zilongwang/ReadingBank huggingface dataset:
External and internal validity concerns will be addressed as it relates to the sampling type selected. In addition, a clear and precise account of how the data will be collected as well as the instruments used will also be detailed. Data analysis and the rationale for why certain methods were chosen will be reviewed. Since it is important to ensure a high degree of reliability and validity, this proposal will detail steps taken towards this attempt. Based on the proposed study design, sample, setting, and procedures for data collection and analysis this chapter will also describe the limitations and delimitations associated. Finally, this chapter will address how the proposed study would be conducted in an ethical manner, while protecting the rights of participants and adhering to ethical principles. Research Design This research study will be conducted through the use of a basic quantitative experimental pretest-posttest design. “In this design, the subjects are randomly assigned to groups, a pretest is given to both groups, the experimental group receives the experimental treatment and the comparison group receives the routine treatment, and a posttest is given to both groups” (Nieswiadomy, 2008, p.153). In order to assure complete randomization a small table of random digits will be used to arrange groups. According to Polit and Beck (2012) “randomization is the most trustworthy method of equalizing groups” (p.207). This research study will involve the collection of baseline A1C levels of all participants then randomly assigning a participant to formal DSME training from an accredited program taught by certified diabetic educators or assigning a participant to no formal educational protocol for persons diagnosed with type 2 diabetes. After 3 months and 6 months the A1C levels will be retested in all participants.
Nurse administrators by definition of scope of practice are leaders and managers in their field. They strive to implement best practice guidelines into clinical practice, assist in financial decisions for the betterment of their facility, develop policy and protocol for non-management personnel, and oversee policy change (American Nurses Association, 2009). According to the American Nurses Association’s (ANA) Nursing Administrators Standards of Professional Performance, nurse administrators will ideally be actively involved in nursing research and incorporating these research findings into practice (ANA, 2009). Since patients and health care organizations are greatly impacted by SSIs, interventions that reduce this negative outcome must be studied so nurse administrators can make evidenced based policy changes. Literature Review SSIs have presented as a post-operative complication for as long as surgical procedures have existed. Although uncountable advancements in medicine, pharmaceuticals, and science have occurred reducing the incidence of SSIs, these infections remain an area of great concern for nurse administrators. Research studies have indicated through culture results of SSI wound bed areas, the vast majority of SSIs are caused by skin flora such as Staphylococcus aureus (SA), Methicillin resistant Staphylococcus aureus (MRSA), and Enterococcus strains such as Vancomyacin resistant Enterococcus (VRE) (Ritz, Pashnik, Padula, & Simmons, 2012). Another concern for health professions and nursing administrators is the bacteria causing SSIs, such as MRSA and VRE, are becoming increasingly virulent and drug resistant. Only a few antibiotics can combat these bacteria and the treatment often creates severe side effects such as possible liver and kidney damage. (Ritz et al., 2012). Another SSI concern for nurse administrators relates to patient mortality. Research indicates that patient demise occurs up to
Topic Outline Date & time Room Overview session to effective Learning and Presenting A crash course in effective study skills. 17th of October 1.30-3.00 Wellbeing Centre Time Management and Organisation Skills Learn practical strategies which enable you to be more organised and efficient with your time management. Learn how to look after your wellbeing while studying effectively at HE level. 24th of October 4.00-5.30 Wellbeing Centre Assistive Software & Technology Get to know the supportive software available on the campus computers; learn strategies of how to integrate highly effective, freely available technology into your learning tasks. 31st of October 4.00-5.30 Wellbeing Centre Reading Skills Learn how to make your reading more effective. This session includes holistic strategies for approaching reading tasks, finding priority information and annotating effectively. 7th of November 4.00-5.30 Wellbeing Centre Writing Skills Part 1: Planning & creating useful notes Learn more effective ways of interpreting assignment tasks, making effective assignment plans and creating useful notes. 14th of November 4.00-5.30 Wellbeing Centre Writing Skills Part 2: Structuring, analysing and critical writing Learn how to develop highly effective ways to structure your assignments for strong analytical and critical content. 21st of November 4.00-5.30 Wellbeing Centre Improve your Writing Skills Part 3: Proofreading, grammar, referencing and plagiarism Develop your skills in writing clear and meaningful sentences and paragraphs; learn how to reference accurately and effectively. 28th of November 4.00-5.30 Wellbeing Centre Presentation Skills Develop practical ways to create and communicate your presentations. 5th of December 4.00-5.30 Wellbeing Centre Four Revision Skills & Exam Skills Learn structured, holistic and multi-sensory approaches to tackling revision and preparing for different types of exams. Learn how to optimise the exam time, decode exam questions, practice timed answers and make the most of examination strategies. 22nd & 29th of November 6th and 13th of December 5-6.30 3 Portland Mews
RSL NAME: RSL KEY CONTACT: E-MAIL ADDRESS: PHONE NUMBER: Reporting Period: e.g. April – June 2016 Local Authority Area Category Adaptation Type Recipient Number Delivered in Reporting Period e.g. Perth & Kinross Internal Installation - Shower Older People 10
10 Minutes from Tragedy in Tokyo: A Survivor’s Story James Smith I had decided to go travelling before Uni and all of the tens of thousands of debt that come with it! I knew that if I didn’t go now, then my chance would be gone. I’d spend the rest of my life chained to a desk to pay off my student debts with no chance of a week in Butlins never mind Barcelona or Buenos Aires! The first stop in the East was Tokyo. I didn’t know what to expect but when I got there I realised it was just like that film Lost in Translation: all bright lights and oceans of people all scurrying about going somewhere in a hurry. I arrived on 8th March 2011. But for what happened next that date probably wouldn’t have been any more special than any other on the calendar. But that was the day when, for me at least, things would completely change. I was in a youth hostel in the centre of the city when the quake struck. It was a surreal experience. I’d never experienced anything like it. The ground began shuffling beneath my feet. Then it stopped. It was a second, not even that, but it felt like eternity. I didn’t know what to expect next. Then it came. The earth rocked underneath me as the building shuddered on its foundations. Suddenly, my brain clicked into gear: I’d seen disaster movies where they always run into door frames to protect themselves. I leapt for the nearest doorway. And there I froze again. What now? Do I just wait? What if the building comes down on top of me? What if I never leave the city again? I don’t remember looking at what anyone else was doing. They didn’t seem to matter. But what about me? Almost as if by magic I found myself in the street outside the hostel. It was a strange kind of magic – one that didn’t require me to think. It just happened. I started walking amongst the rushing crowds away from the hostel.
In cases where divorce occurred in highly dysfunctional families, many students in group counseling experienced a decrease in the antisocial behavior associated with such a destructive marriage (Strohschein, 2005). It is in and through the enhanced group sharing that occurs in group counseling that such positive impacts can be recognized; students have the opportunity to compare and contrast each other’s experiences (Greenberg, 2003). Farndale, Burton-Smith and Montgomery (2003) explore the topic of anxiety in children of divorce—specifically anxiety connected to peer attachment. They found that low peer acceptance was the strongest predictor of general anxiety in children. They also found that peer attachment was not influenced as much by parental divorce/separation status as it is by gender; girls had a better quality of attachment to peers than did boys. Meanwhile, a group of Norwegian academics found that long-term effects of divorce on symptoms of anxiety and depression, in general, were stronger among girls than among boys (Storksen, Roysamb, Holmen & Tambs, 2006). So, since peer attachment is directly related to group counseling (giving them greater facility with developing peer attachment skills), coed groups for children of divorce have high potential for effectiveness. Group counseling meets the needs of both boys and girls from slightly different, but equally important, perspectives. In most circumstance divorce occurs between a man and woman; coed groups that address gender-related issues have the potential to offer high levels of experiential learning about their parent’s socialized gender roles and the complex dynamics between genders in our society. Finally, some reasons groups work well are a bit more straightforward. Youth tend to enjoy themselves in groups more than they do by themselves and groups are found to provide youth with a sense of belonging and fun (Greenberg, 2003). For many students, the sense of universality in groups is the main reason they show up at school; within the context of groups they are less inclined to believe that no one else shares their problems (Greenburg, 2003). The need to belong is so fundamental to
Sulfur Oxygen Ratio of numbers of atoms Ratio of masses of atoms Number of atoms in the sample Mass of the sample Number of atoms in the sample Mass of the sample 1 32.00 amu 1 16.00 amu 1:1 2:1 10 10 1 dozen 1 dozen 1 million 1 million 1 mole 32.00 grams 1 mole 16.00 grams Fill in the table in Model 2 in a similar fashion to the eggs table in Model 1. Divide the work evenly among group members. Reduce all ratios to lowest whole numbers possible. Circle the phrase below that completes the sentence. When two samples contain the same number of atoms _________________________. the masses of the samples will be equal. the ratio of the samples’ masses will be equal to the ratio of the atoms’ masses. In the front of the room, there is a container that contains a 32.00 g sample of sulfur. This is 1 mole of sulfur. Estimate how many atoms are in the bottle. Your group must reach consensus. (will it be a big number or a little number?) Record your number here. Read This! A long time ago chemists discovered what you have just discovered: The relative masses of the elements can be used to “count” atoms. If you measure out a sample equal to an atom’s average atomic mass in grams, you always end up with the same number of atoms. Chemists call that quantity the mole—a quantity of any sample whose mass is equal to its average atomic mass in grams.
APPEARANCE – Fine crystals & powder ODOR – None BOILING POINT OR RANGE 0F – N/A MELTING POINT OR RANGE 0F – N/A FLAMMABILITY – non-flammable EXPOLOSIVE PROPERTIES – non-explosive pH of 1% SOLUTION – 4.5 – 5.5 SPECIFIC GRAVITY – N/A EVAPORATION RATE (BUTYLACETATE=1): 0 DECOMPOSITION TEMPERATURE – 2500F – 3740F MOLECULAR WEIGHT – 110 – 117 SOLUBILITY IN WATER – highly soluble (> 80%) X - STABILITY AND REACTIVITY STABILITY - Stable under normal conditions of use CONDITIONS TO AVOID – Heating with Sodium Phosphite. Dissolving with Sodium Hyposulfite. Fire INCOMPATIBILITY – Corrosive to Aluminum, Steel, Brass and Copper. HAZARDOUS DECOMPOSITION PRODUCTS: Decomposition may produce toxic fumes of Nitrogen oxides HAZARDOUS POLYMERIZATION – will not occur XI – TOXICOLOGICAL INFORMATION SKIN IRRITATION – none EYE IRRITATION – none SENSITIZATION – none CHRONIC TOXICITY – none known _____________________________________________________________________________________________ SAFETY DATA SHEET 20-20-20 _____________________________________________________________________________________________ XII – ECOLOGICAL INFORMATION ECOTOXICITY EFFECTS
Junior Infants Grow in Love Term 3 Theme Lesson Learning Objective Faith Formation Goal Story/Poem Scripture Song Prayer 7.The Church 1.Places to pray Understanding: Identify the spaces and objects that help them to pray Explain that the church is a special place where people go to pray and talk to God Communicating and Participating: Discuss three features of the church: the church bell, kneelers and candles That the children would also: • Become aware of the church as a sacred place of prayer • Value the importance of praying The Church Morning Prayer 7.The Church 2.The church- a special place to pray Understanding: Identify the altar, the crucifix and stained glass windows as objects in the church Communicating and Participating: Discuss appropriate ways to behave in the church, and the reasons for behaving in this way Name their favourite thing in the church, and give a reason for their answer That the children would also: • Develop an attitude of reverence for the church building • Have the opportunity to take part in a prayer service in the church • ‘Jesus and the Children’ (Mk 10:13-16) • ‘The Good Shepherd’ (Jn 10:11-16) • ‘Love One Another’ (Mt 22:37-39) The Church Night Prayer Prayer Service Seasonal Lesson Mary Understanding: Identify May as a special month in which to remember Mary, and suggest a variety of ways to do this Communicating and Participating: Create paper flowers for the May altar in school or at home Participate in a prayer service in honour of Mary That the children would also: Relate to Mary as someone in whom they can confide Ave Maria God chose Mary to be the Mother of Jesus (adapted, Lk 1:26-38) The Birth of Jesus is Announced (Lk 1:26-38) When Creation was Begun Hail Mary Prayer Service
Theme 5 St. Brigid Lesson 2 God cares for us in the Spring. Develop a sense of being cared for by God. Appreciate signs of God’s care and providence in Spring Ruby Rook’s Spring Challange. Morning Prayer and Night Prayer THEME 6 Jesus Lesson 1 We listen to stories That they their love for bible stories by listening to and retelling them. I remember.... Grandad, Tell Us a Story. Poem: Stories. Slideshow: Stories from the Bible. THEME 6 Jesus Lesson 2 Jesus feeds the people. That the children would: Show respect for the Bible as a sacred text. The Little Boy’s Story. (Jesus feeds the people.) Song; Miracle Song – The Loaves and Fishes. Bible Procession Ritual. Grace before and after meals. Seasonal Lent & Ash Wednesday Enter into the spirit of Lent as a time to try in a particular way to live as Jesus wants us to. Angela’s bad day. Song: Created by God. Prayer Service. (One whole class period.) THEME 6 Jesus Lesson 3 Jesus calms the storm. That the children would: Become aware that God is with them, however they feel. Develop a sense of wonder in relation to Bible Stories. Scripture: Jesus calms the Storm. Vox Pop Miracle Song - Jesus Calms the Storm. Poem The Storm on the Sea. Our Father.
THEME 6 Jesus Lesson 4 Jesus heals the man who was blind. That the children would: Grow in appreciation of God,s gift of sight Come to know and love Jesus Christ. Scripture: Jesus helps a man to see. Miracle Song - Jesus helps a Man to See. Our Father Prayer Service. (One whole period.) THEME 7 Holy Week and Easter Lesson 1 The Last Supper Recognise and respond to Jesus’ invitation to ‘do this in memory of me’. The Last Supper. Song: The Last Supper. Video: Vox Pop THEME 7 Holy Week and Easter Lesson 2 Jesus dies on the cross Come to know Jesus’ love for them. Guess how much I love you. Jesus dies on the cross. Slideshow: Jesus. THEME 7 Holy Week and Easter Lesson 3 Jesus is alive! Experience joy that the risen Jesus is still with us. Jesus is alive. Song: Alleluia. Prayer Service. (One whole period.)
Lesson Plan: GROW INVESTIGATION Note: For more details see the learning resource PDF. All worksheets are available on our website. Total Duration: Two hours for setup. Eleven days recording for five minutes a day. Twenty minutes on final day for calculations and data upload. Lesson Objectives: Develop observational skills and encourage children to draw simple conclusions from their observations using scientific language. Children will understand how to use the data they have gathered to recognise an effect. Take accurate measurements. Look for patterns in data. Activity: Starter 10 minutes Notes: As a class discuss how plants grow and how water and light affects their growth. Play intro film. Materials: N/A Web resources: Film: Web: Activity: Using the growth chamber. 2 Hours Notes: Play the relevant how-to film for the activity. Split children into pairs and have them design their growth chamber. Trim off the roots to 1.5cm length. Remember to measure the circumference of the spring onion bulb. Trim the spring onion to 4.5cm not including the roots. Put the spring onion in the chamber with 30ml of water. Place the growth chamber somewhere against a wall outside in a sunny spot. Record the maximum length, time and temperature for an eleven-day period. Top up water if needed to keep at 30ml. Materials: 1 Plastic Cup Pupil Recording Sheet String Scissors Cling film Elastic bands Water Syringes or measuring cylinders Spring onions Permanent maker pens Rulers Directional Compasses (Optional) Thermometer or data logger Trays to carry the cups Sticky tack Web resources: Activity: Daily measuring activity Activity: Upload data to map 5 minutes per day 30 minutes Notes:
Once your class has completed the growth measuring activity you will be able to upload your data to our terrific map and see your class results. This will include the data you now need to upload to the BBC map page: 1. Mean of the spring onion height. 2. The average temperature over the eleven-day period. Please make sure you use your unique link to send the data off to the map. Materials: Computer with web access. Web resources: BBC map unique link Link to send data off to the University. You will need your unique map link, which will have been sent to you by email when you registered with Terrific Scientific. Don’t forget to send off your data to the scientists at the University of Warwick also using this link. Activity: Plenary 10 mins Notes:
additional information by the close of business of the 14th business day after the request has been received by the Applicant. If the party applying for the license does not provide the requested information within 14 business days, the Commission may consider the Application to be suspended. The Commission intends to award the licenses to the best Applications that most efficiently and effectively ensure public safety and safe access to medical cannabis. The Commission, after review of the criminal history record information, may disqualify any prospective registered grower agent from registration for an absence of good moral character. If there are more qualified Applications than the number of licenses available and there is a numerical tie for the last license to be issued, the last pre-approved license shall be determined by public lottery. The Commission may deny issuing a pre-approval of a license if, for any individual identified in the Application: The criminal history record information or background information demonstrate an absence of good moral character; or The payment of taxes due in any jurisdiction is in arrears. The Commission may rescind pre-approval of a grower license if the grower is not operational within 1 year of pre-approval. The Commission may issue a grower license on a determination that: The criminal history background check and background investigation reveal no evidence that demonstrates the absence of good moral character; All inspections are passed and all of the Applicant’s operations conform to the specifications of the Application as pursuant to Regulation .06 of this chapter; The proposed premises: approved
every individual hair type from straight all the way to curly or kinky - , , , , and For those who think that they have perfectly healthy hair that grows fast, trust me, if you are using products with chemicals nd synthetics in them you have yet to see the full potential and length of your hair! I should also give you a heads up and tell you that your hair will feel different when you use natural products. This is because your hair is no longer being coated with synthetics and silicones that provide the ILLUSION of healthy or conditioned hair. It will begin to have a different feel and glow.Think of it like this. Let’s say that you have a leaky pipe and you put tape around it to “fix” or “repair” it. Everything is good right? WRONG! Well this is in essence what those synthetic ingredients do for your hair, absolutely nothing. They act as a Band-Aid instead of getting to the root of the problem like natural ingredients would. Ask yourself this, why do clarifying shampoos exist? To remove product build up. And why do people get product build up? The answer is because those chemicals and synthetics in shampoos, conditioners and other hair products latch onto your hair and build up over time. Later in this eBook, if you have build-up I will be discussing how to remove build up naturally without using a “clarifying
Now Let’s Get To The Good Stuff!! Start Accelerating Your Hair Growth and Lengthening The Growth Phase!!!! If you don’t do anything else, do this first thing that I am about to mention because this is the key step in achieving accelerated hair growth! Forget those “hair growth pills” I have news for you, there is no such thing as a “hair growth pill.” These pills that are being marketed as hair growth pills are simply multi-vitamins that contain higher amounts of specific ingredients than normal. I have found a superior liquid form of the two things that you should be taking instead of useless synthetic” hair growth pills.” Liquid MSM and liquid Biotin!! You may or may not have heard about them but I bet you never thought of them in liquid form! These two factors have been scientifically proven to accelerate the speed of your growth rate and lengthen the time period of the growing phase of your hair! Stylist and hair experts are quick to say “Oh get a hair vitamin with MSM and Biotin in it” but what they don’t realize is that more than likely your body will only absorb a small fraction of that MSM and Biotin and most likely it is synthetic. You must take them in liquid form in order to get the full benefits get that hair growing faster and longer! I was already taking MSM and Biotin in liquid form for hair growth when I came
Algebra Name ______________________________ Growing Dots Pattern 1 1. Given figures 0 - 2, describe in words the pattern you see from one figure to the next. 2. Draw the figure at the 3rd minute. 3. Fill in the table below. Then graph. # of min 0 1 2 3 4 15 100 n What I See Happening # of dots 4. What type of function represents this situation? Pattern 2 At the At 1 min At 2 min beginning 1. Given figures 0 - 2, describe in words the pattern you see from one figure to the next. 2. Draw the figure at the 3rd minute. 3. Fill in the table below. Then graph. # of min 0 1 2 3 4 15 100 n What I See Happening # of dots 4. What type of function represents this situation? Pattern 3
limited resources are used. the difference between needs and wants account the difference between needs and wants can identify some needs and wants ACHASSK121 - Influences on consumer choices and methods that can be used to help make informed personal consumer and financial choices. Activities 1, 2, 3, 5, 6, 8, 10 and 15 The student recognises different types of financial transactions, explaining the advantages and disadvantages of the different transaction types. They categorise and explain factors that influence consumer purchasing decisions and compare the influences of a variety of selling and advertising strategies used by businesses. The student identifies strategies that can be used when making consumer and financial decisions The student recognises some different types of financial transactions, and explains some of the advantages and disadvantages of the different transaction types. They can describe some factors that influence consumer purchasing decisions. They can compare some of a variety of selling and advertising strategies used by businesses. The student identifies some strategies that can be used when making consumer and financial decisions The student identifies a limited number of different types of financial transactions. They can name some factors that influence consumer purchasing decisions. They can identify some selling and advertising strategies used by businesses ACELY1682-Plan, draft and publish imaginative, informative and persuasive text demonstrating increasing control over text structures and language features and selecting print, an multimodal elements appropriate to the audience and purpose. Activities 3, 4, 9, 14 The student writes an accurate and detailed report that documents the processes of planning a school or community fund raising activity The student writes a report that documents the processes of planning a school or community fund raising activity, but lacks some accuracy and detail The student writes a simple report that includes only some of the processes of planning a school or community fund raising activity ACELY1677- Plan and deliver short presentations, providing some key details in logical sequence. Activities 4, 13 and 16 The student communicates well- developed written content in logical sequence, appropriate for the audience and purpose The student communicates written content in sequence. It is generally appropriate for the audience and purpose The student requires teacher guidance to communicate simple written content in sequence to a defined audience
Describe where the compost needs to be placed when it is needed on the nursery: 5.2 Describe the procedures for obtaining materials required Describe where to purchase dried materials such as fertiliser and lime from: Describe how and where on the Nursery dried compost ingredients such as fertilisers and lime are kept: Describe how to safely transport dried compost ingredients such as fertilisers and lime are kept: 5.3 Describe the different growing media required within enterprises 5.4 Describe different Oakdene Nurseries uses 5 different blends of compost for each blend you will need to describe the materials required the ratios of the blend and their consistency For Seeds and Cuttings Compost State: Horticultural situations its used in:
used by businesses. The student identifies strategies that can be used when making consumer and financial decisions businesses. The student identifies some strategies that can be used when making consumer and financial decisions ACELY1682-Plan, draft and publish imaginative, informative and persuasive text demonstrating increasing control over text structures and language features and selecting print, an multimodal elements appropriate to the audience and purpose. Activities 3, 4, 9, 14 The student writes an accurate and detailed report that documents the processes of planning a school or community fund raising activity The student writes a report that documents the processes of planning a school or community fund raising activity, but lacks some accuracy and detail The student writes a simple report that includes only some of the processes of planning a school or community fund raising activity ACELY1677- Plan and deliver short presentations, providing some key details in logical sequence. Activities 4, 13 and 16 The student communicates well- developed written content in logical sequence, appropriate for the audience and purpose The student communicates written content in sequence. It is generally appropriate for the audience and purpose The student requires teacher guidance to communicate simple written content in sequence to a defined audience Assessment Tasks – Growing Learning Stage & Activities Assessment Tasks Unit 1 – Money and me Activity 1 - Discussion of students’ experiences with payment including cash and card. Include differences between how financial transactions are undertaken in remote, rural and urban communities. Brainstorm card types, including pros and cons. Activity 2 - Excursion to local shop or bank to observe consumer practice. Create a table about different forms of payment.
Relaxation: Transition: Closing Circle: Review QOTD with the full group, counting each column and writing the numeral; then discuss results. Goodbye song QOTD time permitting. Goodbye song Closing Circle: Goodbye song Goodbye song Group 1: Chicka Chicka Boom Boom by Bill Martin Jr. and John Archambault (Make connect to Lois Ehlert author study – since she did the illustrations!) Group 2: Growing Like Me by Anne Rockwell Group 1: Growing Like Me by Anne Rockwell Group 2: Chicka Chicka Boom Boom by Bill Martin Jr. and John Archambault (Make connect to Lois Ehlert author study – since she did the illustrations!) Group 1: SS Book- Group 2: SS Story and Discussion- Group 1: SS Story and Discussion- Group 2: SS book- Activity Group 1: Collages Like Lois Ehlert (See Activity Guide) TS Gold Objectives- 17a,s17a,18c,33,37 Group 2: Exploring Fruit (See Activity Guide) TS Gold Objectives- 1b,3a,11d,24 Group 1: Exploring Fruit (See Activity Guide) TS Gold Objectives- 1b,3a,11d,24 Group 2: Collages Like Lois Ehlert (See Activity Guide) TS Gold Objectives- 17a,s17a,18c,33,37 Group 1: SS Skill Activity- Group 2: Shape Garden (See Activity Guide) TS Gold Objectives- 21a,21b Group 1: Shape Garden (See Activity Guide) TS Gold Objectives- 21a,21b Group 2: SS Skill Activity- Special Use duct or colored tape to create a variety of shapes on Dirt Writing during free choice (See Activity Guide) Dirt Writing during free choice (See Activity Guide)
Privacy Pressure Digital Footprint Digital Dramas Gender Advice Visual Ranking Cards Lesson 2 .1 - Privacy Learning intention - Students will learn about issues relating to online privacy including: The types of privacy settings on various commonly used social media websites How to apply these privacy settings to keep their information private and secure The benefits of implementing such settings Introduction – 20 minutes Watch the Growing Up Digital – Privacy Segment clip (FUSE Learning Resource ID – YDGLC5) Discuss the term ‘over sharing’ is used in the clip. What does the student early in the clip mean by ‘oversharing’?
Conclusion: 10 minutes Discuss the following questions; How can people’s reputations be affected by the photos they post or others post about them online? What should you ask yourself before you post a photo, video or other information about yourself or another person online? How can you take responsibility for protecting your privacy and reputation and that of others online? **Lesson adapted from “Private Today; Public Tomorrow” -
113. The South became prosperous once textile mills began being built throughout the North. canal system made trade easier and cheaper the cotton gin made it profitable to grow cotton there was a sharp rise in eastern land prices 114. Many planters treated their slaves reasonably well because slaves were difficult to capture slaves were valuable property planters were ordered to do so by the government none of the above 115. What person invented the cotton gin Samuel Slater Eli Whitney Robert Fulton Alexander Graham Bell 116. Slaves owning increased in the South in the early 1800s because slaves were needed to dig canals slaves were needed to work in the newly built factories slaves were needed to help people move to cities growing cotton required a large slave labor force 117. In the south, an able-bodied slave was worth about $10 to $15 $100 to $150 $1,000 to $1,500 $10,000 to $15,000 118. The need for a large labor force in cotton led to higher wages for workers picking cotton immigrant workers coming from Europe workers coming from the North an increase in slavery 119. In which period did old immigrants surpass 3 million? 1871 – 1880 1881 – 1890 1891 – 1900 1911 – 1920 120. In which period were immigration rates of old immigrants and new immigrants most nearly the same? 1871 – 1880 1891 – 1900 1881 – 1890 1911 – 1920 121. Which period saw the lowest number of old immigrants 1871 – 1880 1891 – 1900 1881 – 1890 1911 – 1920
BOYD COUNTY PUBLIC SCHOOLS Individual Professional Growth Plan Name: Doug Deborde Date: 4-27-2012 School Year: __2012-2013_______ Identified School/District Improvement Plan Goal and/or Objective: (Individual Growth Plan must align with specific goals and objectives of the school/district improvement plan.): Present Professional Development Stage Goals Objectives Procedures and Activities Additional Support Expected Impact Target Dates for Completion or Review R/I I/M O/A Professional Development College and Career Ready CIITS Keep Current with Program Assessment Changes Increase pass rate for KOSSA and Industry exams Align Curriculum with program of studies Attend PD at Russell ATC Maintain a rigorous curriculum that aligns with assessment Online training/ PD Office of CTE Guidance Counselor Software supported Improve specific standards for program assessment Student success rate increases from previous year. Incorporate as a resource for learning June 2012 2012-2013 201-2013 Employee’s Comments: Supervisor’s Comments: Individual Growth Plan Developed: Annual Review: Achieved: Revised: Continued: Employee’s Signature Date Employee’s Signature Date Supervisor’s Signature Date Supervisor’s Signature Date
Your website (URL): Your Facebook page: Your Twitter page or handle: Company’s LinkedIn page: Company’s Instagram page: Company’s YouTube channel: Company’s physical office location*: City/town*: Country*: YOUR DETAILS Your first name*: Your surname*: Your job title*: Your mobile phone number*: Your alt mobile phone number: Your email address*: Your alternative email address: Your gender*: □ Male □ Female Your age*: □ Below 25 years □ 26-35 years □ 36-45 years □ 46-55 years □ Above 55 years Your highest level of education*: □ High school certificate □ Diploma certificate □ Bachelor’s degree □ Masters degree
Answers will vary; plant cells have a cell wall, vacuole and chloroplasts, which animal cells do not. To create new cells for growth and repair. Responses will vary but should show all 6 stages and include key words as mentioned. Characteristic Mitosis Type of parent cell Body Number of divisions of the nucleus 1 Number of daughter cells produced 2 Chromosome number in daughter cells 1 pair Function To grow or repair The offspring would all be genetically identical. Type Description Example organisms Binary Fission DNA is copied and attached to the cell membrane which separate, creating 2 new cells Prokaryotes, bacteria, single celled organisms Budding Small organism forms on the body of the parent Hydra Mitotic cell division Same as mitosis Single-celled eukaryote Animal regeneration Each piece of organism can recreate the missing parts to form a completely new organism. Planarian, sea stars Vegetative reproduction Plants send out shoots that form roots and a new plant Strawberry, ivy Cloning Occurs in the lab Crop animals and endangered species Plant cells have a cell plate between new cells that become the cell wall.
GROW Model Below is a model that can be used effectively for goal setting and action planning Name: Date: Personal Goal: What would you like to talk about? Achieve? Resolve? Solve? Long-Term Goal: Short – Term Goal: Do it with in the Week Goal: Current Reality: What is happening now? What have you tried so far? Options: What might you do? What else? What's next: Of these options, what is your most powerful next step? Name: Date: Work Goal: What would you like to talk about? Achieve? Resolve? Solve? Long-Term Goal: Short – Term Goal: Do it with in the Week Goal: Current Reality: What is happening now? What have you tried so far? Options: What might you do? What else? What's next: Of these options, what is your most powerful next step? Name: Date: Goal to help others: What would you like to talk about? Achieve? Resolve? Solve? Long-Term Goal: Short – Term Goal: Do it with in the Week Goal: Current Reality: What is happening now? What have you tried so far? Options: What might you do? What else? What's next: Of these options, what is your most powerful next step?
"Annex 13 Appendix 5 Sequence for thermal ageing Mode Speed (% of high idle) Load (% for a given speed) Time (s) 1 2.92 0.58 626 2 45.72 1.58 418 3 38.87 3.37 300 4 20.23 11.36 102 5 11.37 14.90 62 6 32.78 18.52 370 7 53.12 20.19 410 8 59.53 34.73 780 9 78.24 54.38 132 10 39.07 62.85 212 11 47.82 62.94 188 Regeneration mode (if applicable) To be defined (see paragraph 2.4.3.4.) To be defined (see paragraph 2.4.3.4.) To be defined (see paragraph 2.4.3.4.) Lubricant consumption mode (if applicable) To be defined according to paragraph 2.4.4.8.2. To be defined according to paragraph 2.4.4.8.2. To be defined according to paragraph 2.4.4.8.3. Note: The sequence of the modes 1 to 11 has been arranged by ascending load in order to maximize the temperature of the exhaust gas in the high load modes. With the agreement of the Type Approval Authority, this order can be modified in order to optimize the temperature of the exhaust gas if this can help in reducing the actual aging time. Annex 13 Appendix 6 Test-cycle for chassis dynamometer or on-road data gathering Time Speed Time Speed Time Speed Time Speed Time Speed Time Speed Time Speed s km/h s km/h s km/h s km/h s km/h s km/h s km/h 1 0 261 22.38 521 35.46 781 18.33 1 041 39.88 1 301 66.39 1 561 86.88 2 0 262 24.75 522 36.81 782 18.31 1 042 41.25 1 302 66.74 1 562 86.7 3 0 263 25.55 523 37.98 783 18.05 1 043 42.07 1 303 67.43 1 563 86.81 4 0 264 25.18 524 38.84 784 17.39 1 044 43.03 1 304 68.44 1 564 86.81
Safeguarding. Where PHG has concerns that a child is suffering or at risk of suffering harm, self harm and / or at high risk of harm to others it will ensure that a safeguarding referral is made immediately. PHG staff will be trained to consider whether significant harm may occur to the child or children and will act immediately should they believe significant harm may be taking or about to take place. A referral will be made to the local authority Children’s Social Care team. Section 4.3 of this policy provides definitions of significant harm and the different types of abuse that may be occurring. PHG staff are trained to understand the different types of abuse and to have an awareness of the main indicators of . Reporting Safeguarding Concerns. PHG will aim to create an environment which encourages those who suspect abuse is occurring either to themselves or another individual not to be afraid to report it. Every allegation will be taken seriously and dealt with according to the relevant procedures ensuring a clear and constant approach. Information will be provided to customers regarding who to contact as well as what can be expected to happen following a report of abuse. Cases will be dealt with on an individual basis and under the guidance of the local Safeguarding Children Board. Where PHG has concerns surround the death of a child they will follow the Pan-Lancashire Management of Sudden Unexpected Deaths in Childhood (SUDC) Protocol. Working in Partnership. PHG is a national organisation, yet we see local links and partnership working as crucial to being able to meet the needs of children. It is with this in mind that for all areas of operation staff will adopt the local authorities’ CAF and safeguarding procedures. Where ever practical or available PHG will be party to the local information sharing protocol in order to work effectively with partner agencies. PHG provide funding to voluntary, community and faith organisations in a variety of ways in particular through the Community Investment Fund. Those organisations who work
Liz Stanton 01772 435865 Refuge Manager Clare House In any cases where abuse is surrounding Domestic Violence Sarah Bell 01772 435865 Child Support Worker Clare House In any cases where abuse is surrounding Safeguarding Children and CAFs Linda Alcock 01772 450665 Head of Operations Community Safety, Neighbourhoods and Income Collection In any cases where abuse is surrounding General Needs, Independent Living and Progress Living customers Annette Stevens 01772450894 Head of Supported Living Supported Living Schemes In any cases where abuse is surrounding a tenant of a supported living scheme Danny Craine 01253 642028 Business Innovation Manager Business Innovation In any cases where abuse is identified
List of Optometric Practices Participating in the Glaucoma Repeat Readings Service in Cheshire East Cheshire Practice Contact Details Alderley Eyecare 61 London Road Alderley Edge SK9 7DY 01625 582030 L. Thompson Optometrists 5-7 West Street Congleton CW12 1JN 01260 270941 Specsavers 3A Bridestone Centre Congleton CW12 1XD 01260 299395 Vision Express 17A Bridge Street Congleton CW12 1AS 01260 299300 Bramwells Opticians 8 Macclesfield Road Holmes Chapel CW4 7NF 01477 533169 The Toleman Practice The Health Centre London Road Holmes Chapel CW4 7BB 01477 537587 Wendy Diddams Optometrist 3 Minshull Street Knutsford WA16 6HG 01565 651121 Oldbury & Cruickshank Optometrists 73 Pickford Street Macclesfield SK11 6JD 01625 615002 Park Lane Opticians 141 Park Lane Macclesfield SK11 6UB 01625 432777
Boots Opticians, 47-55 Foregate Street, Chester, Cheshire CH1 1NA 0345 125 3758 Boots Opticians 7 Frodsham Street, Chester, Cheshire CH1 3JJ 0345 125 3758 A1 Vision, 64 Green Lane, Chester, CH3 5LB 01244 329292 Specsavers 40 Northgate Street, Chester, CH1 2HA 01244 310832 Mullens Opticians 29 St Werburgh Street, Chester CH1 2DY 01244 315112 Jonathon Bryan Opticians 20 St Werburgh Street, Chester CH1 2DY 01244 347747 Jane Smellie Opticians, 47 Hoole Road, Chester, CH2 3NH 01244 679841 Houghton Opticians, 14 Charles Street, Hoole, Chester CH2 3AZ 01244 325969 Skilbeck and Jones Opticians 229 Whitby Road, Ellesmere Port CH65 6RT 0151 3560324 Specs 2 U, North Road, Ellesmere Port, CH65 1BA 0151 3573456 Orrells Opticians, 68 Whitby Road, Ellesmere Port, Cheshire CH65 0AA 0151 355 1077 Orrels Opticians, 6 Whetstone Hey, Ellesmere Port, Cheshire CH66 3PH 0151 339 5577
List of Optometric Practices Participating in the Glaucoma Repeat Readings Service in Cheshire East Cheshire Practice Contact Details Alderley Eyecare 61 London Road Alderley Edge SK9 7DY 01625 582030 L. Thompson Optometrists 5-7 West Street Congleton CW12 1JN 01260 270941 Specsavers 3A Bridestone Centre Congleton CW12 1XD 01260 299395 Vision Express 17A Bridge Street Congleton CW12 1AS 01260 299300 Bramwells Opticians 8 Macclesfield Road Holmes Chapel CW4 7NF 01477 533169 The Toleman Practice The Health Centre London Road Holmes Chapel CW4 7BB 01477 537587 Wendy Diddams Optometrist 3 Minshull Street Knutsford WA16 6HG 01565 651121 Oldbury & Cruickshank Optometrists 73 Pickford Street Macclesfield SK11 6JD 01625 615002
Park Lane Opticians 141 Park Lane Macclesfield SK11 6UB 01625 432777 Specsavers 6 Grosvenor Centre, Mill Street, Macclesfield SK11 6AJ 01625 501111 Boots Opticians 46 Mill Street Macclesfield SK11 6LT 0345 1253758 Specsavers 47-49 Grove Street Wilmslow SK9 1DT 01625 418930 Boots Opticians 16 Alderley Road Wilmslow SK9 1JX 0345 1253758 Wheeldon Opticians 11 Hawthorn Lane Wilmslow SK9 5DD 01625 524311 James Doyle 53 Alderley Road Wilmslow SK9 1NZ 01625 548848 West Cheshire Practice Contact Details JA Allister Opticians, 9 The Cross, Neston, Cheshire, CH64 9UB 0151 3366629
Specs 2 U, North Road, Ellesmere Port, CH65 1BA 0151 3573456 Orrells Opticians, 68 Whitby Road, Ellesmere Port, Cheshire CH65 0AA 0151 355 1077 Orrels Opticians, 6 Whetstone Hey, Ellesmere Port, Cheshire CH66 3PH 0151 339 5577 Francis Opticians, 1 Dobson Court, Malpas, Cheshire, SY14 8NP 01948 861259 I Wear Opticians, 72 High Street, Tarporley, CW6 0AT 01829 733661 Central Cheshire (South Cheshire and Vale Royal) Practice Contact Details Vision Express 50 Market Street, Crewe CW1 2EL Specsavers 49 Market Street, Crewe CW1 2NG Jane Barker Opticians 46 Wheelock Street, Middlewich CW10 9AB CATS Optometrists 30-32 Wheelock Street, Middlewich CW10 9AG Bramwells Opticians 4 Hightown, Sandbach CW11 1AB
3.50 8 IMP 2,5 100 393 203 3.50 16 IMP 1,85 92 590 406 4.00 4 IMP 3 114 313 102 4.00 5 IMP 3 102 310 127 4.00 6 IMP 3 114 374 152 4.00 – 8 IMP 3 112 418 425 203 4.00 – 9 IMP 3 112 443 460 229 4.0 – 10 IMP 3 114 455 465 254 4.00 – 10 IMP 3 114 465 475 254 4.00 – 12 IMP 3 112 519 536 305 4.00 – 15 IMP 3 112 595 612 381 4.00 16 IMP 3 114 618 406 4.00 – 18 IMP 3 112 672 688 457 4.– 19 IMP 3 483 4.00 21 IMP 3 112 765 533 4.00/4.50 21 IMP 3 110 765 533 4.10 4 IMP 3,25 102 268 102 4.10 6 IMP 3,25 102 319 152 4.10/3.50-4 IMP 2.10 89 272 101 4.50 9 IMP 3 124 466 229 4.50 14 IMP 3 124 593 356 4.50 16 IMP 3 123 647 406 4.50 19 IMP 3 124 720 483 4.80 – 8 IMP 3,75 121 423 449 203 5.00 8 IMP 4 145 467 203 Table 5 (2 of 3) Agricultural implement tyres - Normal section sizes Tyre size designation Theoretical rim width code (A1) Nominal section width (S1) (mm) Overall diameter (D) (mm) Nominal rim diameter (d) (mm) (*) 5.00 9 IMP 3,5 141 497 229 5.0 – 10 IMP 4 145 505 517 254 5.0 12 IMP 4 145 566 305 5.00 – 12 IMP 4 145 567 580 305 5.00 – 14 IMP 4 145 618 631 356 5.0 15 IMP 4 145 642 381 5.00 – 15 IMP 3 130 639 655 381 5.00 16 IMP 4 145 669 406 5.00/5.25 21 IMP 3 136 824 533 5.50 – 16 IMP 4 150 685 703 406 5.70 12 IMP 4,5 146 570 305 5.70 15 IMP 4,5 146 647 381 5.90 – 15 IMP 4 150 665 681 381
062 PKI transaction-specific records. Records relate to transaction-specific records that are generated for each transaction using PKI digital signature technology. Records are embedded or referenced within the transaction stream and may be appended to the transaction content or information record. Along with PKI administrative and other administrative records, transaction-specific records are part of the PKI trust documentation set that establish or support the trustworthiness of a They may vary from transaction and agency-to-agency. When retained to support the authentication of an electronic transaction content record (information record), PKI digital signature transaction records are program records. Note: Extreme care must be taken when applying the GRS-PKI to transaction records. Destruction of the transaction-specific and administrative records embedded in the transaction stream prior to the authorized retention of the information record that they access/protect will render the PKI incapable of performing what it is designed to do-protect and provide access to the information record. Due to the relative newness of PKI technology, both from an implementation and a litigation perspective, it is recommended that agencies identify all PKI transaction records (including PKI select administrative records embedded in the transaction stream and transaction-specific records) to be retained as part of the trust documentation for the records the PKI is designed to protect and or access and link the retention of the transaction records with that of the information record it protects/accesses. Transaction records must be retained as trust documentation set records together with the content/information record. Temporary. Destroy/delete when 7 years 6 months to 20 years 6 months old, based on the maximum level of operation of the appropriate CA and after the information record the PKI is designed to protect and/or access is destroyed according to an authorized schedule, or in the case of permanent records, when the record is transferred to NARA legal custody. Longer retention is authorized if the agency determines that transaction-specific PKI records are needed for a longer period. item 13b