zilongwang/ReadingBank huggingface dataset:
PREP YEAR 1-2 YEAR 3-4 YEAR 5-6 Sub Strand 2: Understanding Movement Explore how regular physical activity keeps individuals healthy and well Discuss the body’s reactions to participating in physical activities Examine the benefits of physical activity and physical fitness to health and wellbeing Participate in physical activities designed to enhance fitness, and discuss the impact regular participation can have on health and wellbeing Identify and describe how their body moves in relation to effort, space, time, objects and people Incorporate elements of effort, space, time, objects and people in performing simple movement sequences Combine the elements of effort, space, time, objects and people when performing movement sequences Manipulate and modify the elements of effort, space, time, objects and people to perform movement sequences Participate in physical activities from their own and other cultures and examine how involvement creates community connections and intercultural understanding Sub Strand 3: Learning through movement Cooperate with others when participating in physical activities Use strategies to work in group situations when participating in physical activities Adopt inclusive practices when participating in physical activities Participate positively in groups and teams by encouraging others and negotiating roles and responsibilities Test possible solutions to movement challenges through trial and error Propose a range of alternatives and test their effectiveness when solving movement challenges Apply innovative and creative thinking in solving movement challenges Apply critical and creative thinking processes in order to generate and assess solutions to movement challenges Follow rules when participating in physical activities Identify rules and play fairly when participating in physical activities Apply basic rules and scoring systems, and demonstrate fair play when participating Demonstrate ethical behaviour and fair play that aligns with the rules when participating in a range of physical activities
understanding. Consider explanations. ELABORATE Extend understanding to a new context or make connections to additional concepts through a student planned investigation. Summative Assessment Assessment of student achievement developed throughout the learning process. Elaborate Phase – Skills/ Evaluate Phase - Understandings Assessment Of Learning EVALUATE Students re-represent their understanding and reflect on their learning journey and teachers collect evidence about the achievement of content descriptions. Summative Assessment Self Assessment Assessment of Learning 8. To be inserted by the school
Contributing to healthy and active communities Physical Movement and Physical Activity Moving our body Understanding movement Learning through movement response to stimuli Learning through movement - Test possible solutions to through trial and error Follow rules when participating in physical activities Assessment Of Learning Focus Areas HPE Alcohol and other drugs (AD) Food and nutrition (FN) Health benefits of physical activity (HBPA) Mental health and wellbeing (MH) Relationships and sexuality (RS) Safety (S) Active play and minor games (AP) Challenge and adventure activities (CA) Fundamental movement skills (FMS) Games and sports (GS) Lifelong physical activities (LLPA) Rhythmic and expressive activities (RE) Learning Framework Community Contributor Leader and Collaborator Active Investigator Effective Communicator Designer and Creator Quality Producer Cross Curricula Priorities Catholic Ethos Aboriginal and Torres Strait Islander Histories and Cultures Social Emotional Learning Asia and Australia’s Engagement with Asia Inclusive Education Sustainability Education
Reflection Whole Class Discussion With a partner share a time when you experience a special celebration. During our physical lesson explain three things which worked well and one thing we need to improve on for next lesson. Week 7 1 2 3 4 5 6 7 8 Evaluate 9 10 Cross Curricular Priorities Sustainability General Capabilities Literacy, Critical Thinking, Personal and Social Capability and Ethical Understanding Engage ⇒ Explore ⇒ Explain ⇒ Elaborate ⇒ Evaluate Explore Resources Lesson 8 / Physical - Time 60 mins Rules and Expectation This will be the last week for assessment and will be a good opportunity to assess children that may have been away in the previous lesson or children you would like to see again to see if they can improve on their past attempt. The checklist will determine whether children have mastered each of the skills demonstrated throughout the unit. Adapt the checklist for children with special needs or impairments. Continue PE lesson as normal with a warm up and a warm down routine. Warm up: Get children to jog on the spot for the count of 10, stretch legs/arms and then play a ball game (choose one that you haven’t already used in the previous lesson stations) Options that you will have worked on are: corner spry (throwing/catching), tunnel ball (rolling), leader ball (throwing/catching). Checklist: An easy way to checklist children is to perhaps write their names in alphabetical order when grouping them so that you can easily track them on your marking sheet. Set up an obstacle course so that each skill is included. Mark each child as they move through the obstacle course and complete each activity. Obstacle course set up: Health template 6 You will need a school officer to set up equipment for this activity if possible and to help with supervision while you complete the checklist. Worksheet (PE)
Contributing to healthy and active communities Physical Movement and Physical Activity Moving our body Understanding movement Learning through movement response to stimuli Learning through movement - Test possible solutions to through trial and error Follow rules when participating in physical activities Assessment Of Learning Focus Areas HPE Alcohol and other drugs (AD) Food and nutrition (FN) Health benefits of physical activity (HBPA) Mental health and wellbeing (MH) Relationships and sexuality (RS) Safety (S) Active play and minor games (AP) Challenge and adventure activities (CA) Fundamental movement skills (FMS) Games and sports (GS) Lifelong physical activities (LLPA) Rhythmic and expressive activities (RE) Learning Framework Community Contributor Leader and Collaborator Active Investigator Effective Communicator Designer and Creator Quality Producer Cross Curricula Priorities Catholic Ethos Aboriginal and Torres Strait Islander Histories and Cultures Social Emotional Learning Asia and Australia’s Engagement with Asia Inclusive Education Sustainability Education
Shafer, Jeff HPER MED Non-Tenured Story-Schell, Rita HPER MED Non-Tenured Part time Mills, Tom HPER PHD Non-Tenured Gillespie, Amy HPER MED Non-Tenured Jahn, Nathan HPER BS Non-Tenured McSweeney, Kristina HPER MED Non-Tenured Adjunct Been, Nicole HPER MED Non-Tenured Beene, Rusty HPER MED Non-Tenured Ford, Jeremy HPER MED Non-Tenured Huston, Brady HPER MED Non-Tenured Jacobs, Rodrick HPER MED Non-Tenured McSweeney, James HPER MED Non-Tenured Sweeny, Dorothy HPER MED Non-Tenured Parsons, Sue HPER Certificate Non-Tenured Jones, Theresa HPER Certificate Non-Tenured *HPER Instructors not eligible for tenure The faculty is experienced with 67% of the full-time faculty having more than five years teaching experience and 30% of the adjunct faculty having more than five years teaching experience. Credit Hour Load and Faculty/Part-time/Adjunct to Student Ratios FALL 2002 Full Time - 6 Ratio= 64 students to 1 FT Teacher Part Time – 2 Ratio= 8 students to 1 PT Teacher Adjunct – 5 Ratio= 45 students to 1 Adjunct Total # of credit hours for Full Time = 3 Total # of Students for Full Time = 382 Total # of credit hours for Part Time = 2 Total # of Students for Part Time = 15 Available statistics for the Fall 2002 indicate that the average size of a class in the degree program was 19.1. Total # of credit hours for Adjunct = 10 Total # of Students for Adjunct = 215 FALL 2003 Full Time – 5 Ratio=93 students to 1 FT Teacher Part Time – 3 Ratio=10 students to 1 PT Teacher Adjunct – 5 Ratio= 168 students to 1 Adjunct Total # of Credit Hours for Full Time = 42 Total # of Students for Full Time = 465 Total # of Credit Hours for Part Time = 3 Total # of Students for Part Time = 29 Total # of Credit Hours for Adjunct = 10 Total # of Students for Adjunct = 168
Action Plan(s) Program Goal Action Item Resources Needed Person(s) Responsible Timeline Indicator of Improvement PLO impacted Status 1. Provide a variety of HPER course offerings in order to appeal to the needs of the greatest number of students, faculty, and staff. Review Enrollment Data, Continue to make new courses or update old courses – Intermediate Weight Training, Hiking, Swimming Enrollment Data, Student Activity Survey Program Director Annually The goal for the Fill rate is above 75%. The Fill Rate has been between 72-86% for the last 5 years, and for the last ten years was 79%. 1. Participate in an activity that promotes wellness and fitness. 2. Demonstrate an understanding and appreciation of physical activity and the relationship to wellness and fitness. Enrollment was reviewed for the past three years. Classes continue to be in demand. Two new courses will be offered Fall 2015. 2. Assess and update the class offerings as needed to meet student demands. Review Enrollment Data, Develop new courses according to the surveys that have been done. Enrollment Data, Student Activity Survey for whole student body. Program Director Spring 2015 Are offering 3 new courses: Yoga, Fitness Bootcamp, and Health, Wellness, and Fitness Proposed 2 new courses Fall 2014 – Intermediate Yoga, Posture & Power in Martial Arts 1. Participate in an activity that promotes wellness and fitness. 2. Demonstrate an understanding and appreciation of physical activity and the relationship to wellness and fitness. Other courses are still in developmental stages. 3. Provide a safe environment for learning by updating and maintaining equipment and facilities. Seek grants to purchase new equipment, feasibility of obtaining maintenance support for weight room/tennis facility. 1) Purchase equipment to keep tennis court surface maintained. 2) Courts must be power washed 2-4 times per year by maintenance. (see attached excel spreadsheet for details) Tennis Instructor and Maintenance to help power wash courts Ongoing Have not pursued grant writing, however, have used various fund raisers for future purchases of athletic equipment. 1. Participate in an activity that promotes wellness and fitness. 2. Demonstrate an understanding and appreciation of physical activity and the relationship to wellness and fitness. The Intramural Sports Fund has monies to help offset the total cost of resurfacing.
Mental health and wellbeing (MH) Relationships and sexuality (RS) Safety (S) Games and sports (GS) Lifelong physical activities (LLPA) Rhythmic and expressive activities (RE) Learning Framework Community Contributor Leader and Collaborator Active Investigator Effective Communicator Designer and Creator Quality Producer Cross Curricula Priorities Catholic Ethos Aboriginal and Torres Strait Islander Histories and Cultures Social Emotional Learning Asia and Australia’s Engagement with Asia Inclusive Education Sustainability Education General Capabilities Literacy Critical and Creative Thinking Intercultural Understanding Numeracy Ethical Understanding ICT Personal and Social Capability Links to other LA’s Performing Arts: Drama, Dance, Music SEL Literacy Religion
General Capabilities Engage ⇒ Explore ⇒ Explain ⇒ Elaborate ⇒ Evaluate Explain Resources PERSONAL, SOCIAL AND COMMUNITY HEALTH Complete role-plays for assessment. Students participate in “Exploring Sounds” meditation session 3 on Smiling Mind app. Teacher Resources - Smiling Mind app (session 3) Student Resources The Dinosaur dance: a song to dance to:
evidence of: Knowledge and Understanding Creating: Creates a dance using dance elements: · Actions · Direction · Level · Shape · Repetition Independently and skilfully creates a linked dance with visual impact, and that uses a variety of dance elements. Competently and skilfully creates a linked dance with visual impact, and that uses a variety of dance elements. With occasional teacher prompts,creates a linked dance with visual impact, and that uses some dance elements. With verbal direction,creates a linked dance with visual impact, and that uses a limited number of dance elements. With significant support,creates a linked dance with visual impact, and that uses a very limited number of dance elements. Knowledge and Understanding Responding: Responds to own shape dance by identifying, describing and expressing opinions about the use of dance elements Independently identifies, describes and expresses opinions about the use of dance elements in their own dance. Competently identifies, describes and expresses opinions about the use of dance elements in their own dance. With directed teacher support identifies, describes and expresses opinions about the use of dance elements in their own dance. With verbal direction identifies, describes and expresses opinions about the use of dance elements in their own dance. With significant support, describes and expresses opinions about the use of dance elements in their own dance.
Students select and apply strategies to keep themselves healthy, safe and able to ask for help with a task or problem. Task 1- Venn Diagram Task 2- Brochure/poster about water safety. Focus Areas HPE Alcohol and other drugs (AD) Food and nutrition (FN) Health benefits of physical activity (HBPA) Mental health and wellbeing (MH) Relationships and sexuality (RS) Safety (S) Active play and minor games (AP) Challenge and adventure activities (CA) Fundamental movement skills (FMS) Games and sports (GS) Lifelong physical activities (LLPA) Rhythmic and expressive activities (RE) Learning Framework Community Contributor Leader and Collaborator Active Investigator Effective Communicator Designer and Creator Quality Producer Cross Curricula Priorities Catholic Ethos Aboriginal and Torres Strait Islander Histories and Cultures Social Emotional Learning Asia and Australia’s Engagement with Asia Inclusive Education Sustainability Education
Focus Areas HPE ☐ Alcohol and other drugs (AD) ☐ Food and nutrition (FN) ☐ Health benefits of physical activity (HBPA) ☐ Mental health and wellbeing (MH) ☐ Relationships and sexuality (RS) ☐ Safety (S) ☐ Active play and minor games (AP) ☐ Challenge and adventure activities (CA) ☐ Fundamental movement skills (FMS) ☐ Games and sports (GS) ☐ Lifelong physical activities (LLPA) ☐ Rhythmic and expressive activities (RE) Learning Framework ☐ Community Contributor ☐ Leader and Collaborator ☐ Active Investigator ☐ Effective Communicator ☐ Designer and Creator ☐ Quality Producer Cross Curricula Priorities ☐ Catholic Ethos ☐ Aboriginal and Torres Strait Islander Histories and Cultures ☐ Social Emotional Learning ☐ Asia and Australia’s Engagement with Asia ☐ Inclusive Education ☐ Sustainability Education General Capabilities ☐ Literacy ☐ Critical and Creative Thinking ☐ Intercultural Understanding ☐ Numeracy ☐ Ethical Understanding ☐ ICT ☐ Personal and Social Capability Links to other LA’s Mathematics Select and trial methods for collection, including survey questions and recording sheets Construct suitable displays, with and without the use of digital technologies, from given or collected . Include tables, column graphs and where one picture can represent many values
Striking – bunting, distance, placement Reflection Week 1 2 3 4 5 6 7 8 9 10 Cross Curricular Priorities ☐ Social Emotional Learning ☐ Inclusive Education General Capabilities ☐ Literacy ☐ Critical and Creative Thinking ☐ Numeracy ☐ ICT Engage ⇒ Explore ⇒ Explain ⇒ Elaborate ⇒ Evaluate Elaborate Resources Communicate Strategies Behind Games, Demonstrating Awareness of Others and Ability Work Cooperatively Students will complete this element by partaking in a series of modified team games, that will challenge students to combine specialised movements (throw, catch, hit and field) and apply concepts of space and cooperative strategies. Games for Understanding Game 1: Find the Goal Line Game: D1 & D2 Game 2: Continues Cricket A ball is bowled underarm to a batter who hits the ball and runs between 2 wickets. The bowler can bowl at any time and the next Teacher Resources Find the Goal Line D1 & D2 Continuous Cricket Aussie T-Ball Manual
positively and cooperatively including team communication, sharing, assisting others and applies collaborative team play to skilfully participate in a game of modified T-Ball. collaborative team play to effectively participate in a game of modified T-Ball. team play to participate in a game of modified implements and applies team play to participate in a game of modified T-Ball. required when implementing and applying team play to participate in a game of modified T-Ball.
each lesson outlining the fundamental movements involved in the unit of Hit it, Catch it, Throw it and Field it. reflection on individual performance in T-Ball and application of fundamental movements. individual performance in T-Ball and application of fundamental movements. on individual performance in T-Ball and application of fundamental movements. individual performance in T-Ball and application of fundamental movements. individual performance in T-Ball and application of fundamental movements. Displays expected Effort Application: CO Consistently GE Generally SO Sometimes NI Needs Improvement
Explain Resources What are good habits? Activity 1 Introduction: Revise what are some good health habits from the previous lesson. (use the Healthy Kids website as reference) Activity 2 Students peruse the 8 to Live By resource and highlight the main points (ie what ARE the 8 healthy habits?) Activity 3 Discuss with the class what the 8 healthy habits are. Activity 4 Students go back to their Good / Bad Habits list and revise it. Teacher Resources Student Resources Healthy Kids website: 8 to Live By: Health and Physical Education Metalanguage Assessment Opportunities Reflection Week 1 2 3 4 5 6 7 8 9 10
relationships (ACPPS056) Contributing to healthy and active communities Investigate and reflect on how valuing diversity positively influences the wellbeing of the community (ACPPS060) Focus Areas HPE Alcohol and other drugs (AD) Food and nutrition (FN) Health benefits of physical activity (HBPA) Mental health and wellbeing (MH) Relationships and sexuality (RS) Safety (S) Active play and minor games (AP) Challenge and adventure activities (CA) Fundamental movement skills (FMS) Games and sports (GS) Lifelong physical activities (LLPA) Rhythmic and expressive activities (RE) Learning Framework Community Contributor Leader and Collaborator Active Investigator Effective Communicator Designer and Creator Quality Producer Cross Curricula Priorities Catholic Ethos Aboriginal and Torres Strait Islander Histories and Cultures Social Emotional Learning Asia and Australia’s Engagement with Asia Inclusive Education Sustainability Education General Capabilities Literacy Critical and Creative Thinking Intercultural Understanding Numeracy Ethical Understanding ICT Personal and Social Capability
Year 6 Health-Transition Unit Student: Date: Class: High level of Effort Sound Effort Support Required Health Communicating effective skills for transitioning. Provides a detailed and effective interpretation about the feelings in transitioning, dealing with bullying, managing time and making friends that students face when transitioning to high school. Provides detailed solutions and tips to overcome negative feelings. Provides an interpretation about the feelings in transitioning, dealing with bullying, managing time and making friends that students face when transitioning to high school. Provides some solutions and tips to overcome negative feelings. Provides an ineffective interpretation about the feelings in transitioning, dealing with bullying, managing time and making friends that students face transitioning to high school. Provides vague or no solutions and tips to overcome negative feelings. Working effectively as a group Excellent teamwork demonstrated by all members in producing the movie. Satisfactory teamwork demonstrated by all members in producing the movie. Poor teamwork demonstrated by all members in producing the movie. Time Management All tasks were successfully completed by the due dates All tasks were completed by the due dates although some needed reorganising Tasks were not all completed by the due dates English Script Script was well presented, easy to follow. All sentences were grammatically correct. Most of the script was able to be followed. Most sentences were grammatically correct. Script was difficult to follow. Most sentences were grammatically incorrect. Presentation Overall presentation was delivered at a high level. Overall presentation was delivered at a sound level. Overall presentation was delivered at a low level. Comment:
be accepted after the last day of class.” Attendance Policy: Include the overall attendance policy of the college. Instructors may want to add additional information in individual syllabi to meet the needs of their courses. General Policies: Instructors’ policy on the use of things such as beepers and cell phones and/or hand held programmable calculators should be covered in this section. Cheating and Plagiarism: This must be included in all syllabi and should include the penalties for incidents in a given class. Students should have a clear idea of what constitutes cheating in a given course. Safety Concerns: In some programs this may be a major issue. For example, “No student will be allowed in the safety lab without safety glasses.” General statements such as, “Items that may be harmful to one’s self or others should not be brought to class.” Library/ Learning Resources: Since the development of the total person is part of our mission, assignments in the library and/or the Learning Resources Center should be included to assist students in enhancing skills and in using resources. Students should be encouraged to use the library for reading enjoyment as part of lifelong learning. Expanded Course Outline:
HPHS Bell Schedule 2017-2018 Monday, Tuesday, Wednesday and Friday Thursday Collaborative Time 0 7:45 – 8:35 Breakfast 8:20 – 8:40 Warning Bell 8:45 1 8:50 – 9:49 2 9:54 – 10:53 3 10:58 – 11:57 4 12:02 – 1:01 Lunch 1:01 – 1:31 5 1:36 – 2:35 6 2:40– 3:40 0 7:45 – 8:35 Breakfast 8:20 – 8:40 Warning Bell 8:45 1 8:50 – 9:39 2 9:44 – 10:33 3 10:38 – 11:27 4 11:32 – 12:21 Lunch 12:21 – 12:51 5 12:56 – 1:45 6 1:50 – 2:40 Collaboration Time After School for One Hour Rally Schedule R Rally Schedule 0 7:45 – 8:35 Breakfast 8:20 – 8:45 Warning Bell 8:45 1 8:50 – 9:42 2 9:47 – 10:39 3 10:44 – 11:36 4 11:41 – 12:33 Lunch 12:33 – 1:03 5 1:08 – 2:00 6 2:05 – 2:57 Rally 3:00 – 3:40
Section 6 – Information for Staff HESA Return - Employment Previous/current activity From the following categories how would you describe your previous/current employment status (please circle an option): Employed at another HEI in UK Employed HEI in an overseas country Employed by a non Higher education institution in UK Employed by a non Higher education institution in an overseas country Employed by a research institution in the UK Employed by a research institution overseas Student in UK Student in an overseas country Employed by the NHS/ General medical or general dental practice in UK Employed in the Health service in an overseas country Employed by another public sector in the UK Employed by a private company in the UK in UK Other employment in UK Other employment in an overseas country Not in regular employment If employed please tell us the name of your employer: Your role: Date employed from: Date employed to (or state “current”): Other Higher Education Institutions Have you ever been employed, or are you still employed by a Higher Education Institution? Yes / No If yes, please give details of where and when you were employed; if you cannot give the exact dates then please give the month and year that you were employed from/to. Where you are still employed by this institution please state ‘current’ in the Date Employed to field. Name of the HEI Role Date employed from Date employed to
Paracetamol: Standard (1) Rt Peak Area (trial 1) Peak Area (trial 2) Peak Area (trial 3) Peak Height (trial 1) Peak Height (trial 2) Peak Height (trial 3) 5 10 15 Average Paracetamol Sample Average
Determination of Caffeine in Soda Introduction: High performance liquid chromatography (HPLC) is a type of chromatography which is very similar to liquid chromatography. In HPLC, however, the stationary phase column is more tightly packed than in other types of liquid chromatography. In this lab, the column is packed with C18 particles that are less than 10 m in diameter. The small diameter of the particles allows unprecedented resolution and high efficiency. Since the particles in the column are so small, it is necessary to pump the mobile phase through the column at a very high pressure. The pump keeps a precise flow rate so that the positions of the peaks in time can be used to identify the species in a sample. This is done by comparing the chromatographs of prepared standards of the particular species to be determined. The common peak is an indication of the standard. A small sample (100 Lx2) is injected into the injector port where the mobile phase moves it through the column. Each component, being different in physical composition, will move at a different rate through the C18 column. Thus, the components will be separated according to the size and shape of the molecules. The smallest and least hindered molecules will be eluted first since it is easiest for them to pass through the finely packed column. As each set of molecules elutes from the column, a detector (most often UV) recognizes it and records a peak. The area of this peak (in relation to the area of other peaks) is proportional to the concentration of that particular species in the sample. The identity can also be found by comparing the sample peaks to standards. Identical substances (peaks) will have identical retention times. Purpose: The purpose of this lab is to determine the amount of caffeine in a sample of soda. Materials: isocratic HPLC system vacuum 254 nm UV detector 60 mL syringe C18 column caffeine standards integrator 60:40 methanol : water (HPLC grade,degassed) 100 L syringes distilled water #42 filter paper HPLC grade methanol funnel soft drink sample computer printer Safety: Always wear safety glasses in the lab. Procedure: Preparation of soda samples 1. Obtain a soft drink sample.
NAME: (BLOCK CAPITALS) STAFF / STUDENT I.D. No. SCHOOL / DEPARTMENT: COURSE OF STUDY: (if appropriate) YEAR SIGNATURE: DATE: NAME: (BLOCK CAPITALS) STAFF / STUDENT I.D. No. SCHOOL / DEPARTMENT: COURSE OF STUDY: (if appropriate) YEAR SIGNATURE: DATE: NAME: (BLOCK CAPITALS) STAFF / STUDENT I.D. No. SCHOOL / DEPARTMENT: COURSE OF STUDY: (if appropriate) YEAR SIGNATURE: DATE:
As stated previously, CCSF sits between two major faults and it is expected that future re-surveys of the HPN will be conducted to determine secular and episodic movements within the area. If future surveys of the HPN follow the specifications and procedures adopted for this survey, the relative accuracy of measured shifts is expected to approach 5-6 millimeters at the 95% level of confidence. Statistically, this means the probability at the 95% level of confidence is that movement (signal) has occurred if the movement between two epochs is greater than the relative 95% error (noise). The differences in successive coordinates could be used to estimate movements but do not provide statistical information about the relative accuracies of movements. Measurements of temporal movements should be based on a rigorous simultaneous least squares adjustment of multiple redundant observations at two different epochs for each point to compute the movement and relative accuracy. The success of this process is predicated on the absolute recovery of the reference frame in this survey which is the IGS08(2005) 2013.54 Epoch based on the National Spatial Reference System (NSRS) CORS. APPENDIX GLOSSARY CCSF City and County of San Francisco CCSF-CS City and County of San Francisco Coordinate System CGPS Continuously GPS Stations in California CORS Continuously Operated Reference Stations in the National Spatial Reference System FGCC Federal Geodetic Control Committee FGDC Federal Geographic Data Committee GIS Geographic Information System GLONASS Globalnaya Navigatsionnaya Sputnikovaya Sistema (Russian GPS system) GNSS Global Navigation Satellite System (GPS and GLONASS used in this survey) GPS Global Positioning System
Intel Core i7-3667U Processor $251.00 $25.10 $276.10 8GB DDR3 and 16GB DDR3 memory $22.29 $103.29 $2.23 $10.33 $24.52 $113.62 500GB 7200RPM, 180GB SSD and 256GB SSD $11.21 $177.21 $204.21 $1.12 $17.72 $20.42 $12.33 $194.93 $224.63 HP 3005pr USB3.0Port Replicator $160.00 $16.00 $176.00 HP USB Mouse $15.00 $1.50 $16.50 HP Notebook Combination Lock $20.00 $2.00 $22.00 Targus 13.3 Inch GS Hardsided Case $40.00 $4.00 $44.00 ASSET TAGGING, SECUTITY, AND DISPOSAL OPTIONS FOR NOTEBOOKS UPGRADE COMPONENT GST PRICE GST TOTAL PRICE (INCLUDING GST) Asset Tagging – Options: Customer Supplied Tag (CUSTSUP) AY128AV HP Chassis Tagging SN+MAC1+UUID service AY129AV HP Chassis Tagging SN+MAC1+MAC2 service AY130AV HP Packaging Tag SN+MAC1+MAC2+UUID SVC AY131AV HP Security Tagging service See below for Asset Tagging option graphic examples $15.00 $10.00 $10.00 $10.00 $20.00 $1.50 $1.00 $1.00 $1.00 $2.00 $16.50 $11.00 $11.00 $11.00 $22.00 Secure Tracking (Computrace) Computrace by Absolute Software, a Gartner Visionary Vendor (MQ 2012) is the global leader in persistent security and management solutions allowing organizations to optimize productivity, secure all of their mobile endpoints
Strength 2: Current MOU’s, facility specific and region-wide, provide quick access to healthcare needs during an event Strength 3: Overall strong and effective communication methods in place between multiple community partners. This has been fostered by years of exercising and training together allowing key contacts to be notified early in an event. Areas for Improvement The following areas require improvement to achieve the full capability level: Area for Improvement 1: Additional partnerships need to be fostered to improve healthcare preparedness in regards to specific dialysis needs for special populations Reference: Local and regional assets Analysis: Dialysis needs for pediatric patients was demonstrated to be a gap during the exercise Area for Improvement 2: Additional partnerships need to be fostered to improve healthcare preparedness in regards to emergency water providers Reference: Hospital MOUs Analysis: The exercise demonstrated an overarching need for more specific protocols in local facilities to address water shortage/contamination effects on healthcare functionality. Capability: Healthcare System Recovery Definition: Healthcare system recovery involves the collaboration with Emergency Management and other community partners, (e.g., public health, business, and education) to develop efficient processes and advocate for the rebuilding of public health, medical, and mental/behavioral health systems to at least a level of functioning comparable to pre-incident levels and improved levels where possible. The focus is an effective and efficient return to normalcy or a new standard of normalcy for the provision of healthcare delivery to the community. Objectives: Objective 3: Define the organization’s ability to coordinate with outside agencies Capability 2: Healthcare System Recovery- Function 1: Develop recovery processes for the healthcare delivery system; Function 2: Assist healthcare organizations to implement Continuity of Operations (COOP) Strengths The partial capability level can be attributed to the following strength: Strength 1: Healthcare facilities are familiar with outside agencies and key personnel to contact in the event of an emergency
Post applied for Personal Details Surname Forenames Former Name(s) (if any) Address inc. Postcode Email: Telephone: Home Work Mobile Date of Birth (for Safer Recruitment purposes only) Nationality Present Position Name, Address and Phone No. of employer and nature of business Job Title Full or Part Time Dates From To Mth Yr Mth Yr Previous Employers / Employment History Please provide a full list since leaving secondary education. Name, Address and Phone No. of employer and nature of business Job Title Full or Part Time Dates Reason for Leaving From To Mth Yr Mth Yr
The implementation research and evaluation section invites manuscripts that relate to the evaluation, using rigorous methods, of the implementation of health interventions, policies and programmes in real-life settings of low and middle income countries. We encourage submission of formative research and of both outcome and process evaluations as long as these deploy strong methodological approaches; we also encourage systematic reviews in this area. More generally, we encourage submissions that make appropriate and rigorous use of qualitative, quantitative or mixed methods, as long as studies provide understanding of what, why and how interventions work in real-world settings. We encourage studies on a wide range of outcomes, including health impacts as well as those relating to acceptability, adoption, appropriateness, feasibility, fidelity, coverage, or sustainability. Types of papers we are interested in: Studies that develop and test health-systems solutions for sustained use on a large scale Randomised or non-randomised outcome or impact evaluations of interventions, programmes and policies implemented in real-life settings in low- or middle-income countries, including studies testing sustainable approaches to improve implementation at scale Process evaluations, especially those conducted alongside outcome evaluations, of interventions, programmes and policies implemented at scale in real-life settings in low- or middle-income countries Formative research relating to the development of implementation and delivery strategies for large-scale and sustainable interventions, programmes and policies in low- or middle-income countries Types of papers we are not interested in: Studies that do not use rigorous methods Small-scale studies Studies without a clear link to policy and practice Efficacy studies
Figure one. Pre to post shooting accuracy by time on posttest shooting condition References Anderson, A. (1997). Learning Strategies in physical education: Self-talk, imagery and Goal-setting. Journal Of Physical Education Recreation And Dance, 68(1), Anderson, A., & Vogel, P. (1999) The effect of instructional self-talk on the overhand throw. Physical Educator, 56(4), 215-223. Behrend, D., Rosengren, K., &Perlmutter, M. (1989). A new look at the effects of age, task difficulty, and parent’s presence on children’s private speech. International Journal Of Behavioral Development, 12, 305-320.
Signature: ________________________________________________ Date: __________________ Human Assurances Committee: This project has been properly filed as required by Federal, State and University of Idaho procedures. Signature: ________________________________________________ Date: __________________ Received by ________________________________________________ Date received _______________________________________________
Termination of Housing Assistance: Does the subgrantee follow the policy and procedure that recognizes due process in terminating assistance and follows the required steps for any program participant that violates program requirements? Conflict of Interest ( For more information, see page 39 of the HPRP Notice) Does the subgrantee comply with federal conflict of interest regulations related to the procurement of services, equipment, supplies and/or other property (24 CFR 85.36(b)(3) for states, territories and units of general local government, and 24 CFR 84.42 for non-profit organizations)? Does the subgrantee follow a policy and procedure to routinely ensure that no one with a conflict of interest (as defined in the HPRP Notice) receives a personal or financial interest or benefit from any HPRP-funded activity? If there is an exception to the conflict of interest policy, has the grantee sought and obtained a waiver from HUD? Habitability and Lead Paint (For more information, see pp. 40-41 of the HPRP Notice) Habitability: Does the subgrantee use the HPRP habitability standards set forth in the HPRP Notice or a more stringent standard required by the grantee? Lead Based Paint Do the subgrantee’s inspection and assistance practices comply with the Paint Poisoning Prevention Act as amended (24 CFR Part 35, A, B, M and R)? Are appropriate staff members certified as LBP Visual Inspectors? Non-Discrimination, Equal Opportunity and Fair Housing (For more information, see pp. 40-42 of the HPRP Notice)
by an individual’s abnormal developmental growth and/or experiencing the world differently than others. Type I Diabetes – (aka Diabetes Mellitus) – a disorder in the body’s production and use of insulin and in the body’s use of blood sugar resulting in a high blood glucose level. Insulin dependent Type II Diabetes – (aka Diabetes mellitus) same as above but not insulin dependent (vast majority of individuals with diabetes) Myocardial Infarction – aka “heart attack” – interruption in the blood supply to the heart muscles caused by a clot (blockage) or plaque in an artery leading to the heart. EKG – Electrocardiogram (aka ECG) – non-invasive test which measures the electrical activity of the patient’s heart. Results are printed on a graph. ECT – Electroconvulsive treatment – use of electric current to induce convulsive seizures. Most often used in the tx of depression. Introduced in 1938 but remains one of the few effective treatments with severe, persistent depression. Used with anesthetics and muscle relaxants. Usually received as an inpatient as short term memory is severely impaired for approx 24 hrs. Down Syndrome – a chromosome disorder which usually includes intellectual disability, distinctive facial feature, and congenital heart defects. JC - The Joint Commission - Formerly Joint Commission on Accreditation of Healthcare Organizations - A private organization (non-governmental) that sets voluntary standards of care for many different types of healthcare settings. TBI – Traumatic Brain Injury – injury to the brain as a result of a traumatic event. 2 major classes of brain injuries – open head and closed head – open penetrates scalp or skull (i.e. GSW) –closed is head injury which results in brain damage without penetration and may be due to impact Emesis – vomit Exacerbate – to make a disease or disability worse. (i.e. A lifestyle that does not involve active movement during the day may exacerbate (make worse) a decubitis in an elderly resident) Etiology – study of where the disease or disorder originates, how it progresses, and what other factors and effects result from the disease or disorder Family Council – an organization within a long term care facility that is run by and for families and friends of the residents Febrile – pertaining to a fever Fibrosis – abnormal replacement of smooth muscle tissue or organ tissue with fibrous connective tissue
Section D: HPS Project Budget (cont.) Overall Budget Request Template A submission cannot exceed $515,367(over two years). Budget Item Detailed Expense Priority % Rationale Amount Example: Salary/benefits 1 housing support worker 1coordinator HF, 100% HF,50%, support services, 50% The housing support worker will provide support and services to the HF clients of the HPS project The coordinator will oversee the housing support worker and provide support services to non-HF clients/participants 37,500 42,000 Total $
Brief update on status provided. Many WG members submitted assignments ahead of meeting, thus they were not ready for WG discussion. Volunteers assigned for figures. Time slot given to P1827. P1248 Guide for the Commissioning of Electrical Systems in Hydroelectric Power Plants – John Yale Brief update on status provided. Time slot given to P1827. Smart Hydro Power PAR sponsorship request form SGCC – John Yale, Jay Anders, and Eric Vaughn WG made an unofficial motion (no quorum) to decline the sponsorship of the Smart Hydro PAR. Formal communications with SGCC will continue through Malia Zaman to decline EDPG sponsorship. Overlap of this with IEEE 1249 and other IEEE and IEC communications standards. Winter 2017 Meeting: Denver, CO at Federal Center, Building 53 February 9 & 10, 2017 General Meeting 2017 – Chicago, IL July 16-20 Room reservation and coordination with IEEE PES is required. Jay Anders formally transition to the HPS Subcommittee Chair role to Eric Vaughn. HPS bylaws state that Vice Chair assumes the responsibility and do not require a vote. Vice Chair Eric Vaughn accepted the honor. Vice Chair nominations made. Preliminary Vice Chair is Lucas DeLong Nominations can be made. Recruiting: Recruiting is ongoing. Jay Anders and Eric Vaughn brought one new member each. Meeting was attended by two new attendees, one of which was a former active member. Continue recruiting with call for participation, websites, and social media. No open forum items. Meeting Adjourned at 12:00 pm.
formal supervision per five days of placement. Provide necessary feedback, coaching or moral support in between formal supervision times. Update the Deakin Unit Chair if you have any concerns around student progress (via telephone or email) as needed. Complete a mid-placement review and final feedback review at the completion of the placement provide any additional support that may be required Organise the completion of a review and final feedback review from the Placement Supervisor at the completion of the placement. Treat the placement organisation and role like a real job Maintain confidentiality at all times Fulfil all of the assessment requirements including maintaining a logbook to the standards specified by Deakin
Homework We will begin using an electronic homework system from Mastering Physics (MP) on Day 2. (An introduction to MP will also be available on Day 2). All text based homework is to be downloaded from, solved, and the answers submitted on-line to . See the Expectations and Procedures document for penalty details on submitting late work. MasteringPhysics Course ID: MPGAW29001 and MP problems Q = Conceptual Questions at the end of the text chapter MC = Multiple choice questions at the end of the text chapter P = Problems at the end of the text chapter ST = Step through problem MP # Assigned Date Lab Prep ?’s Probs ST and Other Due Day # Due Date 1 16-Aug 1 5, 9 (do on paper) 2 18-Aug 2 18-Aug 2.1-2.3 4,5 (on-line) Introduction to MasteringPhysics; 3 22-Aug 3 22-Aug 2.4-2.5 14 ST: Analyzing Position versus Time Graphs; Clear the Runway; Given Positions, Find Velocity and Acceleration ;Rocket Height; Tossing Balls off a Cliff 4 24-Aug 4 24-Aug Constant Acceleration Lab (ball drop with motion sensors) 2.6-2.7 21,22 ST:Tactics Box 2.2 Drawing a Pictorial Representation; PSS 2.1: Motion with constant acceleration 5 26-Aug 5 26-Aug ST: Motion Diagram and Gravity Graphing Question 6 30-Aug 6 30-Aug Police Car and The Fee Fee Road Speeder (constant acceleration vs constant velocity) MC: 2.24 P: 9, 28,35, 45, 62, 59, 69, 68 ST: Motorcycle catches a car 7 1-Sep 7 1-Sep Review Sheet; 2.56, 2.70 ST: Significant Figures; Converting between Different Units; Velocity from Graphs of Position versus Time; Redo any MP problems for practice 8 7-Sep 8 7-Sep ST:Vector Magnitude and Direction; Adding Scalar Multiples of Vectors Graphically; Vector Addition Ranking Task; Redo any MP problems for practice 9 9-Sep 9 9-Sep 3.1-3.3 6,7,8,10,11,13 ST: Adding and Subtracting Vectors Conceptual Question; Resolving Vector Components with Trigonometry;A Canoe on a river 10 13-Sep
SPORT MANAGEMENT MAJOR COURSE OF STUDY SPORT MANAGEMENT MAJOR, B. A.: 52 core credits with required minor in area of student’s choice (18-25 credits) *Pre-req in same department unless another department is specified TENTATIVE COURSE SCHEDULE LISTED CAN CHANGE WITHOUT NOTICE REQUIRED COURSES C=on-campus; O=online; S=self-guided *Asterisk = not every semester Lib Ed Pre req Dept Crse # Title Cr Fall Spr Sum ACCT 1101 Principles of Accounting I 3 C, O C,O O BUAD 2280 Computer Business Applications 3 C, O C, O O 5 ECON 2000 Markets & Resource Allocation 3 C, O C C,O HLTH 2100 First Aid and CPR/AED 1 C* C C* PHED 2109 Introduction to Sport Management 3 C C* O 2109 PHED 2970 Internship: Sports Management Practices 3 C C C PHED 3120 Psychology of Sport 2 C C O ECON 2000 PHED 3219 Sport Economics 2 C PHED 3449 Socio-Cultural & Ethical Issues in Sport 3 C O BUAD 2280 PHED 3509 Sport Event Management 2 C PHED 3519 Facility Management 2 C BUAD 2280 PHED 3600 Sport Marketing 3 C C* ACCT 1101 ECON 2000 PHED 4209 Finance 3 C 3449 PHED 4309 Legal Aspects of Sport 3 C* C O 2970 PHED 4409 Sport Business Management 3 C Senior PHED 4920 Directed Group Study: Sport Management Seminar 1 C C PHED 4970 Internship: Management 12 C C ARR
PHED 4170 Advanced Principles for Strength & Speed Training 3 C PSY 2200 Human Sexuality 3 C C O PSY 2217 Abnormal Psychology 4 C C O PSY 3237 Lifespan Development 4 C C PSY 3367 Social Psychology 3 C C O PSY 3387 Topics in Psychology – when offered with the subtitle of Health Psychology 3 OPTION B: PEDAGOGY HLTH 4206 Secondary School Health 2 O HLTH 4970 Secondary Health Teaching Practicum 1 O O HUMAN PERFORMANCE MINOR: 20-26 credits required TENTATIVE COURSE SCHEDULE LISTED CAN CHANGE WITHOUT NOTICE *Pre-req in same department unless another department is specified REQUIRED COURSES C=on-campus; O=online; S=self-guided Lib Ed Pre req Dept Crse # Title Cr Fall Spr Sum I. REQUIRED COURSES 3 3 BIOL BIOL 1110 1211 Human Biology OR Introductory Biology 4 C, O C,O O O O O HLTH 2100 First Aid and CPR/AED 1 C* C C* PHED 2100 Found of PE, Exercise Science, & Sport 3 C BIOL 2110 PHED 3300 Physiology of Exercise & Nutrition 3 C C 3449 PHED 4309 Legal Aspects of Sport 3 C* C O PHED 4970 Internship in Exercise Science 1-3 C C C II. REQUIRED OPTION OPTION A: Pedagogy – select 3 of the following courses PHED 2640 Safety Instruction 3 PHED PHED 3100 3110 Motor Development OR Motor Learning 2 2 C C C C O PHED 3504 Teaching Dance & Rhythms 2 C PHED 3505 Teaching Elementary Physical Education 2 C* odd yr PHED 3604 Teaching Team Sports 2 C* even yr PHED 3605 Teaching Individual Sports 2 C PHED 3607 Teaching Fitness 2 C PHED 4160 Personal Trainer: Aerobic Exercise 3 C PHED 4170 Personal Trainer: Strength & Speed Training Exercise 3 C OPTION B: Fitness & Training – select 3 of the following courses HLTH 3300 Nutrition 3 O C O PHED 1240 Techniques of Neuromuscular Relaxation 1 C C PHED 3200 Introduction to Sport Biomechanics 3 C C PHED 3504 Teaching Rhythms & Dance 3 C PHED 4160 Advanced Fitness Assessment & Prescription – Aerobic 3 C
Information for Poultry and Egg Producers The Perimeter Buffer Area (PBA) acts as an outer control boundary, set up around the poultry houses to keep vehicles and equipment which have not been cleaned and disinfected and personnel not following biosecurity entry protocols from contaminating areas near the poultry houses. The PBA should be established so that personal vehicles, delivery vehicles, and product transport vehicles do not have to enter the PBA and therefore do not need to be cleaned and disinfected each time they arrive at the site. Vehicles needing to enter the PBA should be cleaned and disinfected before entry; vehicles transporting live animals should be cleaned and disinfected before being loaded Employee and visitor vehicles should park outside the PBA in a designated parking area Drivers of delivery vehicles (feed, parcel, propane) should be aware of the PBA and have a planned delivery route, remaining outside the PBA Walking Into PBA Only Wear and disinfected footwear or new disposable footwear when exiting vehicle Put on disposable gloves or apply hand sanitizer before exiting vehicle Entering Poultry Housing Arrive at site previously showered, wearing clean clothing and footwear Before entering the PBA, avoid walking in areas where vehicles that have not been cleaned and disinfected have driven Equipment such as skid loaders, trucks, etc. should be cleaned and disinfected each time before entering the PBA Equipment staying within the PBA will not need to be cleaned and disinfected unless leaving then