zilongwang/ReadingBank huggingface dataset:
Third & Fourth Classes Skills and concepts development Working as an historian Time and chronology Change and continuity Cause and effect Using evidence Synthesis and communication Empathy Strands Strand units Local studies My family Homes My school Games and pastimes in the past Feasts and festivals in the past Buildings, sites or ruins in my locality My locality through the ages Two strand units should be selected from this strand during each year. Story Stories from the lives of people in the past Myths and legends A selection of stories should be explored in each year. Early people and ancient societies Study a selection from: Stone Age peoples Bronze Age peoples Early societies of the Tigris and Euphrates valleys Egyptians Greeks Romans Celts Early Christian Ireland Vikings Central and South American peoples e.g. Aztecs Asian peoples e.g. peoples of the Indus valley, Ch’in and Han empires of China African peoples e.g. Benin peoples North American peoples e.g. Native American peoples Australasian peoples e.g. Maori Two strand units should be selected from this
Pacific Islander F 1 2 3 1 1 8 2.13 3 M 0 0 0 0 1 1 0 0 White F 22 19 8 6 5 60 2.78 30 M 18 12 19 3 10 62 2.4 7 Other/Unknown F 12 10 3 2 3 30 2.87 7 M 7 12 10 0 5 34 2.47 10 Credit/No Credit Received by Students Fall 2005 Ethnicity Gender CR NC Total % CR NC Total % African American F 0 0 0 0 0 0 M 0 0 0 0 0 0 Asian (All other) F 0 0 0 0 0 0 M 0 0 0 0 0 0 Asian/Cambodian F 0 0 0 0 0 0 M 0 0 0 0 0 0 Asian/Chinese F 0 0 0 0 0 0 M 0 0 0 0 0 0 Asian/Indian F 0 0 0 0 0 0 M 0 0 0 0 0 0 Asian/Vietnamese F 0 0 0 0 0 0 M 0 0 0 0 0 0 Filipino F 0 0 0 0 0 0 M 0 0 0 0 0 0 Latina/o F 0 0 0 0 0 0 M 0 0 0 0 0 0 Native American F 0 0 0 0 0 0 M 0 0 0 0 0 0 Pacific Islander F 0 0 0 0 0 0 M 0 0 0 0 0 0 White F 0 0 0 0 0 0 M 0 0 0 0 0 0 Other/Unknown F 0 0 0 0 0 0 M 0 0 0 0 0 0 Faculty Demographics Ethnicity Fall 2005 Spring 2006 Fall 2006 African American 0 0 0 0 Asian (All other) 0 0 0 0 Asian/Cambodian 0 0 0 0 Asian/Chinese 0 0 0 0 Asian/Indian 0 0 0 0
Source Materials – Early Years P-2 Prep Year One Year Two Focus Area: Personal and Family Histories Focus Area: Present and Past Family Life Focus Area: The Past in the Present Photos of the students and their lives Photos of the students’ families School photos of people/places they might recognise (eg old photos of the school grounds) Games from the past Stories from books (factual and imaginary) Artefacts from the past (eg old technology; old toys; Old clothes; old books; tools) Folk tales, nursery rhymes, songs Books and items relevant to different family Commemorations so that cultures that are not represented in the classroom are also covered Oral histories (eg from grandparents) Diaries (especially pictorial diaries or scrapbooks) Pictures that show a place changing over time (eg documenting the growth of a building in the school) Grounds; older homes v modern homes Calendars – showing dates/months/years Pictures of the seasons Older movies v modern animations (short sections/snippets only) Use members of families to explain how their role has Changed in the family (eg grandma might be able to talk about what her mother did and compare this with) What the child’s mother does; different cultures can also be explored using sympathetic family orcommunity members. Artefacts from the home Games from the past (also with prep) Pictures could illustrate changes in transport over time (students could place these in chronological order on a washing line) Use story books like Fang Fang’s Chinese New Year by Sally Rippin Use photos of local street names of significance or collect evidence on a walk Study local church/ school buildings War memorial in area (can search on web for war details) Check for any heritage buildings near the school; Consider an excursion that includes some heritage sites Seek historical photos of region Identify people of local significance; if they are still alive, ask them to come to the classroom and explain what they have done; perhaps a relative could also do this. Include aboriginal elders in your visitors; could also include firemen, doctors, policemen etc. Discuss how the job of these people has changed over time. Artefacts like old phones; tape players etc
History Y9 Assessment Summary 2017-2018 Date Topic / Task Type of Assessment Assessment One September 4th – November 13th Assessment 1 - in class exam Topics to include: Medieval medicine Renaissance medicine Exam – Marked and given a grade. Comment Only DIRT carried out Assessment Two November 20th – February 19th Revision Week w/c February 19th Assessment 2 - in class exam Topics to include: Medieval medicine Renaissance medicine Industrial Britain medicine Exam – Marked and given a grade. Comment Only DIRT carried out Assessment Three March 5th – May 25th Revision Week w/c 4th June Exam fortnight w/c June 11th Assessment 3 - Mock Exam Medicine through time course Medieval medicine Renaissance medicine Industrial Britain medicine Modern medicine Medicine in the First World War trenches Exam – Marked and given a grade. Comment Only DIRT carried out
Meat Inspection Act Pure Food & Drug Act Scientific Management 16th, 17th, 18th and 19th Amendments (outside info) Eugenics KEY QUESTION EXPLANATION Who were the “Progressives” and what were their shared missions/beliefs? Describe the major reforms that the Progressives brought to the following areas: URBAN LIFE AMERICAN POLITICS BUSINESS PRACTICES/LABOR PRESERVATION/CONSERVATION
PART II: The Industrial Revolution and the Romantic Reaction Textbook Correlation: 379, 382-385, 480-486, 514-518 People: Terms: James Watt William Blake Caspar David Friedrich Industrial Revolution Britain’s Leadership Putting-out System Spinning Jenny Water Frame Steam Engine Growth of Cities Manchester Railways The “Rocket” Romanticism Questions to Consider: PART III: Liberal Reform and the Working Class Textbook Correlation: 499-500, 510-511, 516-522, 526-531 People: Terms: David Ricardo Thomas Malthus Karl Marx Corn Laws Peterloo Massacre Act of Union Catholic Emancipation Act Great Reform Bill (of 1832) Chartists “Six Points” of Chartism Classical Economics Malthus on Population Iron Law of Wages Anti-Corn Law League Irish Potato Famine Marxism Class Conflict Proletariat Means of Production The Communist Manifesto Questions to Consider: PART IV: Nationalism, Unification, and Reform Textbook Correlation: 507-508, 540-552, 556-563 People: Terms: Otto von Bismarck Nicholas I (Russia) Alexander II (Russia) Alexander III (Russia) Benjamin Disraeli William Gladstone Lord Salisbury Crimean War Italian Unification (that it happened) Nationalism German Confederation Austro-Prussian War North German Confederation Federalism Reichstag Franco-Prussian War German Empire Decembrist Revolt Official Nationality Reforms of Alexander II Abolition of Serfdom Zemstvos and Judicial Reform Assassination of Alexander II Effect on Reform Reform Act of 1867 Irish Home Rule (as an issue) Irish Church Disestablishment Act
HIS 102 (Western Civilization Post 1689) TEST I Supplemental Materials Mr. Tom Richey, Instructor Date Topic Textbook Supplemental Readings Feb 10 The Scientific Revolution Document 2.1 (Copernicus) Candide, Feb 12 The Enlightenment Document 2.2 ("What is Enlightenment?") Candide, Feb 17 The Enlightenment (Continued) Enlightened Absolutism Document 2.3 (Frederick the Great) Document 2.4 (Joseph II) Candide, Feb 19 The Old Regime and The French Revolution (of 1789) Document 2.5 (“What is the Third Estate?”) Candide, , Feb 24 The Parisian Revolution (1790-1792) Document 2.6 (Declaration of the Rights of Man) Feb 26 The Reign of Terror and the Thermidorian Reaction Document 2.7 (Rousseau, The Social Contract) Mar 3 Napoleon Document 2.8 (Madame de Staël) Document 2.9 (Memoirs of Napoleon) Mar 5 TEST II STUDY GUIDE
Marquis de Lafayette Marie Antoinette Debt Assembly of Notables Estates General First Estate Second Estate Third Estate “Vote By Head” “Doubling the Third” Cahiers de Dolences Tennis Court Oath Fall of the Bastille (7/14/1789) The ”Great Fear” Decrees of August 4 Declaration of the Rights of Man and the Citizen… [Classical] Liberalism Women’s March on Versailles Questions to Consider: PART IV: The Parisian Revolution (1790-1799) Textbook Correlation: ###-### People: Terms: Jean-Paul Marat Edmund Burke Mary Wollstonecraft Olympe de Gouges Rousseau [as an influencer] Maximilien Robespierre Georges Danton Jean-Paul Marat Charlotte Corday Jacques-Louis David Confiscation of Church Lands Civil Constitution of the Clergy Refractory Priests Émigrés Flight to Varennes Declaration of Pillnitz Jacobins September Massacres National Convention Girondists [moderate Jacobins] The Mountain [extreme Jacobins] Sans-culottes Execution of Louis XVI Reign of Terror Committee on Public Safety De-Christianization Festival of the Supreme Being Metric System [453] French Revolutionary Calendar Thermidorian Reaction The Directory Questions to Consider: PART V: Napoleon Textbook Correlation: 468-480 People: Terms: Napoleon Bonaparte Madame de Stael Admiral Lord Nelson Duke of Wellington Klemens von Metternich Expedition to Egypt Coup d’état Consulate Plebiscite Concordat Napoleonic Code Napoleon and Women’s Rights Battle of Trafalgar [British Naval Supremacy] Battle of Austerlitz Continental System Invasion of Russia Battle of Borodino First Exile [Elba] “Hundred Days” Battle of Waterloo Second Exile [St. Helena] Congress of Vienna Questions to Consider:
Document 4.8 From Tadeusz Borowski, This Way for the Gas, Ladies and Gentlemen Link: Press ctrl+click on the link above to open the document (password: bobcat) or paste the link into a web browser. HIS 102 TEST IV STUDY GUIDE NOTE: Test material is drawn from the lectures and assigned primary source readings. Anything discussed in class is subject to being tested. This guide will be useful to you as you prepare for your test. PART I: World War I Textbook Correlation: Chapter 26 People: Terms: Otto von Bismarck (as architect of the alliance system) William (Wilhelm) II Archduke Franz Ferdinand Vladimir Lenin Woodrow Wilson David Lloyd George Georges Clemenceau John Maynard Keynes Otto Dix Militarism H.M.S. Dreadnought Triple Alliance Triple Entente Nationalism Serbia / Bosnia Sarajevo Trench Warfare Military Technologies Bolsheviks Russian Revolution Treaty of Brest-Litovsk Role of the United States Armistice Treaty of Versailles Fourteen Points War Guilt Clause Reparations Mandates League of Nations Economic Consequences of the Peace German Expressionism (Art) Questions to Consider: PART II: Modern European Thought Textbook Correlation: 597-599, 605-615 People: Terms: Charles Darwin Herbert Spencer Theodor Herzl Friedrich Nietzsche Sigmund Freud Positivism Theological, Metaphysical, and Positive Stages The Origin of the Species Evolution Natural Selection Special Creation Antisemitism / Zionism Dreyfus Affair Balfour Declaration Ubermensch Nietzsche’s Work: Will to Power Beyond Good and Evil The Genealogy of Morals
Molotov-Ribbentrop Pact Invasion of Poland Maginot Line Blitzkrieg Battle of the Bulge V-E Day (May 8) Atomic Bomb The Holocaust Questions to Consider: Which nations were part of the Axis Pact? Which became Allies against Hitler? PART V: The Cold War Era Textbook Correlation: 736, 742-765, 794-797 People: Terms: Harry Truman Nikita Khrushchev John F. Kennedy Ronald Reagan Mikhail Gorbechev Boris Yeltsin Yalta Conference United Nations The Cold War M.A.D. Containment Truman Doctrine Marshall Plan NATO Warsaw Pact East and West Germany “Iron Curtain” Sputnik / “Missile Gap” Berlin Wall Cuban Missile Crisis Détente “Evil Empire” Reagan’s Military Buildup Glasnost Perestroika Reunification of Germany Maastricht Treaty European Union Questions to Consider:
Frederick William, the Great Elector Frederick William I Ivan III Ivan IV, “the Terrible” Peter the Great Charles XII (of Sweden) Byzantine Empire Ottoman Empire Janissaries Hapsburg Monarchy Prussia-Brandenburg Junkers Estates Prussian Militarism Russia Boyars Orthodox Church Mongol Yoke Tsar “Third Rome” Service Nobility Westernization Peter’s Absolutism Table of Ranks Peter’s Church Reforms Great Northern War Partition of Poland Questions to Consider: What had Frederick William learned from Prussia-Brandenburg’s experience in the Thirty Years’ War? How did Frederick William and Peter the Great go about increasing their power? What were Peter the Great’s motivations for Westernizing Russia? How do the policies of “the Fredericks” of Prussia and Peter the Great compare with those of Louis XIV? PART IV: THE DEVELOPMENT OF ENGLISH CONSTITUTIONALISM Textbook Correlation: 477-483 People: Terms: Henry VIII Mary I Elizabeth I James I Charles I Oliver Cromwell Charles II (Stuart) James II William and Mary Thomas Hobbes John Locke Common Law Magna Carta Anglican Church State Religion Stuart Absolutism Religious Uniformity King James Bible Puritans Separatists Parliament Short/Long Parliaments English Civil War Cavaliers Roundheads Interregnum Restoration English Bill of Rights Natural Rights Religious Toleration Questions to Consider: What are the key differences between absolute and constitutional governments? Why did absolutism fail in England while it was successful on the European continent? What role did religious differences play in the upheavals that occurred in England in the seventeenth century? According to the English Bill of Rights, how had James II violated the liberties of the people? How is Thomas Hobbes’ philosophy different from that of the French absolutists? In what ways can the philosophies of John Locke and Thomas Hobbes be compared and contrasted? HIS 102 WRITING ASSIGNMENT #1 NAME: ________________________
Takeaway: Healthier Choices Mexican and Spanish Preferred Choice Not So Good Salsa dip with tortilla chips Refried beans Taco/Tostada/Burrito/Enchilada with lots of salad, fish, lean meat, chicken and beans Chilli con carne Paella (rice with chicken or lean meat and vegetables) Sour cream or guacamole and corn chips Cheese Australian Preferred Choice Not So Good Baked potato with ham and salad BBQ or rotisserie chicken with skin removed Grilled chicken burger (skin removed) with salad Grilled fish Steak sandwich with salad Plain hamburger with lots of salad Wholemeal roll/toasted sandwich with egg or lean meat or cheese and lots of salad Subway® “Six grams of fat or less” rolls McDonalds® meals with the Heart Foundation Tick Margarine and sour cream on a potato Battered or fried chicken and chicken skin Fried chicken burger Battered, crumbed and deep fried fish Steak sandwich with egg, bacon, cheese and meat Hamburger with egg, cheese, bacon and mayonnaise Rolls with meat/egg and cheese, margarine and mayonnaise Croissants with ham and cheese Pies, pasties, sausage rolls Lebanese and Greek Preferred Choice Not So Good Yiros/kebabs with less meat and more salad Hummus or tzatziki dip Cabbage rolls or stuffed vine leaves Greek salads (limit feta cheese) Yiros/kebabs with lots of meat Felafel Moussaka Baklava Italian Preferred Choice Not So Good Pasta and tomato based sauces with vegetables and/or a small amount of lean meat/chicken/fish Plain bread Pizza – thin base vegetarian, minimum/no cheese Vegetarian lasagne Pasta with rich creamy sauces or tomato based sauces with fatty meats Garlic or herb bread Pizza – pan fried thick base with fatty meats (e.g.. bacon and salami) with extra cheese
office and get Andy, its 16-year old business manager and brother to the landlord . He searched for a key but couldn’t find it. He offered to pick the lock; together we went upstairs with a screwdriver and hammer. He was unable to get the screwdriver to go within the cluster of nails. Eventually he rammed it through the molding, so that some of it broke off. These tactics failing, he put his foot against the door and kicked it open! Both the lock and the frame were torn off; paint, splinters and fragments of wood lay scattered on the floor. In a belated attempt to restore the door frame he hammered some long nails into it. This sent long cracks through it all the way from top to bottom! After he’d left I swept up. I did get the guitar, though I was something of a nervous wreck by then . When they returned that night and learned what had happened, Steve and Evangeline were amused rather than angry. They don’t intend to pay anymore rent! July 22, 1973: Evening It was a miserable day, the sky overcast, the weather cloying, my nerves were a mess. As for the guitar, it was – well, unspeakable. Somehow I mustered up the resolve to head down to the Mall and attempt some busking. THE MALL is a long stretch of Yonge Street in downtown Toronto. For the past two years it’s been turned into a pedestrian mall. Now it hosts a permanent carnival atmosphere.
Current Information flow Potential Enhancements eCQI Approach Details Section 1: Activities that occur with specific patients (note: population management activities, e.g. Registry use, belong in Section 2) These activities occur when the patient is not in the office (see below for after office visit) Not Visit Related Description: How are you supporting patients during their routine daily activities (e.g., in kitchen, restaurant, grocery story, etc. – not related to any particular visit).
Not Visit Related Before Patient Comes to Office Daily Care Team Huddle Check-in/ Waiting/ Rooming Provider Encounter Encounter Closing After Patient Leaves Office Population Management Foundational Work Current Information flow Potential Enhancements eCQI Approach Details Section 1: Activities that occur with specific patients (note: population management activities, e.g. Registry use, belong in Section 2) These activities occur when the patient is not in the office (see below for after office visit)
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Note: KSDE uses the Title II definition for program completers. Program completers are persons who have met all the requirements of a state-approved teacher preparation program. Program completers include all those who are documented as having met such requirements. Documentation may take the form of a degree, institutional certificate, program credential, transcript, or other written proof of having met the program’s requirements. Program (Post-baccalaureate – Added Endorsement): Academic Year # of Candidates Enrolled in the Program # of Program Completers Master’s/Ed. Specialist/Doctoral 20 - 20 20 - 20 20 - 20
11. (Refer to Case Scenario 3) The stakeholder group most affected by Vivendi’s rapid decline of its stock value were product market stakeholders. ANS: F PTS: 1 DIF: Medium REF: 20-21 OBJ: Application NOT: AACSB: Business Knowledge & Analytical Skills | Management: Strategy | Dierdorff & Rubin: Managing strategy & innovation | Bloom: Application
Manager’s Signature_________________________________________________________ Manager’s Address (Print) ____________________________________________________ City/ State/ Zip______________________________________________________________ Phone ____________________________________________________________________ Email_____________________________________________________________________ Team Name________________________________________________________________ PRINT OR TYPE PLAYER’S NAME DATE OF BIRTH PLAYER OR PARENT/GUARDIAN SIGNATURE MGR INITIALS* Each player/parent guardian should read the above statement before completing and signing the roster. Parents/Guardians signature should be on the same numbered line below as the players’ name. By initialing in the above column, the team manager acknowledges to have read and understand the liability waiver and player affidavit information on page 1. Note: Each team is required to have their own liability insurance. ALL OF THE INFORMATION ON THIS ROSTER IS CORRECT TO THE BEST OF MY KNOWLEDGE.
weekly basis. Drugs & Alcohol Providing them with extra pair of safe hands to support clients who cross both caseloads. Avoiding duplication /clarity on who is doing what with the client group. Inform and engage Source a named contact Face to face to understand the role and the ethos of the service High Counselling services A good connection with services offering timely and affordable counselling can transform the efficiency of this programme. Includes group counselling and PTSD services and ex-military and Macmillan Cancer Support. Inform of service and its ethos to generate interest and engender support. Gain an understanding what services are available in the area and referral routes. Email/telephone contact High Benefits agency / PIP Many HIU clients need initial conversations with benefits agencies to address any debt accrued and put them on a more secure financial footing before 1:1 coaching support can be effective. Seek support for timely assistance to meet client’ needs. Source a named contact Email/telephone contact High Social services/ Social care HIU role is to highlight clients who may have fallen through the gaps of unmet need to social care colleagues and work with them to deliver a connected service Inform of service and its ethos and develop constructive working relationship. Introductory Telephone /email Medium Ambulance service Understanding of how HIU service complements their work. Avoiding duplication of effort and understanding of different approach. Connect with local service “frequent caller lead” Email/face to face Medium Red Cross Offer befriending services, home Inform of service and its ethos to Email/telephone Medium
[Signature if authorised certified officer] [Print name and title] [Date] Annex 1 – Logframe IMPACT Impact Indicators Baseline Milestone 1 Milestone 2 Target Assumptions Contribute to the systematic collection and use of Washington Group questions by humanitarian actors to improve access, effectiveness and impartiality of humanitarian response # of humanitarian actors using the WG questions to disaggregate their programme data by disability Planned 0 0 0 10 Achieved Source Humanitarian datasets, survey of humanitarian actors # of humanitarian responses where data on disability is being reported as part of the inter-organisation reporting/cluster mechanisms Planned 0 0 0 1 Achieved Source Humanitarian datasets, grey literature and published humanitarian reports / final project report OUTCOME Outcome Indicators Baseline Milestone 1 Milestone 2 Target Assumptions Evidence generated will ensure key humanitarian actors have the knowledge, skills and tools to count and plan for people with disabilities in humanitarian programming % of staff from humanitarian actors (disaggregated by gender, age and organisation) trained or accessing the guidance or e-module reporting increased awareness on the WG questions Planned 0 0 0 75% Key global humanitarian agencies are concerned with supporting and improving quality and standards in humanitarian programming Achieved Source Surveys, e-learning and sensitisation sessions reports / final report
If there was a single service type administered during this group session, please start entering the individual identifiers of the participants who attended the session in the last section. Otherwise, please enter the appropriate Group Service Code and the Duration Code for the next service type. Item Variable Response Choice/Numeric Code Variable Name Group Service Code #2 Please enter the Group Service Code delivered on this date. 11= HIV Testing 11a= Viral Hepatitis Testing 12= Primary Health Care Services 13= Other Health Care Services 16= Support Group 17= Group Counseling/Therapy 18= Skills Building Training/Education 19= Health Education Classes/Sessions 20= Viral Hepatitis Education 21= HIV Education 21a= STD Education 22= Substance Abuse Education 23= Cultural Enhancement Activities 24= Alternative Activities 25= All Other Group Services 98= Left blank INTERV_TYP2 Duration Code #2 Please enter the Duration Code [Enter the number of minutes this specific service type lasted, rounded up to the next five-minute interval.] Please record the duration code. 98=Left blank DURATION2
Signature________________________________ Date_________________________ Supervisor
Jeffrey L. Meikle, “Designing the Machine Age,” in Design in the USA (New York: Oxford University Press, 2005), 89-129. David Raizman, “Chapter 10: Design, Industry and Advertising in the United States,” in History of Modern Design: 223-244. Suggested: Donald Albrecht, ed., Norman Bel Geddes Designs America (New York: Abrams, 2012). Wendy Kaplan, “’The Filter of American Taste’: Design in the USA in the 1920s,” in Art Deco, 1910-1930, edited by Charlotte Benton, Tim Benton, and Week 10: The London Underground Diagram Wednesday, November 4th Guest Lecturer Clive Dilnot, Professor School of Art and Design History and Theory, Parsons The New School for Design David Raizman, “Britain and Modern Design,” 214-219. John A. Walker, “The London Underground Diagram.” Pages TBA. Week 11: Postwar in the USA Wednesday, November 11th Alfred J. Barr and Phillip Johnson, “Machine Art,” in The Industrial Design Reader: 132-134. Jeffrey Meikle, “High Design vs. Popular Styling, 1940-1965,” in Design in the USA (New York: Oxford University Press, 2005), 131-159. Elliot Noyes, “Organic Design in Home Furnishings,” in The Industrial Design Reader: 144-46. Suggested: David Raizman, “Chapter 11: Modernism After World War II: From Theory to Practice” and “Chapter 12: Design and Mass Appeal: A Culture of Consumption,” in History of Modern Design. Pat Kirkham, “At Home With California Modern, 1945-1965,” in Living in a Modern Way: California Design 1930-1960,” edited by Wendy Kaplan (Cambridge, MA: MIT Press, 2012): 147-178. Week 12: The New Wave: Pop, Postmodernism, and Beyond Wednesday, November 18th Barbara Radice, “Memphis and Fashion,” in The Industrial Design Reader: 204-208. Robert Venturi, “Complexity and Contradiction in Architecture,” in The Industrial Design Reader: 184-5. Jonathan M. Woodham, “Pop to Post-Modernism: Changing Values,” in Twentieth-Century Design (New York: Oxford University Press, 1997), Suggested: David Raizman, “Chapter 13: New Materials, New Products,” and “Chapter 14: Dimensions of Mass Culture,” in History of Modern Design.
NSW HIV SUPPORTED ACCOMMODATION DATE NAME CURRENT ALIAS If not, why? ELIGIBILITY CRITERIA / HIGHLIGHT NSW Resident HIV Positive Accepted onto Housing Pathways waiting list Case managed / referred for case management HIV related brain impairment (e.g. HAND, HAD, PML) HIV related complex needs which prevent independent living HOUSING NEED Short term respite & stabilisation Medium to long term Live alone with support Shared living with support SUPPORT REQUIREMENT Psychosocial support Nursing care HIV HEALTH BRIEF SUMMARY - CURRENT SITUATION AND ACCOMMODATION NEED OF CLIENT Complete ALL sections & email to v 2019
HIV / TB Skill checklist Name: Date: Recruitment section: Knowledge and skills Practical experience/ knowledge (Y/N) if Y: last time performed Estimate number of patients <5 5-50 >50 Additional requirements / comments Diagnosis of HIV Pre and post test counselling Adherence counselling WHO clinical staging Interpretation CD4 test Interpretation of HIV Viral load test Management of Opportunistic Infections Cryptococcus Hepatitis B/HIV co-infection CMV PCP Kaposi sarcoma MAC Antiretrovirals Commencement of ARVs List ARV classes which you have prescribed:
The Sudbury and District Volunteering Awards Volunteering Awards 2017 Nomination Form Name of Award (See guidance notes): ☐ Young Volunteer (Under 18) ☐ Young Volunteer (18 -24) ☐ Long Service Volunteer ☐ Older Volunteer (Over 65) ☐ Starting a Voluntary Organisation in the last 5 years ☐ Sports Volunteer of the Year ☐ Arts Volunteer of the Year ☐ Horticultural or Environmental Volunteer of the Year ☐ Community Volunteer of the Year ☐ Charity Volunteer Nominator Details Name: Address: Postcode: Daytime Telephone Number: Email Address: Individual or Individuals being nominated Details Name: Address: Postcode: Daytime Telephone Number: Email Address:
It might show a warning due to the firewall not allowing access to the JDBC port. Click the warning sign and then "Edit security group" Edit the security group on the "inbound" tab to allow Redshift connections from anywhere: Afterwards, the warning should be gone.
S_AcctBal decimal(13, 2) , S_Comment varchar(105) , skip varchar(64) ) ROW FORMAT DELIMITED FIELDS TERMINATED BY '|' LOCATION Make sure the tables have been loaded, e.g. they are in the tables list and all contain data. You can check they contain data by running the following queries (ONE BY ONE) (a plain text file is available at ) SELECT count(*) from region; SELECT count(*) from nation; SELECT count(*) from supplier; SELECT count(*) from customer; SELECT count(*) from part; SELECT count(*) from partsupp; SELECT count(*) from orders; SELECT count(*) from lineitem; Please note whether and if so how the execution times for running the SELECT COUNT(*) FROM table queries differ between RedShift & Athena. If they do, any idea why? Run the following queries Athena TPC-H Query 1 (a plain text file is available at ) SELECT L_RETURNFLAG, L_LINESTATUS, SUM(L_QUANTITY), SUM(L_EXTENDEDPRICE), SUM(L_EXTENDEDPRICE*(1-L_DISCOUNT)), SUM(L_EXTENDEDPRICE*(1-L_DISCOUNT)*(1+L_TAX)), AVG(L_QUANTITY), AVG(L_EXTENDEDPRICE), AVG(L_DISCOUNT), COUNT(1) FROM lineitem WHERE L_SHIPDATE<= CAST ('1998-09-02' AS DATE) GROUP BY L_RETURNFLAG, L_LINESTATUS ORDER BY L_RETURNFLAG, L_LINESTATUS; Athena TPC-H Query 5 (a plain text file is available at )
PG. 1 BLANK TEMPLATE – DO NOT FILL WITH PATIENT INFO Patient name: MRN: DOB: Gest age by L=week US on x/x/x LMP: Final EDD: x/x/x by US on date 1st BAPAC visit: Most recent visit: Next visit: Patient contact info: Primary care provider: Pharmacy: 1-415- phone 1-415- fax Peds follow-up: Age yo Gx Px Problem List: HIV: Date of dx, CD4, VL Confirmed ART history CD4 nadir HIV genotype HLAB5701 OI, hospitalization hx POBH: Social hx (partner, kids, living situation): Delivery Plan: Contraceptive Method: Research protocols: study number, eligible/ineligible, date enrolled, date next study visit Labs: Prenatal labs: TO DO: Allergies: Doula Discussion: Meds: Italicize past meds Sonos: 00/00/15: Dating sono – EGA, whether c/w menstrual dating 00/00/15: Anatomy scan – EGA, placental location, presentation, EFW w/ percentile, any anomalies, other pertinent info Genetics: 1st trim screening – 11+2-14+2 weeks. NT result, serum results 2nd trim screening – 15+0-20+0 weeks. Serum results Amnio - Vaccines:
STEP 3 List Main Points from close reading the article and attach a transition to each. Then add one or two facts supporting each main point. MAIN POINTS SUPPORTING FACTS / DETAILS ( To begin, ) ( As well, ) ( ) ( ) ( ) ( ) STEP 4 Use your Main Points list above and supporting facts to create a short outline. STEP 5 Use your short outline to create a sentence outline. STEP 6 Use your sentence outline to type your summary draft (TNR/12 Font/DS) STEP 7 Edit your typed draft and revise to create a polished, quality summary. Complete step 7 as many times as needed.
from Virginia ~ was general of the Union army (North) that defeated Lee ~ was a former slave who escaped to the North and became an abolitionist Life on the battlefield and on the home front was extremely harsh. Many died from disease and exposure. Effects of the Civil War: Families and friends were often pitted against one another Southern troops became increasingly younger and more poorly equipped and clothed Much of the South was devastated at the end of the war (Atlanta and Richmond were burned) Disease was a major killer Clara Barton, a Civil War nurse, created the American Red Cross Combat was brutal and often Women were left to run businesses in the North and farms and plantations in the South The collapse of the Confederacy made Confederate money worthless Effects of the Civil War on African Americans: They fought in both Confederate and Union Armies The Confederacy often used slaves as naval crew members and soldiers The Union moved to enlist African American sailors early in the war African American soldiers were paid less than white soldiers African American soldiers were discriminated against and served in segregated units under the command of white Robert Smalls, a sailor and later a Union naval captain, was highly honored for his feats of bravery and
The Future of Blue-Light Services: Assessing the Policing and Crime Act and Embedding Collaboration in Every Area 26th October 2017 Delegate Fees Central Government Departments and Executive Agencies, NDPBs Local Authorities, Police, Probation, Fire, NHS, Education, NGOs, National Charities, Housing Associations, Trade Unions, Think Tanks Supported Rate for Local Voluntary Groups 1 Place STANDARD RATE: £395 STANDARD RATE: £295 STANDARD RATE: £195 2+ Places STANDARD RATE: £345 STANDARD RATE: £265 STANDARD RATE: £175 Delegate Details Delegate Name Position Email Address 1 2. 3. * Please inform us in advance by email of any accessibility/dietary requirements. Key Contact Details Invoice Details Name: Organisation: Department: Address: Telephone: Email: Invoice details are the same as Key Contact Details Name: Organisation: Department: Address: Telephone: Email: Purchase Order No. (if applicable): Method of Payment I will pay £ + VAT by GPC / Credit Card (Please contact me to obtain card details) Please invoice my organisation for £ + VAT I enclose a cheque for £ + VAT payable to Public Policy Exchange Ltd Confirmation I/We agree to notify you of all cancellations and changes in writing no less than 30 days prior to the date of the event. I/We further agree to pay £100 administration charge per place on cancellation. If cancellation is received less than 30 days prior to the date of the conference then the full fee is payable; however, a substitute may be sent. Signed: Date: PLEASE EMAIL BACK TO
Evaluation and Assignments Seminar 15% Tests/Projects/Assignments 35% Term Paper 20% Final Exam 30% Assignments will include, but are not limited to: participation in Socratic circles, class discussions, small writing assignments, problem-based learning activities, and occasional quizzes. Term Papers will be worked on throughout the term. Students are required to submit their topic choice and an outline of their paper at a time determined in class. Further details will be provided regarding the necessary contents of the paper. Important Dates Important Dates can be found on mrachampion.weebly.com Other Plagiarism Policy Plagiarism is academic theft and is not ever tolerated. Any paper that has been plagiarized will receive a grade of zero. A student will not have the opportunity to submit another assignment in its place. Students are strongly encouraged to visit to learn how to avoid committing academic theft. Fredericton High School Social Studies Department Late Assignment Policy It is expected that each student will complete the required course work and submit assignments on the established due dates. Timely submissions allow teachers to assess learning and inform future teaching. For all students in grades 9 - 12, 10% may be deducted each day an assignment is late. Assignments must be completed prior to the end of each quarterly marking period. If a student has a justifiable reason for not submitting an assignment on time, it is necessary that he / she discuss the situation with the teacher as early as possible and an extension may be granted by the teacher.
HJDC Intake Form (Fax to 276-466-7812) Date of Intake: Juvenile’s Full Name: JTS#: Last First Middle Address: Street Apt./Unit # City State Zip Home Phone: Work Phone: Insurance Provider: Medication(s)? Yes Group/Policy #: No Prescription Policy #: DOB: Age: Sex: Male Female Ethnicity: Juvenile’s Charge(s): ICN No.(s): Probation Officer: ___________________________________ Phone: Attorney: Phone: Locality: Next Court Date: If Post-Dispositional Number of Days Sentenced: Release Date: To whom can the Juvenile be released at the end of sentence? Additional Required Information The Detention Order. The Juvenile’s Alert Sheet. An Order or Petition stating number of days Juvenile is sentenced (if applicable). If a Juvenile is to be placed on Court ordered lockdown status, the HJDC will need the order to state that in writing, as well as whether or not the Juvenile will be allowed to attend/not attend school while at HJDC. Records of Court proceedings and any updated orders upon a Juvenile’s return to the HJDC from Court. A copy of the release order upon a Juvenile’s release from HJDC.
Priority Goal 1 and Associated Strategies(Required) Area for improvement and supporting data: Reading School Goal 1: Students will show growth in reading as demonstrated by performance on Reading 3D and NCEOG Reading assessments. District Goals 1, 2, 5 Supports this district goal: Target: Increase students’ reading growth Indicator: Title I Component(s): Reading 3D, NCEOG Reading scores, SRI Components 1-10 Milestone date: June 2016 Goal 1 Improvement Strategies – Identify research-based strategies whenever possible. Strategy 1: Strategy: Grade level planning sessions with Instructional Specialist to implement and assess Common Core standards in reading (and math) Action steps: Weekly grade level PLC and data team mtg. dates throughout school year Lesson plan review by IS and principal Attend county wide grade level meeting sessions
Priority Goal 3 and Associated Strategies(Required) Imple Area for improvement and supporting data: PBIS School Goal 3: Continue Implementation of PBIS Program Goals 3, 5 Supports this district goal: Target: Reduce number of classroom rule infractions Indicator: Title I Component(s): Google Doc data Components 1-10 Milestone date: June 2016 Goal 3 Improvement Strategies – Identify research-based strategies whenever possible. Strategy 1: Strategy: Continue implementation of all phases of PBIS Program
Motion: Dan Chang Second: Michelle Bennett The vote is unanimous Motion passes Strategic Planning Activity for VCS Leadership: Looking Again at Design Elements #1 and #2 – Robert spoke about the 5 design elements for our school. The board along with teachers got into two groups and spoke in an open conversation about the leadership aspects of valuing process over product. Design element #1. Wil go over design element #2 at next meeting. Committee Reports: Site – The group is working on researching several options for locations. Finance – Next meeting will be November 30th at 7pm CCSA Accountability Spreadsheet – Will move to the next BOD meeting, no principals present. i3 Grant– Robert Burke shared that VCS did not receive the i3 Grant this year. Meeting adjourned: 9:01 pm Remaining Board Meetings for 2016 /17 2016 Board meeting schedule: Note: no board meeting in December 2017Board meeting schedule: Tuesday, January 19th Thursday, February 16th Thursday, March 23rd Thursday, April 27th Thursday, May 18th Thursday, June 8th
Class Profile Teacher Name: W. Martin Subject/Grade Level: Math/6 Grade Algebra: Equations Lesson Date/Time: November 2013 Class Composition (Record in numbers) Male: 36 FBB: 1 Basic: 15 Adv: 9 SWD: 0 Language Proficiency Levels: LEP, IFEP, RFEP, EO Female: 34 BB: 18 Prof: 36 GATE: 2 ELs: 1 SELs: 1 Other: ADHD Instructional Goals and Objectives Standards (1a El.1): What standard(s) or portion of a standard does your lesson address? Learning Outcomes (1a El. 1; 1c El. 2): What are the conceptual understandings, content, and/or procedural knowledge that you want students to learn? What do you want students to understand, know or be able to do in relation to the standard(s)?
Think-Write-Round Robin Timed Pair Share Grouping (1d El. 3): How will you group students (whole class, small groups, pairs)? How will you use data to assist you in forming these groups? Students will sit in small groups of four students per team. Kagan Cooperative Learning program recommends the first group be randomly selected. They should remain in this small group for about 6 weeks. The structures activities are perform in pairs and the culminating activities are whole class involvement. Each four student team has been assigned a job. At each table, there is a Coach, Recorder, Material Monitor, and a Quiet Captain. I will continue to use the data acquired from the "My Data" website and Common Assessments from the Partnership to assist me in forming groups when the students are able to work effectively as a team and a class. I will also monitor their progress on homework assignments, Common Assessment tests, ST Math, data compiled by our school data specialist, and Math Department data and analysis. Instructional Sequence Consider the following questions when designing your plan: What opportunities will you provide for students to make sense of what they are learning and construct new knowledge? (1d El.1) How will you make content relevant to students’ interests and cultural heritage? (1b El.4) What strategies, linked to lesson objectives, will you use to maximize participation of all students for the entire instructional block? (e.g. discussion, student talk, inquiry, questioning, reflection) (1d El.1; 1a El. 2) What opportunities are you providing for students to engage in higher level thinking (e.g. analysis, synthesis, application) (1d. El1) What questions do you plan to ask students so that they can demonstrate their reasoning? (1d. El 1) (These questions do not need to be answered directly but are important guiding questions to support your lesson design. You may be asked to respond to these questions during your pre-observation conference.)
Unit PPL1GEN1 (HK6J 04) Maintain Health and Safety in Hospitality I confirm that the evidence detailed in this unit is my own work. Candidate’s name Candidate’s signature Date I confirm that the candidate has achieved all the requirements of this unit. Assessor’s name Assessor’s signature Date Countersigning — Assessor’s name (if applicable) Countersigning — Assessor’s signature (if applicable) Date I confirm that the candidate’s sampled work meets the standards specified for this unit and may be presented for external verification. Internal verifier’s name Internal verifier’s signature Date Countersigning — Internal verifier’s name (if applicable) Countersigning — Internal verifier’s signature (if applicable) Date External Verifier’s initials and date (if sampled)
Unit PPLHSL30 (HK6M 04) Ensure Food Safety Practices are Followed in the Preparation and Serving of Food and Drink I confirm that the evidence detailed in this unit is my own work. Candidate’s name Candidate’s signature Date I confirm that the candidate has achieved all the requirements of this unit. Assessor’s name Assessor’s signature Date Countersigning — Assessor’s name (if applicable) Countersigning — Assessor’s signature (if applicable) Date I confirm that the candidate’s sampled work meets the standards specified for this unit and may be presented for external verification. Internal verifier’s name Internal verifier’s signature Date Countersigning — Internal verifier’s name (if applicable) Countersigning — Internal verifier’s signature (if applicable) Date External Verifier’s initials and date (if sampled)
Unit PPLHSL27 (HK6R 04) Contribute to the Development of a Wine List I confirm that the evidence detailed in this unit is my own work. Candidate’s name Candidate’s signature Date I confirm that the candidate has achieved all the requirements of this unit. Assessor’s name Assessor’s signature Date Countersigning — Assessor’s name (if applicable) Countersigning — Assessor’s signature (if applicable) Date I confirm that the candidate’s sampled work meets the standards specified for this unit and may be presented for external verification. Internal verifier’s name Internal verifier’s signature Date Countersigning — Internal verifier’s name (if applicable) Countersigning — Internal verifier’s signature (if applicable) Date External Verifier’s initials and date (if sampled)
Unit PPLHSL19 (HK72 04) Monitor and Solve Customer Service Problems I confirm that the evidence detailed in this unit is my own work. Candidate’s name Candidate’s signature Date I confirm that the candidate has achieved all the requirements of this unit. Assessor’s name Assessor’s signature Date Countersigning — Assessor’s name (if applicable) Countersigning — Assessor’s signature (if applicable) Date I confirm that the candidate’s sampled work meets the standards specified for this unit and may be presented for external verification. Internal verifier’s name Internal verifier’s signature Date Countersigning — Internal verifier’s name (if applicable) Countersigning — Internal verifier’s signature (if applicable) Date External Verifier’s initials and date (if sampled)
3 Work with others to solve customer service problems. 4 Keep customers informed of the actions being taken. 5 Check with customers that they are comfortable with the actions being taken. 6 Solve problems with service systems and procedures that might affect customers before they become aware of them. 7 Inform managers and colleagues of the steps taken to solve specific problems. 8 Identify repeated customer service problems. 9 Identify the options for dealing with a repeated customer service problem and consider the advantages and disadvantages of each option. 10 Work with others to select the best option for solving a repeated customer service problem, balancing customer expectations with the needs of your organisation. 11 Obtain the approval of somebody with sufficient authority to change organisational guidelines in order to reduce the chance of a problem being repeated. 12 Action your agreed solution. 13 Keep your customers informed in a positive and clear manner of steps being taken to solve any service problems. 14 Monitor the changes you have made and adjust them if appropriate. Unit PPLHSL19 (HK72 04) Monitor and Solve Customer Service Problems Evidence reference Evidence description Date Performance criteria What you must do 1 2 3 4 5 6 7 8 9 10 11 12 13 14
their significance is contributions from diverse cultures are seamlessly integrated into the narrative. significance of those developments to the field is clearly portrayed; contributions from at least two cultures are included. in the descriptions or misjudgments as to their significance; contributions from diverse cultures are included but not well described. the developments is portrayed inaccurately or is omitted; contributions from diverse cultures are not included or not noted. IX. Overall quality of the project 3.2 Paper is notably and organized, and standard grammar is used correctly. Mathematical developments within each topic are extremely and a narrative of the significance is established. Mathematical language and notation are used particularly effectively. The paper is and lines of reasoning are easy to follow. Writing is clear and grammar is correct. Mathematical developments within each subject are accurately described. Mathematical language and notation are used appropriately and effectively. There are some problems with the paper’s organization, writing style and/or grammar. Mathematical developments within subjects are described but there may be a lack of clarity and/or accuracy. Mathematical language and notation are used, but there are may be problems with clarity and / or consistency. Writing is unclear, paper is disorganized, notation use is confusing or nonstandard, mathematical developments are inaccurately portrayed or are described with a complete lack of clarity.
Unit PPLHSL17 (HK74 04) Supervise Housekeeping Services I confirm that the evidence detailed in this unit is my own work. Candidate’s name Candidate’s signature Date I confirm that the candidate has achieved all the requirements of this unit. Assessor’s name Assessor’s signature Date Countersigning — Assessor’s name (if applicable) Countersigning — Assessor’s signature (if applicable) Date I confirm that the candidate’s sampled work meets the standards specified for this unit and may be presented for external verification. Internal verifier’s name Internal verifier’s signature Date Countersigning — Internal verifier’s name (if applicable) Countersigning — Internal verifier’s signature (if applicable) Date External Verifier’s initials and date (if sampled)