zilongwang/ReadingBank huggingface dataset:
including ECMO. Grady Memorial Hospital has a thriving OBGYN service as well as a level 4 NICU caring for critically ill infants. Fellows interested in meeting critical care requirements with NICU training are encouraged to discuss specific goals with the program director in order to arrange an optimal learning experience. 2.c. CHOA Fellows' Introduction to Research Training (FIRsT) Fellows Introduction to Research Training (FIRsT) provides pediatric fellows with an overview and introduction to clinical and translational research in the academic setting. Didactic sessions, panel discussions, and interactive opportunities provide forums for fellows to gain an appreciation of the fundamentals of clinical and translational research, biostatistics, epidemiology, the research enterprise, and practical and applied aspects of conducting research. These concepts are conveyed over a 20-hour period, comprised of sessions over 5 days, annually following the general pediatrics board examination. FIRsT is direct by Dr. Andi Shane, assistant professor of pediatrics and infectious disease. More information about the course can be found at the website: http://www.pediatrics.emory.edu/education/fellowship/fellowresearch.html. The conference is usually scheduled for 1 week during October, after completion of the pediatric board certifying exam. 2.d. CHOA Fellows' Teaching Symposium The Teaching Symposium is a multifaceted interactive educational program for all pediatric fellows. Each session is devoted to specific aspects of different medical learning environments. The first half of the symposium is oriented to adult learning theory and concepts with an emphasis on small group interactions. The second half of the symposium will emphasize speaking skills and adjuncts to improving learner attention and retention of information. The course will conclude mini-lecture presentations that incorporate concepts advanced in this course. The course is directed by Dr. Michael Greenwald, assistant professor of pediatrics and emergency medicine. More information about the course can be found at the website: http://www.pediatrics.emory.edu/education/fellowship/teachsym.html. The conference takes place during 2-hour afternoon sessions scheduled over six weeks throughout the spring. 2.e. CHOA Fellows' Ethics Conference This is a discussion and case-based course designed to highlight issues of bioethics in caring for children. It is directed by Dr. Mike Ziegler, assistant professor of pediatrics and emergency medicine. The conference takes place
PUBLICATIONS (Maximum points to be awarded is 15) Please list the publications associated with the Candidate. Please indicate whether the publication was attributed to the Candidate or if the Candidate participated in an industry panel to produce the publication. Please summarize the quality, impact, and scope of the publications of the Candidate and the Candidate’s team members. INNOVATIONS (Maximum points to be awarded is 5) Please list patents/invention disclosures/innovations held by the Candidate and the significance of each. For team patents/innovations, please indicate the level of involvement of the Candidate. Please indicate whether the innovations were related to the PHM domain. SPEECHES: (Maximum points to be awarded is 10) Please list the number of talks given, the significance of audience/venue, and the impact. AWARDS: (Maximum points to be awarded is 5) Please list the awards received by the Candidate and the significance of each award. CONTRIBUTIONS TO THE PHM COMMUNITY (Maximum points to be awarded is 15) Please describe the contributions and breadth of activity the Candidate has made to the PHM Community. Please indicate whether the Candidate has served as a mentor or advisor to students or associates. Please list positions held by the Candidate in PHM-related organizations.
karen.sweizer@nationwidechildrens.org Northwestern University / Ann and Robert H. Lurie Children’s Hospital of Chicago Waheeda Samady, MD Craig Garfield, MD Phoenix Children's Hospital Jamie Librizzi, MD Vincent Curley, Coordinator 602-933-0777 Primary Children’s Hospital Eric Coon, MD MSCI 801-980-6181 Rainbow Babies and Children's Hospital/Case Medical Center Erin Frank, MD 216-844-8260 Riley Hospital for Children at Indiana University Health Laurie Wilkie, MD 317-948-2700 Stanford University Lucile Packard Children's Hospital Carrie Rassbach, MD Nita Srinivas, MD 650-736-4432 State University of New York / Kings County Hospital Brooklyn Valeriy Chorny, MD 718-245-4103 Tufts University School of Medicine / Floating Hospital for Children Megan Cardoso, MD Melissa Mauro-Small, MD mmaurosmall@tuftsmedicalcenter.org 781-853-8339 University of Alabama at Birmingham/Children's Hospital of Alabama Sridaran Narayanan, MD Chang L. Wu, MD MSCR 205-638-9922 University of California Los Angeles, Mattel Children's Hospital Deepa Kulkarni, MD 310-267-0119 University of California San Diego Rady Children's Hospital Erin Stucky Fisher, MD MHM Donald Bailey, Coordinator 858-966-5841 University of California San Francisco Benioff Children's Hospital Darren Fiore, MD Sara Hoover, Coordinator 415-476-9180 University of Colorado School of Medicine/Children’s Hospital Colorado Mark Brittan, MD MPH Kim O’Hara, MD Ronda Martinez (Coordinator) 720-777-5211 Virginia Commonwealth University Health System /Children’s Hospital of Richmond at VCU Clifton C. Lee, MD 804-536-3236 Washington University in St. Louis Lisa Moscoso, MD PhD The Hospital for Sick Children Michelle Shouldice, MD Sanjay Mahant, MD MSc Sarah Schwartz, MD
9 Associate Degree 90% Associate Degree $23,948 Associate Degree 2016 10 Diploma 6 Associate Degree 60% Diploma 100% Associate Degree $28,800 Diploma $28,800 Associate Degree 100% 2015 11 Diploma 8 Associate Degree 65% Diploma 83% Associate Degree $22,173 Diploma $25,689 Associate Degree 100% 2014 14 Diploma 9 Associate Degree 63.6% Diploma 100% Associate Degree $22,500 Diploma $26,100 Associate Degree 100% 2013 12 Diploma 8 Associate Degree 87.5% Diploma 83.3% Associate Degree $26,540 Diploma $24,200 Associate Degree 100% Additional information regarding employment regulations, national certification, state registration information, job outlook, and salary information may be found at: Registration can be found on the . Certification can be found on the Labor statistics can be found on the . Estimated Cost List for Pharmacy Technology: Associate Degree Tuition (projected)** $5092.00 Uniforms (approx.) 200.00
PULASKI HEIGHTS MIDDLE SCHOOL PARENT HANDBOOK 2018-2019 401 NORTH PINE STREET LITTLE ROCK, AR 72205 PHONE: 447-3200 FAX: 447-3201 www.myphmspanthers.org MR. DARRYL POWELL, PRINCIPAL SHOW YOUR PANTHER PRIDE!
Castillon Kristen Art 447-3289 Chandler Onisha 7th Science 447-3215 Coffman Christina 7th Social Studies 447-3278 Coleman George Arkansas History 447-3226 Coon Terena Spanish Terena.Coon@lrsd.org 447-3222 Dallimore Sharon 8th Math/ Algebra 1 447-3275 Davis Vickie Coding/ Intro to Technology 447-3284 Harrod James 7th/ 8th English 447-3225 Farley Jessica Career Development 447-3250 Fleming Deokie 7th English/ 7th GT English 447-3227 Giggleman Kristen 8th Science 447-3260 Hardiman Tara SPED 447-3233 Heuer Marcie 6th Science 447-3255 Hogg Jacquie 6th & 7th Social Studies 447-3235 Homan Joe Art 447-3213 Houston Rebecca 8th Social Studies 447-3272 Jackson Marlo ISSP 447-3280 Jones Sharon SPED 447-3252 Hanson Faye GT Seminar/ GT English 447-3246 McEwen Edna Keyboarding/ Intro to Tech Edna.McEwen@lrsd.org 447-3240 (continued) LAST NAME FIRST NAME GRADE & SUBJECT EMAIL PHONE McFadden Elizabeth French 447-3248 McGee Ramona PE 447-3267 Mosby Angela Keyboarding Angela.Mosby@lrsd.org 447-3310 Munson Beth 8th English 447-3253 Phillips Terri Planet Earth 447-3257 Pritz Colleen 6th Math Enrichment 447-3258 Schieffler Judy SPED 447-3271
The Student Handbook can be found at: http://valenciacollege.edu/studentdev/CampusInformationServices.cfm The Policy Manual can be found at http://www.valenciacollege.edu/generalcounsel/ The college calendar can be found at http://valenciacollege.edu/calendar/ for important dates. VI. SCHEDULE OF MATERIALS Module I: Philosophical Standards Arguments, Validity/Soundness, and arguments for the existence of God. Weeks 1-3 Module II: Political Legitimacy What makes a legitimate authority? Is our government a legitimate authority? Why or why not? Weeks 4-6 Module III: Being and Knowing What is the soul? What is our best evidence that it exists? What is knowledge? What can we know? Weeks 7-9 Module IV: Moral Education What does it mean to be or become a good person? How can we become better humans? Weeks 10-12 Final Exam: Tuesday, July 31st at 10:00 AM – IN CLASS
When you include a lot of empty space in a photo, your subject will stand out more and evoke a stronger reaction from your viewer. And what does negative space looks like? It's often a large expanse of open sky, water, an empty field, or a large wall, as in the examples below. Source: 4) Find different perspectives. Taking photos from a unique, unexpected angle can make them more memorable -- it tends to create an illusion of depth or height with the subjects. It also makes the image stand out, since most mobile photos are taken either straight -on or from a bird's eye view. Try taking a photo directly upward and playing with the sky as negative space, like in the first photo below. Or, you can try taking it at a slight downward angle. Pro Tip: If you take a photo and find the perspective is a little askew or tilted, use the to make the lines look clean and square. Source: ; 5) Play with reflections. There's something so idyllic about seeing the sky reflected in a body of water. There's a reason why we love seeing that -- our eyes are drawn to reflections. So look for opportunities to play with them in photos. There are plenty of out-of-the-box places to find reflections -- puddles, larger bodies of water, mirrors, sunglasses, drinking glasses, and metallic surfaces are just a few. Source: ; 6) Use leading lines.
Feedback 4 said they would like to come and cook with their relative 2 replied ‘A one off would be ok but not regularly’ 7 replied ‘I am unable to travel/ it’s too far/ I have no time’ ‘Any activities we can do together would be welcome’ ‘That would be fantastic’ ‘It would be dependent on my relative but I would love to if they agreed’ ‘I would love it’ ‘I would like to do sporting activities with my relative like tennis’ ‘Something ‘crafty’ would be nice to do together’ ‘I would like to visit to listen to hear my relative play the keyboard’ Feedback 5 replied ‘I am not concerned about the service, just my relatives care’ ‘I am not bothered about the service’ ‘I would like more updates on staff/team changes. I would have liked to know that the Drs secretary had changed ‘I am happy with the level of updates and invitations I receive’ ‘A newsletter would be beneficial, even if it’s just quarterly to let us know what’s going on/available’ ‘It would be useful to hear about what is happening in the service but he don’t hear anything’ ‘I receive letters but I feel a lot more excluded during my relatives current admission compared to how I felt when he has been admitted to the WRC in the past’ ‘I would like to hear more updates about staff changes, for example I didn’t know Rachel Limb was now Junior Modern Matron’ ‘I don’t need to know really’ ‘I would like to receive something like a newsletter’
Any questions regarding this RFP should be directed to: Shaun Poulton, Hartman Executive Advisors Executive IT Advisor Email: spoulton@hartmanadvisors.com Phone: 410-600-3319 RESPONSE DUE DATE: Submissions are requested by: February 6, 2017 Please submit responses electronically to: with subject “CBF-RFP-PHONE response: <Company Name>” Diverse Business Participation CBF actively encourages proposals from Small, Women and Minority Owned (SWAM) Businesses. Please note if you are a Small, Women or Minority Owned Business and if you are certified by the State/Commonwealth/DC. Appendix A: RFP System Requirements Company Background Information Legal name of the company Number of years in business Headquarters location address, phone number, website Company type Number of employees Tax ID number Company Experience and References Please describe the product/market differentiators that distinguish you in the industry and make you capable of competing for this project. Please provide project details for at least two (2) contactable references. Include contact information (name, title, phone, and email) for each customer reference who can speak to project performance throughout the life of the contract. Platform Does the vendor develop and maintain the platform solution in-house or does it resell another vendor’s solution? Where is the platform hosted? Is it centrally hosted or geographically distributed? Please provide a map or list of datacenter hosting locations. Describe guaranteed availability/up-time. Include standard Service Level Agreement (SLA). What business continuity / system survivability options are available? What happens to service in the event of a local power or WAN outage? Please describe platform security measure. How is call data protected?
Alliance for Health - Public Health Integration Implementation Work Group Meeting On the Call Attendees 8-28-2014 Last Name First Name Title Organization E-Mail Attendance Ayala Karen Executive Director DuPage County Health Department kayala@dupagehealth.org Phone Chance Greg Public Health Administrator Peoria City/County Health Department gchance@peoriacounty.org Phone Clark Gerri Associate Director for Program Services UIC-Division of Specialized Care for Children geclark@uic.edu Phone Cohen Sheri Senior Health Policy Analyst Chicago Department of Public Health Phone DeLoss Jud Managing Attorney Popovits & Robinsons Attorney at Law Jud@popovitslaw.com Phone Donald Patricia Associate Director Lake County Health Department/Community Health Center PDonald@lakecountyil.gov Phone Elsner Mary Director Illinois Chapter, American Academy of Pediatrics (ICAAP) melsner@illinoisaap.com Phone Fox Amy Administrator Tazewell County Health Department atippey@tchd.net Phone Howe Walter Director McLean County Health Department Walt.Howe @mcleancountyil.gov Phone Hunter Mark Rockford Regional Health Officer Illinois Department of Public Health Mark.Hunter@illinois.gov Phone Koehlinger Simone Senior Vice President of Programming AIDS Foundation of Chicago SKoehlinger@aidschicago.org Phone McCarte Bridget Manager, Health Policy Illinois Hospital Association BMcCarte@ihastaff.org Phone Nance Rick DHS Rick.Nance@illinois .gov Phone Patton Jo AFSCME Council 31 JPatton@afscme31.org Phone Pieczynski Kim DHS-DRS Kim.Pieczynski@illinois.gov Phone Reinert Lee IL DHS/DMH Lee.Reinert@illinois.gov Phone Siddiqi Alvia Medical Director Illinois Haelth Connect PCCM Phone Smith Tracey Referred by Wendy SIU School of Medicine tsmith@siumed.edu Phone
Tool Strategies Description Sea of Vowels game Sound isolation Segmenting Blending Phoneme Manipulation Place 20 CVC pictures in a line or the floor or in a circle on the table. Each student has his or her own token, which they place at the beginning of the line of pictures or at the designated beginning/end picture in the circle. Have a stack of 2X3 inch vowels a, e, i ,o ,u. (5 of each) The first student is to choose a vowel. They are then to find the first picture that contains that vowel. They move their token to that picture. The next student does the same etc…. The game continues until a student reaches the last picture. With Letters Strategies Description Flip Books Sound isolation A quick way to drill blending nonsense words. You can focus on VC, CV, CVC, CVCe, etc….
American English Phonemic Chart SPREAD LIPS VOWELS ROUNDED LIPS DIPTHONGS i see ɪ hit ʊ put u food eɪ say : vowel lengthen intonation patterns e bed ə away ɜʳ turn ɔ call ɔɪ boy oʊ show æ cat ʌ cup ɑ arm aɪ my aʊ now bilabial p pea - PL bilabial b boat + PL alveolar t tea - PL alveolar d dog + PL palato-alveolar tʃ cheese - AF palato-alveolar dʒ June + AF velar k car - PL velar g gone + PL labio-dental f fly - F labio-dental v video + F dental θ think - F dental ð this + F alveolar s sea - F alveolar z zoo + F palato-alveolar ʃ ship - F palato-alveolar ʒ television + F bilabial m man + N alveolar n no + N velar ŋ sing + N onset h hat - FF alveolar l love + L post alveolar r red + FLC bilabial w wet + S palatal j yes + S PL= Plosive. Air blocked by tongue or lips and released suddenly. AF = Affricative. Like plosive but air released a little slower. F = Fricative. Air built up like PL but air flow is restricted, not blocked. N = Nasal. Air flow is directed up through the nose. CONSONANTS +/- voiced/unvoiced FF = Fortis Fricative. Vowel decides mouth shape but sound is stronger than just for vowel. L = Voiced Alveolar Lateral. Tongue contacts Alveolar Ridge. Partial restriction of air flow. FLC = Frictionless Continuant. Tongue starts at back of AR and moves forward – no friction S =Semi-Vowel. No restriction of air flow, i.e. no closure or friction (like vowels)
International Phonetic Alphabet: The Consonants Table provided by Copyright Neil Coghlan 2004. Voiceless consonants on the left, voiced on the right Bilabial Labiodental Dental Alveolar Post-alveolar Palatal Velar glottal Plosive p b t d k g fricative f v θ s z ʃ ʒ h Affricate tʃ dʒ Nasal m n ŋ Lateral l Frictionless Continuant w r j
IRB #: (Required) PI: (Required) Title: (Required) PHONE SCREENING LOG Screen # Subject ID Date Eligible Y / N Brief Reason for Screen Failure Person Conducting Screen Version 7.7.15 University of Pittsburgh Education and Compliance Office for Human Subject Research
Phase 2 week 1- s a t p Revise and revisit Teach Practise Apply Monday Have a collection of objects in a feely bag. Pull out the object and say the word. What letter does it begin with? Show objects/pictures beginning with s- snake, scissors, six, sock Teach the letter ‘s’ Practise the letter formation of ‘s’. Can you write it big in the air? Small on your hand? Now have a go on your whiteboard. What words can you think of beginning with s? Tuesday Flashcards- s Can you think of words beginning with this sound? Show objects/pictures beginning with a- apple, ant, ark, arm Teach the letter ‘a’ Practise the letter formation of ‘a’. Can you write it big in the air? Small on your hand? Now have a go on your whiteboard. What words can you think of beginning with a? Wednesday Flashcards- s a Can you think of words beginning with this sound? Show objects/pictures beginning with t- tap, top, ten, tennis ball Teach the letter ‘t’ Practise the letter formation of ‘t’. Can you write it big in the air? Small on your hand? Now have a go on your whiteboard. What words can you think of beginning with t? Thursday Flashcards- s a t Can you think of words beginning with this sound? Show objects/pictures beginning with p pen, pencil, paper, pink, pig Teach the letter ‘p’ Practise the letter formation of ‘p’. Can you write it big in the air? Small on your hand? Now have a go on your whiteboard. What words can you think of beginning with p? Friday Flashcards- s a t p Can you think of words beginning with this sound? Have large letters on the IWB, now practice putting these sounds together using the sound buttons. Orally blend the sounds to read- Tap sat pat at Have large letters on the IWB, now practice putting these sounds together using the sound buttons. Orally blend the sounds to read- Tap sat pat at Say a word- Tap sat pat at Can anyone write his word on the IWB?
Phase 4 week 1- sp st sw sl said, so Revise and revisit Teach Practise Apply Monday Recap- he, went Phase 2- s a t p- words Phase 3 j v w x- words Teach ‘Sp’ words. Explain that these are quick sounds. Spend, speck, spin, spot, spur Segmenting for spelling using phoneme frame: Spend, speck, spin, spot, spur Practise reading sentence: The dog will spin on the spot. I will spend lot at the shop. Tuesday Recap- she, from Phase 2- I n m d- words Phase 3- y z zz - words Teach ‘St’ words. Explain that these are quick sounds. Stop, stem, stick, strut, string, steep How many ‘st’ words can you think of in 3 minutes? Practise writing sentence: Stop at the steep hill. The stem is on the stick. Wednesday Recap- we Phase 2- g o c k- words Phase 3- sh ch th ng words Teach ‘Sw’ words. Explain that these are quick sounds. Swing, sweep, swap swoop, swept Segmenting for spelling using phoneme frame: Swing, sweep, swap swoop, swept Practise reading sentence: The bird will swing and swoop in the air. I swept the cobwebs away. Thursday Recap- be Phase 2- e u r ck- words Phase 3- ai ee igh oa- words Teach ‘sl’ words. Explain that these are quick sounds. Slim, slop, slug, sleep, slick How many ‘sl’ words can you think of in 3 minutes? Practise writing sentence: The slim, slick dog. I went to sleep. Friday Recap sp, st, sw, sl. How many quick sounds can you think of in 3 minutes? Record ideas on the white board. Teach the tricky word ‘said’ ‘so’- take a mental photograph and repeat the word. Say the tricky words in a sentence. E.g. Mum said to go to the shops. Quick write tricky words ‘said’ ‘so’ on individual whiteboards. Extension- have a go at writing a simple sentence with the tricky word. Practise reading sentence: It is so hot in the sun. My mum said I had to stop.
Phase 4 week 4- pt mp fr bl do when what out Revise and revisit Teach Practise Apply Monday Phase 3- ai ee igh oa- words Teach ‘pt’ words. Explain that these are quick sounds. Kept, slept, crept Quick write: Kept, slept, crept Extension- can you put it into a sentence? Silly sentences: The dog crept to the moon. I slept upside down. Brent kept a shark for a pet. Tuesday Phase 3- or ar oo oo- words Teach ‘mp’ words. Explain that these are quick sounds. Lamp, damp, limp, dimple Match picture and word: Lamp, damp, limp, dimple Practise writing sentence: The wood is damp and dark. The lamp is hot. Wednesday Phase 3- er ur ear air ure- words Teach ‘fr’ words. Explain that these are quick sounds. Frog, frost, from, freckle Quick write: Frog, frost, from, freckle Extension- can you put it into a sentence? Silly sentences: The frog is bright pink. The frost is hot. I have yellow freckles. Thursday Phase 4- sw sl st sp- words Teach ‘bl’ words. Explain that these are quick sounds. Blink, blob, black, bleed, blast, blank Match picture and word: Blink, blob, black, bleed, blast, blank Practise writing sentence: My leg began to bleed. Blast off! Went the rocket. Friday Phase tr cl gr gl -words Teach the tricky word ‘do’ ‘when’ ‘out’ ‘what’- take a mental photograph and repeat the word. Quick write words do’ ‘when’ ‘out’ ‘what’ Play tricky word bingo; Do when what out little some come there were
Phonics Booster Group 1 Record Sheet Target: Plug gaps from last test 1.Revise Flashcards daily digraphs sh, ch, ee, b, d 2. Phoneme of day. Multisensory practice. e.g. playdough, magic wand, whiteboards and pens, light sabre etc. 3.Segment/blend Listen to a word segmented and orally blend. Read sound button words/put sound buttons on words to read (real and alien) 4.Practise Write dictated words or sentence adding sound buttons. Session Date Phoneme Notes including absences 1 or 2 ur 3 er 4 ar 5 ure 6 air Group Members: Phonics Booster Group Record Sheet
Phonics - ‘Letters and Sounds’ In EYFS and KS1, we follow ‘Letters and Sounds’ which is a phonics resource published by the Department for Education and Skills in 2007. It aims to build children's speaking and listening skills in their own right as well as to prepare children for learning to read by developing their phonic knowledge and skills. It sets out a detailed and systematic programme for teaching phonic skills with the aim of children becoming fluent readers by age seven. There are 6 phases which children progress through: Phase Phonic Knowledge and Skills Phase One (Nursery and ongoing) Activities are divided into seven aspects, including environmental sounds, instrumental sounds, body sounds, rhythm and rhyme, alliteration, voice sounds and finally oral blending and segmenting. Phase Two (Reception) Learning 19 letters of the alphabet and one sound for each. Blending sounds together to make words. Segmenting words into their separate sounds. Beginning to read simple captions. Phase Three (Reception) The remaining 7 letters of the alphabet, one sound for each. Graphemes such as ch, oo, th representing the remaining phonemes not covered by single letters (digraphs and trigraphs). Reading captions, sentences and questions. On completion of this phase, children will have learnt the "simple code", i.e. one grapheme for each phoneme in the English language. Phase Four (Reception) No new grapheme-phoneme correspondences are taught in this phase. Children learn to blend and segment longer words with adjacent consonants, e.g. swim, clap, jump. Phase Five (Throughout Year 1) Now we move on to the "complex code". Children learn more graphemes for the phonemes which they already know, plus different ways of pronouncing the graphemes they already know. Phase Six (Throughout Year 2 and beyond) Working on spelling, including prefixes and suffixes, doubling and dropping letters etc.
Phonics Patterns (Graphemes) Note that the 44 sounds (phonemes) have multiple spellings (graphemes) and only the most common ones have been provided in this summary. Introductory graphemes a e i o u cat leg sit top rub p b t d k c g pet bet tip dip kit cap gap f v m n s z fan van met net sue zoo w r l y h j wet rat leg yak hat Jane x qu box quit Basic graphemes
car her bird hurt cork ow ou oy oi eer ear air ere our cow out boy void deer near hair there tour Consonant Digraphs/Trigraphs (intermediate) “zh” si ge s ch ch wh tch dge vision beige treasure school chute when witch edge Double and triple blends Initial: e.g. sl-, sk-, tr-, cl-, cr-, str-, spl- Final: e.g. -lt, nk, sp, -sks Introduction to unstressed syllables SCHWA trumpet across suppose Advanced graphemes / spelling rules There are numerous other useful graphemes and spelling rules, but these will not be listed exhaustively. If a grapheme or spelling rule is not listed above, it can be considered more advanced. See the Literacy Teaching Toolkit for more information.
Practitioners and schools can use the challenge questions below, linked to , as part of ongoing self-evaluation to support them in embedding the . Theme Challenge Questions Evidence Next Steps/points for further consideration Family Engagement Linked to HGIOS 4: Q.I. 2.5 – Family Learning How does the school work with families to support their child’s learning of phonics? Transitions in Learning Linked to HGIOS 4: Q.I. 2.6 – Transitions How does the school share phonics information at key transition points in each learner’s journey? Equity and Excellence Linked to HGIOS 4: Q.I. 3.2 – Raising attainment and achievement How does the school track the progress of each learner and ensure that appropriate interventions are in place to remove any barriers to learning?
Reception – Nonsense Words Names fim dop kig ceb han bup gog zib jent gilk frish loint zurnt gaint zench funch blig crob slin fram trov flun stad bruck slisp greent blaift croint stron screp spreb wighnt
Year One – Nonsense Words Names fim dop kig ceb han bup gog zib jent gilk frish loint zurnt gaint zench funch blig crob slin fram trov flun stad bruck slisp greent blaift croint stron screp spreb wighnt
Words using set 1-3: (+g) (+o) (+c) (+k) tag gag gig gap nag sag gas pig dig got on not pot top dog tot pop mog can cot cop cap cat cod kid kit Kim Ken Words using set 1-4: (+ck) (+e) (+u) (+r) kick sock sack dock pick sick pack tuck get pet ten net pen peg met men up mum run mug cup sun mud rim rip ram rat rag rug rot Words using set 1-5: (+h) (+b) (+f and ff) (+l and ll) (+ss) had him his hot hut hop hum hit hat has hack but big back bet bad bag bed bud beg bug bun of if off fit fin fun fig fog puff huff cuff lap let leg lot lit bell fill doll tell sell Bill less hiss mass mess boss fuss hiss pass kiss Tess Alongside this, children are introduced to tricky words. These are the words that are irregular. This means that phonics cannot be applied to the reading and spelling of these words. The tricky words introduced in phase 2 are:
5 Week Tracking Sheet Phonics - Clusters 6, 7 & 8 Class: Term: Weeks: Cluster Six Segments sounds in consonant clusters to spell unfamiliar words. Uses familiar words and letter clusters to decode words when reading. Cluster Seven Recognises that common suffixes in words can have different sounds, e.g. wanted, talked. Understands that sounds can be represented in various ways when spelling words, e.g. meet, meat. Cluster Eight Knows common sounds for vowel digraphs and uses syllabification when reading/spelling. Uses knowledge of word identification strategies including blending, segmenting, and letter patterns when reading/spelling.
Introductory Format for Irregular Words was (Point to word.) This is a funny word. The word is was. What word? (Signal) was Listen to me sound out the word. wwwwaaaassss. That’s how we sound out the word but here’s how we say it: was. How do we say it? (Signal) was Now you are going to sound out the word. Get ready. (Signal) wwwwaaaassss. But how do we say the word? (Signal) was (Repeat until firm.) (Give individual turns.) Irregular Word Instruction have This word is have. What word? (Signal) have Spell have. (Signal) h-a-v-e What word did you spell? (Signal) have Yes, have. (Repeat until firm.) (Give individual turns.) Transition to Sight Word Reading fast You are going to read these words the fast way. When I point to a word, sound it out to yourself. When I signal, say the word the fast way.” (Point to the left of the first word, pause 3 seconds.) What word? (Signal) fast (Follow the same procedure with the remaining words.) (Students read all words again with only a 2-second pause.) (Vary order and give individual turns.) Sound Dictation Listen. ssss What sound? (Signal) ssss Say the sound to yourself as you write it. Go. (Write the sound on the board or overhead when the majority of students are finished writing the sound.) If your sound does not match mine, cross it out and rewrite it correctly. (Repeat with other sounds.)
PHIA DOCUMENT ANALYSIS ON THE DBQ PORTION OF THE AP EXAM, IN ORDER TO EARN FULL CREDIT FOR ANALYZING DOCUMENTS, STUDENTS MUST INCLUDE ONE OF THE FOLLOWING FOR ALl OR ALL BUT ONE OF THE DOCUMENTS: PURPOSE, HISTOCIAL CONTEXT, INTENDED AUDIENCE, AUTHOR’S POINT OF VIEW DOCUMENT NAME/TITLE PURPOSE What is the author trying to achieve? What was the outcome associated with this document? HISTORICAL CONTEXT What kinds of outside information can you provide to promote understanding of this document? What does the document reveal about the history involved here? INTENDED AUDIENCE To whom is this document addressed? Does the audience influence what the author has to say? How? AUTHOR’S POINT OF VIEW What do you know about the author? What kind of bias do you expect he/she to have? What kind of bias is actually present? YOU MUST ANSWER ALL 8 QUESTIONS IN THE BOXES!!!
Evidence of Understanding algal growth over time with colorimeter or photometer data Accommodations plan B differentiated instruction Doing the quantitative part of measuring light transmittance is not necessary for basic idea … student can readily see differences without graphing data. Formative Assessment/Feedback measure of progress Use questions during lecture to assess understanding of basic phosphate and nitrate cycles Ask probing questions about student predictions while they are setting up solutions and correct any misconceptions at that time Final Evaluation project rubric oral or paper quiz/test portfolio Qualitative: Students take digital photographs of results as evidence supporting that excess phosphates and nitrates cause algal blooms Quantitative: Student collect % transmittance data over several days and graph results to show evidence that supports excess phosphates and nitrates cause algal blooms Teacher Reflection complete after lesson This is a very simple, yet effective lab for showing problems that occur when using fertilizers or detergents. Designers/Email: Fred Donelson (fdonelson@gjps.org) Additional Comments: I will probably use colorimeters next time to add a quantitative piece to this lab, but students certainly found this easy to understand.
‘Together Day’ is a national commemorative day designated as May 20th to create an environment where Korean nationals and foreigners residing in Korea live in harmony. In celebration of the 10th Together Day, the Ministry of Justice hosts a photo contest titled ‘Capture Harmony.’ Capture and portray the moments where foreigners and Koreans live in harmony and share diverse cultural experiences together. These photos will help to make people get closer and respect each other. We look forward to your participation in showing the image of Korea. □ Title : commemoration of the 10th Together Day □ Entry Eligibility : Foreigners residing in Korea and Korean nationals (men and women of all ages) □ Entry Theme ○ “The harmony between us always touches our hearts.” ○ Photographs that illustrate the theme of this year’s Together Day. ○ Photographs that portray values held by both Korean nationals
Please be advised that photographs will be taken at this event and may be used on UNM HSC websites, social media accounts and publications, as well as media broadcasts and publications. By entering this event, you consent to your image and likeness being used by the UNM HSC and the media.
At this point, the basic sketch effect is complete, but if you want to bring back some of the photo's original color, you'll want to continue on with these last few steps. First, click on the Background layer (the original one, not the copy) to select it and make it active once again: Clicking the Background layer to select it. Then, just as we did back in Step 4, duplicate the Background layer by going up to the Layer menu at the top of the screen, choosing New, then choosing Layer via Copy, or by pressing Ctrl+J (Win) / Command+J (Mac) on your keyboard: Once again going to Layer > New > Layer via Copy. A second copy of the Background layer, this one cleverly named Background copy 2, will appear directly above the original: The Layers panel showing the new Background copy 2 layer. Step 13: Rename The Layer "Color" We're going to use this layer to colorize our sketch, so rather than putting up with Photoshop's generic layer names like "Background copy 2", let's name the layer something more descriptive. Double-click directly on the words Background copy 2, which will select and highlight the name, then rename it Color. Press Enter (Win) / Return (Mac) when you're done to accept the new layer name: Renaming the Background copy 2 layer to Color. Step 14: Drag The Layer Above The Others We need to move our Color layer to the top of the layer stack. To do that, click on it and, with your mouse button held down, drag the layer upward until you see a white horizontal bar appear directly above the Hue/Saturation layer: Dragging the Color layer above the other layers. When the white bar appears, release your mouse button to drop the Color layer into place: The Color layer now sits at the top of the layer stack. Step 15: Change The Blend Mode Of The Layer To Color To colorize the sketch with the colors from the original image, change the blend mode of the Color layer from Normal to Color: Changing the layer blend mode to Color.
CHAPTER Photocathodes Wei Liu1,2,3, Matt Poelker3, John Smedley4, Romain Ganter5 1Institute of Modern physics, Chinese Academy of Sciences, 509 Nanchang Rd., Lanzhou, 730000, China 2University of Chinese Academy of Sciences,19A Yuquan Rd., Beijing, 100049, China 3Thomas Jefferson National Accelerator facility, 12000 Jefferson Avenue, Newport News, Virginia, 23606, USA 4 Affiliation of John ???? 5Paul Scherrer Institut, 5232 Villigen PSI, Switzerland Abstract Photocathodes were at the of quantum physics development in the early twentieth century and are still used in high technologies devices like night , photomultiplier particle accelerators. The simplest form of photocathode is a metallic surface negatively biased from which electrons are extracted by energetic photons. After a brief description of the photocathode preparation, this chapter will present the latest developments and limitations of metallic and semi-conductor photocathodes.
High resolution tiff (max scanned ppi) CDROM $35.00 + $3.00 for CD Photo number Acknowledgement Unit Price Quantity Price SC……………. ………………….. Collection Charles Darwin University $ $ SC……………. ………………….. Collection Charles Darwin University $ $ SC……………. ………………….. Collection Charles Darwin University $ $ SC……………. ………………….. Collection Charles Darwin University $ $ SC……………. ………………….. Collection Charles Darwin University $ $ SC……………. ………………….. Collection Charles Darwin University $ $ SC……………. ………………….. Collection Charles Darwin University $ $ SC……………. ………………….. Collection Charles Darwin University $ $ SC……………. ………………….. Collection Charles Darwin University $ $ SC……………. ………………….. Collection Charles Darwin University $ $ Total $ Delivery Standard delivery, 10-15 working days Express delivery, 3 working days: postage surcharge Collect from Library Internal mail Images total $ CDROM: $ Express delivery surcharge: $ TOTAL: $ Library use only: Staff name [please print]………………………………………Date: ……………. Receipt number………………………
Saurabh Subham Chandan Kumar Sinha G-703, Mayurdhwaj Apartment, Plot No.60, I.P. Extension, Patparganj, Near Balco Market, New Delhi-92 25.02.1992 GEN Gaurav Keshav Dev H.No. D-469 Stree No. 11 Near Jagat Dairy Bhajanpura Delhi-53 25.06.1997 GEN Kapil Kumar Tajender Prasad Qtr. No.294 Type II Mir Dard Lane MAMC Complex New Delhi-02 22.05.1989 GEN Saurabh Verma Shiv Kumar Verma New T-112, Nanhey park, Matiala, Uttam Nagar New Delhi-59 06.04.1990 OBC Tarun Kumar Lt. Jagdish Chand Sharma H.No. 698/7 Gali No. 15 Adrsh Mohalla, Maujpur, Delhi-53 10.09.1987 GEN Divye Kumar Sonar Pradeep Kumar Sonar Flat No.112 C-Block DDA Flats Pocket-3 Bindapur Uttam Nagar New Delhi-59 14.08.1995 GEN Shivam Gupta Parveen Gupta B-193, A.V. Nagar Near Ansal Plaza New 15.07.1998 GEN Manoj Kumar Gupta Chhote Lal Gupta 107, Azeem Dairy, Batla House, Jamia Nagar, Okhla New Delhi-25 13.02.1990 GEN Hans Raj Satbir Singh H.No. 707 Street No.3 Near Water Tank Sanjay Colony P.O. Madhuban, Karnal 10.09.1985 SC Pradeep Anand Babu Ram A-802 Bala ji Appartment Patel Nagar Marg Ghaziabad U.P.-201001 14.08.1992 GEN All eligible candidates are requested to report for written examination on the following scheduled :- Collection of admit card : From 05/10/2018. Date of written examination : 08/10/2018 (Monday) at 10:00 AM. (Reporting Time 09:00 AM sharp for written examination on 08/10/2018) with valid Photo ID proof alongwith one latest passport size photograph at Room No. 116, 1st Floor, Maulana Azad Institute of Dental Sciences: New Delhi.
Date: ______________________________________________________
• Due to animal health or staffing issues, Marwell cannot guarantee that the experience day will go ahead as per the itinerary. Marwell will endeavour to continue with the event but in the event that the day cannot go ahead Marwell reserves the right to cancel the day and offer another date as an alternative or in the event this cannot be accommodated Marwell will offer participants a full refund. • The Itinerary is a guide and is subject to change at short notice and on the day itself. The final itinerary will be designed to maximise opportunities for the best possible photographs on the day. • The package covers a maximum of 6 guests and a minimum of 3 guests • Payments are non transferrable and £ 150.00 of the payment is non refundable • Payment is required in full on booking. If due to circumstances Marwell has to cancel the day a full refund will be given to participants, in the event participants have to cancel the following cancellation fees will apply. • Should the client wish to cancel their confirmed booking Marwell must receive notification in writing and the following fees will be applicable More than 14 days notice – £ 150.00 of the payment will be retained by Marwell Wildlife Less than 14 days notice – 100% of the total payment will be retained by Marwell Wildlife Failure to attend on the day - 100% of the total payment will be retained by Marwell Wildlife • Experiences include general admission for the participant; any additional guests may purchase tickets at admissions on the day for use during public opening hours. They will not be able to take part in the experience. • Waiver of Liability – Marwell Wildlife accepts no liability for any person or body for any loss, injury or property damage from any action or cause whatsoever undertaken at the park. Participants must abide by staff instructions at all times. • Due to the nature of this day participants must be physically fit and suffering no severe health problems. For insurance purposes, the scheme is only available to those aged 16 years and over and unfortunately cannot accommodate wheelchair users in this instance due to access restrictions in some of the special access areas. • Please be advised that it is your responsibility to inform us if you have any medical condition (e.g. pregnancy) that you or your doctor feel we should be aware of in order to ensure your safety. • Please note that for health and safety reasons, pregnant women will not be able to participate in this experience. • Please do not apply if you have any convictions relating to animals.
Photographers (suggested): Andy Goldsworthy Ansel Adams Art Wolfe David Muench Edward Weston Eliot Porter Frans Lanting Galen Rowell Imogen Cunningham Joel Sternfeld John Shaw Mattias Klum Moose Peterson Stephen Johnson Stephen Shore RUBRIC ON FOLLOWING PAGE………………….. QSI SECONDARY PHOTOGRAPHY SELECTIVE UNIT 3 (S03) Nature Photography Rubric (2012) ‘A’ Level Mastery ‘B’ Level Mastery ‘P’ in progress TSW #1 Independently photographs images that illustrate the chosen skills in a way that shows higher level skills. Photographs (3) images, must include at least one landscape and at least one image of flora or fauna. B Level Not Achieved
L to J Challenge (SGMS Version) Photography 20 Terminology: 1. Aperture 2. Shutter Speed 3. DSLR 4. Manual 5. ISO 6. Critiquing 7. White Balance 8. Contrast 9. Cropping 10. Depth of Field 11. Diffused 12. Distorted 13. Rule of Thirds 14. Layer 15. Negative Space 16. Stitch 17. Perspective 18. Panorama 19. Distortion 20. Retouching 21. Exposure 22. Saturation
PHOTOGRAPHY COPYRIGHT RELEASE Date: _________________ Dear _____________________, I, _____________________, am the owner and copyright holder of the photo(s) / image(s) described as: ______________________________________________________________________ [Photo(s) / Image(s) Description] I hereby grant you the right of possession of the above-described image(s) / photo(s) shot by me and have my permission to make unlimited printed or developed photographs, for their personal or commercial use. If you should have any questions regarding the authenticity of this document or the terms herewith, please contact me. Sincerely, Signature _____________________ Date _____________ Print Name _____________________
WorldSkills UK Skills Competition Photo/Video Permissions Form Name: Location: Date: I hereby give my permission for photo(s)/video footage of me/venue to be used globally by Find a Future in: Display/exhibition material Publications/newsletters / media News releases Internet and Intranet site *There is no time limit on usage on content If the individual is under 18, permission must be sought from their parent/guardian. Signature: Print name: Please tick here if you are the parent/guardian of the named individual above, who is under 16: Phone number: Email address: Address: Thank you ……………………………………………………………………………………….......
Photography 30 Safe & Ethical Practices Name _____________________________________ Date ________________ What did I do well? Which expectations have I met well? Assignment Complete and Accurate The web site information is used efficiently, but the paper is in the student’s own words. Each of the three topics (copyright, patents, and industrial design) is accurately portrayed. The paper is organized with title, author’s name. Proper sentence structure, capitalization, punctuation, and spelling is used. The work is size 14 font, left justified, and double-spaced. Photos or charts used help to bring clarity to the description provided in the paragraphs. What do I need to improve before I hand this in for marking?
infringement of any proprietary or intellectual proprietary rights of any third party, you shall, at your sole expense, defend or settle against such claims. You shall indemnify, defend, and hold harmless the Mill from and against any suit, proceeding, claims, liability, loss, damage, costs or expense, which the Mill may incur, suffer, or be required to pay arising out of such infringement or suspected infringement of any third party’s right. Further, by entering this contest you agree to release all rights of the submission to the Mill for the purpose of reproducing the image(s) for any purposes identified by the Mill, including the promotion of the preservation and educational mission of the Mill. Use of Images. Images may be used by the Mill in a variety of contexts, including but not limited to documents, advertising, website content, and social media. Terms & Conditions: The Mill reserves the right, in its sole discretion, to cancel, terminate, modify or suspend the contest should virus, bug, human intervention, fraud, or other cause beyond the Mill’s control corrupt or affect the administration, security, fairness, or proper conduct of the contest. In such case, the Mill may select the winner from all eligible entries received prior to and/or after (if appropriate) the action taken by the Mill. The Mill reserves the right, in its sole discretion, to disqualify any individual who tampers or attempts to tamper with the entry process or the operation of the Mill or violates these Terms & Conditions. Limitation of Liability: By entering, you agree to release and hold harmless the Mill and its employees from any liability, litigation, claim, or damage that may occur, directly or indirectly, whether caused by negligence or not, from: (i) such entrant’s participation in the contest and/or his/her acceptance, possession, use, or misuse of any prize or any portion thereof; (ii) technical failures of any kind, including but not limited to the malfunction of any computer, cable, network, hardware, or software, or other mechanical equipment; (iii) the unavailability or inaccessibility of any transmissions, telephone, or Internet service; (iv) unauthorized human intervention in any part of the entry process; (v) electronic or human error in the administration of the contest or the processing of entries.