zilongwang/ReadingBank huggingface dataset:
DAILY PLAN Day Objective (s) DOK LEVEL Activities / Teaching Strategies Grouping Materials / Resources Assessment of Objective (s) Unit 2 Week 1 1 Students will: -interpret information presented in diverse media formats and explain how it contributes to a topic, text, or issue under study. -engage effectively in a range of collaborative discussions. -cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. -acquire and use-accurately general academic and domain-specific words and phrases. -demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. -demonstrate command of conventions of standard English capitalization, punctuation, and spelling when writing. 1 -Build background knowledge on contributions made by early civilizations through whole-group discussions and interactive videos -Listen for a purpose to a read-aloud (“The Builders of Ancient Egypt”) -Identify characteristics of expository text -Gather vocabulary knowledge when considering a word in text -Distinguish common and proper nouns -Identify concrete and abstract nouns -Use capital letters, abbreviations, and colons correctly -Spell irregular plurals correctly -Focus on Weekly Skills through daily read of Esperanza Rising Direct Instruction Interactive Instruction W -McGraw-Hill Interactive “Early Civilizations” video -McGraw-Hill “The Builders of Ancient Egypt” Read Aloud text -McGraw-Hill Visual Vocabulary Cards & Online Interactive Activities -McGraw-Hill Grammar Activities -Daily Language Activity -Spelling Starter -Word Work -PDN/WOD -Document Camera -PSSA Released Items -Short expository passages -Esperanza Rising Formative- Please Do Now Thumbs up/Thumbs down Turn and Talk Student Self - Assessment- Daily Language Activity Spelling Starter Word Work Word of the Day Students will: -cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 1, 2 -Visualize to enhance understanding while reading “Empire of the Sea” -Close read of “Empire of the Sea” identifying problem and solution using a graphic organizer -Recognize the characteristics of expository text W S -McGraw-Hill Reading/Writing Workshop “Empire of the Sea” -Problem and Solution Graphic Organizer -McGraw-Hill Your Turn Practice Formative- Please Do Now Thumbs up/Thumbs down Turn and Talk
Figure . Unit B NDNQI Survey Data To identify areas for improvement in Unit B, the author explored the domain where this unit scored farthest below the mean in 2015: Nurse Manager Ability, Leadership, and Support of Nurses. The individual questions in this category where the unit scored farthest below the mean are “Supervisors use mistakes as learning opportunities, not criticism,” and “A supervisory staff that is supportive of the nurses.” Nurses in this unit do not necessarily perceive their nursing manager as supportive when they make mistakes. This domain saw a fairly large drop from 2013 to 2015. As mentioned above, Unit B had a change in leadership over this period; the unit director left in October of 2014. The NDNQI scores suggest that nurses view their new manager as less supportive. Outside of the PES questions, from 2013 to 2015 the perceived quality of care decreased slightly. Unit B scored well below the mean in the Job Enjoyment scale, scoring around the 36th percentile. Press Ganey HCAHPS: In contrast with a decrease in nurse engagement, the HCAHPS nurse communication scores increased over the two years. The question with the greatest gains was “Nurses treat with courtesy and respect,” which increased by one percentage point. Although scoring below the mean in all NDNQI domains, Unit B has higher overall HCAHPS scores in the “Communication with Nurses” domain than Unit A. Although the nurse communication scores increased, Unit B decreased in five out of the eight HCAHPS domains from 2013 to 2015, contrasted with the pattern of increases in overall hospital scores. Additionally, the overall experience metrics (“likelihood to recommend” and “overall rating”) decreased over the two-year time frame; again, in contrast with the hospital and
low fertility. In contrast, women’s voices were rated as more attractive when their progesterone was low and estradiol was high, consistent with them being at high fertility (also see []). Behavioral changes In many mammalian species, females become more receptive to sexual advances by favored males or even actively solicitous when fertile [,]. For example, only when fertile do female rats traverse electrified grids to access males (e.g., []). Are women more receptive or solicitous when fertile? In two French studies, women approached by an attractive male confederate at high fertility were more likely to consent to a dance [] and to a request for their phone number []. Likewise, women interacting with charismatic male confederates flirted more when fertile []. Women might also engage in behaviors that help them distance themselves from undesired partners or individuals who might attempt to influence constrain their mating decisions at high fertility. A study of women’s cell phone records found that women decreased their calls to their fathers, but not to their mothers, when fertile []. Women might also engage in attractiveness-enhancing behaviors when fertile. In one study, women were videotaped dancing to pop music twice within their cycle. Men rated women’s dance as more attractive at high fertility than at low fertility []. In addition, several studies have shown that women wear more attractive clothing [] and red and pink, specifically, at high fertility [,]. One 35-day study also
C. Courses Taught Since Appointment Year # Title 1 or 2 Course type Elective/ Required BA/ MBA 2002/3 55510 Selected Topics in Firm Management 1 3 Lecture Required BA 2002/3 55500 Management in Israel 2 2 Seminar Required BA 2002/3 55738 Management in Israel – Lectures series 1+2 2 Lecture Required MBA 2002/3 55971 International Business Strategy 1 3 Lecture Elective MBA 2003/4 55971 International Business Strategy 1 3 Lecture Elective MBA 2003/4 55514 International Business Environment 1 2 Lecture Elective BA 2003/4 55500 Management in Israel 1+2 2 Seminar Required BA 2003/4 55510 Selected Topics in Firm Management 1 3 Lecture Required BA 2004/5 55971 International Business Strategy 1 3 Lecture Elective MBA 2004/5 55823 Business Entrepreneurship 1+2 2 Seminar Elective MBA 2004/5 55500 Management in Israel (course coordination) 1+2 1 Seminar Required BA 2004/5 55821 Business Policy 1 3 Lecture Required MBA 2005/6 55971 International Business Strategy 1 3 Lecture Elective MBA 2005/6 55823 Business Entrepreneurship 1+2 2 Seminar Elective MBA 2005/6 55821 Business Policy 2 3 Lecture Required MBA 2005/6 55500 Management in Israel (course coordination) 1+2 1 Seminar Required BA 2006/7 55971 International Business Strategy 1 3 Lecture Elective MBA 2006/7 55821 Business Policy 1+2 3 Lecture Required MBA 2006/7 55724 Seminar in Strategy and Business Policy 1+2 2 Seminar Required MBA 2007/8 55971 International Business Strategy 1 3 Lecture Elective MBA 2007/8 55821 Business Policy 1+2 3 Lecture Required MBA 2007/8 55500 Management in Israel (course coordination) 1+2 1 Seminar Required BA 2007/8 55724 Seminar in Strategy and Business Policy 1+2 2 Seminar Required MBA
2008/9 55971 International Business Strategy 1 3 Lecture Elective MBA 2008/9 55821 Business Policy 1+2 3 Lecture Required MBA 2008/9 55500 Management in Israel (course coordination) 1+2 1 Seminar Required BA 2008/9 55724 Seminar in Strategy and Business Policy 1+2 2 Seminar Required MBA 2009/ 2010 55971 International Business Strategy 1 3 Lecture Elective MBA 2009/ 2010 55821 Business Policy 1+2 3 Lecture Required MBA 2009/ 2010 55850 Strategic Implementation Seminar 1+2 2 Seminar Required MBA 2009/ 2010 55851 Strategic Consulting Seminar 1+2 2 Seminar Required MBA 2010/ 2011 55971 International Business Strategy 2 3 Lecture Elective MBA 2010/ 2011 55821 Business Policy 1 6 Lecture Required MBA 2010/ 2011 55850 Strategic Implementation Seminar 1+2 2 Seminar Required MBA 2012/ 2013 55971 International Business Strategy 2 3 Lecture Elective MBA 2012/ 2013 55821 Business Policy 1 6 Lecture Required MBA 2012/ 2013 55850 Strategic Implementation Seminar 1+2 2 Seminar Required MBA 2012/ 2013 55851 Strategic Consulting Seminar 1+2 2 Seminar Required MBA Publications 1. Ph.D. Dissertation The Impact of Distance, Economies of Scale and Input Sharing on the Industrial Output and Exports of and Three Arab Countries – an Empirical Analysis. Advisors: Prof. Seev Hirsch and Prof. . Ph.D. Awarded: March, 2002. (#4 and #5 in the following journal publication list are based on my dissertation).
each of these instances, these women reject respectability by directly highlighting, with intent to address, the structural barriers that replicate marginality. In doing this they also highlight the volatility of social mobility as a basis for democratic thought or practice. This volatility is heightened when they face public objectification, even amongst their fellow protestors: As women are the majority in the movement here in St. Louis, it puzzles me as to why we have to make sure we are heard and seen for the work we are doing, rather than just pretty faces. I’ve had to check so many brothers for coming at me …. [One asked] me if my clothing I had on were my ‘activist clothing’ because I looked way to[o] beautiful to be out there at night. Alluded by Adrienne Davis’s legal history of the roots of sexual harassment in slavery, black women in all their workspaces as laborers, mothers, and even activists continue to feel the effects of bodily objectification. And, by ways of a queer of color analysis, these women in rejecting respectability “debunk the idea that race, class, gender, and sexuality are discrete formations, apparently insulated from one another.” BLM’s inception and evolution also centers black women’s relationship to citizenship as defined by illegitimacy. Turning back to the events with which I opened this analysis, both LeCount’s Philadelphia and Bland’s Waller County, Texas can be read as borderlands. Borrowing from Gloria Anzaldúa, by this I mean they are physical sites rich with black women’s history and lived experience but are also where black female bodies are always already vulnerable to state violence. These women do not actively choose to risk life and limb in transit. They are already at risk. Throughout U.S. history in their attempts to gain mobility by accessing modes of transportation, state sanctioned violence against Black women varied from region to region and from racial regime to racial regime. The execution of such violence also shifted correspondingly to the evolution in societal advances such as technology and economic prosperity. These shifts are materially reflected in the changes of the dominant method of transit
(256) 468-4075 This document is updated on a periodic basis as rules, regulations, and operations change. HASL maintains a web site at www.hasl.org where you may review this document on-line, download an electronic version, or print a paper copy. Recommended modifications should be made to the League Office at league-office@hasl.org Federation Internationale de Football Association Soccer Federation Amateur Soccer Association Adult Soccer League TABLE OF CONTENTS
12 Choose an “environmental change” for the mouth. Suggestions include: mouthwash, soda, food, or anything else that could be placed and moved around in the mouth. 13 Have the test subject put the choice in his or her mouth, and swish around the “environmental change” for 30 seconds. For example, a soda can be swished just like a mouthwash. After 30 seconds, spit the choice into the sink or trash. 14 Immediately have the test subject swirl a cotton swab in his or her mouth for at least 5 seconds. 15 On side B of the “Mouth” plate, starting at the middle, very gently brush the cotton swab back and forth in a zig-zag motion (see image). Remember not to break the agar. 16 Remove and discard the cotton swab. Place the lid back on the plate, and set the plate aside. 17 Choose one individual in your group to be the test subject for the “Skin” activity. 18 Whenever removing the lid from the plate, it is important to not remove the lid completely! Hold the lid over the plate. Contaminants in the air can easily settle and grow in the dish if the lid is completely removed. 19 Remember, the nutrient agar in the plate is similar in consistency to Jello, so you are trying to avoid breaking the surface of the agar here as well. 20 On side A of the “Skin” plate and starting at the middle, have the test subject very gently brush an index finger back and forth in a zig-zag motion. Place the lid back on the plate. 21 Choose an “environmental change” for the skin. Suggestions include: lotion, soap, disinfectant, or anything else that could be used on the skin. 22 Have the test subject put the choice on both hands, and wait for 3 minutes. For example, if the choice is lotion, have the test subject apply lotion to the hands in the usual way. 23 On side B, starting at the middle, have the test subject very gently brush the index finger back and forth in a zig-zag motion. Place the lid back on the plate. 24 Turn both plates in to the instructor. If an incubator is available, the bacteria and fungus will have grown by the following day. If not, it will be 2-3 days before the plates will be ready for observation. Part B. Observing the Plates Task Response
concentrations on the rate of chemical reactions can be applied to figuring out the correct dosage of medications and running the risk of an overdose. Allow for up to 5 minutes to have students read the background and answer questions, then 5 more minutes for the lab and analysis. You may use a 5 minute timer to keep students on track, and so that all students move at the same time. Learning Target By the end of class students will be able to observe and predict the changes in reaction rates with changes in surface area temperature molecular motion concentrations, applications of catalysts and enzymes. Time Estimated Time Actual Time (please make note below) Station 1: Surface Area – 10-15 minutes Station 2: Temperature – 10-15 minutes Station 3: Stirring & Mixing - 10-15 minutes Station 4: Catalysts - 10-15 minutes Station 5: Enzymes - 10-15 minutes Station 6: Concentration - 10-15 minutes * allow 5 minutes to read and answer questions, then 5 minutes to do the lab and respond. You can easily cut out stations if you are limited on time, or do the lab over more than one class period. Note: Share the actual time on forum () or at HASPI curriculum conference Materials Station 1 Surface Area 2 250mL beakers 1 mortar and pestle 1 tablet of Alka-Seltzer per group 200mL water per group Station 2 Temperature 2 250mL beakers 1 large hot plate 1 tablet of Alka-Seltzer per group 200 mL Water per group Station 3 Stirring 2 125mL Erlenmeyer flasks Balance small weigh boat 1.5 g sodium bicarbonate per group stirring rod 100mL of Vinegar per group Station 4 Catalyst 2 50mL beakers 1 ClearCare or similar contact case with platinum disc 50mL of Hydrogen Peroxide per group Station 5 Enzymes 8 test tubes Mortar and Pestle Potato Spinach Garlic 10mL Hydrogen peroxide per group Station 6 Concentration 2 100mL graduated Cylinders Soapy Water 1 Alka-Seltzer per group *Make the soapy water ahead of time by adding dish soap to water and mixing. You will need a total of Supply Provided (P) or Needed (N) Quantity Company/ Item # Approximate Cost
From Table 3-4, which type of OI is the worst? Is it dominant or recessive? Osteosarcoma Description Causes or Risk Factors (3) Symptoms (3) Treatment Options (3) According to the graph, what is the most common age for males to be diagnosed with osteosarcoma? Females? Osteomyelitis Description Causes or Risk Factors (3) Symptoms (3) Treatment Options (3) What is the most common bone site of osteomyelitis? Paget’s Disease Description Causes or Risk Factors (3) Symptoms (3) Treatment Options (3) What is the most common age for males to be diagnosed with Paget’s disease? Females?
HaSS Ethics procedures Read top row first. Once the application type has been identified, read down the column. SEC = School Ethics Committee. RaKet will record application progress for Type 1 and Type 2 through a logging sheet 1. If application does not fall under UEC criteria, has no NHS involvement, and has NO external funding 2. If application does not fall under UEC criteria, has no NHS involvement, and HAS external funding 3. If application FALLS UNDER UEC criteria (see page 12 of Code of Practice) 4. If project has NHS involvement (use IRAS form, and applications must got to NHS as well as Strathclyde) STEP 1 (Chief Investigator and SEC) Approval of ethics part of the process by SEC (this may for some UG applications be carried out electronically using /SEAS) STEP 1 (Chief Investigator and SEC) Approval of ethics part of the process by SEC STEP 1 (Chief Investigator and SEC) Quality assurance check of application & confirmation of requirement to go to UEC by member of SEC if required. STEP 1 (Chief Investigator and SEC) Contact RKES who will provide guidance on the required process STEP 2 (SEC & HEAD OF SCHOOL) Box 22 approval and signature by Head of School STEP 2 (SEC & HEAD OF SCHOOL) Box 22 approval and signature by Head of School STEP 2 (CI & HEAD OF SCHOOL) Box 22 approval and signature by Head of School STEP 3 (SEC & HEAD OF SCHOOL) Box 23 approval and signature by Head of School STEP 3 (RaKET & RKES) Box 23 approval and signature by RKES STEP 3 (UEC) Submit application to UEC, refer to UEC web page for deadline dates STEP 4 (RaKET) Confirmation to CI that process is complete by RaKET STEP 4 (RaKET & RKES) Confirmation to CI that process is complete by RKES STEP 4 (UEC) Confirmation to CI that process is complete by UEC Turn around time for Step 4 Normally 1 week, assuming no amendments required Turn around time for Steps 3 and 4 Normally 2 weeks, assuming no amendments required, and funding contracts are processed Turn around time for Steps 1 and 4 Dependent on UEC meeting dates (UEC meets monthly)
Q23 In which electoral ward will the project take place? Bexhill Central (Rother DC)  Bexhill Sidley (Rother DC) Eastern Rother (Rother DC) Baird (Hastings BC) Braybrooke (Hastings BC) Castle (Hastings BC) Central St. Leonards (Hastings BC) Gensing (Hastings BC) Hollington (Hastings BC) Maze Hill (Hastings BC) Old Hastings (Hastings BC) Ore (Hastings BC) Tressell (Hastings BC) Wishing Tree (Hastings BC) Q24 The project this grant will fund will:  Encourage and support people to make healthier lifestyle choices  Help people look after their own health better  Improve access to local healthcare and other support services that will benefit health  Address the wider social determinants of health Section 3 – Who will benefit? Q25 How many people do you think will benefit from your project? Q26 Which groups of people will benefit from your project?  Children and young people  Adults  Older people  People with mental health issues  People with learning disabilities  People with physical disabilities  People with a long term condition  People with a terminal illness  People on low incomes  Homeless people  Black, minority or ethnic groups  Lesbian or Gay people  Bi-sexual or transgender people  Other Q27 From the list above, what group will benefit the most from your project?
1st Hastings and St Leonard’s Weekend Chess Tournament 2015 to be played in the club at Pelton House 2 Cornwallis Terrace Hastings East Sussex TN34 1EB, United Kingdom on Saturday 30th – Sunday 31st May Round 1 Saturday 9.30 am Round 2 Saturday 1.30 pm Round 3 Saturday 5.30 pm Round 4 Sunday 10 am Round 5 Sunday 2.00 pm For Any chess player graded under 180 – one section only How to enter By post to Marc Bryant, the arbiter, at 88 Manor Road, Hastings, East Sussex, TN34 3LP Only the first 40 entries will be accepted Entry fee Standard=£25, Hastings Chess Club member=£20, Under 18=£15 Prizes guaranteed Total £250 as follows 1st £90 2nd £60 3rd £25 with three grading prizes of £25 each (U160, U140, U120) Further information please contact Marc Bryant telephone 01424 436313 email Organised by Jeremy Hudson and Marc Bryant Entry Form
We developed a list of criteria to assess these scenarios that measured things like: Availability of suitable premises Affordability to the CCG Affordability to provider[s] Whether it supports the CCGs strategy Whether it increases system sustainability Patient feedback A combination of the criteria and scoring helped us to develop six final scenarios, with three being taken forward as options for consultation with the public. The diagram below illustrates how our scenarios were generated and appraised. The following table shows the scenarios that did not meet our criteria and were NOT taken forward as options. Scenarios that did not meet our criteria 3 providers on 3 sites excluded during initial scenario appraisal 2 providers on 3 sites excluded during initial scenario appraisal 1 provider on 3 sites excluded during initial scenario appraisal 2 providers on 2 sites – Fens and Wynyard Road excluded during initial scenario appraisal 2 providers on 2 sites – Fens and Hartfields excluded during initial scenario appraisal 2 providers on 2 sites – Hartfields and Wynyard Road excluded during initial scenario appraisal 1 provider on 2 sites – Fens and Hartfields met criteria but excluded at final assessment as no capacity
Please state which ethnic group you consider yourself to be: …………………………………………. Prefer not to say Please tell us your religion or belief: …………………………………………. Prefer not to say Do you consider yourself to have a long-standing illness or disability? Yes No Do you care for someone with a long-standing illness or disability? Yes No How would you describe your sexuality? Heterosexual or straight Bisexual Gay or lesbian Prefer not to say Other ………………………………. Are you are pregnant or do you have a child under two years old? Yes No Prefer not to say Have you undergone gender reassignment? Yes No Prefer not to say
London Stroke Clinical Director Tony Rudd, HASU Consultant on call telephone number Clinical Lead Nurse Lead Charing Cross Hospital Diane Ames ; Julia Slark ; King’s College Hospital Dulka Manawadu ; Maria Fitzpatrick ; Northwick Park Hospital 07774900504 David Cohen ; Memory Dzvene Sue Fenwick Elliott Princess Royal Hospital Bart Piechowski Chris Terrahe ; Queen’s Hospital Via Switchboard on 01708 435000 Sreeman Andole sreeman.andole@bhrhospitals.nhs.uk Ann Russell ; The Royal London Hospital Vis Switchboard 0207 377 7000 Patrick Gompertz ; Ann Rush ; Jo Baylon St. George’s Hospital Hugh Marcus ; Alison Loosemore ; University College Hospital Rob Simister ; Simone Browning ; Network Network Director Network Clinical Lead North Central London Hilary Walker ; Charlie Davie ; North East London Janet Lailey Patrick Gompertz, as above North West London Hilary Walker, as above Diane Ames, as above South East London Lucy Grothier Gill Cluckie
IN WITNESS WHEREOF, this Agreement has been signed by or on behalf of each of the Parties as of the Effective Date. DISCLOSING PARTY: RECEIVING PARTY: Hat Creek Energy LLC By: ___________________________ Name: Gary D. Davis Its: President [COMPANY] By: ___________________________ Name: Its: Exhibit A Leasehold CURRENT LESSOR and Pertinent Lease Information T R SECTION: DESCRIPTION GROSS ACRES NET ACRES Lois Calder and Family 14N 66W Section 12: All 1120.00 35.0000 Lois Calder and Family 14N 66W Section 14: W/2, NE/4 1120.00 35.0000 Bronco Mineral Partners, LLC 14N 64W Section 20: E/2 320.00 160.0000 William J. Edwards 15N 66W Section 15: All, Less and Except a tract of land in the NW/4 more particularly described in Book 1317, Page 79 638.8932 79.8617 Orchard Hills, LLC, a Wyoming limited liability company 13N 66W Section 18: Lot 3 (40.67), Lot 4 (40.89), E/2SW/4 161.56 161.5600 South Fork Home Owner's Association, Inc., a Wyoming Corporation 13N 66W Section 20: Portions of the SW/4 located in the South Fork Subidivision more particularly described as South Fork, 4th Filing: tracts 152 and 194; South Fork, 5th Filing: tract 236 2.07 2.0700
JOB DESCRIPTION 1. JOB INFORMATION JOB TITLE: Hatchery Team Leader DEPARTMENT: Agriculture / Hatchery REPORTS TO: Production Manager / Hatchery Manager LOCATION: Newark / Ashbourne JOB PURPOSE To assist the Manager in the smooth, efficient, economic daily operation of the hatchery, ensuring at all times cost effective utilisation of labour and resources. To maintain and improve standards of hatcheries, chick quality, hygiene, chick welfare and overall hatcheries performance. RESPONSIBILITIES FINANCIAL n/a Not authorised to purchase goods or services on behalf of the company without agreement of the Hatchery Manager. STAFF n/a Not authorised to dismiss or engage staff. ORGANISATIONAL STRUCTURE / REPORTING LINE Hatchery Manager Deputy Hatchery Manager Production Manager Hatchery Team Leader Hatchery Operative/Apprentice
Example: Please try not to (waste, waist) paper. 1. Can I go to the party (to, too, two)? 2. This is my favorite (pare, pair, pear) of jeans. 3. I (sent, scent, cent) a letter to my aunt in Vietnam. 4. The children got (bored, board) during the lecture. 5. Mr. and Mrs. Rodriguez like to work in (there, they’re, their) garden. 6. Alec is going to (wear, ware) his work boots today. 7. Do you think it is going to (rein, rain, reign) this afternoon? 8. I saw a restaurant just off the (rode, road) about a mile back. 9. David’s brother is in a (band, banned) which plays Russian music. 10. Juana wants her socks because her (tows, toes) are cold. 11. The teacher walked down the (aisle, isle) between the rows of desks. 12. Hadil has a (pane, pain) in her shoulder. 13. The school (principal, principle) spoke to a group of parents. 14. The clerk wants to (sell, cell) as many TVs as possible. 15. I don’t want to talk about the (passed, past) anymore. Hatchet – Chapter Seven Seatwork According to the text Brian started to cry after looking at his reflection in the lake. Infer why he began crying.
3 The learner will know of different groups within local community The learner must know: Assessment Requirements Evidence Location 3.a Different diverse groups of people in the local community Learners should identify different diverse groups of people in the local community The following assessment methods can be used in the assessment of this standard: Written tasks/questions and answers Oral questions and answers Group discussion Written or pictorial information This list is not exhaustive and other appropriate assessment methods may be used. 3.b A common feature of each group Learners should name a common feature of each group
5.a The consequences that Hate Crime may have on: (a) victims (b) those who commit crime Learners should identify the consequences that Hate Crime may have on: (a) victims (b) those who commit crime The following assessment methods can be used in the assessment of this standard: Written tasks/questions and answers Oral questions and answers Group discussion Written or pictorial information This list is not exhaustive and other appropriate assessment methods may be used. 5.b Possible effects that hate crime can have upon: (a) individuals (b) families and friends Learners should state possible effects that hate crime can have upon: (a) individuals (b) families and friends 6 The learner will know about action that victims of Hate Crime can take The learner must know: Assessment Requirements Evidence Location 6.a The action to take if a Hate Crime is witnessed or experienced Learners should state the action to take if a Hate Crime is witnessed or experienced The following assessment methods can be used in the assessment of this standard: Written tasks/questions and answers Oral questions and answers Group discussion
decision Table 5b: Transgender identity aggravated crime Charges reported, 2010-11 to 2015-16 (percentages) Year 10-11 11-12 12-13 13-14 14-15 15-16 Total number of charges of an offence aggravated by prejudice related to transgender identity 14 16 14 25 21 30 Decision on how charge will proceed Court proceedings 100% 75% 79% 88% 86% 67% Not separately prosecuted 0% 6% 7% 0% 5% 10% Direct measures 0% 0% 0% 0% 0% 13% Referred to Children’s Reporter 0% 13% 7% 4% 0% 0% No action 0% 6% 7% 8% 10% 3% Awaiting decision 0% 0% 0% 0% 0% 7% Table 6a: Offensive Behaviour at Football and Threatening Communications (Scotland) Act 2012 - Section 1 (Football) Charges reported, 2011-12 to 2015-16 (numbers) Year 11-12 12-13 13-14 14-15 15-16 Total number of charges under Section 1 (Football) 65 267 206 193 287 Decision on how charge will proceed Court proceedings 57 221 165 171 214 Not separately prosecuted 7 7 5 16 37 Direct measures 1 11 7 5 Referred to Children’s Reporter - 5 13 2 7 No action - 23 16 4 5 Awaiting decision - - - - 19
Table 6b: Offensive Behaviour at Football and Threatening Communications (Scotland) Act 2012 - Section 1 (Football) Charges reported, 2011-12 to 2015-16 (percentages) Year 11-122 12-13 13-14 14-15 15-16 Total number of charges under Section 1 (Football) 65 267 206 193 287 Decision on how charge will proceed Court proceedings 88% 83% 80% 89% 75% Not separately prosecuted 11% 3% 2% 8% 13% Direct measures 2% 4% 3% 0% 2% Referred to Children’s Reporter 0% 2% 6% 1% 2% No action 0% 9% 8% 2% 2% Awaiting decision 0% 0% 0% 0% 7% Table 7a: Offensive Behaviour at Football and Threatening Communications (Scotland) Act 2012 - Section 6 (Threatening communications) Charges reported, 2011-12 to 2015-16 (numbers) Year 11-12 12-13 13-14 14-15 15-16 Total number of charges under Section 6 (Threatening communications) 5 19 11 4 7 Decision on how charge will proceed Court proceedings 5 10 6 3 3 Not separately prosecuted - 4 2 - 4 Direct measures - 2 1 - - Referred to Children’s Reporter - 2 - - - No action - 1 2 1 - Awaiting decision - - - - -
Of which Charges related to racially aggravated harassment and behaviour 2574 2792 2376 2300 1969 1757 1463 Charges related to another offence with a racial aggravation 1604 1755 1658 1860 1851 1966 1886 Decision on how charge will proceed Court proceedings 3500 3721 3345 3629 3296 3220 2778 Not separately prosecuted 357 357 349 267 270 256 253 Direct measures 54 64 51 52 33 49 94 Referred to Children’s Reporter 47 92 76 59 61 51 43 No action 220 313 213 153 160 146 134 Awaiting decision - - - - - 1 47 Table 1b: Race crime Charges reported, 2008-09 to 2016-17 (percentages) Year 10-11 11-12 12-13 13-14 14-15 15-16 16-17 Total number of charges of race crimes 4178 4547 4034 4160 3820 3723 3349 Of which Charges related to racially aggravated harassment and behaviour 62% 61% 59% 55% 52% 47% 44% Charges related to another offence with a racial aggravation 38% 39% 41% 45% 48% 53% 56% Decision on how charge will proceed Court proceedings 84% 82% 83% 87% 86% 86% 83% Not separately prosecuted 9% 8% 9% 6% 7% 7% 8%
decision Table 3b: Disability aggravated crime Charges reported, 2010-11 to 2016-17 (percentages) Year 10-11 11-12 12-13 13-14 14-15 15-16 16-17 Total number of charges of an offence aggravated by prejudice related to disability 48 60 137 147 176 201 188 Decision on how charge will proceed Court proceedings 73% 60% 69% 86% 86% 87% 75% Not separately prosecuted 4% 12% 5% 3% 3% 6% 11% Direct measures 6% 5% 4% 2% 1% 4% 6% Referred to Children’s Reporter 0% 3% 4% 0% 1% 0% 2% No action 17% 20% 18% 9% 9% 2% 2% Awaiting decision 0% 0% 0% 0% 0% 0% 4% Table 4a: Sexual orientation aggravated crime Charges reported, 2010-11 to 2016-17 (numbers) Year 10-11 11-12 12-13 13-14 14-15 15-16 16-17 Total number of charges of an offence aggravated by prejudice related to sexual orientation 452 650 729 887 848 1026 1075 Decision on how charge will proceed Court proceedings 357 535 564 780 757 890 891 Not separately prosecuted 37 42 63 66 43 54 93 Direct measures 15 24 36 9 8 19 36 Referred to Children’s Reporter 7 11 18 9 10 22 21
measures Referred to Children’s Reporter 7 11 18 9 10 22 21 15 No action 36 38 48 23 30 41 27 25 Awaiting decision - - - - - - - 14 Decision on how charge will proceed (percentages) Court proceedings 79% 82% 77% 88% 89% 87% 83% 85% Not separately prosecuted 8% 6% 9% 7% 5% 5% 9% 7% Direct measures 3% 4% 5% 1% 1% 2% 4% 3% Referred to Children’s Reporter 2% 2% 2% 1% 1% 2% 2% 1% No action 8% 6% 7% 3% 4% 4% 2% 2% Awaiting decision 0% 0% 0% 0% 0% 0% 0% 1% Table 5: Transgender identity aggravated crime Charges reported, 2010-11 to 2017-18 Year 10-11 11-12 12-13 13-14 14-15 15-16 16-17 17-18 Total number of charges of an offence aggravated by prejudice related to transgender identity 14 16 14 25 21 30 42 49 Decision on how charge will proceed (numbers) Court proceedings 14 12 11 22 18 20 31 30 Not separately prosecuted - 1 1 - 1 4 3 6 Direct measures - - - - - 4 - 6
Hate Crime & Personal Safety The training course will cover… What is Hate Crime? What is Mate Crime? What does it do to people’s lives? What does is feel like to be a victim of hate? What to do if you are being bullied or picked on What to do if you are a victim of Hate Crime What are Safe Places Schemes? What are Safe Reporting Centres? How can you report Hate Crime? Why you should report Hate Crimes Tips for keeping safe New Vision will do this through… Drama, Stories, Case Studies, Film, Interactive Activities, Quizzes and Community Police Support For more information please contact Clare on 07731688680
Focus on promoting Safe Spaces Reporting Centres & Community Safety in Supermarkets and Public Places Venue Date Time Contact Partners TESCO Droylsden Monday 6th February 11.30 – 4.00pm Mike Hurst GMP Neighbourhood Services, GMP, Action Together TESCO Hattersley Tuesday 7th February 11.30 – 3.00pm Karen Harper Sharron Power GMP Clarendon Centre Hyde Wednesday 8th February 11.30 -3.00pm Karen Harper Sharron Power GMP Hattersley Hub Thursday 9th February 11.30 – 3.00pm Sharron Power Peak Valley HA GMP Crown Point North Friday 10th February 11.30 –3.00pm Steve Heyes Peter Jordan Active Leisure Medlock Friday 10th February 6.00 - 8.00pm Sue Moorcroft GMP All Primary & High Schools Briefed sent to promote Safe Spaces & Hate Crime Awareness in their Assemblies, incorporate in their activities or advertise on their website for parents/carers All week New Charter Housing Trust 2 Henrietta St Ashton-u-Lyne Hub 9 Albert St Denton Hub 12/14 Clarendon St Hyde Hub Cavendish 247 Ashton-u-Lyne (Main Office) Sally Pritchard Window Displays to promote Safe Space Reporting at their 3 Town Centre Hubs, and a stand in their Head Office in Ashton. Housing Officer Teams will also promote throughout the week Fri 10th Peak Valley Housing Assoc The Hub,Stockport Rd, Hattersley Joanne Danaher Promote Safe Space Reporting Centre & Hate Crime Awareness display at The Hub Hattersley Thurs 9th
Hatfield Academy CPD Autumn 1 8 weeks 3rd September 10th September 17th September 24th September 1st October 8th October 15th October 22nd October Meetings PDM (W) (part of inset days) Consistencies Environment Target Setting ARE – Y3 SDP SEF ARE – Y5 Writing Assessments ARE – Y4 Reading at Hatfield ARE – Y2 Assessment systems GAP Plans Matrices ARE – Y6 Wider Curriculum Assessment of Writing (no PDM) NO PDM – Parents Evening Phase Meetings EY – Check In EY – ECAT Assessment EY – Reading EY – Phase Moderation – Physical Development / Writing Matrices / Gap Plans KS1 - Check In KS1 – ECAT Assessment / Wellcomm KS1 – Reading KS1 – Phase Moderation (Writing)Matrices / Gap Plans LKS2 - Check In LKS2 – English Target Marking SEF / SDP LKS2 – Reading LKS2 - Phase Moderation (Writing)Matrices / Gap Plans UKS2- Check In UKS2 – English Target Marking SEF / SDP UKS2 – Reading UKS2 - Phase Moderation (Writing)Matrices / Gap Plans Inclusion Team Boxall Profile Effective Classroom Support Planning Assess Plan Do Review Cycle SLT Assessment Systems Outcomes from learning walks Reading Systems Book Look – Writing Target Setting Outcomes Book Look – Maths SDP review Book Look – Science Quality of Teaching Review Book Look – Topic Autumn (2) Planning Book look – SEND Writing Assessment Moderation Book look – Pupil Premium Central Team 11th TMB
Harold’s Precalculus Rectangular – Polar – Parametric “Cheat Sheet” 15 October 2017 Rectangular Polar Parametric Point • or Point (a,b) in Rectangular: , with 1 degree of freedom (df) Polar Rect. Rect. Polar Line Slope-Intercept Form: Point-Slope Form: General Form: Calculus Form: where Plane Vector Form:
Ellipse Center: Vertices: and Foci: Focus length, c, from center: Ellipse: relative to center (h,k) Interesting Note: The sum of the distances from each focus to a point on the curve is constant. Rotated Ellipse: = the angle between the x-axis and the major axis of the ellipse
Parabola Vertical Axis of Symmetry: Vertex: Focus: Directrix: Horizontal Axis of Symmetry: Vertex: Focus: Directrix: Parabola: Trigonometric Form: Vertical Axis of Symmetry: (opens upwards) or (opens downwards) (h, k) = vertex of parabola Horizontal Axis of Symmetry: (opens to the right) or (opens to the left) (h, k) = vertex of parabola Projectile Motion: feet meters General Form: where A and D have the same sign
Perimeter Square: P = 4s Rectangle: P = 2l + 2w Triangle: P = a + b + c Circle: C = πd = 2πr Ellipse: Area Square: A = s² Rectangle: A = lw Rhombus: A = ½ ab Parallelogram: A = bh Trapezoid: Kite: Triangle: A = ½ bh Triangle: A = ½ ab sin(C) Triangle: Equilateral Triangle: Frustum: Circle: A = πr² Circular Sector: A = ½ r² Ellipse: A = πab Lateral Surface Area Cylinder: S = 2πrh Cone: S = πrl Total Surface Area Cube: S = 6s² Rectangular Box: S = 2lw + 2wh + 2hl Regular Tetrahedron: S = 2bh Cylinder: S = 2πr (r + h) Cone: S = πr² + πrl = πr (r + l) Sphere: S = 4πr² Ellipsoid: S = (too complex) Volume Cube: V = s³ Rectangular Prism: V = lwh Cylinder: V = πr²h Triangular Prism: V= Bh Tetrahedron: V= ⅓ bh Pyramid: V = ⅓ Bh Cone: V = ⅓ bh = ⅓ πr²h Sphere: Ellipsoid: V = πabc
NO. NAME DELIVERY ADDRESS 28 Tehsildar Hathras NIC Computer Center,NEW COLLECTORATE,FIRST FLOOR, MURSAN ROAD,Tehsil-Hathras Sadar,Dist-Hathras. 177 Hathras Sadar Tehsil Office , Hathras SadarTehsil, Dist -Hathras. 178 Saahabad Tehsil Office , SaahabadTehsil, Dist 179 Sasni Tehsil Office , SasniTehsil, Dist -Hathras. 180 Sikandrau Tehsil Office , SikandrauTehsil, Dist 390 Hathras Sadar Tehsil Office , Hathras SadarTehsil, Dist -Hathras. 391 Saahabad Tehsil Office , SaahabadTehsil, Dist 392 Sasni Tehsil Office , SasniTehsil, Dist -Hathras. 393 Sikandrau Tehsil Office , SikandrauTehsil, Dist 756 Hathras BDO ,Hathras Block, Hathras SadarTehsil, Dist -Hathras 757 Mursan BDO ,Mursan Block, Hathras SadarTehsil, Dist -Hathras
NO. NAME DELIVERY ADDRESS 758 Sahpau BDO ,Sahpau Block, SaahabadTehsil, Dist -Hathras 759 Hasayan BDO ,Hasayan Block, SikandrauTehsil, Dist -Hathras 1002 Zila Viklang Kalyan Adhikari, Vikas Bhawan Sri.Nivas Dvivedi 1202 Zila Samaj Kalyan Adhikari, Vikas Bhawan,Hathras Shree Nivaas Dewadi 1294 District Informatics Officer, NIC District Centre, NEW COLLECTORATE,FIRST FLOOR, MURSAN ROAD , Hathras Mr. Sumesh Kumar 1336 CMO, District Hospital Chief Medical Officer
Provisional Job Plan - Headway Acute Trauma Support - Nurse Day AM PM Monday Attend Ward Round Liaise with each clinical area Liaise with Headway Groups & Branches Family Liaison – available at visiting times from 3pm – 4.30pm Tuesday Liaise with each clinical area Case work & Administration time Telephone Clinic 1pm – 3pm Family Liaison – available at visiting times from 3pm – 4.30pm Wednesday Attend Ward Round Liaise with each clinical area Follow up / Family Support Clinic 1pm – 4.30pm Thursday Liaise with each clinical area Case Work & Administration time MDT meeting Family Liaison – available at visiting times from 3pm – 4.30pm Friday Attend Ward Round Liaise with each clinical area Case work Education / training program 1pm – 2.30pm Family Liaison – available at visiting times from 3pm – 4.30pm
Provisional Job Plan - Headway Acute Trauma Support - Nurse Day AM PM Monday Attend Ward Round Liaise with each clinical area Liaise with Headway Groups & Branches Family Liaison – available at visiting times from 3pm – 4.30pm Tuesday Liaise with each clinical area Case work & Administration time Telephone Clinic 1pm – 3pm Family Liaison – available at visiting times from 3pm – 4.30pm Wednesday Attend Ward Round Liaise with each clinical area Follow up / Family Support Clinic 1pm – 4.30pm Thursday MDT grand round Family Liaison – available at visiting times Friday Attend Ward Round Liaise with each clinical area Case work Education / training program 1pm – 2.30pm Family Liaison – available at visiting times from 3pm – 4.30pm
Table 2: Information sources used to map forest type distribution (from Cunningham et al. ). Region Map Source Barmah Forest Ecological Vegetation Community (EVC) Dept. Sustainability & Environment (Victoria) State Forest Resource Inventory (SFRI) Dept. Sustainability & Environment (Victoria) Millewa Forest State Forest NSW map Forests NSW Gunbower Island Ecological Vegetation Community (EVC) Dept. Sustainability & Environment (Victoria) State Forest Resource Inventory (SFRI) Dept. Sustainability & Environment (Victoria) Koondrook & Perricoota State Forest NSW map Forests NSW Hattah Lakes Ecological Vegetation Community (EVC) Dept. Sustainability & Environment (Victoria) State Forest Resource Inventory (SFRI) Dept. Sustainability & Environment (Victoria) Lindsay, Mulcra & Wallpolla Islands Ecological Vegetation Community (EVC) Dept. Sustainability & Environment (Victoria) State Forest Resource Inventory (SFRI) Dept. Sustainability & Environment (Victoria) Chowilla Floodplain Vegetation of Chowilla floodplain CSIRO Land and Water River Murray Channel (NSW & SA) Riparian Vegetation of the River Murray MDBC – Margules and others River Murray Channel (Vic) Ecological Vegetation Community (EVC) Dept. Sustainability & Environment (Victoria)
“The effects on achievement are high and the reason is that teachers who constantly show students they care, and know about the difference and impact they are having on them, are ‘visible’ and welcomed.” Historically, the notion of credibility has received the most significant attention in the academic field of communication. The first person credited with popularising the idea was Dr James McCroskey, an expert in communication studies who carried out research into credibility in the early 1980s when he was chair of the department of communication studies at West Virginia University. Dr McCroskey came up with three variables that were widely agreed to be the key factors of credibility: trust, competence and dynamism. A fourth - immediacy - was added by later studies. In 2000, Dr William Haskins, a professor of speech communication at McKendree University in Illinois, wrote a seminal paper on the subject of teacher credibility (see panel). “Whether at the conscious or unconscious level, a student’s perception of the teacher’s ethos, or speaker’s character, has an important impact on how he or she will react to the teacher and how effective the teacher will be in the classroom,” he wrote. “Erosion of a teacher’s ethos can quickly spell disaster.” A decade on, Dr Haskins is still in no doubt of the vital role of credibility in educational success. “Perception of credibility is a critical factor in how students and teachers connect with each other,” he says. “Personally, I would rank it as the number one or two influence on student learning. It’s certainly in the top 90 per cent of factors because it is really at the core of who we are as educators. “When I walk into the classroom, all I have going for me is the students’ assessment of my credibility. I can have all the latest gadgets and gizmos and techniques, but if the student thinks I’m a jerk, then I’m a jerk.” The first characteristic that a teacher needs to be considered credible is trustworthiness: the pupil must feel the teacher has their best interests at heart and truly cares about their success in class. Teachers who are consistent and fair with classroom discipline, include all pupils in activities, treat all pupils the same and do not embarrass them are
Secondary Education and Qualifications Examinations passed From To Subjects and grades ‘A’ level or equivalent Other (please specify) Higher Education Name and address of university, college and/or university education department Dates Full or part-time Courses/subjects taken and passed Date of examination and qualifications obtained Age groups for which trained From To
IUC Dubrovnik, April 3-7, 2018 Course: Social Philosophy Topic: Multiple Crises of Democratic Capitalism Course Directors: Prof. Dr. Joseph Bien, University of Missouri, USA Prof. Dr. Hauke Brunkhorst, University of Flensburg, Germany Prof. Dr. David Rasmussen, Boston College, USA Prof. Dr. Gérard Raulet, University of Paris-Sorbonne, France Course Description Democracy is in crisis. There is a multiple crisis in Europe: A series from financial-, sovereign debt-, refugee- to a veritable constitutional crisis. There is a global crisis of democracy because of the emergence of internal (right-wing popublism) and external aurthoritarian (Putinism/ Orbanism/ Erdoganism) but also constitutional alternatives of other forms of ‘democracy’ or a constitutional mix of authoritarianism and democracy (China, Iran). Moreover, global law and global constitutionalism, once a great hope for democracy, now turn out to become more and more a threat to democracy that is a new formation of constitutional technocracy (EU), or the emergence of civil law constitutionalism that marginalizes inter- and transnational public law constitutionalism. One of the main resons might be structural incompatability of capitalism and democracy, that comes to the fore again once state-embedded markets are turned into market-embedded states as the main result of financialized globalization. Programme 3.4. Tuesday 9 Petar Marcovic (Zagreb University/ Oxford University, Sociology): Exemplary Citizenship 9:45 Violeta Besirevic (Belgrade University, Law) Constitutional Courts in an Era of Populism: The Case of the Serbian Constitutional Court 10.30 Coffee Braek 10.45 David Rasmussen (Boston College Philosophy) Democracy in Crisis: Reflections on the Nature of Populism and the Fragility of Democracy. 11.30 Tanasije Marinković (Belgrade Law School): Enemies of the Institutions - Revival of Populism in Serbia 12.15 IUC-REZEPTION 14 Sequoya Yiaueki (Université Lille 3, UFR Humanités) Populism and Rhetoric: The Epistemological Problem ,