zilongwang/ReadingBank huggingface dataset:
Department of Advanced Academic Services GT/Pre-AP/AP On-Going Credit Task Form Name: ID#: Course: GT ACTIVITY – 6 HOUR CREDIT TASK 1 1 HOUR TEACHING CHANNEL VIDEO – QUESTIONING STRATEGY Lesson Objective: Response to Questions to Consider: 1. 2. 3. Video Reflection (Highlights, Take-Away, Questions): TASK 2 2 HOURS GT ARTICLE REFLECTION – QUESTIONING STRATEGY 3 Points you learned from the article 2 Questions you may still have 1 Way you would implement this strategy in the classroom TASK 3 3 HOURS IMPLEMENTATION PLAN Implementation Date: Total Class Count: TEKS: GT Count: Measurable Objective: How will students learn best? Provide steps for delivery of instruction: PRE-AP/AP INSTRUCTIONAL ROUNDS – 6 HOUR CREDIT TASK 4 6 HOURS
Department / Area/Facility Job Type / Equipment / System Process Task Carried Out By - Risk Assessment Tracking No. No. Activity / Task Hazard/Threat Effect of the Hazard Groups Affected/ Consequence Initial Risk (Highest Rating) Control measures required to reduce Initial Risk Residual / Tolerable Risk (Severity / Likelihood) Residual Risk Reviewed and Accepted (Production Coordinator) Name: Ref ID Sign: Date: Residual Risk Approved by; Name: Position: Ref ID: Sign: Date:
The following Risk Assessment Matrix is in accordance with Revision 3.1 October 2014. Severity Consequences Increasing Likelihood People Assets Environment Reputation A B C D E Never heard of before in the Industry Heard of in the Industry Has happened in the Company or more than once per year in the Industry Has happened at the Location or more than once per year in the Company Has happened more than once per year at the Location 0 No Injury or health effect No damage No effect No impact 1 Slight injury or health effect Slight damage Slight effect Slight impact 2 Minor injury or health effect Minor damage Minor effect Minor impact 3 Major injury or health impact Moderate damage Moderate effect Moderate impact 4 PTD or up to 3 fatalities Major damage Major effect Major impact 5 More than 3 fatalities Massive damage Massive effect Massive impact
GLOUCESTERSHIRE COUNTY CLOSED 2015 GIRLS U11 Player A B C D E F TOTAL PLACE A BHUVANA KUMAR B HANNAH ROWLEY C JESS JOHNSON D DAISY HARTSON E ISOBEL JOHNSON F RUBY GOYMER BROWN A v’s D, B v’s E, C v’s F – SATURDAY 10.20 A v’s C, B v’s D, E v’s F – SATURDAY 12.30 A v’s E, B v’s F, C v’s D – SATURDAY 3.00 A v’s F, B v’s C, D v’s E – SUNDAY 10.40 D v’s F – SUNDAY 1.00 A v’s B, C v’s E – SUNDAY 1.20
Criteria Level 1 (50-59%) Level 2 (60-69%) Level 3 (70-79%) Level 4 Form Essay is poorly organized. Proof is either irrelevant or confusing. Body paragraphs lack explanation to support proof. Essay is somewhat organized. Proof is insufficient or inconsistent. Body paragraphs contain very simple explanations to support proof. Essay is well organized. Proof is specific and effective. Explanations in body paragraphs are clear and well-developed. Essay is very well organized. Proof is insightful and substantial. Explanations in body paragraphs are sophisticated and vivid. Content Content shows poor understanding of essay requirements. No use of transitions. First paragraph does not accurately introduce topic and reasons. Last paragraph does not accurately bring the essay to a close. Content shows some understanding of essay requirements. Minimal use of transitions. First paragraph introduces topic and reasons in a simple way. Last paragraph brings the essay to a simple close. Content shows good understanding of essay requirements. Good use of transitions. First paragraph sufficiently introduces topic and reasons. Last paragraph brings the essay to a sufficient close. Content shows strong understanding of essay requirements. Excellent use of transitions. First paragraph clearly and accurately introduces topic and reasons. Last paragraph brings the essay to clear and accurate close. Style Writing shows weak understanding of purpose. Poor use of formal tone and voice. Use of language is simple and word choice is repetitive. Writing shows some understanding of purpose. Some use of formal tone and voice. Use of language shows some variety and word choice. Writing shows good understanding of purpose. Good use of formal tone and voice. Use of language shows good variety and word choice. Writing shows strong understanding of purpose. Excellent use of formal tone and voice. Use of language shows excellent variety and word choice. 8 or more spelling 4–7 spelling errors. 1-3 spelling errors. No spelling errors.
simple close. brings the essay to clear and accurate close. Style Writing shows weak understanding of purpose. Poor use of formal tone and voice. Use of language is simple and word choice is repetitive. Writing shows some understanding of purpose. Some use of formal tone and voice. Use of language shows some variety and word choice. Writing shows good understanding of purpose. Good use of formal tone and voice. Use of language shows good variety and word choice. Writing shows strong understanding of purpose. Excellent use of formal tone and voice. Use of language shows excellent variety and word choice. 8 or more spelling errors. Major grammar errors interfere with communication. Major punctuation errors interfere with communication. 4–7 spelling errors. Grammar errors may interfere with communication. Punctuation errors may interfere with communication. 1-3 spelling errors. Grammar errors do not interfere with communication. Punctuation errors do not interfere with communication. No spelling errors. Few, if any, grammar errors. Few, if any, punctuation errors.
UNIT LANGUAGE STRUCTURES VOCABULARY CONTENT AREAS UNIT 1 I´m Ready for school What’s your name? My name is… How many… Do you like…? I like …(dance, read, run, sing) I don´t like… Letters Ll, Pp, Tt. Arm, back, ear, eye, finger, hair, hand, head, leg, mouth, nose, shoulder,, lion, parrot, dance, read, run, go, blue, Green, orange, pink, purple, red, on, under numbers 1-15 Early literacy: the letters Li, Pp, and Tt. Health: body parts; movements. Verbs: dance, read, run, sing. Math: numbers 1-15 UNIT 2 LET´S PLAY UNIT LANGUAGE STRUCTURES VOCABULARY CONTENT AREAS UNIT 1 I´m Ready for school What’s your name? My name is… How many… Do you like…? I like …(dance, read, run, sing) I don´t like… Letters Ll, Pp, Tt. Arm, back, ear, eye, finger, hair, hand, head, leg, mouth, nose, shoulder,, lion, parrot, dance, read, run, go, blue, Green, orange, pink, purple, red, on, under numbers 1-15 Early literacy: the letters Li, Pp, and Tt. Health: body parts; movements. Verbs: dance, read, run, sing. Math: numbers 1-15 UNIT 2 LET´S PLAY
5 Citrus, Hernando, Lake, Marion, Sumter No Guardianship or Guardian Advocacy forms available on the circuit's website 6 Pasco, Pinellas General Information about Guardianship and Restoration Pasco unique reporting forms: Guardianship Checklist, Guardianship Disaster Plans, Accounting and Plan Smart Forms (guardianship) 7 Flagler, Putnam, St. Johns, Volusia Administrative Orders related to Guardianship 8 Alachua, Baker, Bradford, Gilchrist, Levy, Union Application, Discharge and Reporting Forms (Guardian Advocacy, Guardian of the Minor and Guardianship) 9 Orange, Osceola Limited forms related to Guardianship http://www.ninthcircuit.org/research/court-forms/probate Application and Reporting Forms (guardian advocacy) multiple languages 10 Hardee, Highlands, Polk No Guardianship or Guardian Advocacy forms available on the circuit's website 11 Dade No Guardianship or Guardian Advocacy forms available on the circuit's website Judicial Circuit Counties Forms Provided Web Address 12 Desoto, Manatee, Sarasota No Guardianship or Guardian Advocacy forms available on the circuit's website
13 Hillsborough Application and Reporting Forms (Guardianship and Guardian Advocacy) 14 Bay, Gulf, Calhoun, Washington, Holmes, Jackson Application and Reporting Forms (Guardianship and Guardian Advocacy) 15 Palm Beach No Guardianship or Guardian Advocacy forms available on the circuit's website 16 Monroe No Guardianship or Guardian Advocacy forms available on the circuit's website 17 Broward Application and Reporting Forms (Guardianship) This website is experiencing change so if the above does not work, go to http://www.17th.flcourts.org/, click on Judges (top left) and then Probate. Then click on Probate and Guardianship eFIle Forms. 18 Brevard, Seminole Application and Reporting Forms (Guardian Advocacy) 19 Indian river, Martin, Okeechobee, St. Lucie No Guardianship or Guardian Advocacy forms available on the circuit's website 20 Charlotte, Collier, Glades, Hendry, Lee No Guardianship or Guardian Advocacy forms available on the circuit's website
If you haven’t done so already, please take a look at the Guerrilla Job Search Home Study Course, with step-by-step instructions to guide you to your next job in 39 days -- or less! To your success! David E. Perry Co-Author Guerrilla Marketing for Job Hunters 2.0
Nomination form 2016 Community Awards This is your chance to nominate people from the voluntary, charity or business sector who work tirelessly to help a wide range of really great causes. Without doubt, they deserve to be thanked, and the Community Awards are an excellent way to reward their hard work and dedication. Self-nominations are welcome. The closing date for nominations is Wednesday 14th September 2016. Nomination forms may be completed and returned by email to or via post to Sadie Siviter de Paucar, Guernsey Community Foundation, 1st Floor, Tudor House, Le Bordage, St. Peter Port, GY1 1WD. If you require assistance with completing this form, please call 748056. NOMINATION PROPOSED BY: Name Is the person, team or organisation aware you are nominating them? Y N Address Contact number Email Address Your relationship to the nominee I / WE WISH TO NOMINATE: Name If this is a registered charity, please provide charity registration number here (e.g. CH123) Address Contact number Email & Web Address For the following award category (please ‘x’ box): Charity of the Year Corporate Social Responsibility Youth Award Fundraising Team of the Year Overseas Award Outstanding Individual Achievement Organising Committee of the Year
The Court’s physical and mailing address: 101 East High Avenue; Room 203 New Philadelphia, OH 44663 The Court’s telephone number: 330-365-3245 The Court’s fax number: 330-364-3190 The Court’s Web site: /courts/probate -- To keep any eye or your ward’s case and see the activity, please go to the Court’s site and choose the blue “Probate” box. That will take you to the main probate page, where you can click on “Record Search” at the bottom. This will bring you to a screen where you can plug in the ward’s name or your name and view the filings in the case chronologically. 12 Appendix
This Resource Guide to Important Resources and Programs contains information about federal programs such as Social Security, Medicare and Medicaid. Contact information for agencies such as the Area Agency on Aging, Ohio Department of Job and Family Services and the Veterans Administration is also included. Information about housing options available to Ohioans can also be found herein. This resource guide also provides information about end-of-life issues, including hospice or palliative care, funerals, cremation, organ donation and veteran’s burials. This Resource Guide is being provided to you as a courtesy and should not be construed as legal advice. 13
Step 1 Add to your beginning script the blocks so that the sprite welcomes the player and asks for their name before beginning. Step 2 We want to give the player more information if they don’t guess correctly. Have the sprite tell the player if the secret number is bigger or smaller than the number that they guessed. Step 3 Right now, the sprite always picks a number between 1 and 10. Change this so that the sprite always picks a number between 1 and a variable named max. (Don’t forget to add the variable.) Add to your script so that it asks the player what they would like the maximum number to be, before choosing a random number. Use this maximum number as the highest number that the sprite will choose. Step 4 Now let’s keep track of how many guesses it takes before the player guesses the right number. You will need a new variable for this task and will need to add to it every time a guess occurs. Step 5 When the player guesses the secret number, tell them how many guesses it took, and congratulate them using their name. Part II: Number Guessing Game Part 2 Lab- Guessing Game version 2.0 The Number Guessing Game that just created had you utilize IF statements and random number generators. This week, you will expand upon that game and make it smarter! The goal of this Expanded Guessing Game (we’ll call it, version 2.0) is to make sprites that play the game smarter! In addition, since this will make the game much faster, we’ll make the guessing sprite have to get three guesses right to win. Open your Guessing Game project from the last unit to use as a reference. Create a new project called yourLastName_GuessingGame2. This version will use two sprites: one to hold the secret number and give hints and the other to try to guess the secret. Step 0 Before beginning to build your program, let’s look at what variables we will need and what each sprite should do to play the game.
Chester Court Chester Road, Winchester SO23 0EL Twin room, communal toilet, no bath/shower Danemark Court Gordon Road, Winchester SO23 7TB Single room, en-suite bathroom with shower Drummond Close Stanmore, Winchester SO22 4AW Twin room, communal toilet, no bath/shower Eastacre Bereweeke Road, Weeke, Winchester SO22 6AL Twin room, en-suite bathroom with shower Godson House Lawn Street, Winchester SO23 8ED Twin room, en-suite bathroom with bath (no shower) Hyde Lodge Worthy Lane, Winchester SO23 7AB Small double bed, en-suite bathroom with shower King Harold Court Christchurch Road, Winchester SO23 9SA Twin room, en-suite bathroom with shower Makins Court Windsor Road, Alresford, Nr Winchester SO24 9HX Twin room, en-suite bathroom with shower Mildmay Court Eastgate Street, Winchester SO23 8RJ Twin room, en-suite bathroom with bath (no shower) Normandy Court Station Close, Wickham, Nr Fareham PO17 5JZ Twin room, en-suite bathroom (no bath or shower) Richard Moss House St Peters Street, Winchester SO23 8BX Twin room, en-suite bathroom with shower Simmonds Court Chaundler Road, Abbotts Barton, Winchester SO23 7HZ Single room, communal toilet, no bath/shower White Wings House Ashling Park Road, Denmead, Nr Portsmouth PO7 6DL Twin room, en-suite bathroom with shower Appendix 2 Guest Bedroom Conditions of Use
Detail of Guest Lectures organized under TEQIP-III Project. S.No Name of the Department Title of the Guest Lecture Resource Person Date(s) Convener(s) 1 Civil Engg. Introduction to trenchless technologies” and “A Guide to higher studies in US : Facts and implication” Sh. Vinak Kaushal from Center for Underground Infrastructure Research & Education (CUIRE) Department of civil Engineering University of Taxas at Arlington USA 8th Jan, 2018 Ms. Surbhi, AP Civil Engineering 2 ECE Global and Indian Mobile Telecom Industry” Sh. Arvind Jain (Director and COO Cognitel Training Services) 16th January 2018 Er. Manjeet Singh 3 4
The social needs of the ward. Each plan filed by the legal guardian of a minor must include: Information concerning the residence of the minor, including: The minor’s address at the time of filing the plan. The name and address of each place the minor lived during the preceding year. Information concerning the medical and mental health condition and treatment and rehabilitation needs of the minor, including: A resume of any professional medical treatment given to the minor during the preceding year. A report from the physician who examined the minor no more than 180 days before the beginning of the applicable reporting period that contains an evaluation of the minor’s physical and mental conditions. The plan for providing medical services in the coming year. Information concerning the education of the minor, including: A summary of the school progress report. The social development of the minor, including a statement of how well the minor communicates and maintains interpersonal relationships. The social needs of the minor. Each plan for an adult ward must address the issue of restoration of rights to the ward and include: A summary of activities during the preceding year that were designed to enhance the capacity of the ward. A statement of whether the ward can have any rights restored. A statement of whether restoration of any rights will be sought. Comments:
Pennsylvania Child Abuse History Clearance (Act 151) Electronic Submission Paper Submission Federal Bureau of Investigation Criminal Background Check (Act 114) The fingerprint based background check is a multiple step process. Arrest/Conviction Report and Certification Form (under Act 24 of 2011 and Act 82 of 2012) Paper Form Q4. What happens if my clearances do not say “proof of no incidents”? A4. The Superintendents have indicated that Guest Teacher candidates must show “proof of no incidents” on all required clearances. If any of your clearances is not clear, Schuylkill IU 29 will not process your request for an emergency permit. You will receive written notification from our office and your paperwork will be returned. Q5. Can I apply for my Emergency Permit before I go through the training? A5. No, the Schuylkill Intermediate Unit 29 applies for the emergency permit and participating school districts/entities have agreed all candidates must attend all training days in full prior to the start of the application process. Q6. Can I send for my Emergency Permit myself? A6. No, individuals may not apply for their own permit. Emergency Permit applications are processed through the Schuylkill Intermediate Unit 29. Q7. If my Bachelor’s Degree is almost completed, can I go through the training now? A7. Yes, you may go through the training. However, the Schuylkill Intermediate Unit 29 may not apply for an emergency permit until a Bachelor’s degree has been conferred and an official transcript has been submitted to our office. Q8. May I use the transcript of my Master’s Degree to send for a permit? A8. No, the Bureau of Teacher Certification and Preparation (Pennsylvania Department of Education) requires a Bachelor’s Degree. Q9. May I use a copy of my Bachelor’s Degree to send for a permit? A9. No, the Bureau of Teacher Certification and Preparation requires an official Bachelor’s Degree transcript in a sealed envelope from an accredited college/university.
Stepping On Guest Expert Cheat Sheet Session # What to Cover Leader + Peer Leader* PT Pharm D Safety Expert Vision Expert Past Participant Session 1 Introduction, Overview, and Choosing Getting to know each other, overview of program, sharing fall experiences, choosing what to cover. Guest expert introduces the balance and strength exercises. Session 2 The Exercises and Moving about Safely Review and practice exercises with guest expert, explore the barriers and benefits of exercise, moving about safely — chairs and steps, learning not to panic after a fall. Session 3 Advancing Exercises and Home Hazards Review and practice exercises, discuss when and how to upgrade your exercises, identify hazards in and about the home, and problem-solving solutions. Session 4 Vision and Falls, Community Safety, and Footwear Review and practice exercises. Guest experts discuss the influence of vision on risk of falling and talk about strategies to get around the local community and reduce the risk of falling. Learn about the features of a safe shoe and identify clothing hazards. Session 5 Medication Management, Bone Health, and Sleeping Better Identify the importance of Vitamin D, sunlight, and calcium to protect from fall injury. Guest expert talks about medications that increase falls risk. Strategies to sleep better are discussed.
Windows 10 Wireless Guest Connection Guide Click on the wireless icon in the Lower Right Corner of Screen left of the “Date and Time”. This will open up the wireless network connection screen: Click on “LCCC_Guest” and click “Connect”: You will get redirect to this page. Click on “Continue to this webpage (not recommended)”: Click on “Accept” to agree to our “Wireless Guest Access Policy” and “Acceptable Usage Policy”:
References Beer, S. (1979), The Heart of Enterprise,Wiley, Chichester. Beer, S. (1981), Brain of the Firm, Wiley, Chichester. Checkland, P. (1981), Systems Thinking, Systems Practice, Wiley, Chichester. Chemers, M.M. (2000), Leadership Research and Theory: A Functional Integration, Group Dynamics, Vol. 4. Espejo, R. & Bowling, D. (1996), Viplan Learning System: A method to learn the Viable System Model, Syncho Ltd, www.syncho.com, Birmingham Espejo, R. & Reyes, A. (2011, forthcoming), Organizational Systems: Managing Complexity with the Viable System Model, Springer Verlag, Heidelberg Foerster, H. von. (1984), Observing Systems, California, Interpublishers Maturana, H. & Varela, F. (1992), The Tree of Knowledge, Shambhala, Boston & London. Richardson, K. (2008). “Managing complex organisations: Complexity thinking and the science and art of management”, Emergence, Vol. 10, No. 2, pp. 13-26. Sitter, U. de, Den Hertog, F., & Dankbaar, B. (1997), “From Complex Organizations with Simple Jobs to Simple Organizations with Complex Jobs”, Human Relations, Vol. 50, no. 5, pp. 497-534. Teece, J. D. (2008), Technological Know-How , Organizational Capabilities, and Strategic Management : Business Strategy and Enterprise Development in Competitive Environments, Imperial University Press, London.
Beyla Conflict around the management of public properties The young of Senko and administrative autorithies Elders and community leaders, women Political conflicts(independent candidates) Independant candidates and RPG ARC-EN-CIEL members Youth leaders, Beyla Peace Committee, Elders and religious leaders Agropastoral conflicts Local farmers and nomadic herders in Mali and Burkina Faso Security forces and administrative autorithies Lola Land conflicts Members of the same family, purchasers, urbanization services and brokers Youth and women leaders, elders, and administrative authorities Agropastoral Conflits Local Farmers and nomadic herders in Mali and Burkina Faso Elders and the administrative authorities Conflicts over the management of the central mosque Families and ethnic communities The political and religious authorities, (area or district councils) N’zérékoré Neighborhood conflict Families and ethnic communities Youth and women, and local authorities (area or district councils) Conflicts in couples Husbands, spouses, families of spouses, area or district council, religious leaders. Area or district council, religious leaders and women leaders From this table, it is clear that the actors of the conflicts differ from one conflict to another. This means that each conflict is specific. Among the actors involved in conflict, there are the protagonists (people who are opposed), the people affected by the conflict, and the people who influence the conflict positively or negatively. Overall, respondents think that the actors of the conflicts have not changed. For each type of conflict, the actors involved are always the same. But they agree that for the conflicts cited, there are new actors involved. These are Malian and Burkinabe breeders (for agropastoral conflicts); Youths in Senko sub-prefecture (For conflicts related to the management of public properties); Independent candidates (for political conflicts); land brokers who seek to sell lands (for land disputes). Asked if there are any people who have played an important role in favor of peace since January, respondents believe that there are. The figure below shows the proportion of respondents by social group in favor of peace. Figure 5: Proportion of respondents by social group in favor of peace in 3 prefectures (N = 143): According to respondents, young people and women leaders, elders , community leaders and religious leaders are the ones who work most for the peaceful resolution of the current conflicts in these three prefectures. Local authorities (administrative authorities, security forces) are mentioned only in the last place.
Look at the photos of Kat and her family. How are the people related to Kat? Write a name next to each word below. Total english 1 Mother = 5 Son = 2 Father = 6 Daughter = 3 Brother = 7 Husband = 4 Sister = Complete these sentences for Kat. Carl is my brother Anna is Joshua is Sofia is Kelly is Lucas is Chris is Write questions for Kat’s answers. ? He’s my father. ? He’s my brother. ? She’s my sister. ? She’s my mother. ? He’s my son. ? He’s my husband. ? She’s my daughter. Draw your closest genealogical tree; write the names of your family members and the description. Write the names of the people in your family. Write the correct family word for each one. Name My… 1 2 3 4 5 6 Introduce your family to a new friend. Circle the correct word: this, that, these or those. Those / These / This is my son, Harry. Who are that / this / those people over there? Is this / those / these your camera? That / these / this are my favorite shops. Are those / that / this shoes from Italy? Is this / those / these your new puppy? That /Those / These is my mom, Lisa, she’s a teacher. Look at the picture below. Identify the objects in the different parts of the room. Describe the things you can see there. Read the following text and underline the correct name. Lucas and his wife Nina live in Canada and it’s very cold. The live in Victoria in a house near the river. The house has a kitchen, two bedrooms and a bathroom. In the kitchen, they have a stove so the house is very warm; they also have a big table and six chairs in the kitchen. It’s their favorite room in the house. Lucas doesn’t like living there because the weather46 is terrible.
Index UNIT GRAMMAR VOCABULARY functions PAGEs WORKBOOK PAGEs HELPFUL EXPRESSIONS 3 1 Day to day Present Simple VS. Present Continuous Adverbs of Frequency Review Adverbs of Manner Clothing Talk about routines and things that people are doing at the moment, describing what they’re wearing 4 - 7 Day to day 13 – 15 2 Do it now! Imperatives Zero Conditional School Vocabulary Give orders and ask for favors in the school environment 8 - 10 Do it now! 15 – 16 3 Hidden talents Can and Can’t Be Able To Sports Instruments Describing abilities and activities people can or can’t do 10 - 12 Hidden talents 17 – 18 List of verbs 19 List of adverbs 19 Reading section 20 glossary 22 Helpful expressions giving an opinion It is very important to show people when you are saying an opinion and show that it is not a fact. Here are 10 expressions to use in speaking and writing. Informal expressions that you can when you are discussing something with friends or people who you know well. 1 I reckon… 2 I’d say… 3 Personally, I think… 4 What I reckon is… 'Reckon' is a common word in the UK. It means 'I think' but British people use this word much more often than 'think'. Polite expressions that show clearly that the statement is only an opinion. 5 If you ask me… 6 The way I see it… 7 As far as I’m concerned… Polite expression that says to the other speaker that they might not agree with what you are saying. 8 If you don’t mind me saying… Expressing a very strong opinion. The speaker that it is all true. 9 I’m utterly convinced that…
This conditional is used when the result will always happen. We’re talking in general, not about one particular situation. Language note: The 'if' in this conditional can usually be replaced14 by 'when' without changing the meaning. If the weather is fine, I walk to work. When the weather is fine, I walk to work. QUICK CHECK! Make zero conditional sentences. 1 If I _________ (wake up) late, I _________ (be) late for school. 2 If my teacher _________ (go) to bed late, he _________ (fall) asleep in the classroom. 3 If Julie _________ (not/wear) a hat, she _________ (get) sunstroke. 4 If children _________ (not/eat) well, they _________ (not/be) healthy. 5 If you _________ (mix) water and electricity, you _________ (get) a shock. Vocabulary School subjects Here is a short list of the most common school subjects in American and British schools. Chemistry Physics Mathematics Biology Languages Gym Art Technology Philosophy Music Economics Psychology History Geography Drama Vocabulary School Objects There are other objects we can find in a classroom, either in a primary or secondary school, college15 or university. Here's a short list the names of your classroom supplies. Board Desk Eraser Binder Ruler Protractor Marker Funnel Beaker Pins Stapler Computer Scissors Compass Set squares Pencil Pencil case Map Some questions related to these items may be: What is this? This is my new eraser This is Alicia’s desk. We have assigned positions. May I borrow…? May I borrow your pencil sharpener Yes, you may. It’s okay. May I borrow this pencil? Oh no, it’s not mine. It’s Liz’s. Ask her.
PHASE 5 (3) N° of hours FUNCTIONS GRAMMAR PAGE 7 To explain how something is done using “BY” and “WITH ”Use of prepositions “by” and “with” with the passive voice . 2 7 To explain how something receives the result of an action The passive voice. Using “BY” with the passive voice. 6 2 To evaluate the imparted lessons Oral and written evaluation. -
Guide to registering on the online tool and starting your Researcher Links application Step 1 – Make sure you are in the correct link under current opportunities via this link for the current call and type of grant you wish to apply for. This example is for a Newton Fund Researcher Links Travel Grant. Once you are in the correct link, click on ‘Apply online’. Step 2 – at the next screen, click ‘Register as new user’. (If you are not a new user to this online application tool then please insert your existing email and password and go to step 12). Step 3 – at the next screen fill in your details. Then press OK you will get a notification screen that your registration is complete. Step 4 – In the ‘Registration Complete’ Screen’ press OK and a mail should be sent to the email address you supplied in step 3 so that you can set up a password. Step 5 – check your inbox, junk mail or spam to see if you received this mail. Troubleshooting: sometimes with institutional email addresses, the mail goes to Spam. Please check with your IT services to release a mail from (see screenshot below to view the mail). Please add and to your safe senders list. You will also need to receive other mails from this address once you submit your application. Then open the link in the mail. Step 6 – when you have opened the link, press ‘Retrieve password’. Step 7 – a temporary password is then issued to you. Copy or make a note of the password.
GRADO PRIMERO AREA MATEMATICAS GUIA # 1 Lee y escribe el numero que indica. Quinientos: _______ Seiscientos veinte: _______ Setecientos cincuenta: ________ Ochocientos cinco: ________ Novecientos: _________ Observa y completa con mayor que( >), menor que( <) e igual (=) 500 ____ 520 814 ____ 910 610 ____ 700 715 ____ 715
Guidance Sheet 6: Hazardous Chemical Disposal The purpose of this Guidance sheet is to provide information on how to dispose of waste chemicals generated in science, material technology, food technology, art and other relevant areas in schools. Effective disposal procedures and equipment must be used to control or reduce the risk from waste chemicals in the workplace. All waste chemicals must be disposed of on a regular basis and should not be permitted to build up, expire, or otherwise pose a risk to the workplace environment. Hazardous waste management Chemical waste can be produced from many different activities in schools, including science laboratories, technology workshops and art areas. Types of chemical wastes include acids, alkalis, or toxic laboratory chemicals, photographic chemicals, petroleum and degreasing based solvent, oil based paints, paint thinners, glues and adhesives. Chemical waste can also include chemicals that are no longer required, have deteriorated or have passed their use by date. Waste products generated from hazardous workplace chemicals often have similar hazard characteristics to the chemicals from which they were derived. Because of their hazardous nature, the waste products need to be properly packaged, labelled and stored prior to disposal. Packaging and labelling Waste containers must be labelled to identify their contents prior to using them as a waste receptacle. Ensure all other labels are removed and replaced with the following, as a minimum: Product identifier e.g. organic waste, inorganic waste, etc. Name, address and telephone number of the workplace. A hazard pictogram consistent with the correct classification of the chemical (if relevant). Chemical wastes must be packaged in containers that are compatible with the waste material. For example, acids and bases should not be stored in metal containers and corrosives should be stored in glass containers. Containers should be leak proof and sealed with caps. There must be appropriate controls for waste chemicals in the event of a spill. These may include: Segregate according to major waste types, such as organic solvents, chlorinated organic solvents, inorganic chemicals, bulk oils (e.g. cooking or automotive). Do not overfill liquid waste containers. Do not mix solid and liquid waste. Do not combine organic solvents with toxic metal waste. Keep recyclable oils separate from oil contaminated with solvents, halogens, laboratory chemicals and fuels. Provide secondary containment, either by the provision of spill trays or by bunding.
Chemical Disposal – Manifest School Name: Contact Person: Phone Number: School Address: Fax Number: Suburb and Post Code: Email Address: Additional Notes: Chemical name & concentration (if known) Container size (L or Kg) Number of containers Total weight (Kg) (must include container) DG Class UN (if known) Packing Group (if known) Physical State (Solid/ Liquid/ Gas) Container poor) Labelled? (Y/N)
National Institute of Justice Note: The descriptions of the research include a rating system with study classifications across four dimensions for each program. It is recommended that a minimum the programs need to be identified as promising to be selected. Additional registries and resources may be found at Option Two The proposed program or strategy is reported in peer-reviewed journals or has documented effectiveness which is supported by other sources of information and the consensus judgment of informed experts. When claiming this option, a provider must include: A description of the theory of change and a logic model; and A discussion of how the content and structure of this proposed program or strategy is similar to programs or strategies that appear in approved registry or in the peer-reviewed literature, or how it is based on sound scientific principles of community prevention or public health; and Documentation that the program or strategy was effectively implemented in the past, with results that show a consistent pattern of credible and positive effects, including: the number of times it was implemented, the fidelity with which it was implemented, and the results of any outcome evaluations; and Documentation of a review by, and consent of, a Panel of Informed Experts indicating that the implementation of this proposed program or strategy is appropriate for the community and likely to have a positive effect on the identified outcome and what evidence their decision was based upon. Following the selection of an option, sufficient documentation to support the decision must be maintained.
Program Administration Managing Entities If Managing Entities receive funding under the IDP, they will: Approve organizations requesting to become IDP providers. To be eligible, organizations must be under contract with the regional ME. Each July, provide a list of approved IDP providers to the Department’s Office of Substance Abuse and Mental Health (SAMH). SAMH will then determine the provider line of credit. Report bulk purchases into SAMHIS. Using the EVNT (non-client specific file upload) contractors should submit a service using the IDP OCA (MH076) with the Incidental Expense covered service (28) and the actual dollar amount for the units. Ensure that agreements between IDP providers and participating pharmacies are current and executed. Ensure that IDP providers use IDP funds for individuals who meet the criteria. IDP Providers IDP providers will: Assess and enroll individuals in the IDP who meet the clinical and financial criteria established in ch.394, F.S. To meet the clinical criteria individuals: Must be a member of at least one of the Department’s priority populations; and Must not reside in a state mental health treatment facility or an inpatient community unit. To meet the financial eligibility criteria individuals: Must have a net family income that is at or below 150 percent of the Federal Poverty Income Guidelines, as published annually in the Federal Register; Must lack third-party insurance or other psychotropic medications funding sources; and Must not participate in a program where other funding sources pay for psychotropic medications. If individuals have third party insurance for psychotropic medications but were temporarily denied benefits for these medications, they may receive IDP medications until such time as eligibility is reestablished. Provide information to individuals regarding adverse effects, side effects, possible allergic reactions, co-occurring disorders, and instructions on what to do in case of an emergency; Submit updated information to the IDP/FSH Warehouse and to the ME with the first medication order, and ensure that the following information is updated as needed: The providers’ IDP contact information including name, e-mail, and phone number;
3. People who inject drugs; 4. All others.” Providers must maintain a capacity management system that prioritizes services for pregnant women and women with dependent children, including women who are attempting to regain custody of their children; In the event there is insufficient capacity to admit a pregnant woman, Providers must make an alternate referral. If there is no alternate, Providers must make interim services available within 48 hours and must retain clients while they are receiving interim services. Interim services are services that are provided until an individual is admitted to a substance abuse treatment program. Interim services are intended to reduce the adverse health effects of such abuse, promote the health of the individual, and reduce the risk of transmission of disease. At a minimum, interim services include: Counseling and education about HIV and tuberculosis (TB), consisting of the risks of needle-sharing, the risks of transmission to sexual partners and infants, and steps that can be taken to ensure that HIV and TB transmission does not occur; Referral for HIV or TB treatment services if necessary; Counseling on the effects of alcohol and drug use on the fetus; and Referral for prenatal care. EXPANSION OF SUBSTANCE ABUSE SERVICES The 2012 Florida Legislature created the Statewide Task Force on Prescription Drug Abuse and Newborns to address the problem of Neonatal Abstinence Syndrome (NAS). NAS refers to a drug withdrawal syndrome in newborns following birth. The Task Force provided several recommendations, which in part resulted in a new appropriation of funds for substance abuse services targeting this population. TASK FORCE RECOMMENDATIONS The February 2013 Statewide Task Force on Prescription Drug Abuse and Newborns report includes strategies to reduce the problem of prescription drug addiction among pregnant women. The Task Force recommended enhancing the capacity of the behavioral health system to ensure pregnant women and mothers have immediate access to the appropriate level of care through a continuum of services. Specifically, the report recommends: Expanded residential treatment capacity; Expanded intensive outpatient treatment capacity; and Case management services to assist women leaving treatment. The report concluded successful treatment of Neonatal Abstinence Syndrome (NAS) improves when an opioid abusing woman receives medical care early in her pregnancy and concluded substance abuse treatment programs for pregnant women should include: Coordinated physical and behavioral health care; Collaboration with child welfare and community services (including courts and schools); Gender specific evidence-based practices; and A whole family approach (including outreach to fathers and relatives to get them involved in treatment services).
at baseline, six months, and 12 months or discharge, whichever comes first. The data tools and respondents for the Child and Family Outcome Study are: Respondents Primary Caregivers for children 5-17 years’ old Youth ages 11 to 17 Young adults ages 18-21 Data tools Administrative data – Youth, young adult, caregiver interviews Pediatric Symptom Checklist – Youth, young adult, caregiver interviews Columbia Impairment Scale – Youth, young adult, caregiver interviews Caregiver Strain Questionnaire – caregiver interview Required Reporting Summary of Required CMHSOC Project Reporting Name of Report Method for Reporting Who Completes Report/Tool Due Date IPP Survey - Infrastructure, Development Prevention and Mental Health Promotion (see IV. B. 6.) Submit data to the designated evaluators via a template to be provided by evaluators. SOC Coordinator and ME DCF designated evaluators to determine due dates Due to SAMHSA quarterly Template 20 – CMHSOC Quarterly Report (see IV. B. 7) Complete and submit Template 20 to CMHSOC Project Director – SOC Coordinator and ME Quarterly by the 20th day of the month following each quarter SERVICES TOOL - Child or Adolescent Respondent Version and Caregiver Respondent Version (see IV. A. 9) SERVICES TOOL Child/Adolescent or Caregiver Combined Respondent Version and submission of data into SPARS Case manager/care coordinator completes and enters data into SPARS Data to be entered into SPARS within 30 days of completion of the instrument Local CMHSOC Project Team In addition to subcontracting with Network Service Providers for CMHSOC-funded services, Central Florida Behavioral Health Network and Southeast Florida Behavioral Health Network will staff or subcontract for the following positions essential to managing the activities of this project: 1.0 FTE CMHSOC Local Coordinator responsible for Oversight of all aspects of the local CMHSOC project; Facilitating collaboration by local partners, including child welfare, education, juvenile justice, substance abuse, primary care and family organizations engaged in the project and Coordinating local CMHSOC meetings and projects. 1.0 FTE CMHSOC Local Parent Coordinator responsible for
1.9 Educators: Support Teach Supervise & feedback as appropriate Guide on safe and effective practice J4 J8 3.8 4.8 5.1.0 5.3 5.13 6.5 2.1 2.1.1 2.1.2 R5.4 R6.5 1 2 3 S1.1 S1.3 S2.2 S3.1 S3.2 4.2 6.1 6.2 1.4.1 1.4.2 1.10 Educators manage learner assessment and fulfil requirements of the assessment documentation in accordance with HEI/Professional body requirements 6.1 6.3 S4.1 S4.2 6.1 6.2 3.1 3.2 4.1 4.2 1.4.2 1.4.3 1.11 Educators manage and communicate the learner’s performance and progression, for example where: a learner fails to progress a learner gives cause for concern a learner is involved in an incident relating to fitness to practice / professional suitability Clear lines of communication are in place, between all relevant parties regarding learner’s progression J5 P1 5.11 6.7 2.1.3 3.2.4 1 2 S1.1 S1.3 3.1 3.2 6.1 6.2 1.4.3 1.12 Learning environments demonstrate a culture that supports learners to be open and honest with patients when things go wrong, known as their ‘duty of candour’ and help them to develop the skills to communicate with tact, sensitivity and empathy. A clear process is identified for learners to raise and escalate concerns about their practice experience in the learning environment 4.5 2.1 2.2 2.3 1.1.3 4.3
3. Supporting & Empowering Learners Criteria ECQ HCPC NMC EOF GMC HEEQF AHCS 3.1 Learners are allocated to a named educator before arrival 5.6 2.1 R4.2 1 2 3.1 3.2 4.1 3.2 Learning opportunities are available to support the required learning outcomes/competencies 5.13 5.2 5.11 2.1.1 2.1.2 R5.7 R6.5 1 3 4 5 S1.2 S3.1 6.1 6.2 1.3 3.3 Learning experiences are supported and guided by the educator in accordance with the appropriate Professional and Statutory Regulatory Body requirements J4 J7 4.8 5.3 5.6 5.7 5.8 5.9 2.1.1 2.1.2 2.1.3 3.2.4 3.3.4 R6.3 1 2 3 S3.2 1.6 3.1.1 1.1.5 1.2.2 3.4 Learners are involved in delivering evidence based practice under appropriate supervision 4.7 2.1.2 3.2.4 R5.5 2 3 4 S3.2 1.3 1.4 3.1.1 3.5 Educators use suitable assessment methods to measure the learner’s competencies / learning outcomes e.g. observation, questioning, simulation 3.9 6.4 S2.1 S2.4 S3.1 3.2 4.1 4.2 1.1.6 3.6 There are sufficient educators available to support the number of learners 5.6 5.9 2.1 3.2.4 1 2 3 S2.1 4.1 4.2 3.7 Processes are in place to share and act on learner feedback from evaluations as appropriate e.g. Practice Assessment Record & Evaluations (PARE) C2 J8 J10 5.4 2.1.2 3.2.4 1 5 S3.2 S4.2 6.1 6.2 1.1.11
3.8 Service users / carers have the opportunity to contribute to learning whilst maintaining respect for their rights and needs 3.14 5.13 R5.1.1 R8.1.4 4 5 1.4 3.2 1.1.10 1.2.1 1.2.3 3.9 Equality & Diversity - Reasonable adjustments are made for learners with a disability, specific personal requirements and/or additional learning needs 5.5 2.3
High School Mathematics Electives Required to Be Offered Optional Electives Transition year 2012-2013 Algebra I or Math I Algebra II Algebra III Geometry or Applied Geometry Pre-Calculus Trigonometry Conceptual Mathematics Transition Mathematics for Seniors Calculus Probability and Statistics Mathematics College Courses AP Mathematics Courses Algebra Support or Math I Lab Transition year 2013-2014 Algebra I or Math I Algebra II Algebra III Geometry or Applied Geometry or Math II Pre-Calculus Trigonometry Conceptual Mathematics Transition Mathematics for Seniors Calculus Probability and Statistics Mathematics College Courses AP Mathematics Courses Algebra Support or Math I Lab 2014-2015 (Required new course – Math I) Math I Geometry or Math II Algebra II or Math III LA , Math III STEM, Math III TR Algebra III Pre-Calculus Trigonometry Conceptual Mathematics Transition Mathematics for Seniors Math I Lab Math IV AP Calculus Advanced Mathematical Modeling AP Statistics STEM Readiness Mathematics AP Computer Science Calculus Math IV Technical Readiness Other College Level Mathematics Courses
8th Grade 9th Grade 10th Grade 11th Grade 12th Grade Algebra I (high school credit) Math II (readiness assessment placement) Math III STEM AP Calculus AP Statistics Algebra I (high school credit) Math I (readiness assessment placement) Math II Math III Math IV 8th grade Mathematics Algebra I Math II (readiness assessment placement) Math III STEM AP Calculus 8th grade Mathematics Algebra I Math II (readiness assessment placement) Math IIISTEM/Math IV (block schedule) AP Calculus 8th grade Mathematics Algebra I Math I (readiness assessment placement) Math II Math III STEM Other 4th course options: AP Computer Science Advanced Mathematical Modeling Transition Math for Seniors STEM Readiness Other College Level course West Virginia Mathematics Possible Course Sequences upon complete transition Recommended course sequences listed here are not inclusive. These are not complete lists of every possible pathway to graduation.
8th Grade 9th Grade 10th Grade 11th Grade 12th Grade Math I (high school credit) Math II Math III STEM AP Calculus AP Statistics Math I (high school credit) Math II Math III STEM Math IV AP Calculus 8th grade Mathematics Math I Math II Math III STEM AP Calculus 8th grade Mathematics Math I Math II Math IIISTEM/Math IV (block schedule) AP Calculus 8th grade Mathematics Math I Math II Math III STEM 4th course option 8th grade Mathematics Math I Math II Math III LA 4th course option 8th grade Mathematics Math I Math II Math III TR Math IV TR 8th grade Mathematics Math I Math II Math III TR Math IV TR Math I Lab Other 4th course options: AP Computer Science Advanced Mathematical Modeling Transition Math for Seniors STEM Readiness Other College Level courses