zilongwang/ReadingBank huggingface dataset:
BEIS CRG meeting 13 June Introduction to programme and Energy UK role Complete Proposed implementation plan template circulated to CRG for comments 20 June Implementation plan draft Complete Deadline for comments from CRG on proposed implementation plan 28 June Implementation plan Complete SMICoP Governance Board 29 June Link with CitA project on exploring options for making changes to SMICoP to reflect the intent of the recommendation. Complete Implementation Board 12 July Feedback on progress Complete Implementation template final draft to be circulated to CRG TBC Final comments from CRG members to guide discussion at CRG Upcoming BEIS CRG meeting 25 July Update to be provided. Upcoming EHU Supplier Liaison meeting 26 July Ensuring the complaints handling and redress landscape is responsive to smart issues. Upcoming SMICoP Energy Efficiency Working Group Future date tbc Feedback process to evaluate suitability of energy efficiency advice/customer recall etc Upcoming/ongoing Ombudsman Sector Liaison Panel meeting 7 September Ensuring the complaints handling and redress landscape is responsive to smart issues Upcoming Energy UK Complaints Group 26 September Ensuring the complaints handling and redress landscape is responsive to smart issues Upcoming Resourcing Suppliers currently have metering delivery programmes in place which aim to comply with the requirements of the SMICoP, including the provision of energy efficiency advice. As referenced above BEIS has already developed a resource - an Energy Efficiency advice toolkit and materials to provide a minimum point from which to build. These have been shown to be effective and BEIS is currently engaging with suppliers on improving the standard of energy efficiency advice provided during smart meter installations. Risk Management Risks/issues: The provision of tailored energy efficiency advice impacts the cost and length of smart meter installations. This could also cause the customer to become “fatigued” or switched off during the visit with all of the activities offered and information presented/discussed. MITIGATION: Use of/ building upon energy efficiency advice materials and installer toolkit to aid efficient provision of tailored advice, designed to enable the delivery of energy efficiency guidance to individual consumers in a tailored, efficient way and at scale. Feedback on impacts on customers via SMICoP surveys.
PATH Please Print or Type I. CONTACT INFORMATION Organization Name: Date: Program(s) to be implemented: all that apply) PATH (Chronic Disease Self-Management Program) Diabetes PATH (Diabetes Self-Management Program) Chronic Pain PATH Tomando Control de Su Salud (TCDSS) Cancer: Surviving and Thriving Key contact/Organizational liaison Name: Position or Title: Phone: Upper management (has authority to agree to implementation) Name: Position or Title: Email: Mailing address: City: State: ZIP code: Physical address (if different from mailing): City: State: ZIP code: Website: Phone: II. OVERVIEW OF PLAN Briefly describe how you will implement this /these program(s) (30 words or less) List counties where programs will be implemented: Will you be using staff, volunteers or both to implement this plan? III. IMPLEMENTATION If you don’t have an Organizational Liaison, when do you plan to have one in place? Will your program(s) be available to the community/public or will they be closed?
Total hospital admits per capita Admits per thousand HSCRC Casemix Data All population for covered zips, high utilization set, target population if different, each by race/ethnicity Total health care cost per person Aggregate payments/person HSCRC Total Cost Report All population for covered zips, high utilization set, target population if different, , each by race/ethnicity ED visits per capita Encounters per thousand HSCRC Casemix Data All population for covered zips, high utilization set, target population if different, , each by race/ethnicity Readmissions All Cause 30-day Readmits (see HSCRC specs) CRISP High utilization set, target population if different, each by race/ethnicity Potentially avoidable utilization (see HSCRC specifications) PAU Patient Level Reports High utilization set, target population if different, each by race/ethnicity Patient experience % rating 9 or 10 HCAPHS High utilization set, target population if different, each by race/ethnicity 2. Core Process Measures Measure Definition Source Population(s) expected Use of Encounter Notification Alerts % of inpatient discharges that result in an Encounter Notification System alert going to a physician CRISP All population for covered zips, high utilization set, target population if different
Summary of HSCRC Required Reports: Submission Associated Funding Report Due Date Requirements/ Scope Who Interim Regional Transformation Report from Regional Partnerships $2.5 million (BRFA funding) September 1, 2015 Interim Regional Transformation Plan Template (draft shared with grantees) Regional Partnership Grantees Global Budget Infrastructure Report 0.65% given to most GBR hospitals in July 2013/2014 *TPR hospitals were provided additional funding September 30, 2015 GBR Infrastructure Report Template available on HSCRC website All Hospitals 0.4% increases approved for FY2016 for all GBR hospitals Final Regional Transformation Report from Regional Partnerships $2.5 million (BRFA funding) December 7, 2015 Regional Transformation Plan Template shared with grantees) Regional Partnership Grantees *Partnering hospitals will collaborate on one final report Strategic Hospital Transformation Plan for Improving Care N/A December 7, 2015 Similar template as Regional Transformation Plan only broader and more comprehensive in scope All Hospitals *Plans should refer to and align with GBR Infrastructure Report, Regional Partnership Plan (if applicable), Community Benefit Report and Community Health Needs Assessments
ORGANIZATION DRIVER ‐ Facilitative Administrative Supports To what extent are best practices being used? In Place Partially In Place Not In Place Don’t Know Don’t Understand Notes 1. A Leadership and Implementation Team is formed 2. The Leadership and Implementation Team has Terms of Reference that include communication protocols to provide feedback to the next level “up” and describes from whom feedback is received (Practice‐policy communication protocol) 3. Policies and procedures are developed and revised to support the new ways of work 4. The Team uses feedback and data to improve Implementation Drivers Solicits and analyzes feedback from staff Solicits and analyzes feedback from “stakeholders” Reduces internal administrative barriers to quality service and high performance assessment implementation Best Practice Scores ‐ Percent of Facilitative Administration Items in each column (Total Items: 7). Note: "Don't know" and "Do Not Understand" are not scored, nor part of the denominator when calculating scores.
Table - Implementation Schedule Task # Task Description Begin Date End Date Key Person(s) Responsible Dependencies Milestone <#> <Task Description> <MM/DD/YYYY> <MM/DD/YYYY> <First Name Last Name> <Dependencies> <Milestone> <#> <Task Description> <MM/DD/YYYY> <MM/DD/YYYY> <First Name Last Name> <Dependencies> <Milestone> <#> <Task Description> <MM/DD/YYYY> <MM/DD/YYYY> Name Last Name> <Dependencies> <Milestone>
Table - Implementation Personnel Requirements Skill Type Skill Level # Personnel Assigned Staff Length of Time Needed Role <Skill Type> <Skill Level> <#> <First Name Last Name> <Length of Time Needed> <Role> <Skill Type> <Skill Level> <#> <First Name Last Name> <Length of Time Needed> <Role> <Skill Type> <Skill Level> <#> Name Last Name> <Length of Time Needed> <Role>
Appendix E: Approvals The undersigned acknowledge that they have reviewed the Implementation Plan and agree with the information presented within this document. Changes to this Implementation Plan will be coordinated with, and approved by, the undersigned, or their designated representatives. Instructions: List the individuals whose signatures are desired. Examples of such individuals are Business Owner, Project Manager (if identified), and any appropriate stakeholders. Add additional lines for signature as necessary. Table - Approvals Document Approved By Date Approved Name: <Name>, <Job Title> - <Company> Date Name: <Name>, <Job Title> - <Company> Date Name: <Name>, <Job Title> - <Company> Date Name: <Name>, <Job Title> - <Company> Date
Effort Quantity (Activities and Outputs) Person(s) Responsible Date for Completion Effort Quality Evidence of Effective Implementation – Evaluation that the next level of improvement/system layer is engaged by the quality effort Evidence of Results - Evaluation that the next level of improvement/system layer is engaging well in the quality effort Results Indicator – Effect Quality Target Evaluation SMART Goal Summary District gives training to teachers How will the district measure that it delivered the training well How will the district know that teachers are using the training How will the district know that teachers are using the training effectively How we measure impact Effort Quantity Effort Quality Effect Quantity Effect Quality
Task Who When Date to be Completed Contracting and crew hiring (if needed) Project and state lead Simultaneously with project design Project Design Worksheet ID team and state lead Finish approximately 4 months prior to data collection Sample Design AIM Team Complete final design a minimum of 6 weeks prior to data collection Office Site Evaluation Project lead and/or crew Minimum of 2 weeks prior to data collection Field Site Evaluation (if needed) Project lead and/or field crew Minimum of 2 weeks prior to data collection Training Anyone collecting field data (i.e., field crews) Train the Trainer: March 1-4 Core Methods: minimum of 1 to 2 weeks prior to data collection Data Collection start Project and state lead Dependent on objectives, hydrology, and/or phenology 1 month check-in Project Lead and AIM Data manager After the field crew’s first hitch Data Collection end Project and state lead Dependent on objectives, hydrology, and/or phenology End of season check-in Project Lead or State Lead After crew lead or NAMC has finished QC checks Data Storage NOC After final QC check Project Evaluation (AIM Implementation Summary) Project Lead After final QC check Analysis and Reporting Products generated Project and/or state lead Ongoing
Developing Your Implementation Teams Who is on your team to support effective use of PBIS? How well is your team working collaboratively to ensure that PBIS is aligned with other effective practices being used for social emotional learning? This checklist can help ensure you have the right people and structure to begin this important work. The checklist is designed to assist you and your group in developing implementation teams and communication practices. Creating Your Implementation Team Guiding Questions Yes No Unsure Next Steps Can you identify 4-8 people who understand the needs of your school and familiar with PBIS? Do these 4-8 people represent different experiences or expertise within your school (e.g. parents, assistants, educators, administrators)? Do you know what additional information or supports this group might need in order to make decisions related to PBIS? Are there already ongoing existing meetings that can be repurposed or expanded with this group to focus on PBIS implementation? Is there a preferred day or time that would work well for this group to meet in person to discuss and action plan related to PBIS implementation? Are there additional supports that might be necessary in order for all group members to attend the group meetings? (e.g. substitute teachers or meeting space availability) Are there preferred methods of communication within and outside of this group for sharing progress on PBIS implementation? Can regular ongoing communication regarding PBIS implementation be a primary purpose of this group? Are there strategies to gather feedback on PBIS implementation from a variety of perspectives (e.g. parents, assistants, educators) in order to inform improvement strategies? Will this group have access to regular data to inform improvement strategies for PBIS implementation?
Worksheet 1: Resources for Plan Implementation Use this worksheet to select plan implementation tools based on available resources. Instructions: 1) List goals for plan implementation. 2) Identify actions or tools that can help to achieve goals. 3) Rank tools based on community’s available resources. 4) Select tools that can realistically help community to achieve goals. Goal: Complete bicycle and pedestrian network identified in Park and Recreation Plan. Action/Tool Resources Public Support Political Support Equity Administration Example Land acquisition Staff has limited experience with land purchase agreements and grants management Strong support including fundraising and physical trail development Political support likely to change over long implementation horizon Landowners will receive just compensation for acquired trail segments Expensive but necessary to acquire critical trail segments Conservation easement On-street designation Official map Capital improve- ment plan Impact fees Worksheet 2: Plan Implementation Strategy Use this worksheet to develop a strategy for plan implementation. Instructions: 1) List plan implementation actions/tools. 2) Prioritize actions. 3) Assign target completion dates. 4) Identify parties responsible for implementation. 5) Identify potential funding sources.
Action/Tool Priority Completion Date Responsible Parties Funding Sources Example Complete bicycle and pedestrian network identified in Park and Recreation Plan High 2030 Parks Department with assistance from local bike clubs General fund Park impact fees DNR stewardship fund Worksheet 3: Measures of Success Use this worksheet to evaluate progress towards plan implementation. Instructions: 1) List plan implementation actions or tools. 2) Identify measures of success. 3) Identify data collection plan (data source, frequency, responsible party). 4) Identify status of effort at start of plan implementation. 5) Track progress towards reaching goals. Action/Tool Measure of Success Data Collection Current Status Progress Report Example Complete bicycle and pedestrian network identified in Park and Recreation Plan. 25 miles of bike lane will be developed each decade for a total Parks department will update bike map and report miles of bike lane 2000: 25 miles of designated bike lane. 2002: 30 miles of designated bike lane.
Software [This subsection of the Implementation Management Plan provides a list of non-hardware components (such as software, databases, and compilers, operating systems, and utilities) required to support the implementation. Identify the component by specific name, code, or acronym, identification numbers, version numbers, release numbers, and applicable configuration settings. Identify whether the component is commercial off-the-shelf (COTS), custom developed, or legacy. Identify any component used to facilitate the implementation process. Again, this information is likely to exist in other project documents such as the System Specification Document, the Configuration Management Plan, bill of lading, or contractual documents. If those documents exist and provide the necessary information, you may consider referencing them here instead of duplicating the information to avoid any inconsistencies that may develop. If not, then the following fields should be considered in creating the software inventory: Name/ID – Name or identifier of the software component Type – Type of software component (such as browser, RDBMS) Model/Version – Model and/or version number of the software component Physical Location – Physical location where the software component is installed Software Owner – Designated owner of the equipment by organizational entity or name Maintenance Contract – Maintenance contract number (if contract exists) Maintenance Contact Point – Contact point for the maintenance contract (if one exists) Maintenance Type/ of Coverage – Maintenance contract coverage details (if one exists) Maintenance Period Expiration Date – Maintenance contract period (if one exists) Required Licenses – Number and type of licenses required (if applicable)]
Instructional Sequence Task # Objective Title of lesson or activity Knowledge type Delivery system Assessment measure Who will work on it Task 1 a, b, c Teachers will be able to state specific uses of each tool. Given district policies and various tech tools, teachers will be able to explain which tool supports their lessons. Introduction to the tech tools. Declarative & Concept Classroom with computer lab Projector Worksheet informal observation verify the capacity of the teachers for figuring out what and why tech tools work best for their lessons. provide feedback Abrar Hatem Task 1d: Benefits and limitations of top tech tools.. instruction on the top tech tools, the teachers will state at least one benefit and limitation of each tech tool Lesson: Pros and cons: what benefits? Declarative & Concept Classroom instruction & discussion Worksheet Wiki Online discussion forum Informal observation, Verify learners understand benefits and limitations of each tool Provide feedback to discussion and for worksheet Monitor and contribute to online discussion forum Kerri Rhodes
Process: Teachers will manipulate and utilize each of the pieces of the technology in order to learn how they can be used in their lessons. Practice- Teachers will be able to complete the following given time to reflect on and use technology: 1. Use and manipulate technology to fit specific concepts to their students need to learn. 2. Teachers will create a lesson that utilizes one of the top 5 tech tools at least 50% of instructional time of that lesson. 3. Teachers will be able to model for students how to properly use tech tool and produce an example for them to follow. 12. Conclusion: At the end of the workshop, the teachers will present their lessons to their colleagues and the facilitators. This will serve as an opportunity for them to receive feedback as well as for them to recognize if they truly understand the technology themselves. The next stage of this process is for them to share these lessons at their bi-monthly after school meetings with other teacher. They will also train teach their students how to use the selected technology. 13. Assessment : Teachers will create a lesson that incorporates one of the tech tools. These lessons will include explicit explanation of what the students will create, how tool will be used and length of time of lesson. FRANCISCO CLAUDIO Activity 6 1. Learning Environment: Learning will take place on campus in the computer lab during a summer two day workshop. The learner will be learning in a computer lab classroom equipped with computers, internet access, smart board software, smart board, instructor computer and projector. 2. Activity Title/Number: Day 2-Session 2 -Lesson 6: Teachers identifying technology and overview
Community Partnerships in Implementation Readiness Assessment This part of a larger organizational implementation readiness assessment focuses on agency leadership building working relationships with specific community stakeholders who provide cultural/community leadership, services, support and/or advocacy for populations of children who are over represented or underserved in your local child welfare system. Please circle the answer to each question that you feel most adequately describes your organization 1. Ongoing outreach and engagement by agency leadership is consistently involving community partners in moving local practice and system change forward related to implementation of CPM. 1. No Planning or Discussion Yet 2. Actively Planning How to Proceed 3. Starting to Take Action and Move this Forward 4. Continuous Action/Not Yet Fully in Place 5. In Place/Being Sustained 2. Agency leadership has established, is supporting and regularly participates in listening sessions with community partners in order to learn about and begin to address issues of historical trauma and mistrust of public agencies and systems. 1. No Planning or Discussion Yet 2. Actively Planning How to Proceed 3. Starting to Take Action and Move this Forward 4. Continuous Action/Not Yet Fully in Place 5. In Sustained Agency leadership and community partners have established shared values and outcomes and are working together to develop culturally relevant and trauma-informed supports and services to meet the needs of local children and families. 1. No Planning or Discussion Yet 2. Actively Planning How to Proceed 3. Starting to Take Action and Move this Forward 4. Continuous Action/Not Yet Fully in Place 5. In Place/Being Sustained Agency leadership has engaged community partners in identifying system barriers to improved outcomes for children and families and is co-creating and implementing action plans with them to address those barriers. 1. No Planning or Discussion Yet 2. Actively Planning How to Proceed 3. Starting to Take Action and Move this Forward 4. Continuous Action/Not Yet Fully in Place 5. In Place/Being Sustained Agency leadership is meaningfully involving community partners in planning and preparing for implementation of the Practice Model, such as ensuring community partners have opportunities to make contributions to local training and coaching plans and curricula. 1. No Planning or Discussion Yet 2. Actively Planning How to Proceed 3. Starting to Take Action and Move this Forward 4. Continuous Action/Not Yet Fully in Place 5. In Sustained Use the following space to record next steps or additional things you might consider related to building an active involved community partnership to guide local Practice Model implementation and system changes:
E. Hale Curran STEM Implementation Plan Preliminary Work – 2013 - 2014 How do we build awareness and understanding of STEM at E. Hale Curran? Action Steps Who’s Responsible Timeline Resources Present to MVUSD Board of Education – Tammy Koeppen, Greg Nicolas, Melissa Grabarkewitz Feb. 2014; Apr. 2014 STEM Haiku Page; Mindset STEM Leadership Team established TOSA – Tammy Koeppen Jan. 2014 – June 2014 STEM Haiku Page; Mindset Riverside County – STEM Network TOSAs – Tammy Koeppen, Greg Nicolas Feb. 2014 Sub Coverage for TOSA E. Hale Curran STEM Information Meeting TOSAs – Tammy Koeppen; Greg Nicolas Feb. 19, 2014 MVUSD STEM Haiku Page STEM School Visits TOSAs – Tammy Koeppen; Greg Nicolas Jan. - June Substitute Coverage for TOSA Attend CUE Conference STEM Leadership Team March 2014 Conference fees E. Hale Curran STEM Question and Answer Meeting STEM Leadership Team April 2014 Curran STEM page Press Release regarding STEM Focus School Karen Parris April 2014 Local newspapers E. Hale Curran STEM Parent Meeting STEM Leadership Team April 2014 Curran STEM Haiku page; MVUSD STEM Haiku page STEM Booth at Title I Summer Event STEM Leadership Team June 2014 Hands-on projects Invention Convention Showcase Melissa Grabarkewitz; Trish Sluter June 2014 Student Projects Year 1 – 2014 – 2015 – STEM Awareness & Discovery Implementation Infrastructure: Is a structure and process in place to support the program’s mission, vision and goals?
Computer Labs opened before and after school TOSA Ongoing – Sept. - June Staff for supervision STEM Lab extended hours TOSA January - June Staff for supervision STEM Expo STEM Leadership Team 2015 STEM Projects Odyssey of the Mind Odyssey of the Mind Lead Teacher Jan. - June Registration fees; Material fees STEM Clubs (Discovery) established based on teacher interest Teachers Aug. - June Material fees
PSP Implementation Log for Multi-day PSPs Date Advance prep work assigned (Reading/exercises for students to complete to class) Planned in-class activities: What was done and how (e.g., 20 minutes on whole class discussion of pp. xx – yy; 40 minutes of small group work on Task zz) Actual in-class activities (if same as “planned”, just indicate this) Homework assigned from PSP on this date, and due date for that assignment Homework collected from PSP on this date Comments/concerns (e.g. discussion of xxx took longer than planned;)
I. Consortium organisation I.1. List of participants Participant No Participant's name, acronym and LINK to recent activity report or web page (if available) Country Previous EYE implementation experience (Yes/No) Comments 1. (Coordinator) XYZ PL Yes 2. 3. 4. 5. I.2. Declaration of the 4-years implementation of Erasmus for Young Entrepreneurs (in months) Participant´s number and acronym Year TOTAL (months) Comments 2009 2010 2011 2012 2013 2014 2015 2016 2017
Server location and network infrastructure To define our server infrastructure, we first needed to understand the way client computers would access the servers. The geographical location and the mobility of users would have a deep impact on any data centralization project because both location and mobility would have an effect on the characteristics of the network link between the clients and the server. The relevant characteristics of networking are the link latency, throughput, and the availability of the network. SMB 2.0, introduced in Windows Vista, dramatically increased the performance of file access over slow networks (high latency/low bandwidth). Nevertheless, the better the performance characteristics of the underlying network, the better the end user’s experience will be when accessing files directly from the server. Table 2 represents our user base classification for user location and mobility. Facility Classification User category Description Average network latency (RTT) between user location and data facility Local user Users located at the same location as the main office/data center. This implies a LAN connection between the client computers and the datacenter. < 3 milliseconds (ms) Near branch office users Users located in branch offices on the same continent as the main office/data center location. This implies a relatively fast (depending on the infrastructure) WAN connection between the client computers and the datacenter. 80 to 100 ms Far branch office users Users located in branch offices on a different continent from the main office/data center location. This implies a relatively slow WAN connection between the client computers and the datacenter. 250 to 300 ms Mobile users Users using laptop computers, having sporadic access to the network, and connecting to the corporate network by using Remote Access or Direct Access (new in Windows 7). This implies a transient WAN connection between the client computers and the datacenter with latency and speed varying depending on where the user connects from. Variable Table - Facility classification on our testing, the initial logon performance for all the client operating systems that we planned to support was acceptable for local users and near branch users with a file server located in our main datacenter. The use of the Offline Files technology allowed us to meet our business requirements for performance for the near branch user experience. For mobile users, we also looked at Offline Files to allow us to meet our data access performance and availability needs because the characteristics of the underlying network can vary widely.
6. Roma Khanna, “Audit Says Houston Police More Likely to Taser Blacks,” Houston Chronicle, (September 8, 2008), www.chron.com/disp/story.mpl/front/5989712.html. 7. Bernard D. Rostker and others, Evaluation of the New York City Police Department Firearm Training and Firearm-Discharge Review Process (Santa Monica, Calif.: RAND Corporation, 2008), www .rand.org/pubs/monographs/2008/RAND_MG 717.pdf. 8. Al Baker, “Tasers Getting More Prominent Role in Crime Fighting in City,” New York Times, June 15, 2008, 25. 9. See www.youtube.com/watch?v=6bVa6jn4rpE. 10. Baker, “Tasers Getting More Prominent Role in Crime Fighting in City.”
Keywords: Exchange Membrane Fuel Cell; Water; High Performance; Electrode; Flooding Introduction Anion exchange membrane fuel cells (AEMFCs) have experienced a surge of interest in the past decade as a lower cost alternative to proton exchange membrane fuel cells (PEMFCs) [1-3]. The increased pH in the alkaline AEMFC facilitates the use of a wider range of non-precious metal catalysts at the cathode due to favorable oxygen reduction reaction kinetics in alkaline vs. acid media [4,5]. Anion exchange membranes (AEMs) have also demonstrated a lower fuel permeability than proton exchange membranes when used in direct alcohol fuel cells [6]. Additionally, switching to AEMFCs enables the use of lower cost cell and stack components because of increased materials stability in alkaline vs. acidic environment. Despite these significant advantages, PEMFCs have remained favored due to a sizable performance gap between the two technologies Recently, this situation has improved [12-14], but the level of understanding on what factors are important for improved performances is still limited. Therefore, further studies are required to fully understand the fundamental and operational variables that limit AEMFC performance, and to develop strategies that overcome these limitations. One variable that has been mostly overlooked in the literature is the cell water content and balance. This is most likely because of the differences in the role of water in AEMFCs (Fig. 1A) vs. PEMFCs (Fig. 1B). In PEMFCs, water is only generated (at the cathode as a product of the oxygen reduction reaction, ORR) and not electrochemically consumed, such that its major role is the hydration of polymer electrolyte components to facilitate H+ conduction. Water is also moved to the cathode from the anode by drag as H+ produced by the hydrogen oxidation reaction (HOR) moves through
Teachers described these children as performing significantly behind their age peers in social skills and academic behaviors. The counselor scheduled the counselor’s office for conducting sessions. It contained a desk, bookshelves, credenza, an adult sized large round table, play materials, and eight adult chairs. Little movement was possible in the space. The 20-minutes allocated included the transition from two different classrooms and the library to the office down long halls. I felt this time allocated left little time for Focusing with students! Focusing Session Structure The children are used to puppet scenarios with Social Skills 2cd Step curriculum. I observed skits and role-plays conducted by the counselor in classrooms using this curriculum. The classroom students attended to the puppets, skits and interacted with the puppets and each other although I did not observe the students selected for Focusing in these classrooms. I felt continuing with puppets was an excellent option. I wrote and designed scenarios and skits where one puppet has the role of “wise one” and one or two puppets take on the roles of having a “problem” behavior or issue and expressing certain feelings. I planned on being a witness, participant, facilitator and commentator rather than the teacher. Allie and Rocky (alligator puppet and raccoon puppet) are the two characters in skits and Ms. Cow is the knowledgeable “wise one” puppet. I purchased these puppets at the local thrift store for $0.50 each and sanitized them. The scenarios, skits, materials used and reflections on each session are in Baumgart, D. Focusing Activities for Kindergarten Students (2015). Initial Focusing Focusing is a skills program, “a body-oriented process of and emotional healing” (A. Weiser Cornell, 1996). awareness
Guidelines for employing advising pedagogy that promotes student learning in three categories (information, skills, and cognitive development) (Martin, 2007) and that provides affective support (Tait, 2000). Outreach Processes Component How is this component currently implemented at our institution? How will this component be implemented at our institution if advising is redesigned? Information Messages to students that convey administrative information (e.g., registration dates and other deadlines). Skills Messages to students that provide general strategies for academic success (e.g., messages encouraging students to visit the tutoring or writing center).
December 17-18th - SAT/ACT test prep, juniors, and College Search December 19- PSAT training for parents 5:30 to 6:30 December 20 - PSAT presentation for students who took it. ( first period) December 21rst- Begins Winter Break December - Register for SAT and ACT exams taken throughout Jan-March, Junior and Seniors January 7 – School resumes January 19th – End of semester grading period. January 22 & 23– I.H.S. Scholarship in-service for seniors in English classes, APP thru ZOHO January 23- Junior Information Night 5:30-7:00, IHS Library January 24 - Practice (three Thursdays) 7:30 a.m. January 30 – All Juniors take a Mock ACT 8:00-12:30 February 1 - UNR APPLICATION DUE February 1 and 2- Senior packets for registration for 2019-2020 to juniors in US History Classes February 9 – FREE SAT/ACT Prep 9:00-3:00 Incline HS Little Theater February 13 thru 16- Juniors Register for 2019-2020 in History classes February 25 – Request for Transcript due for IHS Scholarship application February 26 thru March 2- Junior packets to sophomores for 2019-2020 registration in English class February 27 - Scholarship clinic and FAFSA assistance 1:30 in the Library February 28- Incline HS Scholarship Applications due February thru March- Junior/Parent interviews March 1 - FAFSA deadline for most colleges March 6 – UNR Workshop for students attending UNR in the Fall. 11:30 and/or 1:30 in Library March 11 - 15 - NVCIS Interest inventory and career and college search, Juniors in History classes 11 - 15 Junior English classes Resume’s March 12 – ALL JUNIORS and Seniors who have not taken it, must take the ACT test. 8:00 a.m. or ACT ASPIRE for sophomores Seniors - Financial Literacy Freshmen – SNC tour or ACT ASPIRE March 12 thru 16- Sophomore registration for junior year in English classes March 18 thru 22- Freshmen registration information for sophomore classes in Freshmen Seminar March 22 - UNR field trip for Juniors (tentative) March 28 – Freshmen Orientation for eighth grades at LTS and IMS (tentative) March 25 thru 29- Registration input in Freshmen Seminar March 25 thru 29th – Smart Goals for freshmen March 27 – SAT with Writing (at school) 8:00 a.m., must register with Mrs. Michael by Thursday January 31
At a GLANCE DATES FOR SENIORS September 16th- Saturday School @ LHS 20th- Joston’s senior Mtg @ LHS- Activity Per. 27th- Joston’s orders due 28th- Christian College Fair @ LC October 3rd -Open House for LHS students and families 6:30 pm 5th – College and Career Fair @ LHS 10:15-1:15pm Bellingham High School College Fair 6pm @ BHS 7th- SAT test 10th – FAFSA/WASFA Filing Night @ LHS with senior information 6-8pm 15th- Visual & Performing Arts College Fair- Seattle 21st –Saturday school @ LHS 27th – Seattle National College Fair 28th- ACT test November 4th- SAT test 14th- BTC Tour Day 15th- University of WA Application Due 18th- Saturday School December 1st- Whatcom Comm. College Preview Day 2nd- SAT test 5th- @ LHS 7:50 am 9th- ACT test January – Most university applications are due end of January. Check your school for deadlines. 6th- National Portfolio Day @ Cornish College of the Arts- Seattle 9th- BTC Application Workshop @ LHS after -school 16/17th- BTC Accuplacer @ LHS- After-school January Continued… 18th- Whatcom Application workshop @ LHS after-school 20th-SAT test 23rd- End of semester 1 31st- senior photos, profiles, & adds due to Yearbook February 10th- ACT test 15th - BTC Try-A-Trade 21st- College Admissions Night 24th- Saturday school A GREAT time to start looking at scholarships and deadlines for scholarships. Check out the HSBC website for details. March 10th- SAT test 15th- NCAA Night for athletes and parents 17th- Saturday School 12th- BTC Applications workshop @ LHS 14th- ACT test 17th- Whatcom CC application workshop @ LHS 18th/19th- BTC accuplacer @ LHS 21st- Saturday school 30th- Cap & gown delivery May 5th -SAT test 19th- Saturday school June 1st- Honors Night 2nd- SAT test 4th- Baccalaureate @ NCCTK 8th - GRADUATION!
Table 1: Green Prescription Projects Provider Setting & recruitment Treatment Results Harbour Sport The Choose Change project Four regional sports trusts who each targeted one high risk ethnic group Counties Manukau Sport (Pacific Islanders) Harbour Sport (NZ European/Other) Sport Auckland (South Asian) Sport Waitakere (Māori) Recruited anyone with BMI >30kg/m2 and waist circumference > 94cm/80cm (men/women, respectively). 331 people with pre- or type 2 diabetes were enrolled, with 287 (87 percent) completing the intensive stage (week 1-12); 79 percent were aged 50+ years, 63 percent female. Weekly consultations with a Healthy Lifestyle Coordinator 1-12), reducing to fortnightly (weeks 13-24). 1:1 dietitian consultations and nutritional workshops. 1:1 psychology consultations or group psychotherapy. Weekly exercise options, for example: low impact circuit classes, aqua and bolly aerobics, walking groups, boxing classes, sports activities, gym workouts and hydrotherapy. Of those who provided blood tests, 78 percent and 80 percent of participants reduced their HbA1c at 12 and 24 weeks, respectively. Mean HbA1c decreased in all ethnicities by a minimum of 3.3mmol/mol at 24 weeks. Of those who attended the 24 week 81 percent showed a reduction in blood pressure, 71 percent showed decreased fat mass and 89 percent reported increased physical activity. Cost per enrolment: $1,451 Bay of Plenty Diabetes Prevention Programme Identification of pre-diabetes took place in the Bay of Plenty GP practices via a blood test. Those identified were then referred by their GP practice to the project via a secure process or hand-written referral. Advisors supported clients to set and achieve nutrition and physical activity related Nutrition educational sessions were offered, including a nutritional workshop, one-on-one session with a dietitian and two healthy cooking classes. Clients were In total, 104 participants (60 percent) attended one of 19 nutritional workshops, 107 (61 percent) attended one of 23 dietitian clinics, and 137 (79 percent) attended one of 25 cooking classes. At 6 month follow-up, 117 (66 percent) showed a decrease in HbA1c from baseline. referral
‘Let me tell how sorry I am that this has happened.’ ‘I want to discuss with you what the diagnosis means for you, but first I’d like to apologise.’ ‘I want to discuss with you what this means for your health.’ ‘I’m sorry, this shouldn’t have happened. Right now, I don’t know exactly what happened, but I promise you we’re going to find out and do everything we can to make sure it doesn’t happen again.’ ‘I will get back to you as soon as we know what happened and we can talk the steps our practice will take to prevent it happening again.’ ‘Our practice takes this very seriously and we will look into it to find out exactly what happened and what we can do to prevent it happening again.’ ‘Do you have all the information you need? I’m here if you have any other questions.’ ‘Here is my telephone number. You can contact me if you have any questions or concerns. If you telephone and I’m busy with a patient, I promise to call you back the same day.’ ‘I know it’s hard to take it all in so I’m to go over this again another time.’ ‘Would you like me to contact you to set up another meeting to talk about what has happened and answer any questions you may have?’ Appendix 6: Glossary Admission of liability A statement by a person that admits, or tends to admit, a person’s or organisation’s liability in negligence for harm or damage caused to by another. Adverse event An incident in unintended harm resulted to a person receiving health care. Note: This term is used interchangeably with ‘harmful incident’. See Harm Adverse outcome An outcome of an illness or its treatment that has not met the clinician’s or the patient’s expectation for improvement or cure. Apology An expression of sorrow, sympathy and (where applicable) remorse by an individual, group or institution for a harm or grievance. It should include the words ‘I am sorry’ or ‘we are sorry’. Apology may also include an acknowledgment of responsibility, which is not an admission of liability. See also Admission of liability, Expression of regret
Term 1 Term 5 Monday 3rd – 24th September 4 weeks Monday 29th Apr – 3rd June Closed 6th & 27th Mar 4 Tuesday 4th – 25th September 4 Tuesday 30th Apr – 4th June 6 weeks Wednesday 5th – 26th September 4 weeks Wednesday 1st May - 5th June 6 weeks Thursday 6th – 27th September 4 weeks Thursday 2nd May – 6th June 6 weeks Friday 7th – 28th September 4 weeks Friday 3rd May – 7th June 6 weeks Saturday 8th – 29th September 4 weeks Saturday 4th May – 8th June 6 weeks Sunday 19th May JDC and DC Term 2 Term 6 Monday 1st Oct – 10th Dec 11 weeks Monday 10th June – 1st July 4 weeks Tuesday 2nd Oct – 11th Dec 11 Tuesday 11th June -2nd July 4 weeks Wednesday 3rd Oct - 12th Dec. Closed 31st Oct 10 weeks Wednesday 12th June – 3rd July 4 weeks Thursday 4th Oct - 13th Dec 11 weeks Thursday 13th June – 4th July 3 weeks Friday 5th Oct - 14th Dec 11 weeks Friday 14th June – 5th July 4 weeks Saturday 6th Oct - 15th Dec 11 weeks Saturday 15th June – 6th July 4 weeks Sunday 18th November GIAGO Level 3, 4 & 5 Term 3 Monday 7th Jan – 28th Jan 4 weeks Tuesday 8th Jan -29th Jan 4 weeks Wednesday 9th Jan -30th Jan 4 weeks Thursday 10th Jan – 31st Jan 4 weeks Friday 11th Jan – 1st Feb 4 weeks Saturday 12th Jan -2nd Feb 4 weeks 27th January GIAGO levels 1 and 2 Term 4 Monday 4th Feb – 15th Apr Closed 18th 10 weeks Tuesday 5th Feb – 16th Apr 11 weeks Wednesday 6th Feb -17th Apr 11 weeks Trial
Please note that, IF YOU ARE RENEWING YOUR SCHOLARSHIP APPLICATION FOR THE SAME COURSE, YOU ARE NOT REQUIRED TO PROVIDE YOUR INCOME AND/ OR CASTE CERTIFICATE AFRESH/ AGAIN for the same course. Please read the Bank-Advisory note, provided in the HOME PAGE of PRERANA properly before providing the Bank-account details in your scholarship application. INSTITUTIONS: It is the responsibility of the Institution to confirm whether the applicant is a bonafide student of the institution and is pursuing his/ her studies in the Institution in the given course, branch and year. It is on the recommendation of the Institution concerned only, the Scholarship application are sanctioned. Therefore, at any point of time if it is found that Institution has falsely forwarded the application from its login for students who are not bonafide students of their institution or have provided wrong details in their application will be liable for stringent action under the law. Institutions are required to properly verify the application submitted by the students and only eligible and correct Applications shall be forwarded to the District Welfare Officer for further action. The verification, though not limiting to, should include: Verification of Eligibility documents- caste, income, resident, matriculation certificate and also mark-sheet in case of renewal Academic details provided are correct Residential status (hosteller/ day-scholar) claimed is correct Bank-details provided is verified properly with the passbook copy. Verification of aadhaar number with copy provided. Institutions have the Right for temporary/ permanent rejection of incorrect/ invalid application. The temporary rejection application goes back to student login for necessary correction. Please advise the student to correct their application details and re-submit the same for further processing. This facility shall be used by the Institutions to ensure that incorrect/ in-eligible applications are not forwarded to the District Welfare Officers. In case a student has taken Transfer Certificate from your institution or have dropped out of the study, you are required to intimate the same to the District Welfare Officer concerned for further action.
The following list of clothing and equipment is essential for your safety. You will be traveling in rugged and spectacular country where your lives are literally dependent upon you gear. All items except those listed as optional are mandatory. We ask you to trust this list; despite the weather at home or the advice from others. Don’t deviate: severe cold weather is possible all summer long in these mountains. If you want to save money, consider borrowing or buying used gear. Mandatory Clothing ___ Hiking Boots (see note below) ___ Old Tennis Shoes or Sport Sandals (Teva Style) ___ Smart wool Socks ( or wool) (3 pr) ___ Liner Socks (2 pr) optional if using smartwool ___ Fleece ___ Shorts – not cotton (2 pr) ___ Cap or Visor ___ Underwear (2 pr) ___ Long Underwear – not cotton (Top/Bottom) ___ T-Shirts (2) ___ Fleece Pullover ___ Wool or Fleece Stocking Hat ___ Wool or Fleece Gloves/Mittens ___ Bandannas (2-3) Equipment ___ Sunglasses (Darkest you have) ___ Small Bible (Old/New Testament) ___ Small Notepad & Pen ___ Small Flashlight and extra batteries Personal ___ Glasses & Contacts ___ Chapstick with SPF ___ Sunscreen (at least 15 SPF) ___ Toothbrush & Paste ___ Any Personal Medication ___ Insect Repellant ___ Towel and Clothes for Trip Home Optional ___ Moleskin/Second Skin (blister preventer) ___ Parka or Vest (Down or Synthetic) ___ Wind, Rain or Snow Pants ___ Rain Parka (Nylon or Gore-Tex) ___ Small Bottle Antibacterial Hand Cleaner ___ Camera ___ Your Own Backpack (4000-5000 cu.in) ___ Your Own Sleeping Bag (0-20 range) ___ Ziplock Baggies ___ Disposable Towelettes (you will be responsible for carrying them out) **Please do not a knife or biodegradable soap
Lessons Learning: How do I contextualize GED® instruction? How do I engage students in critical thinking, self-refection, and What resources do I have to support students on a career pathway? Interim Application Activity #2 Location: Workplace/on-the-job and online via Canvas Tasks to complete: Teach a contexualized lesson, share, and reflect Complete a plan on Integrating Career Pathways into a GED® program October 24th – November 17th Wrap-up Location: Online via Canvas Tasks to complete: Reflect on learning and share with peers Feedback Form Assessment of Knowledge Gained Due by December 2nd References:
An unbalanced Seidel sum will alert the designer that he or she must change the system in order to achieve third-order aberration correction before significant progress can be made. Possible changes are: Change the stop position. Add elements with opposing values of the offending aberrations. In general, this means negative elements if the offending aberrations are primarily from positive elements, and vice-versa. Total system power can be maintained by use of the power vs. marginal ray height theorem – the power an element contributes to the system is proportional to its own power times the height of the marginal ray at that element. The system must be re-optimized and re-evaluated after any changes. Often, adding operands that limit third-order aberrations to the Merit Function is a valuable way to constrain computerized optimizations to desired forms. There is a place for “no-holds-barred” global computer searches (if you have plenty of time and are out of ideas, say), but often all that is needed is to refine a system without making radical changes. Constraining the Seidel aberrations (combined with the default ray-based merit function) is a good way to do that. Seidel Diagram from Zemax for a camera lens: Lens: Seidel Diagram: