zilongwang/ReadingBank huggingface dataset:
Required for next week: Bedell, G. (2004). Developing a follow-up survey focused on participation of children and youth with acquired brain injuries after inpatient rehabilitation. NeuroRehabilitation, 19, 191-205 Bedell, G. Further validation of the Child and Adolescent Scale of Participation (CASP).(2009) Developmental Neurorehabilitation, 12, 342-351. Bedell, G. (2011). Administration & Scoring Guidelines for the Child & Adolescent Scale of Participation (CASP). Downloadable at: Assignment: Use critique assignment template to record information about the CASP. We will critically appraise the CASP in the next class. Decide on measurement tool that you will critique and discuss in next class. Oct. 8 Critical examination of outcome measurement tools / methods (continued as needed) Do critique of CASP in Discuss selected measures for critique assignment Update on program outcome studies Required for next two weeks: Review: United Way, Chapter 4, 5, Appendix – Issues in developing data collection instruments Barkman, S. (2002). Field guide to designing quantitative instruments to measure program impact. West Lafayette, IN: Purdue Extension. Recommended: Ottenbacher, K. J. & Cusick, A. (1990). Goal attainment scaling as a method of clinical service evaluation. American Journal of Occupational Therapy, 44, 519-525. Trombly, C. A., Radomski, M. V., & Davis, E. S. (1998). Achievement of self-identified goals by adults with traumatic brain injury: Phase I. American Journal of Occupational Therapy, 52, 810-818. OCTOBER 15 [NO MONDAY CLASS ON TUESDAY] Oct. 22 Designing outcome study data collection instruments / questions to obtain information
Interested participants can also request a sample 5-mm heat exchanger for use in instruction or for laboratory testing. Participants who conduct performance tests in their own facilities will be encouraged to share their findings. See the registration OTS-ICA registration page, or contact OTS directly at . The purpose of this hands-on introduction to MGHX technology is to engage people from various institutions and different backgrounds and encourage them to collaborate in advancing the state-of-the-art of round tube, plate fin (RTPF) heat exchangers. Participants will learn how MicroGroove heat exchangers in HVAC&R equipment contribute to sustainable development of the global built environment. For more information about MicroGroove Technology, visit . Join the MicroGroove Group on LinkedIn to share your ideas about research directions and product development. . About ICA The International Copper Association, Ltd. (ICA) is the leading organization for promoting the use of copper worldwide. ICA’s mission is to promote the use of copper by communicating the unique attributes that make this sustainable element an essential contributor to the formation of life, to advances in science and technology, and to a higher standard of living worldwide. Visit for more information about ICA. About OTS Optimized Thermal Systems, Inc. offers customized software and services for the design and optimization of thermal systems. The OTS mission is to free engineers to do what they do best: create and innovate! It is accomplished by providing advanced software solutions, consulting services, and physical performance measurement and validation for a variety of HVAC&R components, systems and technologies. Visit for additional information. # # #
Royalty, Vice-Regal representatives and international dignitaries High profile and notable academics – Nobel Prize winners, Presidents, Chancellors, or equivalent of other universities Religious leaders. b) Activities likely to attract significant interest or generate controversy c) Activities likely to pose a security risk, including events which may generate large audiences. 2. Whenever RMIT’s Vice-Chancellor or University Council is attending an event which can be considered a “major” event, or is outside of the regular events/activities which the or Council attend. The level of Events Team involvement in any RMIT events will be dependent on: Vice-Chancellor involvement Attendees profile Event complexity Level of external engagement Vice-Chancellor direct reports hosting activities Organisational positioning statement Client (event sponsor/organiser) resources. University Events will support relevant activities through: Advice – in relation to activity planning and/or operations Recommendations – on suitable suppliers (caterers, logistics suppliers, furniture providers, etc.) to best fit with activity objectives Operational support – where appropriate or through additional casual resources.
January 30th 1pm to 5pm, January 31st 7am – 5pm, February 1st 7 am – 12 pm. Session 2 Generator and Transmission System Dynamics (10 CEHs) February 5th 12 pm – 5 pm and Februatry 6th 7 am to 12 pm Black Start and Restoration Course (19 CEHs) February 6th 1pm to 5pm, February 7th 7am – 5pm, February 8th 7 am – 12 pm. Session 3 Generator and Transmission System Dynamics (10 CEHs) February 12th 12 pm – 5 pm and February 13th 7 am to 12 pm Black Start and Restoration Course (19 CEHs) February 13th 1pm to 5pm, February 14th 7am – 5pm, February 15th 7 am – 12 pm. Session 4 Generator and Transmission System Dynamics (10 CEHs) February 19th 12 pm – 5 pm and January 20th 7 am to 12 pm Black Start and Restoration Course (19 CEHs) February 20th 1pm to 5pm, February 21st 7am – 5pm, February 22nd 7 am – 12 pm. Session 5 Generator and Transmission System Dynamics (10 CEHs) February 26th 12 pm – 5 pm and February 27th 7am to 12 pm Black Start and Restoration Course (19 CEHs) February 27th 1pm to 5pm, February 28th 7am – 5pm, March 1st 7 am – 12 pm. Session 6 Generator and Transmission System Dynamics (10 CEHs) March 5th 12 pm – 5 pm and March 6th 7 am to 12 pm Black Start and Restoration Course (19 CEHs)
Week 6: 22nd (Generation and Transmission Dynamics) and April 23rd – 25th (Black Start and Restoration Training) Inclement Weather Week: April 29th (Generation and Transmission Dynamics) and April 30th – May 2nd (Black Start and Restoration Training) 2019 Operator Training Seminar Pilot: August 13th – 15th Week 1: October 15th – 17th Week 2: October 22nd – 24th Week 3: October 29th – 31st Week 4: November 5th – 7th Week 5: November 12th – 14th Week 6: November 19th – 21st
Inclement Weather Week: April 29th (Generation and Transmission Dynamics) and April 30th – May 2nd (Black Start and Restoration Training) 2019 Operator Training Seminar Pilot: August 13th – 15th Week 1: October 15th – 17th Week 2: October 22nd – 24th Week 3: October 29th – 31st Week 4: November 5th – 7th Week 5: November 12th – 14th Week 6: November 19th – 21st
Pilot Generator and Transmission System Dynamics (10 CEHs) January 8th 12 pm – 5 pm and January 9th 7 am to 12 pm Black Start and Restoration Course (19 CEHs) January 9th 1pm to 5pm, January 10th 7am – 5pm, January 11th 7 am – 12 pm. Session 1 Generator and Transmission System Dynamics (10 CEHs) January 29th 12 pm – 5 pm and January 30th 7 am to 12 pm Black Start and Restoration Course (19 CEHs) January 30th 1pm to 5pm, January 31st 7am – 5pm, February 1st 7 am – 12 pm. Session 2 Generator and Transmission System Dynamics (10 CEHs) February 5th 12 pm – 5 pm and Februatry 6th 7 am to 12 pm Start and Restoration Course (19 CEHs) February 6th 1pm to 5pm, February 7th 7am – 5pm, February 8th 7 am – 12 pm. Session 3 Generator and Transmission System Dynamics (10 CEHs) February 12th 12 pm – 5 pm and February 13th 7 am to 12 pm Black Start and Restoration Course (19 CEHs) February 13th 1pm to 5pm, February 14th 7am – 5pm, February 15th 7 am – 12 pm. Session 4 Generator and Transmission System Dynamics (10 CEHs) February 19th 12 pm – 5 pm and January 20th 7 am to 12 pm Black Start and Restoration Course (19 CEHs) February 20th 1pm to 5pm, February 21st 7am – 5pm, February 22nd 7 am – 12 pm. Session 5
developmental tests or the severity of the child's disability do not automatically determine the need for therapy services in an educational system. A medical/clinical model identifies deficits and addresses them directly through rehabilitative activities. Guidelines for Occupational Therapy in the Education Setting Educational occupational therapists follow federal and educational requirements and are certified by the National Board for Certification in Occupational Therapy and licensed by the MN Department of Health. In order for a student to receive occupational therapy services, they must have a current IEP and demonstrate a need for supplementary support services related to their primary educational goals. In other words... occupational therapy services cannot The occupational therapist supports the educational goals written by the IEP team. Adapted from Occupational Therapy and Physical Therapy in Educational Settings: A Manual for MN Practitioners Service Delivery Indirect and direct services are both effective means to meet goals and objectives. Typically, the younger the student, the more likely needs will be met by direct service. As students get older they often need less direct service and more indirect service in order to participate in a more inclusive setting. Based on the recommendation by the occupational therapist, the team will decide the type and amount of occupational therapy services related to the areas of need on the (IEP). The occupational therapy support can be delivered by either a Registered Occupational Therapist (OTR) or a Certified Occupational Therapy Assistant (COTA). Direct Services The occupational therapist or certified occupational therapy assistant works directly with the student throughout the school environment. A direct level of occupational therapy services consists of services that "only" an occupational therapist or certified occupational therapy assistant can perform. Indirect Services The occupational therapist with team members and/or the student to observe, plan, monitor and provide additional support for students Trains and/or collaborates with team on strategies that can be implemented by others
MONONGALIA COUNTY OCCUPATIONAL THERAPY PROGRESS NOTES/LOGS MONTH/YEAR __________________ I Date mm/dd/yy Time In Time Out Procedure Code Goals Addressed, Activity and Response to Treatment Future Plan/Goal Signature: Date mm/dd/yy Time In Time Out Procedure Code Addressed, Activity and Response to Treatment Future Plan/Goal Signature: Date mm/dd/yy Time In Time Out Procedure Code Goals Addressed, Activity and Response to Treatment Future Plan/Goal Signature: Date mm/dd/yy Time In Time Out Procedure Code Goals Addressed, Activity and Response to Treatment
Future Plan/Goal Signature: Date mm/dd/yy Time In Time Out Procedure Code Addressed, Activity and Response to Treatment Future Plan/Goal Signature: Date mm/dd/yy Time In Time Out Procedure Code Addressed, Activity and Response to Treatment Future Plan/Goal Signature: Date mm/dd/yy Time In Time Out Procedure Code Goals Addressed, Activity and Response to Treatment Future Plan/Goal Signature:
Government on the UK/OT relationship. regularly with OT politicians. A process of continuous dialogue is vital to resolve issues promptly. Ministerial Council provide the most effective options for communication. FCO Director and OTD staff Assurance that the Programme is correctly targeted and adequately resourced/ managed. To be sure that our projects are realistic and give sustainable outcomes. To be able to gain maximum impact from good news stories. Clear guidance messaging from the Centre to Posts. Better use of the FCO.Gov and social media platforms being developed. UK Parliamentarians There is keen interest from MPs and parliamentary committees in all OT matters. Concern on how UK resources are allocated to the OTs. To assure MPs that all OTSPF resource is managed well and delivers against agreed targets. Full and informative responses to PQs. Comprehensive briefing for Ministers and officials when appearing before the FAC and Groups. We will continue to encourage direct interaction between Westminster and OT politicians. Territory Governments and populations. Possible concern that FCO funding reductions reflect a drop in priority. Assurance that this is not case and that we aim to target resources as precisely as we can. Overall reduction in resources available across the FCO. Not being singled out. Primarily this will fall to Governors in the though FCO Minister regularly writes out to OT leaders when planning the annual summit. 6. OTHER ISSUES/INFORMATION It is important to distinguish the difference between the OTSPF and the FCO’s other SPFs. This programme is aimed at supporting the UK’s obligations towards its Territories. So much of what it does is non-discretionary – without it some of the unpopulated and sparsely populated Territories have few alternative support mechanisms. This Government’s political commitment to the Territories is long term and will remain until such time as a Territory wishes to remain British. Each Territory’s constitutional relationship with the UK is different which means that with two or three exceptions, our funding is targeting different obligations. It is also important to note that the United Kingdom Government is ultimately liable for the Territories – should a natural, economic or other catastrophe occur - HMG carries the risk. Much of the OTSPF is about reducing the risk from the contingent liability and the immediate benefit of some project s will not always be obvious.
Cayman X X X Falklands X X X X Gibraltar X X X Montserrat X X X Pitcairn X X St Helena (Ascension/ Tristan) X X X South Georgia X X and Caicos X X X X Objective/Sub-objective Objective 3 –Economic Development Country All Caribbean Territories Primarily but open to others if required. X
Objective/Sub-objective Objective 4 – Environment - Sub Objective – The Darwin Plus Environmental Fund Country All Territories are eligible for funding. X (subject to Darwin Project Board approval) Objective/Sub-objective Objective 5 –International Obligations Country British Antarctic Territory and South Georgia South Sandwich Islands Payment of subscription to Antarctic Treaty and CCAMLR and contributions towards of British Antarctic Survey.
Initial medical encounter for this injury, AND Student does not have any sensory defects of extremities Weight bearing? Documentation of bony tenderness: Yes, tender No, not tender ND, not documented X-Ray ordered? Yes, foot Yes, No If no x-ray ordered, was there appropriate documentation for a follow-up plan? Yes No Not applicable Medical Chart # (continued) Date of visit At time of injury? At time of evaluation? At the medial malleolus? At the lateral malleolus? At the 5th metatarsal head? At the navicular bone? 10 11 12 13 14 15 16 17 18
Inclusion Criteria Ottawa & Foot Rules Management Initial medical encounter for this ankle injury, AND Student does not have any sensory defects of lower extremities Weight bearing? Documentation of bony tenderness: Yes, tender No, not tender ND, not documented X-Ray ordered? Yes, foot Yes, ankle No If no x-ray ordered, was there appropriate documentation for a follow-up plan? Yes No Not applicable Medical Chart # (continued) Date of visit At time of injury? At time of evaluation? At the medial malleolus? At the lateral malleolus? At the 5th metatarsal head? At the navicular bone? 19 20 21 22 23 24 25
Production Staff Kathy Boersma, Production & Facilities Manager Megan Herald, Assistant Production & Facilities Manager Carly Uhrig, Marketing Manager Terry Herald, Technical Coordinator Follow School of Music, Theatre and Dance on social media: Facebook @ OU.MTD Twitter @OUMTD Instagram @OUMusicTheatreDance YouTube @oaklanduniv SCHOOL OF MUSIC, THEATRE & DANCE UPCOMING EVENTS Optional Listing of Upcoming Events
RSS – Recycle Bin – For recovering deleted items Reports – ability to check pages back in that have been inadvertently left override the approval process when pages have been sent to unresponsive approvers, and run customized reports. These reports involve content, users, and other system details, as well as the ability to export the results via CSV file. Required Actions – Checked out items, broken pages, unsynchronized pages Check Out Content – Anything that you have checked out Pending Approvals – Scheduled Actions – Future publications or expirations Site Check – Link checks, Spelling checks, accessibility, W3C (World Wide Web Consortium) compliance Custom Reports – Advanced reports (we can these for you if you need one) Recent Saves – recent saves Recent Publishes – same Add-Ons Manage Add-Ons – We will be adding this at a later date (will include style guide, news articles and resource space for photos) Help – Support Site Support – Tutorials Community – OU User Community Feedback – Give feedback to OU Release Notes – Updates & fixes
This opens a file navigation pane showing all of your pages (Click on the arrow to collapse). Content When you on ‘Content’ it opens up the file structure of your website. When you hover over the different page files, a list of actions come up to Edit, Review, Publish or File. Edit Page – Perform edits to your page Source – View page source Properties – View and edit page properties Access – Manage page access Reminders – View and set up reminders Review
Acres of lake habitat restored or enhanced Miles of stream habitat restored or enhanced 7 7 $100,000 $450,000 of terrestrial habitat restored or enhanced 495,000 504,000 $6,914,000 Part incl. in and $6,914,000 Part incl. in and Acres of rangeland vegetation improved Miles of high clearance system roads receiving maintenance 80 800 Included in Included in Miles of passenger car system roads receiving maintenance 180 1600 Included in Included in Miles of road decommissioned 2 16 Included in Included in Miles of passenger car system roads improved RD-PC- 4 23 Included in Included in RD-HC-
Attachment C Members of the Collaborative Organization Name Contact Name Phone Number Role in Collaborative Arkansas Forestry Commission Larry Nance 501-296-1942 Smoke guidelines; support for cooperative activities across federal/private landownership boundaries Arkansas Game and Fish Commission David Goad 501-223-6359 Assist with turkey research project monitoring within project area, in-kind assistance of over $100,000. Numerous studies and monitoring on game and non-game animals. Arkansas Natural Heritage Commission Karen Smith 501-324-9619 Biodiversity Inventories Arkansas University James C. Bednarz 870-972-3320 Study to examine potential impacts of extensive prescribed burning on ground nesting birds Arkansas Wildlife Federation Wayne Shumake 514-224-9200 Assist in field work and habitat work in project area. Audubon Arkansas Mary M. Smith 501-244-2229 Environmental education and project bird monitoring Jim Crouch & Associates Jim Crouch 479-968-2154 Recommendations for improving merchantability of sales in pine-bluestem areas; strong advocate for ecosystem management approach that still yields wood products Monarch Joint Venture Priya Shahani 612- 625-8304 Partnership to re-establish native milkweeds in 2000 in project area Monarch Watch R. Taylor 785-864-4441 Partnership to re-establish native milkweeds in 2000 in project area National Wild Turkey Federation Dennis Daniel 936-208-9698 of $20,000 to prescribe burn. Assist with turkey research project within project area, in-kind assistance of over $100,000 Oklahoma Department of Wildlife Conservation John Skeen 405-521-3851 Cooperative prescribed burning and RCW habitat improvement work Oklahoma State University Ronald A. Van Den Bussche 405-744-5663 $32,000 for Bachman’s sparrow and shortleaf pine growth and yield study Ouachita Biological Survey Caryn C. Vaughn 405-325-4034 Freshwater Mussels and Environmental studies
Wayne Shumake, President Arkansas Wildlife Federation John Skeen, Senior Wildlife Biologist Oklahoma Department of Wildlife Conservation Mary M. Smith, Education Director Audubon Arkansas Dr. Chris Kellner Professor of Wildlife Science Arkansas Tech University Orley R. Taylor, Director Monarch Watch Ronald A. Van Den Bussche, Associate Dean of Research Oklahoma State University Caryn C. Vaughn, Director Ouachita Biological Survey
Media Alert For Immediate Release April 7, 2014 Ouat Media Releases Canadian Documentary Feature UNCLAIMED “A wise man once said that time heals all wounds. One thing I know for certain, that man never went to war. “ - Tom Faunce (Toronto, Canada) – Channel Zero’s Ouat Media Inc. is proud to announce the upcoming release of UNCLAIMED (dir. Michael Jorgensen), a unique and compelling documentary about two men whose lives intersect through the burdens of war. UNCLAIMED follows Tom Faunce, a war-torn Vietnam vet, in his emotional quest to uncover the true identity of a man claiming to be a Special Forces soldier living in a remote village in Vietnam, decades after being listed MIA by the U.S. Government. Directed by Emmy Filmmaker Michael Jorgensen, UNCLAIMED premiered at the 2013 Hot Docs Canadian International Documentary Festival, and received reviews in the New York Times, Globe and Mail, Toronto Star, and Maclean’s. UNCLAIMED later made its American premiere at the GI Film Festival, and has been named an official selection of several festivals, including Kansas International Film Festival, Sarasota Film Festival and Ft. Lauderdale International Film Festival to name a few. UNCLAIMED will be released theatrically in the United States on Friday May 2nd, 2014, and will run from May 2nd to 8th exclusively at the Quad Cinema in New York City and the Laemmle’s Music Hall Theatre in Los Angeles. For ticket and showtime information, please visit or . The release of UNCLAIMED will expand to include the rest of the United States in the coming weeks, with more details to follow. To view the trailer, please visit: . For more information, please the official UNCLAIMED website: (), or contact Nick Bannard (). -30- For more information, please contact: Fred Joubaud / t: +1 416 979 7380 ext. 2112 / Facebook: Twitter: About Ouat Media Inc. winning
Course Structure: Is the course "Lock-Step" in nature or are students able to form their own study path? Rationale for structure and content: 4) Admin/Operation Teaching, delivery and assessment strategies: Standard Media Web links Embedded multimedia Glossary Podcasting/Lecture Capture Streaming multimedia Online Interactive games Audio/Video Conferencing Wikis Chat ePortfolios Online assignment submission Discussion forum/board Other Detail staff resources allocated to the course: Are opportunities for providers to share units within programs? Legal Issues (if any): 5) Other Course Information Will this course offer CSP places to OUA students? Yes No Will this course offer VET-HELP to OUA students? Yes No Authorisation for an OUA New Course Proposal
times. Therefore, these brands are excluded out of the analysis to prevent them to influence the results while based on too little observations. In figure 8 we see the correlation between brand awareness (Y-axis) and consumers’ knowledge of the country of origin of Milka We see that there is a positive relationship between the level of brand awareness and the percentage of respondents who knows that Milka is a Swiss brand. Regression analysis showed a level of significance of 0,7% and a Pearson Correlation level of 0.889 with a significance of 0,7%. Figure 8 Correlations between Brand Awareness and Consumers’ Knowledge of the Country of Origin of Milka Both the Pearson Correlation of 0,889 and the R2 of 0.79 with significance of 0,7% the fist hypothesis can be accepted. Thus, in my research there is enough evidence to assume that the relationship between brand awareness and consumers’ knowledge of the country of origin of the chocolate brand Milka is positive and significant. Hypothesis 2: Consumers who are aware of a product’s country of origin are willing to pay a price premium for that specific brand/product if the specific country image is perceived as positive by the respondent. Next step is to test whether consumers who are aware of the country of origin of a specific brand/product are willing to pay a higher price for a product given that the specific country image is positive. If thats is the case, it would make sense to advertise on the positive image of its country of origin. In order to test this, I asked all respondents for their first association of the brand of Milka regarding its country of origin. The country of origin of Milka is Switzerland. Afterwards, I asked if the respondents are willing to pay more for Milka chocolate compared to chocolate of similar quality of a less familiar brand and added a control question/variable to test the validity of the answers. I gave respondents the choice between a Milka chocolate bare (€0,95) and a Hershey’s chocolate bar (€0,75) to test if they really are willing to pay more for Milka chocolate compared to chocolate of similar quality of a less familiar brand which is the brand of Hershey’s. But first, it is relevant to test if the country of origin of Milka, Switzerland has a positive image. If not, it would not make sense to emphasize on its country of origin. In figure N of the appendix we see that a large
7.2 SPSS Output GENDER Frequency Percent Male Female Total 110 60,4 72 39,6 182 100,0 Figure A Distribution of Male and Female Respondents Figure B Distribution of Age Combined with Gender of Respondents Figure C What is the first company that comes to mind when you think of chocolate brands? MILKA_FAMILIAR Frequency Percent Cumulative Percent Never Heard of 0 0 0 of, but never buy it 48 26,4 26,4 Buy it occasionally 111 61,0 87,4
“Through ” : Please refer to the map on the next page Approximately 1 km after , take the exit for the Parkway and follow it for 1.6 kilometres until you hit . Turn right onto and follow it to . Turn left (north) onto and follow it through downtown. Note that mid-way through downtown, turns into and continues north as a one-way street. Keep heading north on and just outside of downtown, you'll notice that it becomes a two-way street. Keep heading north on Water Street, past the Peterborough Zoo, past the jet fighter on a pedestal, and past the Tim Horton's on the left at 1527 Water Street. After you pass the Tim Horton’s slow down and turn right onto (a.k.a. “County Road 32"). Follow as it crosses the river, curves around in a horseshoe shape and then follows the winding river bank north. You'll pass Trent University Campus and then you'll pass Lock 23 "Otonabee" (that’s close to the Ice Floe Race Finish Line). Keep going north until you see the building for Trent Waterway Lock 24 "." That's the Starting Line. “”: About 1 km after , stay on Highway 7-115 In approximately 6 km, Highway 7-115 becomes Highway 7 at . Stay on Highway 7. Approximately 4 km after passing , turn left (north) on Providence Line
(2009). S. Emma E. Edmonds, Nurse and Spy in the Union Army: The Adventures and Experiences of a Woman in Hospitals, Camps and Battlefields (2000). Catherine Clinton, Public Women and the Confederacy (1999). Belle Boyd, Belle Boyd in Camp and Prison (1865). Elizabeth Brown Pryor, Clara Barton: Professional Angel (1987). 6 February: We will discuss the Confederate victory at Second Manassas, setting the stage for Lee’s first invasion of the North. This very important week will also focus on the battle of Antietam and its impact on the remainder of the war. The bloodiest single day of the war shocked the world, but perhaps not as significantly as did the subsequently-issued preliminary Emancipation Proclamation. We will, likewise, discuss the changing roles of African Americans in the war, the response from the Confederate government and Southern society, as well as Britain’s and France’s nearly becoming involved. The American Civil War William C. Davis, Virginia at War: 1862 (2007). Matt Spruill, Summer Lightning: A Guide to the Second Battle of Manassas (2013). John J. Hennessy, Return to Bull Run: The Campaign and Battle of Second Manassas (1993). David G. Martin, The Second Bull Run Campaign: July–August 1862 (1997). Ezra Ayers Carman, The Maryland Campaign of September 1862, Vol. 1, South Mountain (2010). James M. McPherson, Crossroads of Freedom: Antietam, the Battle That Changed the Course of the War (2002). Gary W. Gallagher, The Antietam Campaign (1999). Marion V. Armstrong, Unfurl Those Colors!: McClellan, Sumner and the Second Army Corps in the Antietam Campaign (2008). B. Franklin Cooling, Counter-thrust: From the Peninsula to the Antietam (2007). Jack C. Mason, Until Antietam: The Life and Letters of Major General Israel B. Richardson, U.S. Army (2009). Roger L. Ransom and Richard Sutch, One Kind of Freedom: The Economic Consequences of Emancipation (1977). Harold Holzer, The Emancipation Proclamation: Three Views (Social, Political, Iconographic) (2006). Burrus Carnahan, Act of Justice: Lincoln’s Emancipation Proclamation and the Law of
Although their official common name is ‘river otter’, some folks call them ‘land otters’, perhaps to distinguish them from sea otters. Both common names are a bit misleading, because the versatile ‘river otters’ forage not only in rivers and streams but also on land and in the ocean. We often see them on rocky beaches when we are kayaking. I once watched an otter diving repeatedly down to a submerged bar between two islands; this was a banquet in salt water, apparently, because the otter brought up something edible on almost every dive.
Ottery St Mary Primary School Governing Board Governors’ Committees 2016-17 Chair of Governors: Oliver Helm Learning & Development Committee Resources Committee Sarah Weeks Chair of Committee / Curriculum Lead Mark Gilronan Headteacher Petrina Tipping Safeguarding Lead Alison Latham Community & Parent Links Lead School Improvement Lead Amy Thornton Curriculum Lead Michelle Perryman SEND & Inclusion Lead Oliver Helm Dan Western Assistant Headteacher - Associate Governor Alice Purcell Assistant Headteacher - Associate Governor Joe Wall Chair of Committee & Finance Lead Mark Gilronan Headteacher Mark Panizzi Personnel Lead Oliver Helm Ross Cooper Health & Safety & Premises Lead
(including those guidelines relating to the operation of electronic mailing lists); to ensure that everyone responsible (i)-(iii) is competent to deal with the requirements, where necessary undertaking training under the guidance of IT Services. The members of the Club shall be those who are eligible and apply for membership of the Club, who are admitted to and maintained in membership by the Committee, and who have paid the relevant Club subscription. All student members of the University, and all persons whose names are on the University’s Register of Visiting Students, shall be eligible to become members of the Club. A member shall continue to be eligible until he or she is given permission to supplicate for his or her degree, diploma or certificate, regardless of whether or not he or she continues to be liable to pay fees to the University. If the Club’s objects relate directly to a protected characteristic as defined in Section 4 of the Equality Act 2010, the Club may be entitled to restrict membership to members sharing that protected characteristic, provided that the Proctors shall first approve any such restriction. The Committee may also, at its discretion, admit to membership:- students registered to read for diplomas and certificates in the University; student members of Permanent Private who are not student members of the University; members of Ruskin College; Ripon College, Cuddesdon and the Oxford Institute of Legal Practice; members of the Westminster Institute of Oxford Brookes University who are registered to read for degrees or other qualifications validated by the University of Oxford; and
• To be a service that seeks to learn and evolve, aiming to implement what is considered to be best practice in all aspects of service provision. • Recognising that Service and their families have a right to a high standard of service. • To support and empower families in achieving a fulfilling life for their family member. • To support staff members to work to our ethos and values to achieve fulfilment in their working life. • To work in partnership with statutory bodies and other stakeholders in the community to achieve high quality services and quality of life for Service Users Our Values These core values underpin and form part of the interdependent relationship between our staff and our Service Users: • Service Users and their families will be actively involved in decisions effecting their care, treatment and support. • We will provide a service where management and staff see safety and security to be of paramount importance. • All Service Users are treated equally and provided with equality of opportunity. • Staff will always show compassion when providing care treatment and support. • Service are always treated with dignity and respect. • Staff will encourage Service Users to retain their independence as far as safely possible. Promoting a Positive Culture We promote a positive culture by: • Employing who share the values of the service. • Promoting and encouraging a united feeling of identity, with staff feeling valued and are treated with trust, integrity and respect. • Encouraging a feeling of belonging. • Obtaining a commitment from all staff to work together for the benefit of Service Users and their families. • Promoting a culture of honesty openness and transparency when mistakes occur. • Investing time and energy into maintaining a positive workplace culture.
(INSERT PARTNER ORGANIZATION) Joins Movement to Reduce Infant Mortality in Ohio Too many babies in our state are dying every day. Nearly 1,000 babies die each year before age one. African American babies are dying at nearly three times the rate of white babies. Why Is this Happening? Babies born too soon is the number one cause of baby deaths in Ohio. (INSERT PARTNER ORGANIZATION NAME) is partnering with Ohio’s “Our Babies Count” public awareness movement to support healthy pregnancies as medical experts say early and regular care while a woman is expecting is the best way to help prevent premature deaths. It Affects Us All Ohio is only as healthy as our tiniest citizens. In addition to a lower chance of survival, babies born too soon are at risk for poor health later in life due to mental illness, obesity and breathing problems according to the Ohio Chapter of the American Academy of Pediatrics. They may also have a harder time in school or be unable to work when they grow up. Keeping babies from being born too soon will save Ohio families from heartache and save our state millions of dollars in healthcare costs. Connect Moms-to-Be to Resources There are local programs working to reduce baby deaths and improve pregnancy outcomes for women. Many women also don’t realize their health insurance company has great pregnancy programs AND can also help with basic living needs like rides to the doctors and paying for bills and food. Ohio’s five Medicaid managed care plans (Buckeye Health Plan, CareSource, Molina Healthcare, Paramount Advantage, UnitedHealthcare Community Plan), the Ohio Department of Medicaid, Black Doctors Ohio, the Ohio Chapter of the American Academy of Pediatrics and (INSERT PARTNER ORGANIZATION NAME) are working to educate all Ohioans about ways everyday people can help keep moms and their unborn babies healthy. You Can Help Drive a pregnant woman to her doctor (or midwife) appointment her children so she can go stress-free Volunteer with programs working to reduce baby deaths Like and follow “Our Babies Count” on Facebook, Instagram and Twitter Use #ourbabiescount to personal experiences and encouragement Spread the Word the Importance of Pregnancy Care Visit OurBabiesCount.org for materials. Order FREE information cards, magnets, stickers and posters Use campaign video, press release, web ad, social media graphics, more Like and follow “Our Babies Count” on Facebook, Instagram and Twitter Get involved! OurBabiesCount.org
Attendance- much of our learning will take together in class. We do lots of hands-on activities and group work. Please plan to attend school every day, except in cases of illness or emergency! Teachers will lead students into the building at 8:22 am. Book orders- just once a month, a book order form will come home from Scholastic. This is a great way to purchase books inexpensively, while helping our class earn points towards other items! Communication- please contact me by e-mail or call me with questions or concerns at any time. You can also send a note in your Assignment Notebook. Cell 450-4903 wolfgramlynae@aasd.k12.wi.us Dismissal- school ends at 3:16. You must send a note to school if your child is to go home a different way than his/her normal schedule- especially if he/she is to ride a different bus! Expectations – Be safe, respectful and responsible in all settings. Please see our classroom matrix. I will keep you posted as to how your child is doing. Field trips- our class will be going on several field trips this year. If you would like to chaperone one of these trips, please let me know! Fees – hot lunch checks to AASD, field trip checks to Houdini, book order checks to Scholastic Grades – 5th graders do not receive letter grades. Some papers will be graded with percentage scores: 90-100 commendable, 80-89 satisfactory, 70-79 improving, Homework- your child will always have homework Monday through Thursday. It should take about 45 minutes and must come back to school the next day. Important information- if you have any important papers that need to come to school, please send them in your take home folder so they can turn them in to the completed work bucket.
69 or less = needs improvement. Homework includes reading and logs, math, word study, and other projects as assigned. Jobs in the classroom- your child will have an opportunity to apply for a variety of classroom jobs. Each child will be responsible for a job for a month. Keep updated- please check your child’s assignment book and backpack every evening and go through the take home folder every Thursday. Lunch- our lunch/recess time is from 11:30am until 12:15pm. If you come in during this time, be sure to sign in at the office and pick up a visitor's pass! Math Expressions- is our comprehensive curriculum that uses objects, drawings, conceptual language and real-world situations to build math ideas. We will hit the ground running with fractions. Please support homework, and let me know of any struggles. Newsletters- newsletters with class updates and pictures of classroom happenings, will be emailed home every other week. Please make sure I have a current email address on file so you can receive these. Observations and Investigations in Science – of study include Landforms, Mixtures and Solutions, Variables and Nutrition. There will also be a unit on human growth and development towards the end of the year. Presentations – during the year parents may be invited to author update on Cursive writing – all 5th grade students are expected to be Reading- students are expected to read at home for 30 minutes every night, as part of their nightly
Cultural Diversity Describe experiences of intercultural encounters in which they have been involved (VCICCB002) Students explain how they respond in different cultural situations Students explain the role of cultural traditions in the development of various identities. LEARNING ACTIVITIES ASSESSMENT TEACHING NOTES Prior learning: History: Students have completed material on personal and family history and been introduced to concepts of chronology, perspectives and change and continuity over time through considering own history and the history of their family. Celebrations and commemorations in our community Students will listen to and read texts on the theme of celebrations and commemorations. They demonstrate their understanding of celebrations in their community by producing a poster, contributing pages for a factual picture book, or web page. Activity 1: Show students visual images of celebrations and commemorations (Anzac Day, Diwali, Australia day, Sorry Day, AFL Grand Final march, Moomba march, Christmas, Buddha’s birthday, weddings, local celebrations). Use the photographs as a discussion starter and encourage students make links to their own experience of one or more of these days, explicitly drawing attention to similarities and differences in student experience and what it might be like to experience different ways of celebrating. Students could use a graphic organiser, such as a Y chart or mind map to consider: what the celebration looks like what the celebration sounds like how it might feel to be there why we celebrate particular days Activity 2: Assessment tasks are examples only – teachers may choose to use or adapt activities as required. Formative Assessment Intercultural capability: Can students identify familiar and different experiences across culturally diverse lives? *This unit relies on resources teachers may choose to download and display on the whiteboard. Bring in a photograph of a celebration and tell the class about it (e.g. a family or cultural event)
SECTION 4: An Empire Unifies China TERMS & NAMES • Confucius • filial piety • bureaucracy • Daoism • Legalism • I Ching • yin and yang • Qin dynasty • Shi Huangdi • autocracy Chinese Ethical Systems Confucianism Daoism Legalism • Social order, harmony, and good government should be based on family relationships. • Respect for parents and elders is important to a well-ordered society. • Education is important both to the welfare of the individual and to society. • The natural order is more important than the social order. • A universal force guides all things. • Human beings should live simply and in harmony with nature. • A highly efficient and powerful government is the key to social order. • Punishments are useful to maintain social order. • Thinkers and their ideas should be strictly controlled by the government. SKILLBUILDER: Interpreting Charts 1. Which of these three systems stress the importance of government and a well-ordered society? 2. Which system emphasizes the natural order over the social order? 3. Which of these systems seems to be most moderate and balanced? Explain.
bullshit and our casual acceptance of it do matter (Postman, 1969). That in fact, this state of affairs points to the heart of bullshit, and that is that it engages our values of what does matter. Some have written that bullshit calls into question our valuing truth or not valuing truth. It may point to other values simultaneously, impression formation, profit, success, even politeness. Taylor (2006) maintains that “ . . . bullshit works best when we don’t recognize it or acknowledge it for what it is” (p. 51).
uncertainties are political (and ethical), and thus the decision that evidence is sufficient is a political decision” (p. 226). James Fredal’s paper, “Bullshit and Rhetoric,” (2011) helps to shed light on the idea of bullshit as multi-leveled. Fredal wrote: “For Frankfurt, discourse can be divided into two categories: that which is motivated by the truth and that which isn’t. He doesn’t, however, consider discourse that is motivated by multiple factors (in addition to a concern for the truth), nor does he consider
http://papers.ssrn.com/abstract=995634 Mears, Daniel P. (2002) “The Ubiquity, Functions, and Contexts of Bullshitting.” Journal of Mundane Behavior 3.2: Mooney, C. (2013 June). The science of why we don’t believe science. Mother Jones. Online at: Nofsinger, R. (1991). Everday Conversation. Newbury Park, CA.: Sage. Postman, N. “Bullshit and the Art of Crap – Detection” Paper, Delivered at the National
The Third Station – Jesus falls for the first time. The Four Station – Jesus meets His mother, Mary. The Fifth Station – Simon helps to carry Jesus’ cross. The Sixth Station – Veronica wipes the face of Jesus. The Seventh Station – Jesus falls the second time. The Eighth Station – meets the women.
The Ninth Station – Jesus falls the third time. The Tenth Station – Jesus is stripped of His clothes. The Eleventh Station – Jesus is nailed to the cross. The Twelfth Station – Jesus dies on the cross. The Thirteenth Station – is removed from the cross. The Fourteenth Station – Jesus is laid in the tomb.
Information about rights and responsibilities under federal law to various audiences around Australia including potential complainant groups, business and government. Complaint resolution Last year we undertook conciliation with some 1444 complaints and 70% of complaints were successfully resolved. This represents successful dispute resolution for more than 2034 people and organisations. In 2013-2014, 91% of parties who participated in our Service Satisfaction Survey reported that they were satisfied with the service they received. 69% rated the service as ‘very good’ or ‘excellent’. Where complaints were conciliated, 97% of parties reported they were satisfied with the service and 77% rated the service as ‘very good ‘or ‘excellent’. Some feedback from users of the service include: “The service provided was exemplary, with follow up and communication throughout. All of the personnel were able to answer questions with knowledge and care” – A complainant “I was treated with respect, dignity and empowered by the process” – A complainant “The service provided to all parties by Commission staff is continuously to a high standard and always in a timely manner” – A complainant advocate “I was deeply impressed by the quality of service, fairness and integrity of the Commission staff. It was a difficult matter… but the Commission staff member was patient, reasonable and communicative.” – A respondent “The Investigator/Conciliator managed the complaint in a professional and thoughtful manner, with a focus on an outcome that both parties could agree on in order for the complaint to be finalised”– A respondent
Our April Accomplishments Name: Name: April 1 April 2 April 3 April 4 April 5 April 6 April 7 April 8 April 9 April 10 April 11 April 1 April 2 April 3 April 4 April 5 April 6 April 7 April 8 April 9 April 10 April 11
destroying economic vitality, and robbing us of our dignity by breeding dependency and reducing us to the subservient role of consumer. We need to cultivate a different set of relationships: Relationships with Plants and Animals This is where our food comes from, plants and animals (with microbial assistance). We cannot continue to distance ourselves from the sources of our food, relegating it to highly specialized, mostly faraway, mass production monocultures, cut off from our lives. Historically, by necessity, we related to the plants and animals we ate. We knew them, relied upon them, and through their pursuit and cultivation, we were intimately connected to our environment. We need to become reconnected to the sources of our sustenance. Get to know the plants around you. Grow some herbs or vegetables. Glean and use unharvested fruit. Plant a tree, or care for one, or many. Forage weeds from your yard. If you enjoy eggs, milk, or meat, consider exploring the path of raising chickens or livestock on a small scale. Find a way to observe and participate in slaughtering and butchering. Respect, honor, and appreciate the life that goes into our food. We have coevolved with these other beings, and our fates are intertwined. Relationships with Farmers and Producers Buy local food! Support local agriculture! Get to know farmers, and buy directly from them. Agricultural revitalization is real economic stimulus and real economic security. Beyond the raw products of agriculture, most people enjoy foods and beverages that have been processed, whether it’s cheese, salami,or tempeh. Many of these “value-added” processes involve fermentation. Support small-scale local processing and production. It means fresher food, local jobs, decentralization, and greater resilience in the face of change. Local production includes not only commercial manufacturers but small informal production shared through alternative economies such as gift exchange, barter, voluntary donations, herdshares, community supported models, or illicit underground sales. Find a niche you can fill in the reemergent web of food creators. Relationships with Ancestors