zilongwang/ReadingBank huggingface dataset:
politicians. Tan Holdings Corporation, including LTFV, is owned by the family trust of PRC businessman Tan Siu Lin. Dr. Tan Siu Lin is not only controlling Tan Holdings — he is also FSM Honorary Consul in Hong Kong, a title that was bestowed upon him by His Excellency Akillino H. Susaia, Ambassador Extraordinary and Plenipotentiary of the FSM to the People's Republic of China, in Hong Kong on 2012-11-23 (source: www.fsmgov.org/press/pr112412.htm), only a few months after “Yap State” (i.e., the Anefal Administration) signed their “Cooperative Investment Agreement” with the ETG ... which in stark contrast to its title says nothing about investments, neither what to invest in nor what amounts to be invested ... Already back in 2009 — around the same time as ETG presumably started working on their plans for their “Yap Paradise Gambling Resort” — Luen Thai was aggressively pursuing FSM politicians for fishing concessions that, if granted, would give the company a virtual monopoly on fishing in FSM seafood-rich waters. What follows (courtesy Wikileaks) is a revealing cable sent from the U.S. embassy in Kolonia to the U.S. State Department, in October 2009. I have highlighted (with bold font) some parts that look particularly interesting. Read, ponder, and draw your own conclusions! Source: http://wikileaks.wikimee.org/cable/2009/07/09KOLONIA109.html FROM AMEMBASSY KOLONIA TO RUEHC/SECSTATE WASHDC 2341 CONFIDENTIAL SUBJECT: CHINESE COMPANY LUEN THAI REPORTEDLY SEEKS TO OPERATE ALL PORT AND FISH PROCESSING FACILITIES IN MICRONESIA REF: 07/10/09 E-MAIL FROM NEVILLE (HUGHES) TO DOUGLASS Classified by: William Douglass, Deputy Chief of Mission, AmEmbassy 1. (C) The largest fishing operation in the Federated States of Micronesia (FSM), Luen Thai, has reportedly submitted a proposal to FSM President Mori permitting the company to operate all port and fish processing facilities within the FSM. FSM National Government and State agencies responsible for handling and monitoring investments and the fishing industry are unaware of Luen Thai’s proposal. If accurate, Luen Thai, which has stated
Engineering design challenge results presentation to the Mayor of Caguas, Puerto Rico requirements Engineering Design Challenge Presentation Checklist Presentation and justification of the problem Analysis of Research Design concept generation (at least 3 individual sketches) Analysis and justification of final design, including Decision Analysis Matrix and Sketch of Final Design Construction of a testable prototype Testing and data collection plan Testing, data collection and analysis Reflection on the design project Presentation of designer’s recommendations Engineering Design Challenge Rubric 4 3 2 1 Organization Team presents information in logical, interesting sequence that fully engages audience. Team presents information in logical sequence that audience can easily follow. Team presents information in a sequence that audience have difficulty following. Team presents information in illogical sequence which audience cannot follow. Subject Knowledge Team demonstrates full knowledge of subject by using domain-specific vocabulary that audience is able to understand. Able to provide explanations and elaboration for questions. Team demonstrates full knowledge of subject by using domain-specific vocabulary that audience is able to understand. Able to provide explanations for questions. Team demonstrates some knowledge of subject by using 3-4 domain-specific vocabulary terms that audience is able to understand. Able to provide explanations for some questions. Team demonstrates some knowledge of subject by using 1-2 domain-specific vocabulary terms. unable to provide explanations for some questions. Graphics Team’s in-depth graphical display of sketches, and data collection and analysis clearly explain and reinforce understanding of subject. Audience gains deeper understanding of subject from viewing team’s graphics. Team’s graphical display of sketches, and data collection and analysis clearly explain and reinforce understanding of subject. Audience gains some additional understanding of subject from viewing team’s graphics. Team’s graphical display of sketches, and data collection and analysis clearly explain and reinforce understanding of subject. Team’s graphical display of sketches, and data collection and analysis do not show evidence of understanding of subject. Mechanics No spelling or grammatical errors. No more than two spelling and/or grammatical errors. Three spellings and/or grammatical errors. Four or more spelling errors and/or grammatical errors. Eye Contact Team members maintain eye contact with audience, seldom returning to notes. Team members maintain eye contact most of the time, but occasionally return to notes. Team members occasionally use eye contact, but read most of report. Team members do not maintain eye contact, but read all of report from the screen or notes. Appendix I: Research Guidelines
HAZARD CONTROLS CRITICAL POINT CRITICAL LIMIT MONITORING CORRECTIVE ACTIONS VERIFICATION RECORDS Receiving: raw salmon Parasite destruction record from supplier By receiving manager for each delivery Reject shipment Visual inspection Receiving log Storage: raw salmon At or less than 0 degrees Fahrenheit By quality manager each day Use immediately or discard, depending on ingredient temperature. Visual inspection Freezer log Storage: thawing salmon Cut open reduced oxygen package By quality manager each time package is thawed Cut open package within 24 hours of removal from frozen state or discard Visual inspection Thawing log Storage: thawing salmon At or less than 38 degrees Fahrenheit By quality manager each day Use immediately or discard, depending on ingredient temperature and elapsed time. Visual inspection Refrigerator log Processing: acidified rice pH 4.1 within 30 minutes of removing from cooking unit By quality manager for each batch Discard or add vinegar to lower pH Visual inspection Acidified rice log Recipe validation test results Processing: cut avocado raw salmon product assembly Within 60 minutes of removing salmon from refrigerator and cutting avocado By quality manager for each batch Discard ingredients or product Visual inspection Assembly log Labeling: Failure to disclose all major allergens By quality manager for each batch Re-label package or recall Visual inspection Copy of label on file Documentation of incidents Processing: cooling product At or less than 38 degrees Fahrenheit within 3 hours for mixing ingredients By quality manager for each batch Discard or divert to non-human consumption use Visual inspection Refrigerator log Documented validation of standard cooling procedure Storage: At or less than 38 degrees Fahrenheit By quality manager for each batch Discard or divert to non-human consumption use Visual inspection Refrigerator log Shipping: At or less than 38 degrees Fahrenheit By shipping manager for each shipment Discard or divert to non-human consumption use Visual inspection Shipping log or data-logging temperature probe
“The Stalker” Pro Model Swim Jig – Super Sized! The same unique qualities as the original-light and life-like, with LIVE RUBBER skirts, and two rattles. Offers a larger profile and the live rubber is amazing in the water! 1 per pack, 1 size, 5 colors Black / Brown White Black / Blue Peanut Butter + Jelly
FS854 June Bug Chart. Tail FS858 Red White Tail FS854 Red/Ugly Green tail FS856 Blue Flash Chart Tail New 1.75” Super Slab Tail - Redbug Ugly Green Black Pink Tail Red White Tail Chart pep blue Midnight Pearl Yellow Black FL Melon seed White Black/Blue Tomato Seed Chart Shine Black Emerald Pink Black Flake Minnow Chartreuse
Alpha Kappa Alpha Sorority Alpha Phi Alpha Fraternity Alpha Phi Omega Fraternity Arkansas Club B.A.Y.O.U. Big Sistas Lil Sistas Business Club California Club Canterbury Club ChicagoLand Club Collegiate 100 Delta Sigma Theta Enactus English Club Every Nation Campus Ministries Exclusive Dance Troupe Family Matters Fellowship Christian Athletes Fisk C.A.R.E.S. Fiskites United As One Fisk Student Nursing Association Florida Club Freshman Class Georgia Club International Student Association Iota Phi Theta Fraternity Junior Class Kappa Alpha Psi Fraternity Ladies of Rhythm Agility Grace Essence Move in Motion Math/Technology Club Michigan Club Miss Fisk University and Royal Court
Mt. Zion College Ministry NAACP NPHC Ohio Club Omega Psi Phi Fraternity Orchesis Dance Phi Mu Alpha Sinfonia Pi Sigma Alpha Progressive Thought Outreach Political Science/ Pre-Law Society Psychology Club S.G.A Senior Class Sigma Gamma Rho Sorority Sociology Club Sophomore Class Soror Musica Source Coders Spanish Club S.W.A.G. Texas Club University Choir Wesley Foundation Women of Perfection Young College Democrats Young College Republicans Zeta Phi Beta Sorority
and nationally-affiliated institutes; Regional demographic representation international policy-making network include citizen participation in science and technology THEORETICAL TRADITION Network developed around international environmental dialogue Network established under tradition of deliberations; Practicality to establish citizen recognition on international level Network established as an ‘idea’ by the DBT; Expansion of previous initiatives INSITUTIONS, VENUES, ACTORS Some actors identify as national institutes; Strong encouragement to use results to appeal to national policy; Regional sites by national identity Contribution to reaching Aichi Biodiversity Target 1 of the CBD Strategic Plan DBT as central to network; Sites join through snowballing outreach through partners INFLUENCE Citizen support for national policy on biodiversity conservation; One case used results for city planning; Some cases directly associated with national institutions Official recognition from the CBD and supported to continue as an international project Material and reports dispersed to policymakers, citizens, media; Results/Material used for side projects including youth outreach and research; Strong reliance on informative video and material PROCESS Structure provided uniformity and opportunity to influence national legislation; Consensus not enforced Voting procedure by citizens; Quantitative, comparable results; Strict voting structure for presentation of representation Deliberative (qualitative) conversations not recorded; Design of structure critiqued for lack of qualitative results REASONING Desire for process and opinions to be reflected upon by citizens and policymakers within the political system Citizens reflect on deliberation, order values, and vote National results express differences in culture; Process understood to be ‘constantly reinvented’ and evolving CONDITIONS OF A PUBLIC SPHERE Citizens identified by nationality with loyalty to solving global biodiversity issues; Citizen results support for ecological value over economic Citizens value biodiversity loss as a global crisis; Varying reasons for individual citizen participation Implications of Practice for Cosmopolitan Nationalism Site hosts and citizens exhibit conditions supportive of a Cosmopolitan Nationalist approach to transnational democracy through ideological values and
Principals are responsible for using the school’s SRP to undertake preventative and reactive maintenance works, and ensuring that facilities are maintained at an appropriate standard. While the Department does allocate capital works funding annually through the State Budget and provides some emergency maintenance grants, this funding should not be relied upon as an alternative to regular proactive and reactive maintenance. No. The headline measure for productivity in the School Performance Framework is Workforce Bridging Finance. This measure is included in the framework because the condition of the infrastructure assets in a school is fundamental to its continuing viability. If the infrastructure assets deteriorate in their condition, the school is likely to face other challenges such as maintaining the morale of its students and staff and developing its standing in the local community. A low value for this measure might indicate that increased attention to business management is required in the school. Other measures in the framework which relate to the viability of the school include: bank balance enrolment trends use of workforce bridging support. 9. Is it a headline measure? Data updating timelines Reporting method Is it useful for small schools? NO Yearly in November December (with the August school census data) School Performance Report Against Threshold Standards – from 2016 Yes This measure shows the percentage increase in full-time equivalent (FTE) enrolments in the school over the most recent year and over the previous four years. This measure is based upon the August school census. It is expressed as a percentage and is calculated by taking the difference between the two relevant enrolment counts and dividing it by the earlier count. This measure was considered in prioritisation meetings in 2015 and will be included in the2016 release of the School Performance Report Against Threshold Standards. It is updated in November/December each year, when the results of the August school census are available. It shows whether the enrolments in the school are increasing, stable or declining. Yes. Along with the actual enrolment counts, it gives an indication of whether provision in the school is likely to be affected by a declining number of enrolments.
River, particularly for large woody debris. To improve the longitudinal connectivity along the Barwon-Darling River, enhancing upstream and downstream migration and movement opportunities for native fish. Providing flow regimes that enhance spawning and recruitment opportunities for Flow dependent specialist native fish species. consecutive days from July to June for 80% of years (low and high uncertainty). Minimum of 1 flow event of 10,000 ML/day for a minimum of 14 consecutive days from August to May for 60% (high uncertainty) to 80% (low uncertainty) of years. Minimum of 2 flow events of 10,000 ML/day for 20 consecutive days from August to May, with a minimum peak event of 15,000 ML/day for five days incorporated for 25% (high uncertainty) to 34% (low uncertainty) of years. Darling River at Louth To improve the inundation and availability of key habitat features along the River, particularly for large woody debris, providing flow regimes that enhance spawning and recruitment opportunities for In-channel Specialist native fish species. To improve the longitudinal connectivity along the Barwon-Darling River, enhancing upstream and downstream migration and movement opportunities for native fish. Minimum of 1 flow event of 6,000 ML/day for 20 consecutive days from August to May for 70% (low and high uncertainty). Minimum of 1 flow events of 21,000 ML/day for 20 consecutive days from August to May for 40% of years (low and high uncertainty. Darling River at Wilcannia To improve the inundation of key habitat features that contribute to primary productivity along the Barwon-Darling River, enhancing opportunities to improve food supply and body condition for native fish. To improve the system wide connectivity along the Barwon-Darling River, enhancing upstream and downstream migration and movement opportunities for native fish. Minimum of 2 flow events of 6,000 ML/day for 8 consecutive days from August to May for 44% (high uncertainty) to 59% (low uncertainty) of years. Minimum of 1 flow event of 20,000 ML/day for 5 consecutive days from July to June for 44% (high uncertainty) to 58% (low uncertainty) of years.
Table 13: Proposed site specific flow indicators for the Barwon-Darling River based on outcomes from the Fish and Flows in the Northern Basin project and associated analysis of targets against without development and baseline conditions, showing that the proposed targets are within expected without development frequencies and will result in significant improvement son baseline conditions. Representative gauge Flow threshold (ML/day) Duration in days (minimum continuous) Timing Low uncertainty frequency target (% of years) High uncertainty frequency target (% of years) Without development frequency (% of years) Baseline frequency (% of years) Bourke 6,000 14 Min 1 event between Jul and Jun 80 80 96 68 Bourke 10,000 14 Min 1 event between Aug and May 80 60 89 55 Bourke 10,000 (with minimum peak of 15,000) 20 (5 days at 15,000) Min 2 events between Aug and May 34 25 42 20 Louth 6,000 20 Min 1 event between Aug and May 70 70 91 60 Louth 21,000 20 Min 1 event between Aug and May 40 40 54 32 Wilcannia 6,000 8 Min 2 events between Aug and May 59 44 74 39 Wilcannia 20,000 5 Min 1 event between Jul and Jun 58 44 73 40
Annex 1 - Logical Framework Analysis Intervention logic Objectively Verifiable Indicators (Benchmarks) Sources of information Assumptions (external to project) Overall Objective: The development of a sustainable land management system in Jordan based on the Geographical Information System (GIS) that provides complete, accurate, up-to-date, and precise land information. Harmonized and streamlined process and services of registration and transactions provided by the DLS. Land market activities increased significantly and transparency of transaction ensured DLS Strategic plan DLS Action Plan Progress report and documentation Project Evaluation Reports Project Purpose: Enhancing the technical and administrative capacities of the Department of Lands and Survey in the field of cadastre and land administration. The integrated cadastral system including (Maps & Land registers ) formally adopted Secured digital registers and maps prepared and implemented Accurate land valuation methods defined and implemented Progress reports and documentations Statistics of land valuation objections Quarterly Progress reports Identification of correct counterparts to work closely with the twinning experts Commitment of the decision-maker in DLS Commitment of participants at all
DATE From To NAME OF GROUP NATURE OF MAIN BUSINESS POSITION HELD Commercial or other organization(s) in which you or your immediate family have a business association or interest: DATE JOINED NAME OF COMPANY / ORGANIZATION ADDRESS NATURE OF MAIN BUSINESS NATURE OF INTEREST [Position / % Shares] Do you, at all times while acting in your capacity as a Director or Trustee of the organisation undertake to: Act in good faith towards the organisation? Yes [ ] No [ ] Avoid conflict of interest between your other interests and the interests of the organisation? Yes [ ] No [ ] Place the interests of the organisation and its clients above all other interests? Yes [ ] No [ ]
Self-Assessment of NM SS-OO-PP-RR Early Intervention Practices For each practice: Using the scale below, indicate the extent you currently implement the practice: Not observed Partially Yes *For more information on the above scoring categories, please refer to the rubric contained in the Family Guided Routines Based Intervention: Key Indicators Manual. In the “Examples” section jot down one or more examples that demonstrate why you chose that level. In the “Ideas for Improvement” section jot down some initial thoughts about what you might do to improve your practice and what supports would be useful. Practitioner: Date: Setting the Stage Not observed Partially Yes Example(s) Ideas for improvement EIP1 Gathers updates on child and family- listens and encourages caregiver reflection EIP2 Asks caregiver to update intervention implementation since last visit- listens, encourages caregiver reflection and sets up problem-solving as needed EIP3 Shares information related to development, current status, intervention, family interests- connects to IFSP or larger goals, priorities, builds consensus EIP4 Reviews session priorities and jointly plans targets, teaching strategies, routines- facilitates caregiver participation and decision making
FIT 05/06/18 Is there anything wrong with these sentences? Find the mistakes and correct them. 1. Yesterday, I have gone to the cinema with my best friend. 2. When I was at home, I watched a new picture that my parents had bought. 3. I am a chocoholic, I love very much chocolate: white, dark and milk. 4. I love listening music, especially jazz and blues. 5. Mark say that he is the best speaker of English in the class, but I disagree with him. 6. This the mine green do and can eat of the next and favour the blue, yes? 7. There is absolutely nothing whatsoever wrong with this sentence. 8. jane and mary like french, dont they 9. Marilyn plaid tennis yesterday and she won the first game easily. 10. I have watched every single episode of the my favourite TV series.
Stock Handling Replacing fish in tubs as required for presentation. Wrapping tubs at bench. Both hands required to pull down plastic from roll to wrap around tub. Placing tubs in display cabinet or coolroom between floor and overhead height. Replacing dry or frozen stock including drinks as required throughout day. Shelving between floor and over shoulder height - can be handled individually or in boxes into store then placed on shelves. Low level postures required for accessing low shelving. Doctor Approval Yes No Comments: Cleaning Wiping cabinet and glass requiring forward reaching and bending into cabinet. Removing tubs of fish and hosing cabinet daily (plumbed to sewer). Removing all fish in tubs on Saturday and placing in coolroom and fully cleaning cabinet using hose and wiping. Sweeping and mopping floors. Doctor Approval Yes No Comments:
tracking of financial reimbursement from Medicaid, private health insurance and State funds. The upgrade project will also allow DDSD to continue to improve child and family outcomes through collection of additional data elements. 3a. Scope Verification Yes No Explanation/Notes Were the project objectives (expected outcomes) accomplished? Yes Were all Deliverables submitted and accepted? Yes Did the IV&V vendor verify that all deliverables met the requirements? N/A IV&V waiver granted Have all contracts been closed? Yes Have all final payments been made (i.e., invoices paid) Yes Have all project documents/records been appropriately stored for future reference? Yes Has adequate knowledge transfer been completed? Yes 3b. Major Project Deliverables and Performance Measures Met Major Project Deliverable and Performance Measure (Include an explanation if deliverable or performance measure was not met.) Budget Date Project Phase Requirements $30,685.00 8/5/11 Implementation Environment Configuration $15,342.50 8/12/11 Implementation Race and Ethnicity Enhancements and Reports $76,712.50 8/19/11 Implementation Federal Performance and Billing Enhancements and Reports $122,740.00 9/1/11 Implementation Training $30,685.00 9/15/11 Implementation
Phase Summary of Phase Key Deliverables Requirements Requirements established Joint Application Design Sessions Requirements Documentation Requirements Validation Document Refinement and Updates Submission of Requirements Agency Approval Configuration Design, test and implement configuration. Configured Environment Race and Ethnicity Enhancements and Reports Development, testing and deployment of race and ethnicity enhancements and reports. Modify FIT-KIDS to Accept Federally Required Race and Ethnicity Categories Modify FIT-KIDS to report on Federally Required Race and Ethnicity Categories System Test User Acceptance Test Deployment Federal Performance and Billing Enhancements and Reports Development, testing and deployment of performance and billing enhancements and reports. User Interface Modifications and Enhancements Administrative Enhancements Billing Enhancements Billing and Management Reports Federal Annual Performance Report System Test User Acceptance Test Deployment End User Training Training on system. Training Tools User Training User Manual Develop and deliver user manual. User Manual for Entire FIT-KIDS Application Including Enhancements
List of Figures Figure 1 — Section breaks. iv Figure 2 — Heading 1 paragraph formatting includes a page break before. iv Figure 3 — Insert page numbers in the header. v Figure 4 — Page Layout, margin settings. 1 Figure 5 — Body style settings. 2 Figure 6 — Lists of Figures and Tables. 3 Figure 7 — Insert cross-references to images and tables. 4 Figure 8 — The pilcrow. 4
In the Table of Figures dialog box, choose either Figure or Table from the Caption menu to differentiate between the two (see Figure 6). Figure — Lists of Figures and Tables. Right-click images or tables and select Insert Caption to number and label automatically. When referring to images or tables in text, choose the Insert menu, and then (see Figure 7). Clicking the pilcrow (¶) symbol in the Home menu reveals hidden formatting and spacing within your Word document (see Figure 8). Figure — Insert cross-references to images and tables. Figure — The pilcrow. Third Level Heading 3 Work with your advisor and the Office of Graduate Programs throughout the process of writing and formatting your thesis. The Thesis Manual and Style Guide provides suggestions for formatting, a summary of which appears below (see Table 1). Table — Formatting Suggestions Component Requirement Headings Use Styles to maintain consistent formatting. Include extra space before headings, and "keep with next" to avoid lone headings at the bottoms of pages. Margins Gutter 1.7" and all others 1.2" – printed sizes.
Annex 1 – Scope of FITAF projects Digital financial services (DFS) strategy/assessment a Understand business opportunities and required investments in digital finance b Institutional and operational assessments, e.g.: Management, partnership models; Analysis of a Post’s operations to identify the concrete opportunities and benefits of digitization; Review of operational procedures to adapt to new digital environment; Drafting of the specifications and business models; Help in the identification of a DFS provider. 2 Provision of DFS (as agent, in partnership or own product) a Assistance with the selection of one or more mobile money providers in order to act as an agent, e.g.: design and establishment of an agent network b Assistance with the selection of a DFS partner, e.g.: DFS partner mapping; Design and implementation of an IT platform to integrate the partner’s systems with the Post’s system; Design of the joint product. c Assistance to launch own DFS, e.g.: Review of technical, HR and financial requirements; Market assessment. 3 Improvement and diversification of DFS a Analysis of the shortcomings and weaknesses of existing DFS and identification of opportunities b Customer segmentation to improve efficiency of DFS (one specific service or various services) c Assessment of new business opportunities, requirements and implications d Help positioning and promoting the new financial service 4 Other (anticipated financial inclusion impact must be significant) Digitization of operations to offer financial services (payment, insurance, etc.), e.g.: mobile devices owned by the Post (instead of by clients) and used by staff for transactions
15. What is the subject’s racial background (expanded categories)? Select all that apply. Alaskan Native Black African Black African American Black Afro Caribbean Far Eastern Asian Hawaiian Inuit North American Indian Pacific Islander South/Central American Indian South Asian Western Asian White African White Australian White European White Middle Eastern White North American White South American Other Not Reported 16. What is the subject’s ethnic background? Select one: If other is selected, please write in response: Hispanic or Latino Not Hispanic or Latino Not reported Unknown Other, specify: 17. What is the subject’s birth country (use ISO code)? For full list of codes, see BirthCntryISOCode variable in the data dictionary and provide information in the Other category Select one: If other is selected, please write in response: Australia (AU) Canada (CA) Mexico (MX) United Kingdom (GB) USA (US) Other, specify: 18. What is the subject’s birth country name? Write in response.
In Summary In order to promote a seamless transition in nursing, we must find a way to credit LPNs for their education. This project addresses this issue, and thus provides for an efficient way for LPNs who wish to become baccalaureate –prepared registered nurses to achieve this goal. Development and implementation of this track would not have been possible without two grants received from the Fairlawn Foundation, as well as the DHE. We are very grateful for this opportunity. It has been and continues to a privilege to observe the enthusiasm and gratitude of current and future LPN students. Respectfully submitted, Linda McKay RN MS Grant Coordinator
ABSTRACT/DESCRIPTION OF PRESENTATION (Form # 6) Limit: 350 words, single spaced, 12 point font. Please Note: this limit is strictly enforced. Word Count: Brief abstract/description of all presentations/exhibit; if you are requesting funding for more than one presentation during this trip include that information in this abstract.
We reached out to a local school and this is how Fit Kids Wellness Club was born Program was communicated by word of mouth When we do the program again we are going to promote this at other surrounding schools Program Overview: The Fitness Center of Thibodaux Regional offers a variety of different ways for young teens to engage in a healthy lifestyle! Fit Kids Wellness Club is a community outreach program which implements school-based best practices in nutrition and physical activity for local 5th – 8th graders. The Fit Kids Wellness Club meets once monthly to provide children a variety of resources to help educate, motivate, and empower them to eat fruits and vegetables and be physically active. September of 2017 started the Fit Kids Wellness Club’s 2nd year! Led by fitness specialists, the Fitness Center staff are awarded 2hours monthly to visit the school and engage children 5th – 8th grades in an interactive cross-curricular way in which the physical education teacher teams up to promote the lesson plans during the month. Lessons, worksheets, and stand-alone activities support team building among specialists, children, teachers, and parents at home benefiting the great community! The Fitness Center’s goal is to fight childhood obesity, by creating additional opportunities in the grade schools, we can support healthy eating and physical activity behaviors among students! As a reward for sticking with the Fit Kids Wellness Club, we hosted an onsite field trip for the students to visit the Fitness Center at the end of the 2017 school year and participate in The Fitness Center’s version of American Ninja Students!! We are excited to get started in the 2017-2018 school year and have been informed the children’s request to participate in the club has doubled!
When using memory-optimized tables, it is still possible to experience waiting. There are other wait types, such as waiting for a log write to complete. However, logging while updating memory-optimized tables is much more efficient than logging for disk-based tables. Wait times are much shorter. And, there are no waits for reading data from disk and no waits for locks on data rows. [1] Feature Set The best execution performance is obtained when using natively compiled stored procedures with memory-optimized tables. However, there are limitations on the TSQL language constructs allowed inside natively compiled stored procedures compared to the rich feature set available with interpreted code in the TSQL language. In addition, natively compiled stored procedures can only access tables and cannot reference disk-based tables. [1] What is RPM? The Resource and Project Management (RPM) application is a Microsoft IT LOB application. RPM automates much of the resource management functionality. But it does not replace the level of communication required among RMs, EMs, and Team Members for Resource Management to be effective. The RPM application includes the following: Allows RMs visibility to meet demand through resource requests. RMs are able to match a resource to an engagement based on different criteria, such as Skill and Availability. RM’s are able to view global and local, resources and can request global assistance if needed. Allows requestors and RMs provide a clear description of requirements for an engagement and view the progress and status of resource requests and bookings. Allows PDMs to tailor the training of consultants to the needs of the market by providing supply and demand data. View various reports that track lead time, how quickly requests are being filled, bench time, and many other factors. The various systems that interact with RPM include the following:
Fitness Bingo Exercise your way to super strength!! Each time you complete an activity below, color or put an X in the box. When you have BINGO, you may bring your signed sheet to either Mrs. Brum or Ms. Riddick. BINGOs can be formed by getting 5 in a row going up, down or diagonally. You have the option to fill out the entire sheet. GO FOR IT!!! B I N G O 10 Push Ups Eat a piece of fruit today 20 Ski Jumps 10 mountain climbers Eat 1 serving of Vegetables Run in place for 2 min 30 jumping jacks Hold Down Dog for 15 seconds 10 Plank Taps 20 second wall sit 10 Burpees Walk on heels for 1 min Exercise of your choice Eliminate soda and/or juice today Stretch Legs (your choice) Drink 4 glasses of water today Plank for 15 seconds 20 Sit ups Walk on toes for 1 min 20 High Knees 15 Wall Jumps 10 inchworms Eat 1 serving of Vegetables Stretch Arms (your choice) Eat a piece of fruit today Parent Signature: ______________________________________________________
Activity Skill/Technique Work to Rest Ratio Actual Work to Rest Ratio 100m Sprint 30m Sprint 1:5 6s : 30s Gymnastics Handstand 1:3 6s : 18s Basketball Set Shot 1:1 3s : 3s Cardio Respiratory Endurance Initial Session Week 1 Session 1 Method of Training Continuous Training Duration 20 minutes Intensity 65% Max Heart Rate Target To run more than 3.5km in 20 minutes Describe your session Warm up – Gentle Jog around pitches for 5 minutes. Dynamic Stretching over 5m e.g. High Knees Main Session – 20min Jog around a 400m track at 65% Maximum Heart Rate Distance Achieved – 4km (4000m) Monitored Heart Rate to ensure I was working at the correct intensity Cool Down – Gentle jog to Walk for 5 minutes. Static Stretching of main muscle groups e.g. hamstrings How did you feel at the end of your session Comment Week 1 Session 1 Method of Training Fartlek Training Duration 20 minutes Intensity 65%-85% Max Heart Rate Target To run more than 4.5km Describe your session Warm up – Gentle Jog around pitches for 5 minutes. Dynamic Stretching over 5m e.g. High Knees Main Session – 20min Fartlek Session around Rugby Pitch
PE 11 – Life Fitness First Semester 2012-2013 Mrs. Panaski Fitness Packet / Log Student Name: ____________________________________________ Class Period/Letter Day: ____________________________________ Content of the Packet: Heart Rate – Introduction; Maximum HR; Target HR Zone Fitness Focus – Health Related Components & F.I.T.T. Principle Weight Room / – Rules and Basics Fitness Testing Fall 2011 – Results and Goal Setting
Curl Ups _________ (Abdominal strength /endurance) Shoulder Stretch Right Side: Yes; ½ way; No (flexibility) (circle answer) Left Side: Yes; ½ way; No Fitnessgram Healthy Fitness Zones (for an average 16yr. old): Gender Pacer Push-ups Curl-Ups FEMALE 32-61 7-15 18-35 MALE 61-94 18-35 24-47 QUESTIONS/PERSONAL RESPONSE: What are some personal, long term goals you can set (goals to achieve by May 2013): -Fitness test scores? Pacer - Push-ups - Curl-ups - Shoulder flexibility - -Health related fitness (cardio, strength, endurance, flexibility, body composition, etc.) How can you achieve these goals in PE class this school year? How can your classmates and/or teacher help you achieve your goals? How can your classmates and/or teacher stand in your way? Heart Rate & Perceived Exertion Log – Directions: At the end of every class you will be required to log your ending heart rate and perceived exertion during the class. Perceived exertion an easy way for you to monitor how hard you are working during class. It is a scale to make sure you're working at a pace that is challenging enough to help you reach your goals, but not so hard that you will be sick or injured. In general, for most workouts you want to be at around Level 5-6. If you're doing interval training, you want your recovery to be around a 4-5 and your intensity blasts to be at around 8-9. As you'll see below, working at a level 10 isn't recommended for most workouts. Level 1: I'm watching TV and eating bon bons Level 2: I'm comfortable and could maintain this pace all day long Level 3: I'm still comfortable, but am breathing a bit harder Level 4: I'm sweating a little, but feel good and can carry on a conversation effortlessly Level 5: I'm just above comfortable, I am sweating more and can still talk easily
Workout # 4 Workout # 5 Add'l Workouts Date Duration (in minutes) Location Activity Description Warm-up stretch routine (5 min) line-hop (3 min) wall sit (3 min) 3 sets 15 squats 3 sets 15 lunges sprint: 40 yards, times Cool-down stretch routine (5 min) Warm-up stretch routine (5 min) 3 sets of core holds 50 sit-ups 3 sets 15 tricep extensions 3 sets 15 bicep extensions Sprint up stairs, walk down (7) Cool-down stretch routine (5 min) Activity Purpose Anaerobic; muscular endurance; flexibility Anaerobic; muscular endurance; flexibility Comments Coach Initials Any additional comments / questions / concerns: ________________________________________________________________________ ________________________________________________________________________ Copyright © 2008 Apex Learning Inc. (See at www.apexvs.com/TermsOfUse)
Name:_______________________________ Section:_____ Date:____________ Project Due Date:______________ Grade:____/97 Midterm Project – Designing a Two Week Fitness Plan Directions: You are designing a two week personal fitness plan. Your plan can incorporate things that you already do or it can be a plan that motivates you to begin a fitness program. You will utilize the knowledge that you gained during your fitness and muscle system units. Your Plan Must Include: A fitness goal (what you want to achieve) – On Page 6 Calculate your maximum and target heart rate – On Page 4 12 day workout schedule (you should take one day off per week to rest) – Pages 4 & 5 A warm-up and cool-down for each workout day – Pages 4 & 5 One cardiovascular activity per day except for the rest day (at least 20 minutes to start off and 3 different activities used in the two week period) – Pages 4 & 5 Muscular strength or muscular endurance which matches your fitness goal (rotating your arms, legs/chest and shoulders/back). Along with one ab exercise per muscular fitness workout – Pages 6 & 7 You must explain what equipment you are using and what muscles are being engaged for all muscular strength/endurance exercises – Pages 6 & 7 Make sure you are showing progression from week 1 to week 2 (did you add time to your workout, did the weight you are lifting increase, did the number or repetitions or sets increase?) – Pages 6 & 7 Include a proper heading on your project (name, section and date) – Page 3 Be Creative and Have Fun! Steps for Completing your Fitness Plan: 1. Put your name, date, and section on the rubric. 2. Identify one day per week that will be your rest day. 3. Calculate your maximum heart rate and your target heart rate. Show your work! 4. Determine a warm-up for every workout day which consists of cardiovascular endurance, flexibility and time spent completing the warm-up. Remember from our fitness unit how long the warm-up needs to be and the purpose of the warm-up.
My Personal Fitness Plan – Week 1 Maximum Heart Rate = _____________________ Target Heart Rate = Sun Mon Tues Wed Thurs Fri Sat Warm-up C: T: F: T: C: T: F: T: C: T: F: T: C: T: F: T: C: T: F: T: C: T: F: T: C: T: F: T: Cardiovascular Fitness (At least 6 days a week) E: T: E: T: E: T: E: T: E: T: E: T: E: T: Muscular Fitness (At least 3 days a week). Identify muscle group MG: MG: MG: MG: MG: MG: MG: Bone Strengthening (At least 3 days a week) E: T: E: T: E: T: E: T: E: T: E: T: E: T: Cool-Down C: T: F: T: C: T: F: T: C: T: F: T: C: T: F: T: C: T: F: T: C: T: F: T: C: T: F: T:
My Personal Fitness Plan – Week 2 Sun Mon Tues Wed Thurs Fri Sat Warm-up C: T: F: T: C: T: F: T: C: T: F: T: C: T: F: T: C: T: F: T: C: T: F: T: C: T: F: T: Cardiovascular Fitness (At least 6 days a week) E: T: E: T: E: T: E: T: E: T: E: T: E: T: Muscular Fitness (At least 3 days a week). Identify muscle group MG: MG: MG: MG: MG: MG: MG: Bone Strengthening (At least 3 days a week) E: T: E: T: E: T: E: T: E: T: E: T: E: T: Cool-Down C: T: F: T: C: T: F: T: C: T: F: T: C: T: F: T: C: T: F: T: C: T: F: T: C: T: F: T: Key: C = Cardiovascular Exercise F = Flexibility Exercise T = Time E = Exercises MG = Muscle Group
The University of the State of New York, The New York State Education Department, Office of Elementary, Middle, Secondary and Continuing Education, Selection Classification Test MARCH 2005 Albany, New York 12234 Harageones,E., Johnson, D., Smith, C.D., and Williams, C.S. (1993), Personal Fitness: Looking Good, Feeling Good. Dubuque Kendall/Hunt Publishing Company Lancaster Middle School PHYSICAL EDUCATION Physical Fitness Assessment The Lancaster Middle School students will be assessed three times a year (Fall, Winter and Spring), on the following Physical Fitness Components: Cardio-respiratory Endurance Upper Body Strength Lower Body Strength Core Abdominal Strength and Endurance Flexibility The Lancaster Middle School students will work towards maintaining their lifestyle in the Healthy Fitness Zone. Students will use a variety of national fitness test components from the NY State Selection Classification test, Fitnessgram and the Presidential Challenge to create student awareness about the importance of health and fitness to maintain a productive lifestyle. Reprinted, by permission, from The Cooper Institute, 2007, FITNESSGRAM / ACTIVITYGRAM Test Administration Manual Fourth Edition (Champaign, IL: Human Kinetics). FITNESSGRAM / ACTIVITYGRAM and the Healthy Fitness Zones are owned and copyrighted by The Cooper Institute and published by Human Kinetics. Reproduction of this material for any use other than for
October 2017 1 Hop around your yard or house like a frog for 5 minutes. 2 See how many times you can run around the outside of your house without stopping. 3 Go for a walk with a family member. 4 Do 10 arm circles – forward, then backward – 3 times each. 5 Pick a distance and see how fast you can run that distance. 6 Can you do jumping jacks for a whole TV commercial break? 7 Find a line on the floor or driveway and jump over it side-to-side for 1 minute. Then do front-to-back. 8 Grab any kind of ball and play catch with a family member. 9 Jump up with your arms and legs spread out like a star 10 times. Then rest and repeat. 10 Play tag using a different movement each round. (skipping, sliding, running, etc.) 11 See how long you can hop around on one foot. Try it with each foot. 12 Dance to 3 fast songs on the radio. 13 In line skate or ride your bike for 20 minutes. 14 See how many times you can jog around the block without stopping. 15 Bend over and touch your toes 20 times. 16 Jog in place for 2 minutes. 17 Crab walk back and forth in the kitchen or living room 10 times. 18 Bounce a balloon or ball up with your hands – try not to let it hit the floor! 19 Do high knee-taps in place during a TV commercial break. 20 Holding a can of soup in each hand, how many times can you lift them over your head? 21 Standing next to a wall, continue to jump and see how high you can reach. 22 Have a dance party with your family. 23 Lay a stick on the ground. How many times can you jump over it in 2 minutes? 24 Grab hands with a partner & see who can touch the other partner’s foot 10 times first 25 Squat down and waddle like a duck for 3 minutes. 26 Show your family something you learned in Phy. Ed. 27 Kick a rolling ball while jogging for 5 minutes 28 With a real or imaginary jump rope, jump in place for 3 minutes. 29 Jog up and down the stairs 10 times 30 Skip or jog around the block. 31 Go for a walk with a family member.
Fitness Friend Lesson 1 Curriculum links: Computing: Logical thinking, designing, evaluation Science The heart, P.E. The importance of regular exercise, PSHE Healthy mind and body, Design and Technology Product design Skills: Creative thinking, problem solving, team working Resources: Teacher Guide (presentation download, lesson plan download, worksheet download) Background: It is assumed that you have first completed the . Introduction In this lesson students consider the importance of regular exercise to help to prevent heart disease. They work in small groups to come up with some initial ideas for tech devices to help people take more regular exercise before evaluating their ideas and choosing their favourite(s). Teacher guide: Learning objectives To understand the importance of regular exercise to help prevent heart disease To think creatively and develop ideas for tech devices to help people to take more regular exercise To present and evaluate initial ideas Agenda Introduction and class discussion (10 minutes) Creative thinking challenge (15 minutes) Presenting ideas (20 minutes) Evaluation of ideas (10 minutes) Wrap up (5 minutes) Introduction Share the learning objectives if you wish () and invite students to share their understanding on why it is important to do some regular exercise (slide 3) - depending on time available and prior learning, you could make this a research task. Lead a discussion around why this is sometimes difficult (slide 4). Ask students to share what they know about how technology can help with this (slide 5). Main activities Creative thinking Working in small groups with large pieces of paper, invite students to brainstorm ideas for the challenge to design a device to help people take more regular exercise (slide 6). Encourage them to be really creative at this stage and explain they can refine their ideas to focus on the micro:bit later. Depending on their age and time available, you could ask them to come up with / give them a group name (e.g. Code Cookies, Tech Terriers).
To consider relevant professional advice and guidance where appropriate; To comply with legal duties and responsibilities; To safeguard the needs of staff and students affected by inappropriate behaviours; To consider the impact of any breaks in study holistically and provide appropriate, advice, information and guidance to those concerned. This policy is complementary to, but does not replace the Student Conduct and Disciplinary rules, the Safeguarding policy or the Fitness to Practice policy. Support for Students during the process Students with physical or mental health difficulties will be encouraged to avail themselves of support from the University Student Support Services including the Counselling Service and the Disability Support Service. Where possible these services will be accessed before the Support to study meeting is called. Students may invite a friend, family member or an adviser from the Student Union to accompany them to the Support to study meeting and / or the Fitness to Study Panel. The University welcomes relevant Healthcare or Social care professionals who wish to accompany students to Fitness to Study meetings. Any other representative (such as a Legal Adviser) would not usually be allowed without express advance permission. Students are required to inform the panel of anyone who will be accompanying them. To avoid a potential conflict of interest, members of staff may not accompany students or act as the student’s representative during the Fitness to Study process. Students with disabilities may be accompanied by a Support Worker if required. Confidentiality When the Fitness to Study Policy is invoked the University will take account of the rights of the student under the Equalities Act and the Data Protection Act. Staff will act with regard for the expectation of an appropriate level of student confidentiality. Any personal information that is disclosed will be handled and stored as sensitive data. If the student chooses not to provide their consent this decision should be respected in most instances. In this scenario, the implications of nondisclosure in terms of additional support should be made clear. However, there exist rare occasions when the student’s consent is withheld, or it is impracticable to try to obtain it, when confidentiality may be broken. These include:
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