zilongwang/ReadingBank huggingface dataset:
CATEGORY 5 4 3 2 1. Time-Limit Presentation is 4-5 minutes long. Presentation is 3 minutes long. Presentation is 2 minutes long. Presentation is less than 2 minutes OR more than 5 minutes. 2. Speaks Clearly Speaks clearly and distinctly all the time, and mispronounces no words. Speaks clearly and distinctly all the time, but mispronounces one word. Speaks clearly and distinctly most ( of the time. Mispronounces no more than one word. Often mumbles or can not be understood OR mispronounces more than one word. 3. Uses Complete Sentences Always (99-100% of time) speaks in complete sentences. Mostly (80-98%) speaks in complete sentences. Sometimes speaks in complete sentences. Rarely speaks in complete sentences. 4. Stays on Topic Stays on topic all (100%) of the time. Stays on topic most (99-90%) of the time. Stays on topic some (89%-75%) of the time. It was hard to tell what the topic was. 5. Posture and Eye Contact Stands up straight, looks relaxed and confident. Establishes eye contact with everyone in the room during the presentation. Stands up straight and establishes eye contact with everyone in the room during the presentation. Sometimes stands up straight and establishes eye contact. Slouches and/or does not look at people during the presentation. 6. Volume Volume is loud enough to be heard by all audience members throughout the presentation. Volume is loud enough to be heard by all audience members at least 90% of the time. Volume is loud enough to be heard by all audience members at least 80% of the time. Volume often too soft to be heard by all audience members. CATEGORY 5 4 3 2 7. Research Time Uses time effectively, stays focused does not need reminded to stay on task. Uses time effectively, stays focused, needs reminded to stay on task 1 time. Uses time effectively, stays focused, needs reminded to stay on task 2 times. Needed reminders to use time effectively, was repeatedly off task. 8. Preparedness Student is completely prepared and has obviously rehearsed. Student seems pretty prepared but might have needed a couple more rehearsals. The student is somewhat prepared, but it is clear that rehearsal was lacking. Student does not seem at all prepared to present. 9. Content Shows a full Shows a good Shows a good Does not seem to
Developing and Implementing a MAT To implement a MAT structure – and reap its rewards – local leaders must have a commitment and a plan. Here’s how to build a MAT system in eight steps. Identify an upcoming campaign or issue around which to create a MAT. Are you going into a contract campaign? Is there a particular workplace issue you can mobilize around? While we want to have a functioning MAT structure all year long, it’s far easier to develop one when there’s something important affecting workers. Map or chart all of the local’s worksites – the map should be a physical layout and contain: Who – names of workers Where – location of workers When – shifts of workers Whether or not workers are union members Whether or not workers are PEOPLE members Where current union leaders and activists are located Each leader – officer, executive board member, and steward – identifies 10 co-workers to be part of his or her Member Action Team. Brainstorm to identify other possible MAT leaders, especially in work areas where there are “holes” in union leadership/activism. Consider going deeper into the membership than you have in the past and recruiting people who have played little role in the union. In particular, look for: Good communicators Natural leaders in the workplace People who are respected by co-workers Approach and recruit new MAT leaders and help them establish their MAT teams. Conduct training for all MATs, teaching them how to conduct effective one-on-one conversations. Contact the AFSCME Education Department for training modules and videos at . Decide what you want MATs to talk about with their co-workers and what you want MATs to ask workers to do. For instance, do you want MATs to talk with co-workers about the upcoming contract and get each worker’s view? Do you want MATs to ask their co-workers to wear buttons or sign a petition? Remember, the MAT team is not only for communication but also for mobilization, so MATs should always ask workers to take specific action! Put your MAT in motion. Then meet regularly to continue to build the MAT network, communicate with and mobilize workers, and monitor and evaluate the network’s effectiveness.
Using Stories, Statistics and Star Statements to Persuade Crafting convincing positions on the issues that you care about depends on backing up your thinking with evidence. While opinions are never right or wrong, the best are carefully supported with proof that is emotional and difficult to ignore. This handout will introduce you to three types of convincing evidence – stories, statistics, and star statements. Building Background Information During the course of this activity, we’ll be talking about the impact that poverty has on individuals living in poor countries. Specifically, we’ll be looking at the damage that a lack of clean drinking water has on women in Eastern Africa. In April of 2010, National Geographic published an article () and a short video () on this issue. Check them out now to build a bit of background knowledge. Exploring Different Types of Persuasive Evidence Using Stories to Persuade Stories share someone’s direct experiences with the topic you are studying. They may explain the impact that your topic has had on an individual or a community, or provide examples of the consequences of your topic in action. Stories are powerful bits of evidence because they “put a face” on an issue, making difficult ideas easier to imagine. Examples of stories in action: Water.org is an international organization founded by actor Matt Damon that is determined to make sure that people living in the developing world have access to clean water. To push their mission, Water.org has created a series of short videos about individual people who are struggling for access to clean water. Below are three of those stories. Birhane’s Story Women of Strength Atseda’s Story of Hope Questions to Consider Your Response Which of these three stories is the most memorable to you? Why did that story stand out? What was it about that story that made you think – or feel – deeply about the issue of providing clean water for people in poor nations? What do all of these stories have in common? How do those similarities influence you as a viewer? How do they make you feel about the issue of providing clean water for people in poor nations?
4. a) List the function of hair and nails. b) Describe the structure of a hair (shaft, root, & follicle). c) What protein gives hair its strength? d) What causes goosebumps? 5. Look at a skin diagram. Compare the structure & components of the epidermis with the structure of the dermis and hypodermis (subcutaneous layer). What is found in each of these layers? 6. Construct a flow chart (see image below) showing the relationship of the following sudoriferous glands (this term goes into the top box): apocrine, eccrine, ceruminous, and mammary. On the arrows, briefly explain the relationship (ex: “type of” or “modified version of”). Inside the box with the term, list the function (secrete…when…). 7. a) What are the two factors that lead to a person’s skin color? b) Describe the relationship between skin color, Vitamin B (folate) and Vitamin D. c) What causes albinism? d) What is the function of melanin? 8. What is the location and function of sebaceous glands? 9. What is the location and function of ceruminous glands? 10. How are eccrine and apocrine glands different? 11. Explain the role of skin in helping to maintain the homeostasis of normal body temperature. 12. a) Describe the causes for burns and sunburn and describe how they’re classified. b) List 2 reasons burns are dangerous.
Regulation and Inspection of Social Care (Wales) Act 2016 Responsible individuals What’s it all about? The Regulation and Inspection of Social Care (Wales) Act 2016 provides a revised, streamlined framework for the regulation and inspection of social care services in Wales. It embeds the aims of the Social Services and Well-being (Wales) Act 2014 and the Well-being of Future Generations (Wales) Act 2015. The Act is being introduced to improve the quality of care and support in Wales. It will do this by strengthening protection, increasing accountability and giving a stronger voice to people who use care and support services. Who will it affect? Local authorities, care providers, managers, staff and people who use the following regulated services: care homes, secure accommodation, residential family centres, adoption and fostering, adult placements, advocacy, and domiciliary support. What’s going to be different? The Act marks a shift away from a system of regulation focused on compliance with minimum standards towards a system and culture which takes greater account of the impact that care and support services have on people’s lives and well-being.
Topic 67 Ways to organize information The central executive The most important component Responsible for monitoring and coordinating the operation of the sub-systems and relating them to Long term memory (LTM). For example, two activities sometimes come into conflict such as driving a car and talking. Rather than hitting a cyclist who is wobbling all over the road, it is preferable to stop talking and concentrate on driving. The central executive directs attention and gives priority to particular activities. Topic 68 Ways to organize information The role of Attention The process by which people select some of the environmental input they receive for further cognitive processing. Factors influencing attention Size Intensity Novelty Incongruity Emotion Personal significance Competition between similar tasks Topic 69 Ways to organize information
NATIONAL ASSEMBLY ELECTIONS Primary Round Hand Receipt Receipt No. Dated: ……………………. Name:……………………………………….……VPIC No.:……………………………….. Gewog/Throm: ………………………………….. Dzongkhag: …………………………………….. Sl. No. Particulars Qty./No of days Rate Amount Nu. Ch. Total Amount Received a sum of Nu………… (Ngultrums………..………………………………only) from vide cash/cheque. No.: …………from Candidate……………………………… . For Official use Received by National Observer/Micro Observer on date: ……………………… Signature: ……………………………….
Students define the problem and select the line of action for its solution. For example, student making their own interpretations of literature and art. Students to interact with the wider community and reflect upon their experiences. Topic 151 Authentic Guidelines Authentic learning is a pedagogical model based on situated learning theories, which are founded on a constructive philosophy of learning. It is a process involving the dynamic interactions between the learner, the task and the environment. Philosophically and pedagogically authentic learning is related to strategies such as: personalized learning, community based learning, project based demonstrations of learning, Capstone project, personal learning plans and portfolios. Topic 152 Authentic Tasks 1&2 Authentic task 1 Must have real relevance The activities match the real world tasks of professionals in practice. They are realistic and not realistic. The tasks given to students have to be ones that are being faced in the work place Authentic task 2 Must be ill defined Tasks open to multiple interpretations Requiring students to find their own unique tasks and sub-tasks to complete the major task To challenges cannot be solved easily by the application of an existing method
Genome Evolution – Types of Changes that Contribute to Evolution Genome Evolution – Horizontal Transfer Genome Evolution: Mutations that have a beneficial effect have a larger probability of getting fixed, while deleterious mutations have almost no chance of going to fixation. Substitutions usually refer to single nucleotide substitutions, but the term “indel substitution” is also used.
CpG mutations: Mismatch, but the wrong base cannot be identified. CpG mutations: Genome Evolution Genome Evolution – CpG mutations rate: Substitution rate on CpG dinucleotides is about 15x higher than for ordinary C’s or G’s. Genome Evolution – CpG mutations rate –Conclusion: Methylated cytosines causes a high mutation rate. Worked as a fuel for genome evolution LESSON 168 Genome Evolution Indels: When the ancestral sequence is not known, insertions and deletions cannot be distinguished, then referred to as “indels”. When one cannot infer the phylogenetic direction of the sequence change, the sequence change event is referred to as an "indel". A microindel is defined as an indel that results in a net change of 1 to 50 nucleotides. In coding
Unequal recombinations - lead to insertions: Unequal recombination can also lead to insertions (segmental duplications). Genome Evolution: Unequal recombination between sister chromatids at replication. Same process may also happen between parental homologous chromosomes. LESSON 169 Genome Evolution Gene Conversions: Gene conversion = copying of one stretch of DNA into another. Gene conversion is the process by which one DNA sequence replaces a homologous sequence such that the sequences become identical after the conversion event. Gene conversion can be either allelic, meaning that one allele of the same gene replaces another allele,
Wiltermuth, S. S., & Heath, C. (2009). Synchrony and cooperation. Psychological Science, 20, 1-5. Xygalatas, D., Mitkidis, P., Fischer, R., Reddish, P., Skewes, J., Geertz, A. W., Roepstorff, A., & Bulbulia, J. (2013). Extreme rituals promote prosociality. Psychological Science, 24, 1602-1605. Zajonc, R. B. (1980). Feeling and thinking: Preferences need no inferences. American Psychologist, 35(2), 151. Appendix Study 1a Effect of shaking hands or not on standardized joint points in Study 1a. Model 1 Model 2 Model 3 Model 4 Intercept -.328 (.182) -.434 (.191) -1.151 (.566) -1.145 (.563) Handshake (1 = present; 0 = absent) .456* (.214) .452* (.212) .411+ (.215) .412+ (.214) Knew partner (1 = knew; 0 = did not know) .340+ (.205) .306 (.206) Enjoyment of negotiation .146 (.096) .129 (.096) Observations Adjusted R2 102 0.03 102 0.05 102 0.05 102 0.06 Standard errors in parentheses. + p < .10, * p < .05 Study 2 Alternative mediation model. We tested whether self-reported openness also mediated the effect of handshake condition on negotiation point outcomes. In this model, shaking hands was directionally positively related to self-reported openness, β = 0.75, p = .26, and self-reported openness was directionally positively related to joint outcomes, β = 0.16, p = .34. But including
Inferring, Summarizing, Evaluating and Synthesizing. Your class can watch our engaging 15-minute videos, and try the online interactive activities. Behind the Lesson provides teachers with information and teaching resources for each strategy. Watch our 10-minute professional development videos, and explore the Web site for lesson plans, video and audio clips, downloads, and more. This is orally done. It tells the story of Cinderella and then goes through all the different parts of a story, including conflict, resolution, setting, characters, etc. It is great for 2 - 5th grade students. Lots of fun with sentence writing, full stops, writing questions, using capital letters, writing descriptions, figuring out new words, words that look like they sound, and several other fun things for writing and reading. Games for learning the basic patterns of simple words. Interactive and lots of fun. Read along with any of these three stories. Have fun and enjoy. Practice beginning or ending sounds or words that rhyme in this game. Practice your language arts skills on this space journey adventure. Most of these are for upper grades but some are for elementary. Take a peek. One on capitalization. Stories to read or read aloud about Australia and Paris, France. A story adventure with all different types of interactive bits for K - 1. Parts 2 and 3 are also located on home page. Use the back button. A story adventure for grades 1 - 3 with vocabulary, map skills as well as reading skills. Find your way out of the haunted house. Parts 2 and 3 are also located on home page. Use the back button. A story adventure for grades 2 - 5 with all types of skills included. Have fun visiting Greece and solving this mystery. Parts 2 and 3 are also located on home page. Use the back button. All language arts fun game activities to practice and learn from. Enjoy. A wide variety is available. Over 30 activities, so be sure to click on all the pages. Reading games for children. Enjoy. ABC order, word scrambles, and sentence scrambles all await you here. All kinds of interesting fun activities to participate in. Lots of video clips of stories and other LA subject matter. Clifford activities and stories for lower elementary. Wonderful activities and materials to help with reading. Some seasonally based activities as well Grammar games and fun.
Examples of Text Structure and Related Signal Words Cause and Effect Why did this happen? What was the result? Cause: because, for this reason, due to, on account of this, if this-then this Effect: as a result, since, consequently, therefore Research has shown that birth defects have various courses. Compare/ Contrast How are these things alike or different? Compare: Similarly, like, in the same way, Likewise, Contrast: But, yet on the other hand, instead, nevertheless, as a result Gangs and fraternities share many characteristics, but they are not the same. Enumeration What examples support this? What proof is there? And, too, in addition, furthermore, as well as, besides Managers experience a number of problems that must be solved before a team can work effectively. Chronological When did it happen? In what order did it happen? First, third, next, then, finally Between now and the election, the candidate will make a number of campaign stops throughout the US. Concept/ Definition What is it? Define as, known as, is stated as, is known to mean, for example, to illustrate, for instance, such as, specifically Ragtime music is a style of music that was developed at the turn of the twentieth century. Played primary by the piano, the Rocking Horse Rag is an excellent example of Ragtime. Process How? In what sequence or order? First, second, third, how to, following that, next, the following steps The moth and butterfly undergo several changes between hatching from an egg to mature adulthood. Text Structure Question it Answers Signal Word Sample Thesis
HANDWRITING ANALYSIS LAB #3: ANALYSIS OF RANSOM NOTE Procedure: Study the Ransom note provided by your teacher. Perform an analysis of the handwriting sample using the 12 exemplars in your notes and record your findings in data table 1. Analyze the six suspects’ handwriting samples using the 12 exemplars and record your findings in separate data tables for each suspect’s handwriting sample. After analyzing both the ransom note and six suspects’ handwriting samples, determine which of the suspect’s handwriting matches the handwriting of the ransom note and record your findings below. Which suspect’s handwriting has the most similarities to the crime scene document? Suspect # _____ Reasons for naming this suspect: ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ Data Table 1: Ransom Note Analysis
Exemplar # Yes No Description (and measurements in mm) 1) Is line quality smooth? 2) Is spacing of words and margin evenly spaced? Margins: Words: 3) Is ratio of small letters to capital letters consistent? 4) Is the writing continuous? 5) Are letters connected between capitols and small case letters? 6) Are letter formations complete? Be specific, which letters? 7) Is all the writing cursive? (which words?) 8) Is the pen pressure the same? 9) Do all letters slant to the right? 10) Are all letters written on the line? 11) Are there fancy curls or loops? (which letters?) 12) Are all i’s and t’s dotted and crossed?
EVERYTHING is a process Why “traditional” statistics courses don’t work in the real world A visual of why the statistics you are taught in a “basic” academic course are many times NOT APPLICABLE in the real world – NO concept of either “process” or HUMAN variation. Unfortunately, the computer will do anything you want. The more you know what is wrong with your data (“human variation”) the more useful it becomes. The following brief newsletter explains things further and shows the example I did during the seminar comparing three hospitals: Brian Joiner’s “Levels of Fix” [from Fourth Generation Management] Push for “deep level” fixes: Elegantly Simple Example: “After that downward trend, why did we go back up?” Déjà vu? Five Everyday Scenarios (Real situations and data) Scenario #1: Mid-Year Progress Report on Complaints [Total number and % resolution <20 days] “Over the last three years or so, we’re averaging about 25 complaints a month and some months we even get twice that many. I don’t like these numbers, and we’ve committed to a very expensive ‘total patient satisfaction’ program. The graph below on the left was done by my analyst and it compares January through June 2013 versus January through June 2014. “The other graph, on the right, shows our complaint resolution performance. The three-person department responsible for complaint resolution is supposed to get them resolved within 20 days – if they don’t, I expect a special report telling me why it wasn’t. They were obviously able to do it at one-hundred percent once, so I don’t understand why they can’t do it again! “That said, as you can see, there are more complaints this year, and they’re resolving them at a lower rate! Given the higher number of complaints, I probably shouldn’t demand 100% all the time. So, what do you think of giving them a ‘stretch’ goal that ‘90% of complaints should be resolved within 20 days?’
Applying QBQ! to your everyday behavior – ALL interactions create culture “How” do “I” “create needed B2” by doing these in an A2 way? Perhaps no bar graphs… trend lines… traffic lights. And… …A2: Getting better results that move “big dots” “How are my B1 beliefs about my role challenged by this process?” Feedback / Perception, ‘Homework,” and B2 Mantras for Success
A2: …routine use of and management generating their own run & control charts A2: ZERO tolerance for blame (QBQ!) A2: ZERO tolerance for Dew’s 7 root causes Your final QBQ! s Is your improvement culture by design (B2) or by default (B1)? “How” do “I” “design a B2 culture” that will get us R2 results? “What” do “I” need to “start doing,” “stop doing,” and “continue doing?” To do: “What” should “I” “put” on a ‘To stop’ immediately list? [John Miller’s message (~11 minutes): ] Go back, observe, and be honest: What’s being “telegraphed” (B1)? How many of these “Old BELIEFS” are you tolerating? Will they allow you to get the R2 results you and your organization want? Is there any sense of urgency about the “New BELIEFS”? “Given”: when you go back to your office, your culture will greet you with, “Been to that IHI forum and have lots of good ideas, eh? We’re all ready to eat them for lunch!”
Information for applicants Handyperson (Part Time) Our mission To provide good quality affordable homes and services, with our communities and partners, throughout Scotland. Our vision Great homes Great services Great people Our values Customer First Our customer comes first and we will always aim to achieve high quality outcomes for customers. Excellence We value excellence and quality and aim to achieve high standards in all we do. We always strive to be the best that we can be. Accountability We are accountable for our actions and we take responsibility and ownership for outcomes. One Team We work as one team and build excellent working relationships to achieve our goals. Respect We value high standards of fairness, treating everyone with consideration and dignity. We show this through our everyday words and actions. About Cairn We are here for our tenants and customers to help meet the housing and wider needs of local communities. Our head office is in Edinburgh and we also have offices in Bellshill and Inverness. We have 182 full and part time staff. We are regulated by the Scottish Housing Regulator and we work in partnership with the Scottish Government and local authorities across Scotland. The Board of Management is our governing body, whose role is to provide strategic direction for the organisation, with advice and professional support from the Chief
4. Presents the tasks to be carried in a clear way; 5. Connects the tasks suggested to tasks previously performed; 6. Stimulates the interaction between individual students and the work group. Assessment codes: VG – Very Good; G – Good; S – Satisfactory; U – Unsatisfactory; VU - Very Unsatisfactory (Suggestion of topics to be addressed in the critical reflection on the training course) PARRISE Project: Innovation in Science Teacher Education Teacher’s Professional Development (TPD) course Suggestion of topics to be addressed in the critical reflection Reasons for participating in the TPD course; Critical appraisal of the theoretical and practical aspects of the training course; A description of the professional activity carried out during the individual component of the TPD course (brief description of the work carried out, difficulties encountered in the implementation of the SSIBL framework and improvements to be applied to a future SSIBL-based educational approach): Sharing of materials produced and good practices developed (materials produced can be sent when submitting this reflection); Contextualization of the activity (ies) developed within the SSIBL framework; Critical analysis of the impact of the activity (ies) developed in the learning and motivation of the students; Critical reflection and personal balance on the individual work carried out.
ST GEMMA’S HOSPICE POLICIES AND GUIDANCE Category: Infection Control Title: Hand Hygiene Responsibility of: Infection Control Group HLT Member Accountable: Director of Nursing Developed in consultation with: Infection Control Group Staff with operational responsibility for development, implementation and review: Medical Team, Ward Managers, community and Day Hospice Services Manager, Team Leaders, Hotel Services Manager, Target audience: All Staff Key words: Hand hygiene, hand washing, alcohol gel, hand, Associated policies: Date most recently validated: November 2011 Date originally validated: Sept 2006 Review date: November 2014
to meals 3.4 Nursing staff actively encourage or assist patients to wash their hands following use of the toilet. 4.0 Compliance 4.1. The infection control group will undertake an audit of hand washing compliance on an annual basis or more frequently if compliance is in question. References Department of Health. (2003) “Winning Ways, Working together to reduce Healthcare Associated Infection in England, a report from the Chief Medical Officer.” Larson EL (2001) “Hygiene of skin: when is clean too clean?” Emerg. Infect.Dis. 7(2):225-9. Cited by Wilson Chapter 7, “Infection Control in Clinical practice.” World Health Organisation. (2009) WHO Guideline on Hand Hygiene in Health Care. Wilson J (2006). “Infection Control in Clinical Practice”. Balliere Tindall.
Hand Hygiene - Please contact the Training Team to reserve a place on this training. Date Time Venue Trainer 9th February 2018 11.00am – 11.30am Library, Ulverston Health Centre, Ulverston Helen Lloyd 9th February 2018 11.30am – 12.00pm Library, Ulverston Health Centre, Ulverston Helen Lloyd 23rd February 2018 11.00am – 11.30am Library, Ulverston Health Centre, Ulverston Helen Lloyd 23rd February 2018 11.30am – 12.00pm Library, Ulverston Health Centre, Ulverston Helen Lloyd 2nd March 2018 11.00am – 11.30am Library, Ulverston Health Centre, Ulverston FULL Helen Lloyd 2nd March 2018 11.30am – 12.00pm Library, Ulverston Health Centre, Ulverston Helen Lloyd 16th March 2018 11.00am – 11.30am Library, Ulverston Health Centre, Ulverston Helen Lloyd 16th March 2018 11.30am – 12.00pm Library, Ulverston Health Centre, Ulverston Helen Lloyd 23rd March 2018 11.00am – 11.30am Library, Ulverston Health Centre, Ulverston Helen Lloyd 23rd March 2018 11.30am – 12.00pm Library, Ulverston Health Centre, Ulverston Helen Lloyd 6th April 2018 11.00am – 11.30am Library, Ulverston Health Centre, Ulverston Helen Lloyd 6th April 2018 11.30am – 12.00pm Library, Ulverston Health Centre, Ulverston Helen Lloyd Booking Details: To book a place on this course,
ANSI/ISEA 105 Cut-Resistance Performance Levels* Performance Level Weight (grams**) needed to cut through glove material (25 mm (1inch) of blade travel – ASTM F1790-97) (20 mm (.8 inches) of blade travel – ASATM 0 < 200 1 ≥ 200 2 ≥ 500 3 ≥ 1,000 4 ≥ 1,5000 5 ≥ 3,500
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Major Individual Projects Classroom Blog, found at: Individual Autobiographical , found at: Assessment and Reflection: Rubric(s) I will use: (Check all that apply.) Collaboration Collaboration Rubric X Written Communication Modified West Virginia Writing Rubric Grade 7 X Critical Thinking & Problem Solving Teacher Observation Rubric Group Observation Checklist X Content Knowledge Presentation Rubric X Oral Communication Other Other classroom assessments for learning: (Check all that apply) Quizzes/ tests Practice presentations Self-evaluation Self-Assessment X Notes Research Log X Peer evaluation Peer Evaluation Rubric X Checklists/observations Group Observation Checklist X Online tests and exams Concept maps Event Map X Reflections: (Check all that apply) Survey Focus Group Discussion Discussion Checklist X Task Management Chart X Journal Writing/ Learning Log Classroom Blog X Other Map the Project: Product: Knowledge and Skills Needed Already Have Learned Taught Before the Project Taught During the Project Knowledge of a successful, resourceful, productive citizen and Adversity definition X Skills to use electronic graphic organizer to create an autobiographical Event Map X Skills to research and gather information X Skills to cite research findings. X Skills to collaborate with others X Knowledge of Microsoft or other desktop publisher X Skills to respond to a blog X Knowledge of various age-appropriate X
•A generator is constructed on the principle of the decay-growth relationship between a long-lived parent radionuclide and its short-lived daughter radionuclide. •The chemical property of the daughter nuclide must be distinctly different from that of the parent nuclide so that the former can be readily separated Principles of a Generator •In a generator, basically a long-lived parent nuclide is allowed to decay to its short-lived daughter nuclide and the latter is then chemically separated. importance of radionuclide generators lies in the fact that they are 1.Easily transportable 2.Serve as sources of short-lived radionuclides in institutions far from the site of a cyclotron or reactor facility History •The first commercial radionuclide generator was the 132Te (t1/2=78 (t1/2=2.3 hr) in the early 1960s. •Since then, a number of other generator systems have been developed and tried for routine use in nuclear medicine. •Only a few of these generators are of importance in nuclear medicine. –They are the 99Mo–99mTc, 113Sn–113m In, 82Sr–82Rb, and systems. Structure and Mechanism •consists of a glass or plastic column fitted at the bottom with a fritted disk. •The column is filled with adsorbent material such as cation- or resin, alumina, and zirconia, on which the parent nuclide is adsorbed. •The daughter radionuclide grows as a result of the decay of the parent until either a transient or a secular equilibrium is reached within several half-lives of the daughter
and 2013, the number of PSH units nationwide grew by about 50 percent,” coinciding with a decrease in chronic homelessness by about 25 percent during the same time period (p.236). Generally speaking, the general assumption associated with homelessness is coupled with crimes such as larceny, vandalism, mugging, and breaking and entering. PSH reflects a philosophy that understands these actions are driven by larger concerns for need, one of which is the need for shelter. The implementation of PSH alleviates this need, which has been recognized by the UN as a basic human right under Article 25 of the Universal Declaration of Human Rights (Flowers, n.d.). As this assertion is becoming more accepted throughout the United States, PSH addresses shelter as a Maslow-esque need and has begun to prove the benefits of its alleviation. The incorporation of the homeless community into Hanger Hill, at first glance, is not the most attractive proposal, but it does create multiple benefits and potential. A reduction in the cost associated with emergency services and incarceration, long-term provision to a severely disenfranchised population, and the security of gentrification abatement are very strong arguments for the inclusion of the homeless into Hanger Hill. The city of Little Rock would potentially benefit from the lack of use of emergency funds. The homeless population would feel recognized and potentially compelled to offer reciprocation through community and public service. The current residential population of Hanger Hill, although potentially not excited about prospect of an influx of homeless people, would help create a new, altruistic identity for Hanger Hill that would potentially ward off the establishment of Little Rock’s wealthiest and gentrification. A second suggestion for the potential abatement of the gentrification of Hanger Hill would be the creation of an urban state park. Los Angeles, Detroit, and New York City all house urban state parks that have been quite beneficial to their home cities, just to name a few. New
Sample Steno Dictionary Entr Prefixes and Suffixes Table Support Exam les WAOEUD {"-wide} "-wide=wide world > worldwide, office > office-wide WAO*EUZ {"-wise} "-wise=wise clock > clockwise, opinion > opinion-wise KWRAOE "y=&y&ie,y,"[e]y,e,ey,"[e]ie,ie,ee blob > blobby, oz > Ozzie, pi t y > pity, race > racy, mongage > mo1tgagee, goo > gooey, Anne > Annie, bourgeois > bourgeoisie, less > lessee
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to capture affect, efforts which many theorists think delimit the full potential of affect. Notably, affect allows us to move away from the linguistic meaning-making practices of social life, and consider additional, related, lived dimensions therein. Taken together, these ideas decenter the individual body, and push us to view the environment with its proliferation of agents. The buzz between often-recognizable units sometimes blurs the boundary between each body. As the buzz reaches its fever pitch, at moments of particular passion/intensity, the bodies cease to encase, and are overtaken by a swirling of affects between one another. Crying can play an interesting role here. It engenders a pull between bodies, and a whole set of interactions between those bodies, but it is also, crucially, not only of either of the bodies. It is the basis of their blurring. Throughout this section, I have focused on the transformational potential contained in affects. The crying child helps demonstrate the transformative potential of crying’s affects. This image also provides a platform to engage with the pre-personal, non-conscious and non-rational characteristics of crying’s affect. The baby’s lack of cognitive individuality makes her the perfect actor through which to focus on these qualities. The tears of a baby also serve to remind us of how quotidian, how ordinary crying is. The baby also reminds us that the suppression of tears is a constructed reality, perhaps one in need of reevaluation. It is easy to overlook how crying might be productive because their suppression is familiar and habitual to us, even those of us who cry on a regular basis. Further, crying’s ordinariness is also valuable. Now I want to build on the ideas introduced thus far to theorize the benefits of affective interaction. The remainder of this section will move away from an inquiry into of what work crying does, and instead focus on what work crying can do. In particular, I consider what can crying’s affective dimensions do in the way of relationships between people. I turn to affective solidarity, a term I take from Clare Hemmings, in an effort to further theorize the benefits of affective interaction engendered by crying, though often overlooked.
Filtering Managing Reports using the Toolbox To save the layout, ie all the settings that make the report look the way you want it to, click on Download (on the Layout line). The layout will be saved as a file in your download folder (or wherever you have specified for downloads to be located on your machine). Be sure to name the layout file meaningfully, so that if you want to use it again in the future it will be easy to locate. Pivot grids can be exported into a number of different formats using the Toolbox. Available options are PDF, Excel, MHT, RTF, Text, HTML. There are options to include / exclude the various headers associated with the grid.
Integration of Knowledge and Ideas CCR Anchor Standard 8. "Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence." ELA K-5 Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 (Not applicable to literature) [RL.K.8]. (Not applicable to literature) [RL.1.8] (Not applicable to literature) [RL.2.8.] (Not applicable to literature) [RL.3.8] (Not applicable to literature) [RL.4.8] (Not applicable to literature) [RL.5.8] ELA 6-12 Grade 6 Grade 7 Grade 8 Grade 9-10 Grade 11-12 (Not applicable to literature) [RL.6.8] (Not applicable to literature) [RL.7.8] (Not applicable to literature) [RL.8.8] (Not applicable to literature) [RL.9-10.8] (Not applicable to literature) [RL.11-12.8] History/ Social Studies Grades 6 - 8 Grades 9 - 10 Grades 11 - 12 RH.6-8.8. Distinguish among fact, opinion, and reasoned judgment in a text. RH.9-10.8. Assess the extent to which the reasoning and evidence in a text support the author’s claims. RH.11-12.8. Evaluate an author’s premises, claims, and evidence by corroborating or challenging them with other information. Science/ Technical Subjects Grades 6 - 8 Grades 9 - 10 Grades 11 - 12 RST.6-8 8. Distinguish among facts, reasoned judgment based on research findings, and speculation in a text. RST.9-10.8. Assess the extent to which the reasoning and evidence in a text support the author’s claim or a recommendation for solving a scientific or technical problem. RST.11-12.8. Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information.
I’d moved on and I couldn’t let him do that to me. Twelve lashes? Ha, I’d survived five hundred (to the audience) and childbirth! Emoticons: Hannah is thinking about the future having left the army. Quote 5 (page 17) Old Hannah: So no more soldiering? Young Hannah: You can do anything you want. Old Hannah: Ha, anything? Young Hannah: Yes, why not? You could write a book – about your travels! Or sing? You could go on the stage – Old Hannah: Go on the stage? I can barely read! Young Hannah: You could learn! We learned to march, salute, do drills, to live in a man’s world. (to audience) We’re fighters but now we can take the fight where we want – the fight for women to be educated, to be treated with respect and dignity, to not be abused – damn, to be soldiers if they want – but with their own names! Old Hannah: You know what I’ve always wanted to do? To own a pub! Emoticons:
22. Hannah went on the stage at small local theatres in London to tell her story. Design an imaginary flyer advertising Hannah’s stage show. Think about the uniqueness of her story, what she did and how she looks. To begin with she appeared as a male soldier and just sang, but then later she also does a display of drill and firing the rifle. On Saturday 9th June 1750 she reveals her real identity. She successfully received a pension as an out pensioner from the Royal Chelsea Hospital. This meant that she received the money but did not have to live on site. Being a soldier had given Hannah clothes to wear, a wage, food and somewhere to sleep. In other words it took care of her basic human needs of being looked after and provided a certain amount of safety and security. On leaving the army she was probably concerned about money with no regular income and how she would live in the future. Hannah’s friends and relatives may have encouraged her to seek an army pension. To ask for financial compensation for the injuries that she had received over the last 5 years of military service, especially the wounds during fighting in armed combat. On the 27th June gives her exclusive story to Robert Walker who writes her biography. The first edition appears on the 3rd July. She appears on stage for the first time on the 29th June 1750. She performs at two theatres, the New Wells theatre in Goodman’s Fields and the New Wells Spa in Clerkenwell. She would be one act among many appearing that day. Shows would sometimes run for as long as 5 hours, starting at 5pm. Performances might include rope-dancing, acrobatics (tumbling, ladder dancing, surprising exploits on the slack rope), singing and dramatic recreations of popular historical events. She played for a season from the 29th June until the 6th September, doing about 60 shows in total. Writing frame for Flyer Title of Show (Short and catchy to attract an audience to come and see it) Image of Hannah
Table 1. Differences between HEI-2005, HEI-2010, and AHEI-2010 Components and Scoring Criteria HEI-2005 HEI-2010 AHEI-2010 Maximum Points Criteria Maximum Points Criteria Maximum Points Criteria Component Score of 0 Maximum Score Score of 0 Maximum Score Score of 0 Maximum Score FRUIT Total Fruit (includes 100% juice) 5 0 0.8 cups/1000 kcal 5 0 0.8 cups/1000 kcal … … … Whole Fruit (not juice) 5 0 0.4 cups/1000 kcal 5 0 0.4 cups/1000 kcal 10 0 4 servings/d Sugar-sweetened beverages and fruit juice … … … … … … 10 8 oz/d 0 VEGETABLES Total Vegetablesa 5 0 1.1 cups/1000 kcal 5 0 1.1 cups/1000 kcal 10 0 2.5 cups/d Greens and beans … … … 5 0 0.2 cups/1000 kcal … … … Dark-green and orange vegetables and legumesb 5 0 0.4 cups/1000 kcal … … … … … … GRAINS Whole grainsc 5 0 1.5 oz/1000 kcal 10 0 1.5 oz/1000 kcal 10 0 Women: 75 g/d; Men: 90 g/d Refined grains … … … 10 4.3 oz/1000 kcal 1.8 oz/1000 kcal … … … Total grains 5 0 3.0 cups/1000 kcal … … … … … … DAIRY Milkd 10 0 1.3 cups/1000 kcal 10 0 1.3 cups/1000 kcal 10 0 1.3 cups/1000 kcal PROTEINS Nuts and legumes … … … … … … 10 0 1 oz/d Red and/or processed meatse … … … … … … 10 1.3 servings/d 0 Meat and beans 10 0 2.5 oz/1000 kcal … … … … … … Seafood and plant proteins … … … 5 0 0.8 oz/1000 kcal … … … Total protein foods … … … 5 0 2.5 oz/1000 kcal … … …
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GOLDEN OPPORTUNITY CLUB MARK TWAIN’S HANNIBAL, NAUVOO and GALESBURG JUNE 7-8, 2017 * $249 PER PERSON/DOUBLE Boyhood Home & Museum * Hannibal Trolley Tour * “Mark Twain Himself” * Riverboat Dinner Cruise Historic Nauvoo Guided Tour * Galesburg Seminary Street * Orpheum Theatre * 2-hr. Amtrak ride home WEDNESDAY, JUNE 7, 2017 Depart from Ottumwa at 7 a.m. on Hawkeye Stages motor coach and head to Hannibal for mid-morning arrival at Mark Twain Boyhood Home & Museum. Explore the roots of Mark Twain’s genius, Becky Thatcher’s House, interactive exhibits, memorabilia plus 15 original Norman Rockwell paintings. Lunch will be at Fiddlestik’s Food & Spirits before checking into our hotel, Sleep Inn & Suites. Then it’s on to a one-hour Hannibal Trolley Tour, downtown browsing, a one-man “Mark Twain Himself” show at Planters Barn Theater, and a two -hour Mark Twain Riverboat Dinner Cruise to end the day. THURSDAY, JUNE 8, 2017 After breakfast at the hotel, we’ll leave Hannibal at 7:30 a.m. and cross the Mississippi River headed toward historic Nauvoo, Illinois. There will be a rest stop at the visitor center. Then a step-on guide will give us a half-hour tour of Nauvoo including a look at the magnificent Nauvoo Mormon Temple. Lunch in Galesburg will be at the Packinghouse Dining Company. Then we’ll tour the renovated, Orpheum Theatre built in 1916 as a vaudeville house where George Burns and Harry Houdini performed. An historical driving tour of Galesburg is next before you’ll be set loose in the Seminary Street Historic Commercial District (antiques and railroad museum). The Amtrak train leaves at 4:30 p.m. for our rail trip back to Ottumwa. If you miss the train, you can always ride home on the motor coach (Just kidding!) The train schedule says we’ll be back in Ottumwa at 6:45 p.m. Estimated driving time for the motor coach has a 6:40 arrival for the bus. The bus will take us back to the N. Court/E. Rochester parking lot. (OVER) Page 2 INCLUDED IN YOUR TOUR: