zilongwang/ReadingBank huggingface dataset:
CATEGORY 4 3 2 1 Attractiveness Makes excellent use of font, color, graphics, effects, etc. to enhance the presentation. Makes good use of font, color, graphics, effects, etc. to enhance to presentation. Makes use of font, color, graphics, effects, etc. but occasionally these detract from the presentation content. Use of font, color, graphics, effects etc. but these often distract from the presentation content. Mechanics No misspellings or grammatical errors. Three or fewer misspellings and/or mechanical errors. Four misspellings and/or grammatical errors. More than 4 errors in spelling or grammar. Content Covers topic in-depth with details and examples. Subject knowledge is excellent. Includes essential knowledge about the topic. Subject knowledge appears to be good. Includes essential information about the topic but there are 1-2 factual errors. Content is minimal OR there are several factual errors. Requirements All requirements are met and exceeded. All requirements are met. One requirement was not completely met. More than one requirement was not completely met. Sources Source information collected for all graphics, facts and quotes. All documented in desired format. Source information collected for all graphics, facts and quotes. Most documented in desired format. Source information collected for graphics, facts and quotes, but not documented in desired format. Very little or no source information was collected. A = 18-20 B = 16-17 C = 14-15 D = 12-13
Research Paper Outline Template Name: Class: Date: Title Attention Grabber: directly relate the hook to your topic, make the hook catch the reader’s attention (Can be a surprising statistic, a rhetorical question, an anecdote or a summary of a fact) Background Information: give a brief history of your topic and explain its importance Lead into Thesis: a transition sentence(s) that links the background information to your thesis : breaks down an issue or an idea into its component parts, evaluates the issue or idea, and presents this breakdown and evaluation to the audience. (May be more than 1 sentence.) Paragraphs Motivations Encounters and Interactions with the Native Americans Benefits and Consequences Summarize/Synthesize: a summary sentence(s) that declares a wrap-up of concepts to begin this paragraph. Restate Thesis: restate the thesis Final Suggestion/Evaluation in alphabetical order by last name Include World Book on line, other digital source (s) and texts
5 4 3 2 1 Presentation Presentation lasts between 2-3 minutes. The speaker is clear and concise and engages the audience. They use volume and tone to emphasize key points. Rarely uses notes for support Presentation lasts between 2-3 minutes. The speaker is engaging and clear. They refer to their notes only on a few occasions Presentation lasts between 2-3 minutes. The speaker tries to engage with the audience through eye contact. Relies heavily on notes The voice is uneven or little inflections Presentation lasts between 2-3 minutes. Displays minimal engagement with the audience, and continues to read off notes. Voice is difficult to understand. Presentation does not meet time criteria Information The presentation answers all of the questions and gives great depth. Presentation goes further than is required. The information is from several sources and shows care in selecting material The presentation answers all of the questions in detail. The presenter has tried to add extra information and is from more than one source. The presentation answers all of the questions, although not all in great depth. The information comes from more than one source. The presentation gives limited information on all of the questions. The information may come from only one source. The presentation does not answer the key questions. Creative element The piece shows great care and thought. The piece adds to the understanding of the explorer. The piece shows a good understanding of the explorer and relates well to the presentation. The piece adds to the understanding of the explorer, although is limited. Little time or care has been taken and the piece adds little to the final project. There is no creative element Language There are no major spelling, capitalization or grammar errors in the work. There are one or two errors in the presentation, but they do not take away from the understanding. There are several errors throughout the project. More care was needed. Errors make some understanding difficult, they are consistent throughout the project. There are frequent errors throughout the project making it difficult to read and understand.
Monday Tuesday Wednesday Thursday Friday 18 19 20 5-8pm Volunteer training 21 22 25 Kick-off party 6-7:30pm 26 3:30-6pm 27 3:30-6pm 28 3:30-6pm 29 Week 1 October 2017 Emmaus Explorers Calendar Monday Tuesday Wednesday Thursday Friday Saturday 2 3 3:30-6pm 4 3:30-6pm 5 3:30-6pm 6 Week 2 7 9 10 3:30-6pm 11 3:30-6pm 12 3:30-6pm 13 Week 3 14 Family Field Trip 16 6-7:30 pm Family Enrichment Event 17 3:30-6pm 18 3:30-6pm 19 3:30-6pm 20 Week 4 21 23 24 3:30-6pm 25 3:30-6pm 26 3:30-6pm 27 Week 5 28 November 2017 Emmaus Explorers Calendar Monday Tuesday Wednesday Thursday Friday 30 6-7:30 pm Family Enrichment Event 31 3:30-6pm 1 3:30-6pm 2 3:30-6pm 3 Week 6 6 7 Family Field Trip 8 3:30-6pm 9 3:30-6pm 10 Week 7 13 6-7:30 pm Family Enrichment Event 14 3:30-6pm 15 3:30-6pm 16 Last day of Explorers 17 Week 8 HOMEWORK HELP (NOVEMBER AND DECEMBER) Monday Tuesday Wednesday Thursday Friday 27 28 3:30-5pm 29 3:30-5pm 30 3:30-5pm 1 Week 9 4 5 3:30-5pm 6 3:30-5pm 7 3:30-5pm 8 Week 10 11 12 3:30-5pm 13 3:30-5pm 14 3:30-5pm 15 Week 11
Name __________________ Page # _____ Explorers Bartolomeu Dias 1487 – 1488 Sailed south along the west coast of . First to reach the Cape of Good Hope (tip of ) Christopher Columbus 1492 – 1504 Made 4 voyages to the West Indies and John Cabot 1497 – 1498 Explored the eastern coast of North America and claimed the land for .
“AFBI” means Agri-Food and Biosciences Institute; “Applicant” means the farm business owner who has signed the claim form, claiming assistance under the Scheme; “Business ID Number” means the unique identification number allocated to the legal owner of the business by the Department; “CAFRE” means the College of Agriculture, Food and Rural Enterprise “DAERA” means the Department of Agriculture, Environment and Rural Affairs; “Delivery Agent” means an organisation that has been appointed by DAERA for the purposes of delivering the Scheme; “EAA” means Exceptional Adjustment Aid “EU” means European Union “K” means potassium “N” means nitrogen “pH” means potential of hydrogen as a measure of the acidity level “P” means phosphorus “UKAS” means United Kingdom Accreditation Standard Overview of Scheme The scheme will offer a free, whole farm soil sampling and analysis service to livestock farmers in Northern Ireland. The Agri-Food and Biosciences Institute (AFBI), and their appointed agents, will deliver the scheme on behalf of the Department of Agriculture, Environment and Rural Affairs (DAERA). The scheme will be delivered in two components up to a maximum of 20,000 fields, limited by the available budget: Component 1 will be aimed at all NI livestock farmers and will be known as the “Open Scheme”. Component 2 will be targeted at farmers within parts of the Upper Bann catchment and will be known as the “Catchment Scheme”. The location of the targeted subcatchments is illustrated in Figure 1. These components will operate slightly differently. All successful applicants will receive a free soil sampling and analysis service and individual soil analysis results, together with advice on lime and nutrient applications. Training will also
Rubric Made Using: RubiStar ( http://rubistar.4teachers.org ) Explorers WebQuest Teacher Name: Mr. Brownell Student Name: ________________________________________ CATEGORY 10 Points-Advanced 8 Points-Proficient 5 Points-Basic 3 Points-Below Basic Research All research was completed accurately and on time for both explorers. Most, but not all research was completed accurately and/or on time for both explorers. Some of the research was completed accurately and/or on time for both explorers. Very little, if any, of the research was completed accurately and/or on time for both explorers. Recruitment Poster Poster was completed accurately, neatly, and on time. It showed individual creativity. Poster was completed accurately, but may have been late or not neatly done. Poster was completed accurately, but was late and not neatly done. The poster was not accurate and may have been late and/or not neatly done. Your Explorer's Part of the Power Point The assigned explorer's section of the power point was accurate, contained all the assigned elements and interesting. The assigned explorer's section of the power point was accurate, but was missing one of the assigned elements. The assigned explorer's section of the power point was accurate, but was missing two of the required elements. The assigned explorer's section of the power point was not accurate and/or was missing three or more elements. Your Explorer's Part of the Time Line The assigned explorers were in the accurate position on the time line. One of the assigned explorers was on the correct place on the time line. Neither explorer was on the correct place on the time line. Neatness of work All work was presented with care and neatness. Most work was presented with care and neatness. Some of the work was presented with care and neatness. The work was not presented with care and neatness. Participation in Presentation The student was an active participant in the group presentation of explorers. The student was not an active participant in the group presentation of explorers. Total Points:
Implementation The implementation of the Proposal for regional design of LTRs shall coincide with the auction calendar as coordinated and published by the Single Allocation Platform. The implementation of auctions with a yearly timeframe on all bidding zone borders covered by this Proposal for regional design of LTRs will be completed no later than for the next yearly auction after the approval, in accordance with the auction calendar as coordinated and published by the Single Allocation Platform. The implementation of the auction with monthly timeframe on all bidding zone borders covered by this Proposal for regional design of LTRs will be completed no later than for the next monthly auction following the month after the approval, in accordance with the auction calendar as coordinated and published by the Single Allocation Platform. The implementation of the Proposal for regional design of LTRs in the CCR Nordic shall coincide with the auction calendar. The implementation of the yearly product will therefore be completed no later than the next yearly auction after the approval of the Proposal for regional design of LTRs. The implementation for the Great-belt interconnector will therefore be completed for the yearly auction for 2019. Given JAO, including the IT tools operated by JAO to perform long-term capacity allocation, meets the criteria set out in the FCA, and also taking the experience in allocation of long-term capacity, the efficiency and the cost into consideration, the Nordic TSOs will offer the LTRs in the CCR Nordic through JAO until the Single Allocation Platform is operational. This allows the market participants and TSOs to continue to use an already existing IT Tool that complies with the technical requirements set out by the FCA Regulation and ensures the transparency requirements given in the FCA Regulation until the permanent solution is established and operational.
Exploring Theme most important theme and did an excellent job of supporting my selection with relevant details and insight. most important theme and did a good job of supporting my selection with relevant details and insight. most important theme and did a fair job of supporting my selection with relevant details and insight. most important theme and did not support my selection with relevant details and insight at all. Creating a PSA: My reflect an intentional theme, deal with an important issue and have a strong call to action My mostly reflect an intentional theme, deal with an important issue and have a strong call to action My somewhat reflect an intentional theme, deal with an important issue and have a strong call to action My do not reflect an intentional theme, deal with an important issue and have a strong call to action Presentation: All of my work is neat, carefully proofread and contains no or only one or two grammatical errors. All of my work is neat, mostly carefully proofread and contains only one or two grammatical errors. Some of my work is neat, carefully proofread and contains some grammatical errors. Most of my work is not neat, carefully proofread and contains several grammatical errors.
i is the index of the observation period j is the index of the generic TTC value resulting from the calculations of the 2 Coordinated Capacity Calculators h is the hour of the day to which the timestamps refer. (e.g. at present h=p means peak hours h=o means off peak hours). Ti is the ith observation period, being T0 the last 3 months of the same season. TTCj,h is the TTC value resulting from the calculations of the 2 Coordinated Capacity Calculators referring to hour h. D-2TTCh Is the D-2 TTC value UTTCi,h is the upper limit of the TTC for the period Ti and hour h. TTCi,h greater than this upper limit are considered not credible Reasons of violation could be wrong input data or serious bugs in the process of one or both Coordinated Capacity Calculators. LTTCi,h is the lower limit of the TTC for the period Ti and hour h. Below this limit the results are considered not credible for the same reasons above. ΔTTC h is the acceptable difference in results of the two Coordinated Capacity Calculators with reference to the hour h. It measures the effectiveness and consistency of the process. Out of range differences could reflect bugs or serious misinterpretation of remedial actions or in general of the High Level Business Process. Iss i,h is the significant set of statistical samples of TTCj,h showing consistency of results between the two Coordinated Capacity Calculators in a given period of observation Ti. Issi,h does not includes cases: where: days are affected by additional constraints (e.g. low consumption days) data are affected by errors in individual grid models one or both Coordinated Capacity Calculators fail the calculation process one Coordinated Capacity Calculator is below LTTC and the other over UTTC referring to days when the pentalateral procedure is applied (for upper limits only) Issi,h+ is the subset of Issi,h including the samples greater than UTTC only hi+ is the mean value of the samples resulting from Max (0; Issi,h+ - UTTCi,h) in a given observation period Ti
1 The learner must be able to select an appropriate idea or ideas from a range of information or a genre or a theme provided The learner must be able to: Assessment Requirements Evidence Location 1.a Choose two or more artists, genres, craftspeople or designers and respond to their work in any appropriate format The following assessment method must be used in the assessment of this standard: Observation of learner practical ability Additionally, the following assessment methods can be used in the assessment of this standard: Creation of a product Written tasks/questions and answers Oral questions and answers Group discussion Written or pictorial information This list is not exhaustive and other appropriate assessment methods may be used. 1.b Collate their references and present these Appropriately 1.c Include appropriate evidence using art vocabulary with reference to the visual elements
2 The learner will know of art techniques The learner must know: Assessment Requirements Evidence Location 2.a Two art techniques Learners should identify two techniques The following assessment methods can be used in the assessment of this standard: Written tasks/questions and answers Oral questions and answers Group discussion Written or pictorial information This list is not exhaustive and other appropriate assessment methods may be used. 2.b How to outline one technique Learners should outline one technique 2.c What equipment/materials needed to produce a piece of art Learners should identify equipment/materials needed to produce a piece of art 2.d How to use equipment/materials Learners should outline how to use equipment/materials
collection of resources. Objectives Objectives Method of Summative Evaluation Using O-NET (), students will identify and select six manufacturing occupations of interest with a relevance score of 40% or greater, and complete columns 1-4 in each of six matrices provided, with 90% accuracy as determined by the teacher. Written evaluation - teacher review of related matrices Using PA CareerZone (), students will complete columns 5-8 in each of six matrices with 90% accuracy as determined by the teacher. Written evaluation - teacher review of related matrices Using information found online (see aforementioned addresses) via O-NET and PA CareerZone, students will be able to generate a job summary for each of six occupations with 90% accuracy as determined by the teacher. Written evaluation - teacher review of related summaries/ matrices Utilizing prior knowledge in combination with web-based resources, students will be able to identify local companies/organizations that have potential, job opportunities available with 80% accuracy as determined by the teacher. Written evaluation - teacher review of related matrices Formative Assessment The viewing of the videos and ensuing discussions in the lesson introduction will give the teacher some idea of whether the students have the basic knowledge of careers within the manufacturing sectors and the related websites on which the lesson focuses. Since most of the lesson involves students working individually online, teachers will gain the feedback and provide the assistance needed to keep students on track, through individual observation of their work as they are completing the organizer. Resources 1. Website - Video Playlist - Career Pathways – You Belong: Women in Manufacturing Select and share two to three videos from the following options presented via the playlist:
P11 MB 2 Head of HR and Change 4 years P12 MB 3 HR Consultant 15 years at Mauritius Union and Standard Bank P13 MB 4 HR Head 3 years P14 MB 5 Vice President of Finance 2 years in HR 14 years in Financial P15 MB 6 Group Head of Human Resources over 25 years P16 MB 6 Learning and Talent Manager 8 years P17 MB 6 HR operations Manager 9 years P18 MB 6 Rewards and benefits Manager 21 years P19 MB 6 HR services Manager 14 years P20 MB 6 Talent Management Specialist 12 years P21 MB 6 Talent Management Specialist 12 years P22 MB 6 Talent Management Specialist 3.5 years P23 MB 6 Talent Management Coordinators 17 years P24 MB 6 Talent Management Coordinator 14 years P25 MB 6 HR Business Partner 6 years P26 MB 6 HR Business Partner 7 years P27 MB 6 HR Business Partner 10 years
1 The learner will know about different occupational areas The learner must know: Assessment Requirements Evidence Location 1.a An example of an occupational area Learners should indicate an example of an occupational area. Assessment of this component may make use of the Entry 1 Achievement Continuum, where judgements should be recorded on an Entry 1 Learner Transcript and indicate the stage on the continuum at which the learner has achieved the standard. Please see the Qualification Handbook for further information. The following assessment methods can be used in the assessment of this standard: Written tasks/questions and answers Oral questions and answers Group discussion Written or pictorial information This list is not exhaustive and other appropriate assessment methods may be used.
3.a Own skills in relation to an occupational area Learners should list a minimum of two own skills in relation to an occupational area. The following assessment methods can be used in the assessment of this standard: Written tasks/questions and answers Oral questions and answers Group discussion Written or pictorial information This list is not exhaustive and other appropriate assessment methods may be used. 3.b Own personal attributes in relation to an occupational area Learners should list a minimum of two own personal attributes in relation to an occupational area. 3.c A job role they may be suitable for in an occupational area Learners should state a job role they may be suitable for in an occupational area. Final Tutor Feedback (Strengths and Areas for Improvement):
1 The learner will know how to prepare for a performance The learner must know: Assessment Requirements Evidence Location 1.a Ideas for a performance Learners should identify ideas for performance The following assessment methods can be used in the assessment of this standard: Written tasks/questions and answers Oral questions and answers Group discussion Learner log/reflective journal Professional discussion Report This list is not exhaustive and other appropriate assessment methods may be used. 1.b How to agree on an idea for performance Learners should decide on an idea for performance 1.c The props/equipment/clothing that may be needed Learners should identify what props/equipment/clothing may be needed 1.d The potential audience for a performance Learners should identify the potential audience for performance
4 The learner will be able to reflect on performance The learner must be able to: Assessment Requirements Evidence Location 4.a State three things that went well with own performance The following assessment method must be used in the assessment of this standard: Observation of learner practical ability Additionally, the following assessment methods may be used to support the assessment of this standard: Written tasks/questions and answers Oral questions and answers Group discussion Written or pictorial information This list is not exhaustive and other appropriate assessment methods may be used. 4.b State three things that went well with the overall performance 4.c Identify areas for improvement in own performance and that of the group
Aqueous Humor A clear fluid that helps the cornea keep its rounded shape. Iris A muscle that controls how much light enters the eye. It is suspended between the cornea and the lens. A cow’s iris is brown. Human irises come in many color, including brown, blue, green and gray. It gives you your eye color! Lens A clear, flexible structure that makes an image on the eye’s retina. The lens is flexible so that it can change shape, focusing on objects that are close up and objects that are far away. Vitreous Humor The thick, clear jelly that helps give the eyeball its shape. Sclera The thick, tough, white outer covering of the eyeball. Tapetum The colorful, shiny material located behind the retina. Found in animals with good night vision, the tapetum reflects light back through the retina. Optic Nerve The bundle of nerve fibers that carry information from the retina to the brain. Blind Spot The place where the optic nerve leaves the retina. Each eye has a blind spot where there are no cells. In preparation for the actual cow eye dissection visit the following website and list the 13 steps with their descriptions. These steps will be followed during the dissection. Website: Step Number Step Title Step Description 1 The Cow’s Eye Examine the outside of the eye. See how many parts of the eye you can identify. You should be able to find the whites (or sclera), the tough, outer covering of the eyeball. You should also be able to identify the fat and muscle surrounding the eye. You should be able to find the covering over the front of the eye (the cornea). When the cow was alive, the cornea was clear. In your cow’s eye, the cornea may be cloudy. You may be able to look through the cornea and see the iris, the colored part of the eye, and the pupil, the dark oval in the middle of the iris. Muscles Move the Cut away the fat and muscle. Without moving your head, look up. light-
Expressive arts and design- Exploring and using media and materials ELG- Emerging ELG-Expected ELG- Exceeding Level descriptors Children sing songs. They explore a variety of materials. They experiment with colour, design, texture and form. Children make music and dance. They safely use and explore a variety of materials. Experiments with colour, design, texture, form and function. Children sing songs, make music and dance, and experiment with ways of changing them. They safely use and explore a variety of materials, tools and techniques. Experiments with colour, design, texture, form and function.
12 Medin et al. (2006) N=6 Sex unclear Age 30-65 ~ 3 years None Informants’ home (N=5) Interviewer’s home (N=1) Unclear Empirical Phenomenology 13 Robison et al. (2009) N=19c M=11 F=8 Age 53-85a 7-39 days post discharge (median 16 days) 12 months post-stroke Participants home (N=19) N=2 (11%) working at the time of the studyd Not described 14 Vestling et al. (2013) N=12 M=8 F=4 Age 43-61 2-25 months post stroke None Unclear N=12 (100%) working at the time of the studye Not described 15 Wolfenden and Grace (2012) N=5 F=5 Age 35-45 1-9 years post stroke None Unclear N=4 (80%) working at the time of the study Critical Interpretivist aAge at the time of stroke bEmployed and unemployed during the course of study cInitial sample of 20 participants, however, one participant died within follow-up at 12 months dReturned to work at follow-up at 12 months eReturn to work included both those who returned to paid work and those who returned to vocational training
Presentation/Application: (What will your students do?) Key Points Methods Stress the importance of this is an exploration exercise and not yet their true SAE. Review the concepts of time, interest, and money while they work through the questions. If students have a secondary interest area, they can repeat this process. Step 1 – Prepare the classroom for students to have a device with Internet access. Step 2 – Have students navigate to the Explore SAE website: Step 3 – Click the “Explore Your SAE” button listed in the center of the page and enter their AET Username, password, and chapter number. Step 4 – Click “Start New Experience” and complete the questions and follow steps until the exploration is complete. Step 5 – Assist students with answering Explore SAE questions. Have them complete all questions with 100% of all responses completed. Evaluation: (How are you measuring their learning?) Key Points Methods Using students’ Explore SAE work, collect their SAE Explorations as a grade. There are two approaches to assessing student work: If your lab is printer accessible, have each student print their PDF report once they are complete Using the AET’s Teacher login, the Explore SAE link is listed on the left menu and provides access to all students and score their results AET Classroom Resources: Explore SAE:
In order for Gestalt therapy to be effective it is imperative that both the client and the therapist focus on their immediate perceptual and sensory experience (Palmer, 2011, p. 83). The most relative element of the Gestalt approach for me is the parallels drawn between the philosophical underpinnings of this form of therapy and my own personal faith grounded in Yogic philosophy. Yoga is defined as ‘the cessation of thought waves in the mind’, “the aim being union with the Universal Consciousness through the realization of one’s true nature” (SSCY, 2011). The referred material offers a distinction between classical Gestalt therapy, focused primarily on the development of self-awareness, and contemporary Gestalt therapy that is more conscious of ‘contact’, one’s relationship with themselves, others and the universe, (Palmer, 2001, p. 83), although the terminology and language differs, these fundamental principles uphold the underpinning philosophy of both Yoga and the Gestalt approach . More specifically Kelly & Howie (2011), expand on the subject, describing the basis of contemporary Gestalt therapy as being more ‘person-centered’, reflecting the necessity of experiencing the present moment, maintaining focus on the ‘here and now’ rather than aspects of the past or the future. Learning to live in the present thereby facilitates clarification of one’s core beliefs and values, assisting in the establishment of realistic goals cultivated in that present moment (p. 300). Gestalt therapy aims to develop “self knowledge, acceptance, self-responsibility, authenticity, and personal growth” (Clarkson, 1989; Yontef & Jacobs 2007; Yontef 7 Simkin, 1993, as cited in Kelly & Howie, 2011, p. 300). The founder of the Mount Madonna (Saanta Cruz, CA.) and Salt Spring centre for Yoga (Salt Spring island, B.C.), the Sri Ram orphanage (Northern India), renowned author and my personal Guru (spiritual teacher), Baba Hari Dass, carries this message to the world on the topic of ‘binding thoughts & liberation’, “Liberation is not attained in the past or future. It is attained in the present. Any binding thought should be
Example: Summer and winter influence activities (e.g., sports such as skiing), and clothing. The annual calendar influences the variable of interest. Example: Retail sales influenced by holidays. Techniques that should be considered when forecasting seasonal series include classical decomposition, Census X-12, Winter's exponential smoothing, multiple regression, and autoregressive integrated moving average (ARIMA) models (Box-Jenkins methods). Forecasting Technique for Cyclical Data A cyclical effect is as wavelike fluctuation around the trend. Decomposition methods can be extended to analyze cyclical data. Forecasting technique for seasonal data are used in the following circumstances: The business cycle influences the variable of interest. Example: Variables like economic, market, and competition factors. Shifts in popular tastes occur. Example: Shifts like fashions, music, and food.
How are the interactions completed (face-to-face, telephone, letter)? Which family member interacts with other systems? Does that family member feel comfortable when interacting with other systems? FAMILY’S PERCEPTIONS OF CHILD’S SOCIAL-EMOTIONAL (S/E) HEALTH CONCERN These guidelines will assist you in determining beliefs about the cause and influences on social emotional or behavioral concerns and can be beneficial when discussing a child’s social emotional development, the explanation for the child’s behavior and any concerns, and planning for intervention. Are there cultural or religious factors that would shape family perceptions? To what/where/whom does the family assign responsibility for their child’s S/E concern? How does the family view the role of fate in their lives? How does the family view their role in intervening with their child? Do they feel they can make a difference or do they consider it hopeless? To whom is the family most likely to turn to for help with this concern? Part III—Language and Communication Styles LANGUAGE These guidelines will assist you in determining the linguistic strengths and needs for effective interaction among the early care and education provider, the family, and the mental health consultant and can be beneficial when determining approaches to assuring clear communication such as using interpreters and translators. To what degree: – Is the early care and education provider or mental health consultant proficient in the family’s native language? – Is the family proficient in English? If an interpreter is used: – With which culture is the interpreter primarily affiliated? – Is the interpreter familiar with the colloquialisms of the family members’ county or region of origin? – Is the family member comfortable with the interpreter? Would the family member feel more comfortable with an interpreter of the same sex? If written materials are used, are they in the family’ native language? INTERACTION STYLES These guidelines will assist you in exploring and identifying non-verbal and interpersonal aspects of communication and relating to one another and can be beneficial when
Derived data - limiting the application of the CDR During the first consultation a number of stakeholders were concerned about the scope of the definition of CDR data and the requirement to share derived or value added data. While the definition of CDR data remains unchanged, a limitation on the ACCC’s rules making powers has been included in the Bill. Where the information relates to a consumer, the ACCC can only make consumer data rules which require access and transfer of information that is in the designation instrument (See section 56BC and paragraph 1.53). Similarly, for information not relating to a consumer the ACCC rules making powers requiring access and transfer are limited to information about the eligibility criteria, terms and conditions, or price of a product, other kind of good, or a service (See section 56BD and paragraph 1.53). Definition of CDR consumer During the first consultation a number of stakeholders noted that the definition of ‘CDR consumer’ could apply more broadly than intended. The definition has been revised so that a CDR consumer is an identifiable or reasonably identifiable person, including a small, medium or large business enterprise, to which the CDR data relates because of the supply of a good or service either to the person or an associate of the person (See section 56AF and paragraphs 1.55 to 1.65). Data reciprocity During consultation stakeholders requested further information about how reciprocity would operate within the CDR regime. Reciprocity will operates to allow the ACCC to write rules requiring data recipients to provide customers access to data, or the ability to request disclosure of data to accredited parties. Reciprocity will apply to: Equivalent data which is data included within a class in the designation instrument which has not been transferred within the CDR system and which is held by an accredited data recipient; and/or Received data: Data that recipients have received through the CDR.
Content specific guidelines are given in the Individual Benchmark Specifications for each course. The Specifications contains specific information about the alignment of items with the Florida Standards. It identifies the manner in which each benchmark is assessed, provides content limits and stimulus attributes for each benchmark, and gives specific information about content, item types, and response attributes. Benchmark Classification System Each Career and Technical Education course has its own set of course standards. The benchmarks are organized numerically, with two numbers separated by a decimal point. The first number is the standard number, and the second number is the benchmark number. You will see these numbers on the Item Specifications for each course.
Operations Section Chief Prepare to expand the evacuation, if ordered. Medical Care Branch Director Continue patient care and management activities: Provide triage and observation of all patients waiting for further care Coordinate with Planning Section to provide crisis standard of care guidelines and prioritization of resources, if applicable Security Branch Director Ensure that search procedures are complete and all data and results are shared with law enforcement, hazardous materials (HazMat) responders, and the Safety Officer. Planning Section Chief Refer to the Job Action Sheet for appropriate tasks. Resources Unit Leader Continue staff and equipment tracking. Situation Unit Leader Gather and maintain information on status of situation, results of actions taken, and impact on clinical and nonclinical operations Continue patient and bed tracking. Logistics Section Chief Continue to provide support and services to evacuated patients, visitors, and staff. Support Branch Director Provide food, water, and rest periods for staff. Rapidly investigate and document injuries of employees; provide appropriate follow up. Consider activation of or continue to maintain a Labor Pool to assist with search procedures. Coordinate the transportation services (ambulance, air medical services, and other transportation) with the Operations Section (Medical Care Branch) to ensure safe patient relocation, if necessary. Finance/ Administration Section Chief Track costs associated with incident, including lost revenue. Identify all costs related to infrastructure repair if damages occur during the incident. Time Unit Leader Track hours associated with the emergency response. Extended Response (greater than 12 hours) Section Officer Time Action Initials
Standard Operating Procedure Explosives and Potentially Explosives Print a copy of this SOP and insert into your Safety on Site (SOS) Binder. Department: Date SOP was written: Date SOP was approved by PI/lab supervisor: Principal Investigator: Principal Investigator Signature: Internal Lab Safety Coordinator/Lab Manager: Lab Phone: Office Phone: Emergency Contact: (Name and Phone Number) Location(s) covered by this SOP: (Building/Room Number) Type of SOP: ☐ Process ☐Hazardous Chemical X Hazardous Class Contents Purpose Subject Chemicals Used in this Laboratory Properties & Hazards Administrative Controls Engineering Controls Personal Protective Equipment (PPE) Special Handling & Storage Requirements First Aid Procedures Medical Emergency Spill & Accident Procedure Decontamination/Waste Disposal Procedure Safety Data Sheet (SDS) Location Required Training/Approvals Additional Notes Documentation of Training APPENDIX A: Lab-Specific Use Procedures Purpose
The completed application form, together with the following documents in support of the application, should be sent to your licensing authority. (Please tick the boxes to confirm the following have been submitted) Application fee: [see note 10] (If you are unsure of the fee, please ask your licensing authority). Supplementary information sheet (if applicable) [see note 2] Plan of the site: [see notes 6, 7 & 11] Floor plan: (if explosives are to be kept on the shop floor or in a building that is to be used for other purposes as well as the storage of explosives) [see notes 8, 9 & 11] For licensing authority use only: Application form completed Fee enclosed Site Plan enclosed Building Floor Plan enclosed (if applicable)
Supplementary information sheet (if applicable) [see note 2] Plan of the site: [see notes 6 & 7] Floor plan: (if explosives are to be kept on the shop floor or in a building that is to be used for other purposes as well as the storage of explosives) [see note 8] For licensing authority use only: Application form completed Fee enclosed Site Plan enclosed Building Floor Plan enclosed (if applicable)
KSS AHSN Expo and Awards 2016 Evaluation and feedback Name (optional): Organisation: Evaluation We would be grateful if you could take 10 minutes to complete this form. Please circle the appropriate response: The information presented by the keynote speaker on Medicines optimisation was: Really interesting Fairly interesting Neither memorable or unmemorable unmemorable Nothing I didn’t already know Inadequate The local case study on medicines optimisation was: Really interesting Fairly interesting Neither memorable or unmemorable unmemorable Nothing I didn’t already know Inadequate My understanding of Medicines optimisation is: Much improved Slightly improved Unchanged: I already had a good understanding Unchanged: I still don’t have a good understanding Slightly worse Much worse The information presented by the keynote speaker on Digital innovation was: Really interesting Fairly interesting Neither memorable or unmemorable unmemorable Nothing I didn’t already know Inadequate The local case study on Digital innovation was: Really interesting Fairly interesting Neither memorable or unmemorable unmemorable Nothing I didn’t already know Inadequate My understanding of Digital innovation is: Much improved Slightly improved Unchanged: I already had a good understanding Unchanged: I still don’t have a good understanding Slightly worse Much worse The information from the keynote speaker on Improving out of hospital services for older people was: Really interesting Fairly interesting Neither memorable or unmemorable unmemorable Nothing I didn’t already know Inadequate
EXPO TECH SESSION JUDGING RUBRIC (to be formatted for judges) Competency Developing (1 point) Satisfactory (3 points) Exemplary (5 points) Sub-Score (5 points max) Context Little awareness or analysis of context or audience needs Recognizes and considers context and audience needs Has thorough of context, audience and purpose Organization Ordered illogically, rough transition between sections Logically ordered, some transitions could be improved Thoughtfully ordered for intended purpose, effective transitions Evidence Uses information and reasoning that raises questions about conclusions Supplies relevant data and analysis to generally support conclusions Weaves together credible data and analysis that strongly supports conclusions Visual Aids Graphics lacking; words misspelled or illegible to many Graphics properly labeled and visible to almost everyone Graphics thoughtfully designed, labeled, and easily visible to all Delivery Uses language and style that impedes meaning and distracts audience Uses language and style that conveys some meaning to audience Uses professional language and style that conveys deep meaning to audience Total Score:__________ Comments:
11. Germane (adj.) relevant, appropriate, fitting Synonym: pertinent Antonym: irrelevant, extraneous, and inappropriate Bringing up examples from the past is not ________________ to present discussion. 12. Insatiable (adj.) so great or demanding as not to be satisfied Synonym: unquenchable, ravenous People with an _______________appetite for gossip often do not have compelling stories of their own. 13. Intransigent (adj.) refusing to compromise, irreconcilable Synonym: uncompromising, unyielding Antonym: lukewarm, halfhearted, yielding Little will get accomplished if the legislators of both parties maintain their ______________attitudes. 14. Invidious (adj.) offensive, hateful; tending to cause bitterness and resentment Synonym: malicious, spiteful, and prejudicial Antonym: complimentary, flattering Teachers should avoid making _______________ comparisons between their students. 15. Largesse (n.) generosity in giving; lavish or bountiful contributions Synonym: liberality, bounty Antonym: stinginess The university was the fortunate beneficiary of the ____________________ of many of its graduates. 16. Reconnaissance (n.) a survey made for military purposes; any kind of preliminary inspection or examination Synonym: scouting expedition
6 4 -.008 1000 -32 81 -81 Exponent HS Bingo Card 1 24 200 108 .01 .25 -36 .25 25 8 1000 -49 .01 -.008 Exponent HS Bingo Card 3 7 4 200 81 108 64 -2 125 8 10 9 1 1000 Exponent HS Bingo Card 2 -81 4 -.008 -32 -49 .01 200 24 125 -.008 8 -81 25 Exponent HS Bingo Card 4 108 64 24 -4 1 -36 .25 4 -18
10 .01 1 4 -4 .25 1000 Exponent HS Bingo Card 5 64 108 -81 25 8 -2 6 .25 10 -32 24 9 81 Exponent HS Bingo Card 7 -81 -36 -.008 125 1000 8 4 .01 -18 125 81 -2 24 Exponent HS Bingo Card 6 10 6 7 -.008 8 1 108 -32 2 4 9 .01 .25 -49 Exponent HS Bingo Card 8 1000 64 -18 7 -36 81 6
.25 10 1000 7 Exponent HS Bingo Card 13 -36 -4 1 2 -.008 81 24 -81 108 -.008 1000 64 1 -4 24 .25 Exponent HS Bingo Card 15 7 -18 .01 125 2 -.008 10 1000 200 125 .01 Exponent HS Bingo Card 14 -32 -49 24 1 -81 .25 6 -32 8 .01 1000 -.008 64 Exponent HS Bingo Card 16 -36 7 25 10 108 -4 2
81 -81 -49 125 200 Exponent HS Bingo Card 17 64 9 .01 .25 25 108 1 -2 200 125 .25 Exponent HS Bingo Card 19 -18 8 7 -.008 -4 6 81 25 6 7 9 .01 -36 Exponent HS Bingo Card 18 1000 -4 108 24 .25 -18 .25 24 -2 -32 -49 Exponent HS Bingo Card 20 -81 7 9 108 .01 10
-49 -18 .01 .25 -36 1 Exponent HS Bingo Card 21 -.008 9 24 125 2 108 7 9 .25 1000 64 Exponent HS Bingo Card 23 2 -36 25 -.008 1 -2 108 -18 24 .01 108 200 Exponent HS Bingo Card 22 -49 .25 10 -81 -32 7 2 1 81 200 2 1 Exponent HS Bingo Card 24 .01 64 -81 -.008 9 4 10 -36
.25 64 4 -.008 7 9 Exponent HS Bingo Card 25 125 10 -32 200 -81 .01 1000 1 1000 7 -.008 -01 .25 64 Exponent HS Bingo Card 27 -18 4 -4 2 -2 108 -49 6 7 200 .01 -.008 -32 Exponent HS Bingo Card 26 64 1000 125 81 9 -18 -36 4 -4 108 81 Exponent HS Bingo Card 28 .25 6 7 9 64 2 1000
- (Exponents HS 1) -4 (Exponents HS 3) 108 (Exponents HS 5) 125 (Exponents HS 7) .25 (Exponents HS 9) -32 (Exponents HS 2) -81 (Exponents HS 4) 1 (Exponents HS 6) 7 -2 (Exponents HS 8) -18 (Exponents HS 10) -.008
(Exponents HS 11) .01 (Exponents HS 13) -36 (Exponents HS 15) 24 Give in exponents the prime factorization of 144. (Exponents HS 17) (Exponents HS 19) (Exponents HS 12) 6 (Exponents HS 14) 81 (Exponents HS 16) -2 (Exponents HS 18) Give in exponents the prime factorization of 72. (Exponents HS 20)
(Exponents HS 31) 2 (Exponents HS 33) 8 (Exponents HS 35) (Exponents HS 37) (Exponents HS 39) (Exponents HS 32) 4 (Exponents HS 34) 10 (Exponents HS 36) (Exponents HS 38) (Exponents HS 40)
Question 9 The equation of the asymptote of y = 5 × 2x – 1 + 4 is A x = 2 B y = 0 C y = 4 D x = 1 E y = 5 Question 10 If loga (x2) – 4 = 2 loga 6, where a > 0 and x > 0, then A x = a6 B x = 2 loga 6 + 4 C x = D x = E x = 6a2 Extended Answer Question 11 [10 marks] The following equation shows the temperature in degrees Celsius of Robert’s cup of coffee, t minutes after pouring it out. F (t) =16 + 74 × 2.8−0.2t where is the temperature and t is the time in minutes after pouring the coffee out. Find the initial temperature of the coffee. 1 mark b) Write down the equation of the horizontal asymptote. 1 mark c) Find the room temperature. 1 mark d) Find the temperature of the coffee after 10 minutes correct to the nearest degree.
A Piper plane takes off from an airport at sea level and its altitude h (in metres) at time t (in minutes) is given by Sketch the graph of for 3 marks Find when the plane will reach the altitude of 3 km, to the nearest minute. 2 marks END OF PAPER 2
Method 1: Look for a Pattern The domain values increase by regular intervals of 2, while the range values have a common factor of . Since the domain values increase by regular intervals and the range values have a common factor, the data are probably exponential. Method 2: Graph the Data The graph shows rapidly decreasing values of y as x increases. This is characteristic of exponential behavior. Exercises Determine whether the set of data shown below displays exponential behavior. Write yes or no. Explain why or why not. 1. x 0 1 2 3 y 5 10 15 20 2. x 0 1 2 3 y 3 9 27 81 3. x –1 1 3 5 y 32 16 8 4 4. x –1 0 1 2 3 y 3 3 3 3 3 5. x –5 0 5 10 y 1 0.5 0.25 0.125 6. x 0 1 2 3 4 y
Use any of the appropriate properties of exponents to simplify the expressions. Your answers should contain only positive exponents. Exponent Rules More Exponent Rules : and The denominator of the exponent is the index of the radical! Index = 2 Base
Power to a Power Rule Station 3 When you multiply a power to a power, you just multiply the exponents. Examples: (2x2y4)3 = 21●3x2●3y4●3= 23x6y12 = 8 x6y12 (s3 t2)6 = s18t12 Simplify. 3a. (3g8h2m )2 3b. ( m6r5p3 ) 3c. ( -2a6b4c10) 3 3d. (3 t5u4)2 3e. ( 2r4t7v2 ) 4 3f. (3m4p3 )4 3g. (-12u12 )2 3h. (13 r7 ) 2