes Yes Status unknown Yes Unknown
Lesson Seed: (Lesson seeds are ideas for the domain/cluster/standard that can be used to build a lesson. An effective lesson plan requires more components than presented in a lesson seed.) Domain: Measurement and Data Cluster: Tell and Write time Standard(s): 1.MD.3.B Tell and write time in hours and half-hours using analog and digital clocks. Purpose/Big Idea: Students are able to solve problem using time to the hour and half hour. Materials: Resource Sheet 5: Picture Cards - Set 1 Resource Sheet 6: Picture Cards – Set 2 Activity: Review telling time on analog and digital clocks. Present the story problems below and have students solve them using the skills previously learned from the lesson activities. Picture Card – Set 1 You are doing chores on a Saturday morning. Complete the following task using the picture cards from Set 1. Order the picture cards from what took the least amount of time to what took the greatest amount of time. How many minutes it take you to feed the dog and make your bed? Which two chores would take a ½ hour? Picture card 2 Some kids are helping their Dads with housework. Answer the problems below using the picture cards from Set 2.
Learning Experience Component Details How will this experience help students to develop proficiency with one or more of the Standards for Mathematical Practice? Which practice(s) does this address? Motivation As a pre-assessment, provide students with manipulatives such as beans, straws, counters, or cubes. Ask students to place items into groups of 10. Students who are successful will be ready to begin the activity. Read A Fair Bear Share by Stuart J. Murphy to the class. Discuss how the bears in the story arranged and counted the food they gathered. MP5. Use appropriate tools strategically using physical models. MP6. Attend to precision by striving for accuracy in representing their quantity (11-19) as tens and ones. Activity 1 UDL Components Multiple Means of Representation Multiple for Action and Expression Multiple Means for Engagement Key Questions Formative Assessment Summary UDL Components Representation is present in the activity through the use of a chart and a double ten frame mat. Expression is present in the activity through the use of choices in how students physically interact with materials (when possible) and the use of the Think-Pair-Share Strategy. Engagement is present in the activity through the use of an exit ticket that allows students to self-reflect on their understanding of the activity. Have students share strategies for how they obtained their total in the pre-assessment. Record students’ responses on a chart. (Possible responses: counting by ones, counting by twos, counting by fives, counting by tens and ones). MP1. Make sense of problems and persevere in solving them by identifying and executing appropriate strategies to solve the problem. MP3. Construct viable arguments and critique the reasoning of others by seeking to understand alternative approaches suggested by others, justifying their conclusions, communicating them to others and responding to the arguments of others. MP2. Reason abstractly and quantitatively by making sense of quantities 11-19. MP6. Attend to precision by striving for accuracy in representing their quantity (11-19) as tens and ones. MP7. Look for and make use of structure by describing and generalizing a pattern orally, symbolically, graphically and in written form for
Resource Sheet 9 Dicing it Up With Tens and Ones Recording Sheet Player Names: ___________________________________________ ___________________________________________ Player 1 _________ Number Player 2 _________ Number Player 1 _________ Number Player 2 _________ Number
Resource Sheet 9 Dicing it Up With Tens and Ones Recording Sheet (continued) Player 1 _________ Number Player 2 _________ Number Player 1 _________ Number Player 2 _________ Number Player 1 _________ Number Player 2 _________ Number
Counting On: an addition counting strategy in which a student starts with one set of objects and counts up to solve the problem. Example: Bobby has two counters and Susie has three. How many do they have all together? 2 3 4 5 Counting On from the Larger Number: an addition counting strategy in a student starts with the largest set of objects and counts up to solve the problem. Example: Bobby has two counters and Susie has three. How many do they have all together? 3 4 5 1 2 3 4 5 6 7 8 9 10 Counting Up: a subtraction counting strategy in which a student counts up from one part to the whole in order to find the missing part. Example: 9 – 6 = ? The student would count starting at 6, saying “7, 8, 9” determining that, by counting up three numbers, the missing part of the number sentence is ‘3’.
• O’Connell, S., Giovanni, J. (2011). Mastering the Basic Facts in Addition and Subtraction: Strategies, Activities, and Interventions to Move Students Memorization. Portsmouth, NH: Heinemann. • Carolina of Public Instruction. “Instructional Support Tools for Achieving New Standards.” Web. February, 2012. http://www.nc-core-tools/unpacking/math/1st.pdf • (Van de Walle, A., Lovin, J. H. (2006). Teaching Student-Centered mathematics, Grades K-3. Boston, MASS: Pearson Education, Inc. • Wright, R. J., G. Stafford, A,K, Martland, J. (2006). Teaching Number in the Classroom with 4-8 Year Olds. Thousand Oaks, CA: Paul Chapman g.
Standard Essential Skills and Knowledge Clarification 1.OA.C.5 Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). • Knowledge of and ability to use addition counting strategies ( e.g., Counting All, Counting On, Counting On from the Larger Number) to solve problems • Knowledge of and ability to use subtraction counting strategies (Counting Up To, Counting Back From) to problems 1.OA.C.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). See the skills and knowledge that are stated in the Standard. Providing various problem types and structures does several things: Helps students move away from the overgeneralization that addition always means joining and subtracting always means take away. Helps build fluency with addition and subtraction. Example: The store has 14 pencil boxes for sale. 6 are green and the rest are purple. How many pencil boxes are purple? This chart for story problem structures can be found on page 88 of the Common Core State Standards: Students should have numerous experiences building fluency through literature, by playing games, and through the use of engaging hands-on activities. A variety of concrete and virtual manipulatives should be available for students to use whenever possible. These include but are not
Resource Sheet 2 Equation Recording Sheet Name___________________________ Date_______________________
Directions: Distribute two different colors of connecting cubes, dry erase boards, and dry erase markers to each student. Write a target number within 10 on the board (ex. 7, 9, etc) Instruct the students to show one way to represent the target number using their cubes and write a number sentence on their board that represents their model. Ask the students to also identify the strategy they used and why that strategy could be used when solving the number sentence. If a student is unable to complete this task, scaffolding should take place in small group instruction while implementing the lesson. certain addition strategy be used when solving number sentences. SMP 4: Model with mathematics; students write a number sentence for a target number. SMP 6: Attend to precision; students create accurate drawings and representations of mathematical situations. Motivation Give each child a “mystery bag” and tell them that each bag contains 20 pieces of candy. Some are Hershey kisses and some are M&M’s. (Use manipulatives as imaginary candy in place of real candy if preferred.) Activity 1 UDL Components Multiple Means of Representation Multiple Means for Action and Expression Multiple Means for Engagement Key Questions UDL Components: Representation is present in the activity through the use of multiple representations of numbers. Students will be exploring multiple ways to demonstrate a target number. Key vocabulary words will be introduced as appropriate and authentic. Expression is present in the activity by the interview process. The teacher allows the students to express their knowledge, taking notes based on observations. Engagement is present by providing the choice of manipulatives/math tools for accomplishing the task. SMP 1: Make sense of problems and persevere in solving them; students make as many number sentences for a given number. SMP 2: Reason abstractly and quantitatively; students create equations for the situation presented SMP 4: Model with mathematics; students create concrete and pictorial representations of their situation.
Resource Sheet 4 Double Ten Frame Resource Sheet 5 Candy Equation Recording Sheet Name___________________________ Date_______________________
Resource Sheet 3 Equation Recording Sheet Name___________________________ Date_______________________