zilongwang/ReadingBank huggingface dataset:
2018 - 2019 Rates Division Age (Birth Year) Reg Fee Payment Option #1 Payment Option #2 Payment Option #3 Initiation 2012 or after $295 1 payment for $295.00 dated Oct 1, 2018 2 - $147.50 payments dated Oct 1 & Dec 1, 2018 4 - $73.75 payments dated Oct 1, Nov 1, Dec 1, & Dec 31, 2018 Novice 2011 – 2010 $420 1 payment for $420.00 dated Oct 1, 2018 2 - $210.00 payments dated Oct 1 & Dec 1, 2018 4 - $105.00 payments dated Oct 1, Nov 1, Dec 1, & Dec 31, 2018 Atom (Boys and Girls) 2009 – 2008 $530 1 payment for $530.00 dated Oct 1, 2018 2 - $265.00 payments dated Oct 1 & Dec 1, 2018 4 - $132.50 payments dated Oct 1, Nov 1, Dec 1, & Dec 31, 2018 PeeWee (Boys and Girls) 2007 – 2006 $580 1 payment for $580.00 dated Oct 1, 2018 2 - $290.00 payments dated Oct 1 & Dec 1, 2018 4 - $145.00 payments dated Oct 1, Nov 1, Dec 1, & Dec 31, 2018 Bantam (Boys and Girls) 2005 – 2004 $600 1 payment for $600.00 dated Oct 1, 2018 2 - $300.00 payments dated Oct 1 & Dec 1, 2018 4 - $150.00 payments dated Oct 1, Nov 1, Dec 1, & Dec 31, 2018 Midget (Boys and Girls) 2003 – 2001 $710 1 payment for $710.00 dated Oct 1, 2018 2 - $355.00 payments dated Oct 1 & Dec 1, 2018 4 - $177.50 payments dated Oct 1, Nov 1, Dec 1, & Dec 31, 2018
Glycocalyx – discussed already Pili and/or Fimbriae hair like proteinaceous projections used as attachment structures fimbriae Slender tubes (3 – 10 nm in diameter) composed of helically arranged protein subunits function in attachment and twitching movement more numerous than pili pili generally longer and thicker than fimbriae but fewer in number attachment between mating bacterial cells consist of phosphate-carbohydrate-protein (single type of pilin) F pilus - important structure involved in bacterial mating (conjugation) which is carried exclusively by the donor cell I. Inclusion bodies of Prokaryotes Storage of energy or structural compounds Often form in response to excess or imbalance in nutrients that are available Usually bounded by a thin non-unit membrane examples phosphate – polyphosphate – metachromacit granules sulfur glycogen or starch poly--hydroxyalkanoates (e.g., poly--hydroxybutyric acid - PHB) are common carbon reserves produced by Bacteria and Archaea e.g., B. thuringienisis YPD mediium – very rich medium – PHB NA medium – spore formation J. Spores Functions • reproduction • dispersal - fungi and some actinomycetes produces spores that are readily dispersed • survival under adverse conditions
Spring 2017 Ms. Berry Work Schedule (subject to change) Have the assigned readings completed when you come to class that day. So look ahead and expect a reading check at any time. January 10 Introduction to the class; Syllabus and Work Schedule; Portable Literature (teacher-provided text); Poetry Terms; What Is Poetry? Reading and Understanding Poetry; “Introduction to Poetry” by Billy Collins; and A “Found” Poem Select a poem not found on this list, but one that is college-worthy, be prepared to use TPCASTT, create a PowerPoint and email it to the teacher, discuss the poem with the class, and write an analysis of the poem in class for your Essay #1. Get the poem approved by the instructor on Tuesday, January 17. No two people may choose the same poem. The poem must be at least fourteen lines long; provide the teacher with a copy of the poem if it is not in the provided anthology. January 12 “Gretel in Darkness,” pp. 428-429 “My Last Duchess,” pp. 430-432 “Porphyria’s Lover,” pp. 446-447 “Ozymandias,” pp. 447-449 Discuss applicable literature terms. Read Chapter 29, “Writing about Poetry,” pp. 315-320 in For Our Students (FOS). Read Chapter 38, “Figurative Language: How the Author Says It,” pp. 352-355 in FOS. Read Chapter 39, “Tips for Writing about Literature,” pp. 356-358 in FOS. January17 Approve selected poems. “One day I wrote her name upon the strand,” pp. 481-482 “Red Wheelbarrow,” p. 490 “An Apology,” p. 494 “Daddy,” pp. 517-520 Discuss applicable literature terms. Read and discuss pp. 537-544, which pertains to rhythm and meter. Read Chapter 18, “The Net-Savvy Writer,” pp. 172-198 in FOS for tips on the PowerPoint presentation. January 19 Look at an example poetry analysis. See pp. 381-383 in FOS.
This is a tentative syllabus. It is your responsibility to attend regularly, to be prepared for quizzes on the readings, and to adjust to changes in the reading or assignment schedule. Any changes will be posted in the syllabus available at: . Please check the web site regularly, as additional supporting materials will regularly be added to the site. DATE ASSIGNMENT WEEK ONE: Course Introduction 1-7 [Tu] Discuss course policies and syllabus; introduce science fiction genre definitions and expectations. . CLASS CANCELLED FOR SNOW 1-9 [Th] Continue course introduction and prepare for first assigned reading: The Time Machineby H.G. Wells. . Here's another time travel essay, a of Michael Swanick's Bones of the Earth. Notes on . WEEK TWO: Scientific Romances--Playing with Time 1-14 [Tu] The Time Machine [1895] by H. G. Wells. Read this short novel for free by clicking on the MS Word or PDF versions below. The Time Machine: MS Word Version; version. 1-16 [Th] "Twilight" [1934] by in PP: 24-41. SQ & “Mozart in Mirrorshades”[1985] by Bruce Sterling and Lewis Shiner in PP: 223-239 SQ WEEK THREE: Scientists Playing God 1-21 [Tu] The Island of Dr. Moreau [1896] by H.G. Wells. SQ 1-23 [Th] "Act of God" [2004] by in PP: 253-264. "First Commandment" [2004] by in PP: 53-68. WEEK FOUR: Science and Religion in SF 1-28 [Tu] "The Quest for St. Aquin" [1951] by in PP: 378-393. A Case of Conscience [1958] by James Blish: Chapters 1-4 [Pages 3-49] SQ 1-30 [Th] Continue A Case of Conscience: Chapters 5-9 [Pages 50-102] SQ WEEK FIVE: Crises of Conscience
2-4 [Tu] Finish A Case of Conscience: Chapters 10-18 [Pages 105-231] SQ 2-6 [Th] Begin The Sparrow [1996] by Mary Doria Russell: Prologue & Chs. 1-5 SQ ESSAY ASSIGNMENT WEEK SIX: Crises of Conscience 2-11 [Tu] Continue The Sparrow: Chs. 6-15 [43-152] SQ 2-13 [Th] Continue The Sparrow: Chs. 16-20 [153-214] SQ WEEK SEVEN: Crises of Conscience 2-18 [Tu] Continue The Sparrow: Chs. 21-28 [215-330] SQ 2-20 [Th] Finish The Sparrow: Chs. 29-32 [331-405] SQ WEEK EIGHT: Mid-Term Exam 2-25 [Tu] Assigned Stories MS Word 2-27 [Th] MID-TERM EXAMINATION WEEK NINE: Simulating Humanity 3-4 [Tu] "Helen O'Loy" [1938] by Lester Del Rey in PP: 42-52. "The Algorithms for Love" [2004] by Ken Liu in PP: 183-198. Introduction to Asimov’s Caves of Steel: vii-xvi Mid-Term Grades Due at 4 p.m. 3-6 [Th] Begin Caves of Steel [1954] by Isaac Asimov: Chs. 1-6 [Pages 1-81] SQ WEEK TEN: SPRING BREAK: MARCH 10-14 WEEK ELEVEN: Human or Android? 3-18 [Tu] Continue Caves of Steel: Chs. 7-13 [Pages 82-193] SQ 3-20 [Th] Finish Caves of Steel: Chs. 14-18 [Pages 194-270] SQ WEEK TWELVE: Human or Android?
other orbiting objects. 5th grade can use this page to identify and describe planets and their relative positions in the solar system. Standards Learning Outcome Content Connections Standard 7 – The Earth: 3 Weeks GLE 0307.7.2 Recognize that rocks can be composed of one or more minerals. GLE 0307.7.1 Use information and illustrations to identify the earth’s major landforms and water bodies. Scaffolded (Unpacked) Ideas About 70 percent of the Earth’s surface is covered by water. I can through class investigations explain what composes certain rocks and specify if those materials are natural or man made. I can view, describe, and explain the Earth’s major landforms, bodies of water and the continents where they are located. Essential Questions What is the composition of the Earth’s surface? What are the unique characteristics of Macmillan/McGraw-Hill-Closer Look Grade 3 Lesson 2: Landforms and Bodies of Water pp. 204-210 Lesson 3: Minerals and Rock pp. 216-222 Lab Investigations Explain: Does Land or Water Cover More of the Earth’s Surface? P. 203 How Do a Mineral’s Color and Mark Compare? Academic Vocabulary Ocean, continent, landform, mineral, rock, igneous rock, sedimentary rock, metamorphic rock Explore: 660L Students will read and become informed about the missing rocks that came from the moon and theirs history. RI 10: Read and comprehend complex literary and informational texts independently and proficiently. - Students click on a landform from the drop
Part B Essay Response Evaluate both the positive and negative effects of imperialism. Your essay should be well organized with an introductory paragraph that states your position. Develop your position in the next paragraphs and then write a conclusion. In your essay, include specific historical details and refer to the specific documents you analyzed in Part A. You may include additional information from your knowledge of global history. Imperialism DBQ Rubric
Week Date Topic Reading Assignment 1 Tuesday Aug. 22 Introduction to class Course syllabus Thursday Aug. 24 Defining mass comm. 4 eras of mass comm. pp. 3-12; Ch. 2 2 Tuesday Aug. 29 Introduction to media research -- Thursday Aug. 31 Mass society theory Ch. 3 3 Tuesday Sep. 5 Propaganda Ch. 4 - pp.73-83 Thursday Sep. 7 Propaganda cont’d Ch. 4 - pp.83-95 4 Tuesday Sep. 12 Social roles of mass media -- Thursday Sep. 14 Limited-effects theory Ch. 6 Paper #1 assigned 5 Tuesday Sep. 19 Intro. to children and media Ch. 7 Thursday Sep. 21 Entertainment Education Rdg. on ReggieNet 6 Tuesday Sep. 26 Cultural Studies and critical theory Ch. 8 - pp. 209-229 Thursday Sep. 28 Technological Determinism Ch. 8 – pp. 229-237
7 8 Tuesday Oct. 3 Thursday Oct. 5 Tuesday Oct. 10 Thursday Oct. 12 Active audience Parasocial interaction Uses & gratifications Reception studies Inno. diffusion theory, Knowledge gap, and Spiral of silence Agenda setting Ch. 9 Ch. 9 Ch. 10 Ch. 10 PAPER #1 DUE Paper #2 assigned 9 Tuesday Oct. 17 Thurs Oct. 19 Framing & Agenda setting in the news GROUP WORK DAY Ch. 11 – pp. PREPARE PROPOSAL PRESENTATION 10 Tuesday Oct. 24 Thursday Oct. 26 Cultivation theory Research Proposal Presentations Ch. 11 – pp. Paper #3 assigned PROPOSAL PRESENTATIONS 11 Tuesday Oct. 31 Thursday Nov. 2 Fright reaction theories Video games and virtual worlds Sparks Rdg. on ReggieNet Presence Rdg. on ReggieNet PAPER #2 DUE 12 Tuesday Nov. 7 Effects of depictions of health/body Body Rdg. on ReggieNet Thursday Nov. 9 NO CLASS GROUP WORK DAY INCORPORATE PROPOSAL FEEDBACK
13 Tuesday Nov. 14 Effects of depictions of sex/sexuality Aubrey et al. on ReggieNet Thursday Nov. 16 Media literacy Ch. 11 - pp. Media literacy Rdg. on ReggieNet 14 Nov. 20-24 THANKSGIVING BREAK NO CLASS -- 15 Tuesday Nov. 28 Thursday Nov. 30 EXAM NO CLASS GROUP WORK DAY -- EXAM PREPARE FOR FINAL PRESENTATIONS 16 Tuesday Dec. 5 Research Project Presentations -- PAPER #3 DUE Thursday Dec. 7 Research Project Presentations -- RESEARCH PROJECT PAPERS DUE 17 Dec. 11-15 NO CLASS – FINALS WEEK
verify agreement or perform alternative procedures to verify the accuracy and completeness of the reports and that they agree with the accounting records. If reports require information on an accrual basis and the entity does not prepare its accounting records on an accrual basis, determine whether the reported information is supported by available documentation. (4) For any discrepancies noted in SF-425 reports concerning cash status when the advance payment method is used, review subsequent SF-425 reports to ascertain if the discrepancies were appropriately resolved with the applicable payment system. b. Performance and special reports – not applicable c. For each type of report (1) When intervening computations or calculations are required between the records and the reports, trace reported data elements to supporting worksheets or other documentation that link reports to the data. (2) Test mathematical accuracy of reports and supporting worksheets. 4. Obtain written representation from management that the reports provided to the auditor are true copies of the reports submitted or electronically transmitted to the Federal awarding agency, the applicable payment system, or pass-through entity in the case of a subrecipient.
The decisions I would like to make (10 mins) Individually think about the decisions you would like to be trusted to make for yourself, or to have an important part in making. Write these down on a sticky note then everyone can stick them on wall. Lay cut-outs of footprints or stepping stones across the floor. Use these to think about the decisions that you would like to have a bigger part in making. Write or draw your ideas on the footprints/ stepping stones. Stick notes, pens OR Footprints/ stepping stones Trusting adults to take your ideas seriously A time I have been listened to (5mins) Sit in a circle. Go round the circle, sharing times when an adult has listened to you at school/college. What changed? How did it make you feel? Sit in a circle. Go round the circle, sharing times when an adult has listened to you at school/college. What changed? How did it make you feel? Dictaphone/ paper for taking notes How school/ college could be better at listening (10 mins) Get into small groups, each with a big piece of paper and some pens. Think about things that school/college staff could do to be better at listening to CYP. This could be formal things like having more opportunities to share your thoughts or informal like teachers paying attention when you are trying to tell them something. Write or draw them as you go along. Use the flashcards to think about what you think is helpful to show that adults are listening to you well. Try and put the flashcards in order from the most helpful to the least helpful. If you think of any more then please add them in! Flipchart, pens OR flashcards Getting feedback (5 mins) As a whole group, share examples of when you have received some good feedback about what has happened because of what you have said or asked for. Can you think of a time when you have said or asked for something and they have given you good feedback on what they have done? How did you know what had changed? Dictaphone/ paper for taking notes Trusting adults to make good decisions on CYP’s behalf
How do I know adults have thought about children when making decisions? (20 mins) As a whole group, think about how CYP can tell that what CYP want and need has been taken into consideration in a decision made by adults. You can use the poster as a starting point. Split the ideas up between small groups, and CYP discuss the pros and cons of each approach. As a whole group, identify the three most important ways of showing that CYP’S interests and needs have been considered. Use the poster about when adults make decisions on children and young people’s behalf. Can you think of any more ways that you know that adults have thought about what children and young people want and need? Everyone has a red, an orange and a green sticker. Put your green sticker on the idea that is the most important Put your orange sticker on the second most important idea Put your red sticker on the third most important idea Dictaphone, paper for taking notes OR Poster, stickers Close
Meat & Livestock Australia, http://www.mla.com.au/Home NSW Department of Primary Industries 2012, ‘Reducing Emissions from Livestock Research Program: breed green livestock in Armidale, NSW’, video available at http://www.youtube.com/watch?v=pmIb_fsLsho&feature=youtu.be NSW Department of Primary Industries 2010, ‘Clearing the air – breeding for less methane’, Agriculture Today, NSW Department of Primary Industries 2008, ‘Less burps, lower greenhouse’, Agriculture Today, Waghorn, GC & Hegarty, RS 2011, ‘’, Animal Feed Science and Technology, vol. 166–167, pp. 291–301.
Important skills for children and young people to learn Being assertive - this means being confident about your choices and sticking with them Job skills Money First aid Cooking healthy food Relationships and making friends Taking responsibility Staying safe Thinking for yourself Keeping your mind and body healthy Writing well
Support (Personal Care) (b)(3) Waiver Peer Support (b)(3) Waiver Respite I/DD Supported Employment Services Long-term Vocational Supports MH/SA Supported Employment Services (non-Medicaid-funded) I/DD Non-Medicaid-funded Personal Care Services I/DD Non-Medicaid-funded Respite Community Services I/DD Non-Medicaid-funded Respite Hourly Services not in a licensed facility Developmental Therapies (non-Medicaid-funded) Medicaid-funded services exceptions Are exceptions for any Medicaid-funded community/mobile service in place as of the date of the 2017 gaps report submission, 5/1/2017? Yes _______, please list. No ________ If the access and choice data is not at 100% for any Medicaid-funded community/mobile service, are exception requests included with the 2017 gaps report? Yes _______, please list. No _______, please explain. Non-Medicaid-funded services exceptions Are exceptions for any non-Medicaid-funded community/mobile service in place as of the date of the 2017 gaps report submission, 5/1/2017? Yes _______, please list. No ________ If the access and choice data is not at 100% for any non-Medicaid-funded community/mobile service, are exception requests included with the 2017 gaps report? Yes _______, please list. No _______, please explain. Crisis Services Crisis services access and choice data Medicaid-funded services standard 100% of eligible individuals must have access within the LME/MCO catchment area to at least one provider agency for each crisis service. Medicaid-funded services instructions
the event / activity The JDA regards #Joziwalks as an alternative approach toward understanding places and community through local feedback. What mechanisms will you put in place to successfully document your walk to share feedback? This may include: Getting views of the participants - written/audio Images of places and people Artefacts All bid hosts will be required to packaging their submission for presentation to the JDA (quality above quantity please) by June 1, 2018. Bid hosts must be available to attend the awards ceremony on at which you will present the outcome and experience. Please confirm how / who will be documenting your event. PR and Marketing How do you plan to successfully market your event / activity before, during and afterwards For example: Using which local networks Social media Media Co-branding is encouraged. Please share details of these
Accountability is also important, and the program must demonstrate productivity resulting from the institution’s investment. The Strategic Hiring Initiative is less than three years old and early results demonstrate that it is returning value on the investment. Since its implementation in March 2016, we have recruited twelve Strategic Hiring Initiative candidates and seven related strategic recruits, for a total of nineteen key strategic hires. These individuals brought $20.9 million in their first year and $60.4 million over five years. The effect of these hires is not limited to the funding they bring. As noted above, they are making an impact through collaborations across departments and across schools. For example, two Strategic Hiring Initiative hires in transplant and adaptive cell therapy (Oberholzer, Lum) are part of a successful Strategic Investment Fund application to treat and cure Type 1 diabetes. Two Strategic Hiring Initiative hires in Endocrinology (A. Basu and R. Basu) have joined the Strategic Investment Fund effort and have begun educational and research collaborations with the Cardiovascular Research Center and the Data Science Intitute. This larger diabetes group is mounting an effort to submit 10 multi-Principal Investigator grants in response to a special NIH opportunity (RFA), which involves four School of Medicine departments and two School of Engineering and Applied Science departments. Dr. Sean Moore, a Strategic Hiring Initiative hire in Pediatrics, is working with colleagues in Medicine, the Institute for Global Health and Diseases, and the Gates Foundation to develop a research facility and projects to study the influence of the microbiome on numerous diseases. Strategic Hiring Initiative hire Dr. Francine is part of a multiple Principal Investigator consortium between the School of Medicine, College of Arts and Sciences, and Signature Sciences that is proposing to do research on the human epigenome in response to environmental toxins. UNIVERSITY OF VIRGINIA
Test Measurement & Nanotechnology Grades 6 - 12 Answer the following True or False: Circle One 1. A liter contains 1,000 smaller units called milliliters. True or False 2. A liter has a Volume of 1,000 cubic centimeters. True or False 3. If we convert 6 543.219 meters, to kilometers we get 6 543 219 km. True or False 4. Nanoscience is the study and development of materials and structures in the range of 1 nm (109 m) to 100 nanometers (100 x 109 m = 102 x 109 = 107) and the unique properties that arise at that scale. True or False 5. An angstrom is within the nanoscale but not the subatomic scale. True or False End of True/False Answer the following Multiple Choice Questions: Circle One answer for each question. 6. A vitamin C tablet has a mass of 500 mg. That is the same as____. (a) 5 g (b) 0.05 g (c) 0.5 g (d) 0.5 kg (e) 7. The length of a pencil would probably best be measured in ______. (a) milligrams (b) meters (c) decameters (d) centimeters e) micrometers 8. The unit of volume that is the same as one cubic decimeter is the _____. (a) meter (b) liter (c) gram (d) hectometer (e) none of these 9. Determine the order of magnitude difference in the sizes of the radii for Atoms (1010 meter) compared with neutrons (1015 meter). (a) Order 4 (b) Order 2 (c) order 12 (d) Order 6 (e) none of these 10. How long has it been legal to use the metric system in the U.S?. (a) 1958. (b) 1975 (c) 1866 (d) 1921. (e) None of these. The end
ASSESSABLE ELEMENTS Descriptors A B C D E The student work demonstrates evidence of: INVESTIGATING AND DESIGNING Considers all specifications and constraints Generates suitable recipe Discerning, interpretation and analysis of information and evidence to generate well-reasoned design ideas Logical interpretation and analysis of information and evidence to generate well-reasoned design ideas Relevant interpretation and analysis of information and evidence to generate credible design ideas Variable interpretation and analysis of information and evidence to generate design ideas Rudimentary interpretation and analysis of information and evidence to generate design ideas PRODUCING Work plan for practical session Execution of Practical work Presentation of finished product Controlled and skillful implementation of production process to make product Purposeful and effective implementation of production processes to make products Appropriate and credible implementation of production processes to make products Variable implementation of production processes to make products Minimal implementation of production processes to make products EVALUATING The end product in terms of: management time and resources, skills, resources, quality, hygiene and safety, sensory properties etc Perceptive evaluation of products and processes Informed evaluation of products and processes Relevant evaluation of products and processes Narrow evaluation of products and processes arrow Cursory evaluation of products and processes REFLECTING Reflects on how equipment and technology impacts on the production of end product Perceptive reflection on the impact of technology on their learning Informed reflection on the impact of technology on their learning Relevant reflection on the impact of technology on their learning Superficial reflection on the impact of technology on their learning Cursory reflection on the impact of technology on their learning Criteria for Year 8 Home Economics Hamburger Assignment Student COMMENTS: TEACHER’S SIGNATURE: ___________________________
WILTSHIRE PRIVILEGED: LEGAL ADVICE AND NOTES OF REVIEW LEGAL PLANNING MEETING 1. Date of Meeting: 2. Name(s) of children: 3. Pre-Proceedings Start date Edge of care panel that rectifies initial legal planning meeting recommendations is start date of pre-proceedings 4. Professionals present and titles: 5. Apologies 6. Review of actions from last meeting: Actions: Outcome: 1. 2. 3. 4. 5. 7. Up-date/additional information since last LPM:
□ 한국기관에서수여받은장학금 (Previous Scholarship Awards Received from Korean institutions) 장학금명 (Title of Award) 기간: 연월일 (Period: yyyy/mm/dd) 지원기관 (Institution) ∼ ∼ □ 과거한국에서의거주또는체류사실 (Previous Visits to Korea) 기간: 연월일 (Period: yyyy/mm/dd) 지역 (City or Region) 목적 (Purpose of Stay) 거주또는체류관련기관 (Organization Concerned) ∼ ∼ □ 추천인명단 (List of Recommenders) 성명 (Name) 지위 (Position) 소속기관명 (Organization) 전화 (Phone) 이메일주소 (E-mail Address) THE ANSWERS I HAVE GIVEN ABOVE ARE TRUE AND CORRECT TO THE BEST OF MY KNOWLEDGE. IF MY ANSWERS CONTAIN ANY KIND OF FALSEHOOD, I WILL TAKE ANY LEGAL RESPONSIBILITY. DATE(yyyy/mm/dd): . . NAME OF THE APPLICANT SIGNATURE OF THE APPLICANT
[Form 6] 자가건강진단서 (Self Medical Assessment) Please provide accurate information for the following questions. Note: Applicants are not required to undergo an authorized medical exam before passing the 2nd round of selection; however, all candidates must take a comprehensive medical exam after the 2nd round of selection (see FORM 7); all grantees must take another comprehensive medical check-up (including HIV, TBPE drug test) after coming into Korea in accordance with the requirements of the Korea Immigration Service and the KGSP.If the results show that any grantee is unfit to study and live overseas, he/she may be disqualified. QUESTION YES NO EXPLAIN When and for what reason did you last consult a physician? (Please explain) Have you had any serious ailment, injuries or diseases (high blood pressure, diabetes, tuberculosis, any type of Hepatitis, HIV, etc) in the last five years? (If yes, please explain) Have you been hospitalized in the last two years? (If yes, please explain) Have you ever been treated by a doctor for any mental, emotional, or anxiety disorder? (If yes, please explain and attach a report from your doctor) Have you ever been addicted to any substance? (If yes, please explain) Do you have any allergies? (If yes, please list them) Do you have any visual or hearing impairment? Do you have any physical disabilities? Do you have any cognitive/mental disabilities? Are you taking any prescribed medication? (If yes, please explain) Are you on a special diet? (If yes, please explain in detail) Have you ever suffered from depression? (If yes, please explain) THE ANSWERS I HAVE GIVEN ABOVE ARE TRUE AND CORRECT TO THE BEST OF MY KNOWLEDGE. IF MY ANSWERS CONTAIN ANY KIND OF FALSEHOOD, I WILL TAKE ANY LEGAL RESPONSIBILITY. Date(yyyy/mm/dd): . . NAME OF THE APPLICANT SIGNATURE OF THE APPLICANT
OLSM Governor’s List NAME GOVERNOR ROLE TERM OF OFFICE Chairman Mr Paul Ward Foundation 22/09/2014-21/09/2018 Vice-Chair Mrs Beverley Bannon Foundation 10/09/2013-09/09/2017 Mrs Lilibeth De La Rama Foundation 01/06/2014-30/09/2018 Mr Andrew Lane Foundation 16/10/2015-15/10/2019 Mrs Catherine Mackenzie-Smith Foundation 16/10/2015-15/10/2019 Father James Norris Foundation 16/10/2015-15/10/2019 Mr Colin Prosser Foundation 10/09/2013-09/09/2017 Dr Jennifer Chandler Parent 08/02/2016-07/02/2010 Mrs Kerrie Martin Teacher 14/12/2015-15/12/2020 Mrs Stephanie Elias Support Staff 09/02/2016-08/02/2020 Mr Gregory Hinds Local Authority 28/01/2014-27/01/2018 Councillor Stephen Horrell Town Council 28/09/2015-27/09/2019 Miss Mary McCarthy Acting Headteacher 01/09/2015-31/08/2019 Clerk Emma Lawrence Contact details - Paul Ward C/O Our Lady and St Michael’s Primary School, Abergavenny E mail Emma Lawrence Headteacher’s comments The academic year 2015 -2016 has been a very busy one in the life of Our Lady and St Michael’s Primary school. We had our Estyn Inspection in March of this year and following this a number of recommendations were given. A Post Inspection Action Plan was drawn up by the Senior Leadership Team and the Governing Body. The staff and Governors are working on these recommendations and we are looking forward to building upon the successes we have already made by further enhancing teaching and learning in the school and the environment. The annual report is an excellent opportunity to reflect on the past year at Our Lady and St Michael’s. It forms part of our links with parents and the wider community. We will be looking to establish these even more in the forthcoming year. I, personally, would like to thank every-one involved in the school for the support you have given us over the last academic year for making this relation-ship work so well. Mary McCarthy SCHOOL DATA Appendix 1 – School Comparative/Validation 2016 [End of Foundation Phase and KS2] Appendix 2 -School Comparative Information with Benchmarking 2016 [End of Foundation Phase and KS2]
Different mutations occur in each sub-population. Natural selection occurs with different selection pressures changing each sub-population over many generations. If the isolating barrier is removed, the sub-populations can no longer interbreed to produce fertile offspring. This is because the sub-populations are now so genetically different after many generations of evolution. An isolation barrier can be geographical (oceans, mountains, deserts), reproductive, or ecological. Key Area Section Biodiversity and the distribution of life Biotic and abiotic factors Biomes Ecosystem Niche Energy in Ecosystems Key words: Species, population, producer, consumer, herbivore, carnivore, and omnivore Transfer of energy in food chain Pyramid of numbers, biomass, and energy Intraspecific and interspecific competition Nitrogen Cycle Human Impact on the Environment Growing population requires more food from farmers Use of fertilisers and how they can leach into rivers Pesticides + Bioaccumulation
Indicator Species Biological control + GM Crops Sampling Techniques and Measurement of Abiotic and Biotic Factors How to use a quadrat and a pitfall trap How to reduce errors when using these methods How to measure abiotic factors How to reduce errors when measuring these Adaptation, Natural Selection and the Evolution of Species Definition of a mutation Examples of mutagenic agents Importance of variation Natural Selection Speciation Revision Strategies: There are many ways to revise. You should try out various methods until you find a few that work for you. Some methods you can try are: Create mind maps/spider diagrams Create flow charts Write a glossary Create a buddy book for each topic Make flash cards of key words Get a friend to quiz you
Click the IVT Request Form from the Actions Menu Emphasize the hours the IVT is available Show the sections of the request form and explain importance of providing as much information as possible. Save the form. THERE IS NO TRAINING VERSION OF THIS FORM. THIS IS DEMO ONLY! DO NOT SAVE FORM! Demonstrate how to remove requests when access has been obtained before the IVT shows up HANDOUT #2: Refer users to handouts and one-time set ups for IVT dashboard instructions to save as a favorite.
Charting a New Patient’s Nursing Admission History SHOW slide #14 Review objectives Develop Conceptual Knowledge: The Nursing Admission History section of a patient's chart is completed in StarPanel. There are 4 types: Adult, Peds, OB and Psych The form is completed when the patient is stable and admitted to a hospital unit for the first time in this occurrence. It is critical to complete this form on all admitted patients ASAP If a willing and able historian is present, patient or family, be diligent in completing the form in its entirety. If the patient is already in the system, the nurse will verify the information is correct and then complete the rest of the information. CASE STUDY INFORMATION: You are admitting a 54 year old patient with complaints of a deep and productive cough for 1 week with progressively worsening phlegm. He has run a fever for 2 days with a t-max of 102.0 F. He has managed at home with Tylenol and Robitussin. He is otherwise a healthy middle aged man without complaints of pain to speak of. He does have a contracture of his hand that is a result of a childhood injury. He comes with a double lumen PICC which was placed prior to his transfer to the floor. His admission order was entered and he was immediately transferred to one of your many empty beds. He has antibiotics running in the proximal port. He has oxygen via a nasal cannula running at 2L. He has brought his medication list with him.
Immunization Section of Admission History Develop Conceptual Knowledge: The Immunization Screening section of the Admission History form allows you to view a patient’s past immunization records and allows you to enter new immunization information. All fields of immunization screening are required. When enough information has been entered a red Stop message will appear. Depending on the information entered in the Immunization and nutritional screening, ancillary departments will be notified and orders submitted for the patient to receive and the nurse to administer. Key Discussion Points Fill all required fields using radial buttons. If no radial buttons are present explain how the Immunization record and the Nursing Admission history form interface and actively communicate. Explain that the flu screening questions will only appear during flu season, typically October to March.. Generate flu vaccine. Demonstrate STOP by selecting “yes” at already received Pneumovax vaccine.
Curriculum 2014 Statutory Requirements Pupils should be taught to: subtract with up to 4 digits using the formal written methods of columnar subtraction where appropriate estimate and use inverse operations to check answers to a calculation solve subtraction two-step problems in contexts, deciding which operations and methods to use and why. Pupils calculate subtractions from numbers up to 10,000 and beginning to explore decimals in the context of currency. Progressing to subtraction of numbers to two decimal places in context (such as money £ including € and $ as appropriate.) Teaching points Note that when modelling practically, and until secure, only one exchange per calculation is required. Note at the point of physical exchange that the value of the number remains the same (there is still 346, some are simply exchanged). Modelling of formal written must, initially, occur alongside the practical examples. When moving to formal columnar method, ensure a progressive learning sequence where only one exchange is required and move this along when secure. Model to add 0 as a placeholder when subtracting mixed amount of digits. When modelling formal written calculations, model placing a decimal point in the ‘answer line’ before commencing subtracting from the least significant figure. Key vocabulary words new to year 4 are in red - ,subtract, subtraction, take away, minus, decrease, leave, how many are left/left over? difference between, half, halve how many more/fewer is... than...? how much more/less is...? is the same as, equals, sign tens boundary, hundreds boundary, ones boundary, tenths boundary, inverse Year 5 - Subtraction
12+ __ = 20 12 + 2 = 9 + 11 = 14 + 6 = 8 x 2 = __X 10 = 20 5 X __ = 25 2 + 9 = 12 – 8 = 15 – 5 = 11 + 6 = 16 + 4 = 7 – 3 = 2 X 5 = __ + 7 = 14 3 X 5 = 8 + __ = 19 9 + 5 = 19 + 2 = ___ - 4 = 16 15 + 4 = 1 + 19 = 4 X __ = 40 14 + 6 = 3 X 10 = __ + 16 = 19 13 + ___ = 18 2 X 8 = 5 X 4 = 6 + 4 = 17 + 2 = 9 X 10 = 14 + 3 = 2 x 4 = 5 + 6 = 8 + 3 = __ - 5 = 10 3 X 10 = 2 X 7 = 2 X __ = 6 5 + 1 = 4 + 15 = 2 + __ = 22 2 X 2 = Practice sheet 1 Score ________ / 44 13+ __ = 20 15 + 2 = 8 + 12 = 13 + 7 = 7 x 2 = __X 10 = 60 5 X 6 = 12 + 7 = 15 – 8 = 16 – 5 = 11 + 7 = 16 + 3 = 7 – 4 = 2 X 3 = __ + 8 = 14 3 X 5 = 10 + __ = 19 6 + 5 = 16 + 2 = ___ - 5 = 15
STANDARD 5: Effective inter-agency working to safeguard and promote the welfare of children and adults at risk 5.1 Staff participate in multi-agency meetings and fora to consider the needs of and provide support for individual children and their families and adults at risk. List the relevant meetings your setting is involved: 5.2 Staff are able to recognise when children and adults at risk need additional support and are able to make the appropriate referral e.g. referrals to other single agencies, referral to TAF, referral to Adult Services or Children’s Services Provide numbers of referrals made to e.g. adult/children’s services 5.3 Any decisions made or actions taken in relation to the protection or safeguarding of
individuals are recorded appropriately and maintained confidentially. 5.4 Arrangements are in place to ensure that personal and confidential information is appropriately shared across settings / services. Is information securely available across varying levels of need? How do you know this is being complied with? STANDARD 6: Staff and Volunteer Training 6.1. All staff and volunteers receive appropriate training (at the relevant levels) to enable them to discharge their safeguarding duties. Describe your record keeping arrangements and how this is monitored by your setting. What arrangements are in place for updates and renewals 6.2 All staff and Volunteers are assessed in relation to How is this achieved?
Necessary checks are carried out before the employee takes up the post (e.g. DBS if they are engaged in regulated activity). 7.3 There is a Safe Recruitment policy in place. 7.4 Those people involved in recruitment within your setting have undertaken Safe Recruitment Training Provide details of any training undertaken: STANDARD 8: Handling Allegations Against Workers and Volunteers 8.1 There is a named senior officer with responsibility in respect of allegations against staff and volunteers. All staff
Economic: Percentage of workforce employed in agriculture Can tell you a lot about a country because of a very high proportion of workforce in agriculture shows less developed country (e.g. Mali) most workers are employed in farming because mostly subsistence farmers who have to grow own food Few other places that can get food from or simply can’t afford to buy it Also few other industries for people to get jobs in as country is less developed Lack of money to invest in setting up new businesses (e.g. Netherlands) have very efficient farming industries which require very few workers Their economy is highly developed meaning most people are employed in many other jobs and industries which are available and which provide higher incomes than farming Physical and human factors influencing global population distribution Human Factors: FACTOR High Low JOB OPPORTUNITIES Industries in urban areas encourage people to move to find work Cities (e.g. Rio de Janeiro) have a high population density as there are a variety of job opportunities TRANSPORT (COMMUNICATIONS) Areas which are accessible (e.g. Central Lowlands of Scotland) Places with good transport links (e.g. roads, airport aract people and industries Remote areas which are isolated and have poor transport links do not attract industries. GOVERNMENT AID Industries locate where government funding is available. People move into these areas for work. where they are poor quality (e.g. on steep slopes) few crops can be grown Population density in areas (e.g. Syria) is falling as people
Strategies used to control/manage the disease Education campaigns promoting the benefits of safe sex and the dangers of sharing hypodermic needles (e.g. TV and Radio) Encouraging the use of condoms (available for free) Drug rehabilitation projects Attempts to develop an AIDS vaccine Needle exchange programmes Blood screening Agencies (e.g. World Bank) have made funding available to developing countries HEART DISEASE Causes: Eating too many fatty foods increases cholesterol levels This narrows the arteries increasing the chance of heart disease Fatty foods lead to obesity which puts an extra strain on the heart Many people do not eat enough fruit or vegetables Lack of exercise raises blood pressure affecting the efficiency of the heart Smoking narrows the arteries and puts pressure on the heart Stress increases blood pressure Heart complaints can be heredity Consequences of disease for population in affected area: Many work days are lost in industry through ill health This can reduce profits in business Strain is put on the health service This increases the cost of state and private healthcare (more medical staff and hospital beds are needed to treat those suffering from the disease) There is an increase in the number of patients suffering from coronary-related illnesses (e.g. angina, high blood pressure, strokes) Life expectancy is lowered Strategies used to control/manage the disease More people now have regular check-ups for cholesterol and blood pressure Allowing early intervention for at risk patients
Dose and frequency of medicine: Expiry date: Date medicine provided by parent: Quantity received/returned (delete as applicable): Staff signature: ________________ Signature of parent: ____________________ Date Time given Dose given Name of staff member Staff initials Observer’s initials
2D and 3D shape walk. Directional work on the playground. Calculating the perimeter and area of the playing field. Discuss the similarities and differences of school and mountain terrain. Mountain rescue team to talk to the children about their work (TBC - Visit the Mountain Rescue Website) Take responsibility for our own belongings. Listen to instructions carefully and complete some tasks on our own. Develop a “have a go” attitude and persevere with problem solving tasks. Work collaboratively to plan, rehearse, organise and conduct an end of term assembly. Homework opportunities
Stallingborough C of E Primary Learning Together Through Christian Values Friendship - Courage - Truthfulness - Hope - Gratitude - Service Homework Menu Topic title: Scientists and Inventors Key question: Term: Summer Term 2018 Class: 4 and 5 Complete 5-6 tasks for Bronze level, 7-8 tasks for silver and all 9 for Gold Please return all homework by 13.7.18 Hierarchy Pyramid of Scientists/Inventors (please see sheet) Read at least 4 times per week and get an adult to sign your purple reading diary. Create a fact file for a famous scientist or inventor. Why do you admire them? Design your own invention – draw it? make it? (see attached sheet) Complete the Active Learn tasks. Create an illustrated timeline for Inventions and Inventors. Invent a new pizza topping. Make your pizza, taking photographs of what you are doing and write captions for them. Enjoy your pizza then write an evaluation, thinking of the skills you have used. What did you do well? What could you improve? Speak to family members about inventions that have been invented in their time. In your opinion, which is the most important invention and why? Compare your house with a house from a different historical period (e.g. Victorian or Tudor). Create a presentation.
Dovestone Learning Partnership Action Plan Two: Financial Efficiencies April 2018 – March 2019 (CI/SN) Action Success criteria Led by Deadline Resources Ensure the implementation of change of payroll and the supply cover scheme. Service is judged as good and savings are made. Significant savings for all primary schools in relation to both HR and Supply. A more efficient service for HR for all schools across the partnership. Working party led by C Ireland and S Newton 1st April 2018 Monthly meetings at Denshaw Village Hall For S Newton, C Ireland and business office support. To investigate catering/cleaning services and invite tenders Schools and GBs are assured that the contractors are providing the best service Working party led by C Ireland and S newton To commence in September 2018 Regular meetings at Denshaw village hall. For S Newton, C Ireland and business office support. To develop a timetable for looking at smaller savings across different school services. Eg YPO etc Savings for all schools in a variety of areas. Working party Led by Louise Whitehead To commence April 2018 Regular item on the agenda To investigate the quality and cost efficiencies re the swimming SLA. Improved quality of teaching and learning in swimming. Reduced cost for swimming provision Led St Thomas Leesfield sports staff. To commence in September 2018 Regular meetings at Denshaw Village Hall. For S Newton, C Ireland and business office support. Start to investigate the possibility of shared pastoral support across the partnership. To have created an action plan to develop the pastoral support offer across the partnership. Sub party to be decided at the next meeting possible cross over with the well Being and Resilience Group To commence in September 2018 Time for the sub group to meet regulary.
Dovestone Learning Partnership Action Plan 3: Wellbeing April 2018 – March 2019 (VP/RS/SC) Action Success criteria Led by Deadline Resources To develop a coaching programme for staff across the DLP Coaching refreshers, identification of Coaching training programme (look into alternatives), middle leaders to be focus, cascade throughout school. Coaching slots to be available for Coaches identified Programme implemented and incorporated in PM Staff feel supported Working party In place for new Academic Year Time Possible training To co-ordinate the CPD across the DLP Conference on DLP to add upcoming training (actioned). HTs to send training needs form to SC (PCO Knowsley may be able to provide some training). RS to advertise Module 1 EV. Statutory CPD delivered and other opportunities are shared Working party Head teachers On-going Time To investigate well-being programmes for pupils Peer mentoring SC review and adapt. Nicola Turner (Knowsley) and Hayley Keyl (Denshaw) to be involved. Programmes are developed to engage pupils with mental health issues. Children are supported. Incidents reduced Head teachers Programmes to be available throughout new academic year Time Course materials To put together a proposal for counselling services for pupils Vision - counsellor employed throughout the group. No capacity within schools currently. Head teachers have the information to make an informed decision about establishing a counselling service across the DLP Working party Head teachers Proposal to be firmed up by the end of the Autumn Tem Time Venue Release time
Dovestone Learning Partnership Action Plan 4: School Improvement April 2018 – March 2019 (MM/SH/AL) Action Success criteria Led by Deadline Resources To evaluate the Peer Review and make changes as necessary to the programme for the future. Consider how this can link into Head teacher appraisal No school goes into an Ofsted category All schools can see improvement Outcomes can help staff to improve Head teachers Review complete by end of May 2018 New programme by September 2018 Time Fees Share end of year, strengths and weaknesses data and use to prioritise actions for the DLP. Similar format to the LA data submission with room for cohort related comment. There is a clear indication of what areas need to be developed and where strengths lie across the partnership SH Head teachers Update completed in September 2018 Time To investigate the feasibility of a creating a shared progress tracking system from reception to post 16 that enables more focus on analysis and less on processing data. The launch of successful “through” tracking system. HTs and Kevin Murphy (Saddleworth) At least one year, likely to be two. Time To create a shared family liaison officer role to work across the partnership to support referrals from partner schools. Appropriate support would be offered early to potentially vulnerable families so that attendance across the partnership improves HT and pastoral teams To appoint for January 2018 Financial commitment from each school pro rata.
To develop a coherent network of moderation and standardization that functions across the partnership and beyond. Moderation and standardization is more consistent. HTs and assessment coordinators To be in place for September 2018. Time and possible cover. Coordinate CPD across the DLP to create a shared package of support. Ie Health and safety, manual handling as well as school priorities. A prospectus of what CPD is available to colleagues across the partnership that schools access and that has impact. CPD leads / HTs To be in place for September 2018. Time and resources