zilongwang/ReadingBank huggingface dataset:
Reading Guide #1: HONORS ENGLISH 9 THREE SECTIONS RASH by Pete Hautman Directions: Explain how each of the following themes plays out in the novel, and find AT LEAST TWO quotations from the reading that applies to each of the different themes. Be sure to write in complete sentences and include the page number(s) where you find each quote. See example for clarification. THEME PAGE NUMBERS REFERENCE/QUOTATION/INFORMATION REFERRED TO WHY IS THIS SIGNIFICANT? ANGER (EXAMPLE) 75 “My belly began to burn, a little hot spot just above my navel. At that moment I wanted more than anything to drive my fist into his smile, right through his face and into his brain.” The theme of anger is developed through the character of Bo Marsten, as he struggles with self- control. This quote shows how Bo’s anger often leads to reckless behavior and gets him in trouble. THEME PAGE NUMBERS REFERENCE/QUOTATION/INFORMATION REFERRED TO WHY IS THIS SIGNIFICANT? ANGER (a strong feeling of annoyance, displeasure, or hostility)
Honors Evolution Test *Chapters 12 & 13, focus on scientists and vocabulary (especially those assigned, check list on website). *Darwin documentary questions (Will post key on website) *Do nows (listed on website) *Evolution Power Point notes *HW Self quiz questions (Ch 12 & 13) *Natural Selection moth gizmo *Hardy-Weinberg gizmo (problems) *Worksheet with examples of types of evolution *Evolution Reading packet with accompanying answers Some scientists and terms to focus on (non-inclusive list) Charles Darwin Alfred Russell Wallace Jean Baptiste-Lamarck Hutton & Lyell Mendel Watson & Crick T.H. Huxley Julian Huxley Thomas Malthus Stabilizing selection Diversifying or disruptive selection Directional Selection Directional selection Convergent Evolution Divergent Evolution Parallel Evolution Punctuated Equilibrium Gradualism Adaptive Radiation Sexual Selection Sexual Dimorphism Selection Pressure Natural Selection Fitness Common Descent Descent with modification Artificial selection or selective breeding Bottleneck Effect Founder Effect Genetic Drift Hardy-Weinberg Equilibrium Microevolution Macroevolution Natural Variation Differential Survival Competition for Resources Galapagos Islands Allopatric Speciation Sympatric Speciation Speciation Homologous structures Embryology Comparative Anatomy Biogeography Archaeopteryx Missing Link Living Fossil Use and Disuse Inheritance of Acquired Traits Radiometric Dating
Collaboration with Peers Almost always listens to, shares with, and supports the efforts of others in the group. Tries to keep people working well together. Usually listens to, shares with, and supports the efforts of others in the group. Does not cause "waves" in the group. Often listens to, shares with, and supports the efforts of others in the group but sometimes is not a good team member. Rarely listens to, shares with, and supports the efforts of others in the group. Often is not a good team member. Enthusiasm Facial expressions and body language generate a strong interest and enthusiasm about the topic in others. Facial expressions and body language sometimes generate a strong interest and enthusiasm about the topic in others. Facial expressions and body language are used to try to generate enthusiasm, but seem somewhat faked. Very little use of facial expressions or body language. Did not generate much interest in topic being presented. Content Shows a full understanding of the topic. Shows a good understanding of the topic. Shows a good understanding of parts of the topic. Does not seem to understand the topic very well. Stays on Topic Stays on topic all (100%) of the time. Stays on topic most (99-90%) of the time. Stays on topic some (89%-75%) of the time. It was hard to tell what the topic was. Vocabulary Uses vocabulary appropriate for the audience. Extends audience vocabulary by defining words that might be new to most of the audience. Uses vocabulary appropriate for the audience. Includes 1-2 words that might be new to most of the audience, but does not define them. Uses vocabulary appropriate for the audience. Does not include any vocabulary that might be new to the audience. Uses several (5 or more) words or phrases that are not understood by the audience. Speaks Clearly Speaks clearly and distinctly all the time, and mispronounces no words. Speaks clearly and distinctly all the time, but mispronounces one word. Speaks clearly and distinctly most (94-85%) of the time. Mispronounces no more than one word. Often mumbles or cannot be understood OR mispronounces more than one word. Final Grade:
Honors Geometry Exam Review 1. Find the measure of . A. 8 B. 36 C. 144 D. 39 2. What is the length of the segment with endpoints J(0,3) and M(3,7). A. 13 B. 5 C. 7 D. 3 3. Find the coordinates of the midpoint of LM for L(10,8) and M(2,6) A. (6,7) B. (8,2) C(12,14) D. (5,2) Use the following picture for #4-8 4. Identify the special angle pair for 4 and 6. A. vertical B. Consecutive interior C. Corresponding D. Alternate interior 5. IF m5=3x and m7=2x+15 find x. A. 5 B. 33 C. 165 D. 12 6. Which statement proves q r? A. m B. m C. m D. m 7. Which statement does NOT imply q r? A. m B. m C. m D. m 8. If m A. 50 B. 25 C. 180 D. 130 9. What is m in the parallelogram? A. 115 B. 50 C. 15 D. 2 10. Which of the following must be met for a parallelogram to be a rectangle? Diagonals are perpendicular Diagonals are congruent All sides are congruent The length of a diagonal is equal to the length of a side 11. The measures of the bases of a trapezoid are 40 and 100. What is the measure of the median of the trapezoid? A. 30 B. 60 C. 70 D. 140 12. The hypotenuse of a 30-60-90 triangle measures 16. What is the measure of the long side? A. 8 B 8√3 C. 32 D. 8√2 13. Name one additional pair of corresponding parts that needs to be congruent to prove ΔPTF ≅ ΔGTS by SAS. PF ≅ SG P S F G PTF GTS 14. Name the altitude. A. CB B. SB C. AU D. TU
Pre-requisite skills/standards: Understand the connections between proportional relationships, lines, and linear equations. (8.EE.B) Understand congruence and similarity using physical models, transparencies, or geometry software (8.G.A) Point-slope form Principal Resource Carnegie Chapter 3 Perimeter and Area of Geometric Figures on the Coordinate Grid Standards G.CO.B.6 G.GPE.B.4 G.GPE.B.5 G.GPE.B.7 G.MG.A.1 G.MG.A.2 G.MG.A.3 Estimated Time 13 days
Focus 7: Congruence- This topic focuses on proving triangle congruence theorems and using the theorems to determine whether triangles are congruent. Triangle congruence is covered, including right triangle and isosceles triangle congruence theorems. Students are given opportunities to explore the congruence of corresponding parts of congruent triangles as well as continuing work with proof, introducing indirect proof, or proof by contradiction. Throughout, students apply congruence theorems to solve problems. Big Ideas: G.CO.A Experiment with transformations in the plane G.CO.B Understand congruence in terms of rigid motions G.CO.C Prove geometric theorems G.CO.D Make geometric constructions Learning Goal and Scale: Pre-requisite skills/standards: Draw, construct and describe geometrical figures and describe the relationships between them (7.G.A) Understand congruence and similarity using physical models, transparencies, or geometry software (8.G.A) Principal Resource Carnegie Chapter 7 Congruence through Transformations Geometry for Enjoyment and Challenge- Chapter 3.2-3.7- Use in conjunction with Carnegie Chapter 7, and Carnegie 8.1, 8.2 for homework and supplemental lessons, as needed Standards G.CO.A.2 G.CO.A.3 G.CO.A.5 G.CO.B.6 G.CO.B.7 G.CO.B.8 G.CO.C.9 G.CO.C.10 G.CO.D.12 Estimated Time 11 days
HONORS PROTEINS - STATION 1: WATCH IT! Go to https://www.youtube.com/watch?v=x1-m71WRBD8, watch the video (4 Primary Functions of Protein in the Body) and answer the questions below. What are the building blocks (monomers) of proteins? What is the name of the bonds that join these monomers together? What is the first function of proteins discussed? What are two examples of proteins that provide this function in the body? What is the second function of proteins in the video? What is the function of enzymes? What is the function of hormones? What is an example of a hormone in our bodies and what is its purpose? What is the third function of proteins discussed in the video? What is the purpose of hemoglobin? What is the fourth function of proteins listed in the video?
________________________________ ________________________________ Student’s Name [last, first] Student’s Signature ________________________________ ________________________________ Parent/Guardian Name Parent/Guardian Signature ________________________________ ________________________________ Home phone Work/Cell phone Email Address: _____________________________________________________ As a parent, I understand that that following are requirements to ensure I am taking an active role in my child’s education: Support the school’s policies and procedures (assignments, behavior, attendance, uniform, etc.) as they have all been put into place to ensure the success of your child. Check Infinite Campus at least weekly to monitor child’s progress Attend important meetings and various events/activities that are held throughout the year Engage in ongoing conversations with the school, as we too want to ensure your child is successful Visit slamnv.org regularly for important information and messages. If concerns arise about your child, socially or academically, please contact the office at (702) 473-5735 to speak to or make an appointment with your child’s teachers.
b) RT = 7, RS = 8, mS _____ c) mR = 75˚, RT = 4, TS _____ d) mS = 24˚, TS = 2, RS _____ 20. From the top of a cliff 50 meters high, a camper sees a deer. The angle of depression is 62˚. How far is the deer from the base of the cliff? (Round answer to the nearest tenth.) 21. a) Find the perimeter of the trapezoid. b) Find the area of the trapezoid. c) Find the length of the median of the trapezoid. 22. In ABCD, mA= 5y˚ and mB = (2y + 19)˚. Find y. 23. If both pairs of opposite sides of a quadrilateral are congruent and the diagonals are congruent, then the quadrilateral is a __________________. 24. Find the sum of the measures of the angles of a heptagon. 25. Five angles of a convex hexagon are 90˚, 120˚, 120˚, 130˚, and 140˚. Find the measure of the 6th angle.
The influence of age and reproductive status on stress perception and responsivity Project outline There is a growing body of evidence supporting an association between higher levels of stress and reproductive failure. However, the association is weaker in women of advanced reproductive age (>35 years) compared with younger women. This is consistent with the reproductive suppression model which posits reproduction should not be suppressed when the costs of delay in terms of lost reproductive opportunities out weigh the benefits of suppression. But what are the mechanisms? This project will examine the influence of age and different reproductive states (for example, nulliparous, multiparous) on women's perception of stress and their physiological reactivity to a variety of stressors. Project is suitable for Honours, Masters, PhD Supervisor Essential qualifications For Honours: An appropriate undergraduate degree with a biological science emphasis, and a minimum weighted average of 65% in the level 3 subjects that comprise the relevant major from an approved institution. Applicants will be assessed on a case-by-case basis. For Masters or PhD: An appropriate Honours degree with a biological science emphasis or equivalent research experience from an approved institution. Applicants will be assessed on a case-by-case basis. Desirable skills/experience Knowledge of statistics, second and third year Anatomy and Human Biology Reproductive Biology units or equivalent, background in psychology. .
Asian Black □ Bangladeshi □ African □ Indian □ Caribbean □ Pakistani □ Any Other Black Background (specify if you wish) □ Any Other Asian Background (specify if you wish) ……………………………………………. ……………………………………….. Mixed Ethnic Background Chinese □ Asian and White □ Any Chinese Background □ Black African and White (specify if you wish) □ Black Caribbean and White …………………………………………….. □ Any Other Mixed Ethnic Background (specify if you wish) White ………………………………………………… □ White background Any Other Ethnic Background (specify if you wish) □ Any Other Ethnic Background (specify if you wish) ……………………………………………… ………………………………………………… And which group does your candidate for an honour identify with? Please tick one box
Asian Black □ Bangladeshi □ African □ Indian □ Caribbean □ Pakistani □ Any Other Black Background (specify if you wish) □ Any Other Asian Background (specify if you wish) ……………………………………………. ……………………………………….. Mixed Ethnic Background Chinese □ Asian and White □ Any Chinese Background □ Black African and White (specify if you wish) □ Black Caribbean and White …………………………………………….. □ Any Other Mixed Ethnic Background (specify if you wish) White ………………………………………………… □ White background Any Other Ethnic Background (specify if you wish) □ Any Other Ethnic Background (specify if you wish) ……………………………………………….. …………………………………………………… Privacy Notice Nomination for an Honour or Gallantry Award
Naming ionic compounds Determining ionic formulas Ionic dissociation Molar mass Covalent Naming Covalent Prefixes Naming Acids Chapter 6 Chemical Reactions Products Reactants Energy Exothermic Endothermic Balancing Equations Chapter 7 Reactions in an aqueous solution Precipitate Redox reaction Combustion Reaction Single Replacement Reaction Double Replacement reaction Synthesis Reaction Double Replacement Reaction Net Ionic Equation
If M1V1 = M2V2 and M1 = 6.2, M2 = 1.3, and V2 = 200mL, calculate V1. If you want to multiply 13 by 24 and then divide by 2, set up the expression in one step and then evaluate. Add 50 to 273, then multiply by 4, then divide by 2.3. Set up the expression in one step and then evaluate. Multiplying fractions using the calculator
Article 1 (Civil Case) Article 2 (Criminal Case) Who are the parties on both sides of the case? Plaintiff+ Tommy and Rita Coggins Defendant = Laclede Gas Company Prosecutor = The U.S. Government (Federal Authorities like, the FBI, or US Attorney) What happened? Their House exploded due to a buildup of gas, Their son was injured and later died from the injury. Someone tried to get money from the US Bank by posting as the electric company in emails Which party initiated or started the case? The plaintiffs Tommy and Rita Coggins started the case by suing Laclede Gas Co. Th US government/FBI initiated the case by arresting Mr. Smith and charging him with bank fraud. What is this party asking the court to do/decide? The plaintiffs wanted Laclede to be found negligent in maintaining its underground gas lines, allowing gas to build up inside the house, and thus causing the loss and damage. The government would like the defendant to be found guilty of breaking the law. What penalty are they seeking? Money to repay losses and damages. The gov’t is seeking an appropriate punishment. The gov’t also wants to prevent future crimes and protect public safety Has the trial already happened? If so, what was the outcome? in this case, the decision has already been made. The jury found that Laclede Gas was negligent and awarded money to the plaintiffs. The trial has not happened yet at the time this article was written, and Mr. Smith is presumed innocent unless the government can prove he is guilty beyond a reasonable doubt. What must the person prove to win? The plaintiff must prove their claims by a preponderance of the evidence = meaning it is more likely to be true than not true, or that there is greater than a 50% chance that it’s true. (Lower standard than in criminal cases) The prosecutor must prove the defendant is guilty beyond a reasonable doubt = meaning that there is no other reasonable explanation that can be derived from the evidence presented. (Highest standard)
DEPARTMENT OF INDUSTRIAL PSYCHOLOGY FULL-TIME HONOURS TIMETABLE HONS BCOMM (HRM) & HONS BCOMM (INDUSTRIAL PSYCHOLOGY) SECOND SEMESTER 2017 TIME MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY 08:30 – 10:30 Psychometrics: Measurement Theory, Test Construction & Decision-making [Industrial Psych] Prof C Theron SPSS & LISREL - Practical [Industrial Psych] Room: E02.1 & E02.2 [08H00-10H00] Prof C Theron Strategic Human Resource Management II [All] Mr F van der Bank 11:00 – 13:00 Employment Relations & Labour Legislation [Industrial Psych] Mr G Cillié Industrial Relations: Theory & Practices (Processes) [HRM] Mr G Cillié Organisational Psychology: Contemporary Challenges [All] Dr B Boonzaier
Location, Physical Setting, History Screening Process Explained Scoping Process Explained Allowable Uses Community Interest Parks and Recreation Use Assessment Findings Demographics of Park District Ethnic Minorities and Migrants Poverty Hood River Community Health-Related Needs Chronic Disease Management Nutrition and Food Insecurity Community-based Behavioral and Social Health Conclusion and Maximizing Health Benefits Minimizing Health Risks Recommendations Monitoring the Outcome Appendices Appendix A Appendix B Appendix C Appendix D References page 3 page 5 page 6 page 6 page 9 page 10 page 11 page 11 page 14 page 15 page 15 page 15 page 16 page 17 page 17 page 21 page 24 page 26 page 27 page 29 page 31 page 32 page 32 page 32 page 33 page 33 page 46 Executive Summary
Fill in the blanks in the following sentence: In the primary structure of a protein, amino acids are joined together by bonds, which are a particular type of bond. In a folded protein, segments of the polypeptide typically fold into one of two regular patterns that we call secondary structures. These two patterns are illustrated in Figure C.2 below. A B C D Figure C.2. Two types of secondary structure in proteins: α-helix and β-sheet (constructed from multiple β- strands). A & B, α-helix structure represented in ball-and-stick (A) and ribbon (B) forms. C & D, β-sheet structure represented similarly. Copyright 2013 from Essential Cell Biology, 4th Edition by Alberts et al. Reproduced by permission of Garland Science/Taylor & Francis LLC. (Figure 4-10)
journalists go away, as they tell us that’s not the story people are interested in…’ Open letter from Reclaim, published in Guardian, 25 August 2008. Enforced conscription is the answer to sick yobs Sue Carroll, Mirror, 2 March 2009 ‘What word other than “feral” better describes the swarms of hooligans abandoned to their own devices by slattern mothers and absentee “babyfathers”? No one crosses the road if they spot a crocodile of Boy Scouts coming in the other direction. But nor does anyone in their right mind risk walking through a scrum of hoodies hogging the pavement – not unless they fancy a knife in their ribs.’ Richard Littlejohn, Daily Mail,18 November 2008 Sick vid posted by Rhys gangs ‘A street gang with links to the murder of schoolboy Rhys Jones have posted a sickening video glorifying violence. Footage shows an unidentified youngster who has apparently been kidnapped by violent thugs (see multimedia links, right)....’ Sun, 7 January 2009 ‘If Obama gets in, I’m moving to America’ Young black British men on the role models that give them hope Moboshir Ali, 19, currently looking for work: ‘Lewis Hamilton? Brilliant. Brilliant. Brilliant. Now he’s in the history books. It was so good. I don’t care about Obama, though. I give up on politics.’ Joshua Ellison, 17, student: ‘Hackney is my hometown, it’s easy to blend in – but if Obama gets in, I’m moving to America, bwoy! I’m excited about Lewis Hamilton, too, and really happy for him.’ Julius Soares, 19, engineering student: ‘A black man being president! It makes me feel in the future I can be whatever I want to be. He’s inspired me, definitely.’
Honors H499 Evaluation Form Faculty: Please help us record the final evaluation of your Honors student’s work by filling out this form and returning it to the student either electronically or hard-copy. They will use it in their Senior Portfolio. Please have this done by the time your grades are due. Thank you! Honors Student: _____________________________________________________ Course Instructor: ____________________________________________________ Semester and Year: _____________________________________________________ Grade for the Honors Project/Course: ___________________________________________ Honors Project Description: Please provide a description and goals of the Honors Senior Project as devised by you and the Honors Student: Analysis of the Honors Project: Please provide feedback of the student’s performance to justify the grade given above: Please rate the student in each of the Honors Program Goals as seen during the duration of the project (Excellent, Good, Fair, Poor, N/A) with a brief explanation. Culturally well-rounded: Good researcher: Academic Leader: Good citizen in the community or on campus: Rev. 4/15
Implementation Insert text HD2 Previously developed areas In areas which appear tired and are suffering deterioration with the passage of time, development will be supported that enhances the character and quality of the area and the way it functions. Brownfield development only be supported if constructed within the original building curtilage unless, in exceptional circumstances, the design demonstrates that it enhances the character and quality of the area and the way it functions. Reasoned justification The residents advise that design is not only important because of the street scene and the look of the area but also because of the quality of life that it enables. Design also needs to recognise the demographic of the people living in Hook; eg as families grow they tend to have multiple cars and may wish to extend their houses. A certain number of properties are deemed by residents as appearing tired and are suffering deterioration with the passage of time (a prime example of which is the buildings in the centre of Hook). It is the residents’ wish that the design of any development in these areas will eliminate this and improve the overall appearance. Implementation Insert text HD3 Social Inclusivity and Cohesion New development will only be supported if aims to improve social inclusivity and cohesion by: excluding gated developments, as Hook is a socially cohesive and low-crime area meeting the requirements of ‘Secure by Design’ [MW ref?] to minimise the likelihood and fear of crime. Reasoned justification Insert text Implementation Insert text
Desired Outcomes Characteristics Sought Competencies Challenged Base Good Superior Idea Reaches New Audiences Idea reaches school constituencies in new ways or expands the reach of a program within the school Idea maintains the status quo or applies to standard audiences Idea hopes to reach a new audience or program within a school Idea shows good promise for engaging new audiences in new ways Idea clearly incorporates innovative thinking that will apply to new grade levels or ages Measurable Outcomes Reasonable outcomes are anticipated as are plans for accurate measurement of those outcomes; success is defined and how it will be measured is clear Plans are not clearly evident for defining or measuring successful outcomes Very basic plans exist to define success in measurable ways but the criteria or methodology may require refinement A solid plan exists for carefully achieving and measuring success Unquestionable excellence is demonstrated within the plan for achieving and measuring success accurately Scalability for the School and Others – Transferability to Member Schools An expectation is that this successful project will benefit all FCIS schools. That expectation is anticipated and it can be reasonably and shared as projected Although this idea may help the receiving school it has little capacity to effectively help a significant FCIS audience The idea clearly can help the receiving school and has a reasonable expectation of helping some FCIS schools The products & outcomes not only clearly benefit the receiving school, there is a reasonable expectation of transfer to a number of other FCIS schools The products & outcomes not only clearly benefit the receiving school, there is every expectation of transfer to a majority of FCIS schools Sustainability When the grant is exhausted, there is a clear plan for the program, curriculum or innovation’s continuation The idea and its planning indicate no thought toward continuing success beyond the grant The idea and its planning clearly address how it will be sustained by the school budget The idea and planning can be funded and sustained by this school and others The idea and planning can be funded and then sustained by its own success
The anecdote/ vivid description: -Relevant (relates to my topic) - Specific details (the more specific my details, the more engaging the hook) Top Quality Sample: “Eat your food!” “But I’m not hungry,” a little boy whimpers in the classroom, strapped to the chair. The force of the food being shoved down his throat makes him gag. Multicolored gunk splatters on the floor, while the little boy screams for his mother. “Now, you are going to shut up and lick that mess clean until the floor sparkles!” These are the words of Donna Weidenbenner, an elementary school teacher. A devastating worldwide crime, student abuse is thriving in America and needs to be stopped. Poor Quality Sample: I remember a time when teachers were mean to me. She yelled a lot. Teachers are too mean. WRITE AN ANECDOTE FOR THE MAGIC-HAT TOPIC
Appeal to a High Ideal: An appeal to a high ideal is asking the reader ___________________ ____________________________________________________________________________. -They are ______________________ -They often work well with quoting ______________________________________ Top Quality Example: “We hold these truths to be self-evident,” the Preamble of the Declaration of the United States declares, “that all men are created equal.” Equality, the principle that our fore fathers fought for is now in jeopardy at Amistad Academy. Poor Quality: People should treat one another equally because that’s what we all believe. WRITE AN APPEAL TO A HIGH IDEAL FOR YOUR MAGIC-HAT TOPIC
NOTE: Blue text denotes a non-academic, student focused reason Hoosier was selected by the family. Hoosier High School Reason for Selecting Hoosier High School Flexible scheduling/pacing (ability for this student to learn at his/her own pace) 96% Ability to customize program to meet this student’s needs 91% Quality of curriculum 88% Because Hoosier is a public school with recognition and backing of state 87% Support of highly qualified, experienced teachers for each subject 85% Hoosier is tuition free 84% I was concerned about the school environment (safety, drugs, distractions, peer pressure, bullying etc.) 82% Wanted to oversee/be more involved in my student’s education 81% Hoosier is a K12 School 80% Reputation of Hoosier 79% Hoosier Grades K-8 Reason for Selecting Hoosier Grades K-8 Flexible scheduling/pacing options (ability for this student to learn at his/her own pace) 97% Meets state required school standards 94% Hoosier is tuition free 91% Quality of curriculum 90% Ability to customize program to meet this student’s needs 89% Support of highly qualified, experienced teachers for each subject 89% Because Hoosier is a public school with recognition and backing of state 88% Wanted to oversee/be more involved in my student’s education 86% Reputation of Hoosier 83% Hoosier is the kind of research-based, rigorous education I wanted for my student 82% Hoosier is a K12 School 81% I was concerned about the school environment (safety, drugs, distractions, peer pressure, bullying etc.) 81% Methodology: The questions are asked on a top 3 box answer. DATA: From the 2016 Spring Parent Satisfaction surveys
Strategies: (Small number of action oriented staff performance objectives) Barrier Action Steps Person Responsible Timetable Budget In-Process Measure 1. Exposure and understanding of Acquisition Lesson Plans 1. Provide immediate and ongoing professional development of Acquisition Lesson Plans, with emphasis of incorporating high yield strategies. Meet twice each quarter with teachers to discuss progress and offer ideas. 3. Develop a rubric to assess the components of the acquisition lesson plan 2. Every teacher will meet with his or her evaluating administrator to review a lesson Administration Literacy Coach Peer Coaches Department Chairs and Team Leaders 1st nine weeks and ongoing Twice each 9 weeks Training materials Teacher Lesson Plans Rubric 2. Lack of structured time 1. Provide for bi-monthly department meetings to allow teachers time for collaboration and during early release days, while making administrators available for support. Administration Department Chairs 1st nine weeks and ongoing Meeting agendas 3. Lack of effective feedback regarding lesson design and planning 1. Administration and Peer Coaches will provide teachers with effective feedback of their lesson designs and will participate in collaboration meetings. Administration Peer Coaches 1st nine weeks and ongoing Walkthroughs Lesson Plans 4. Keep teachers updated on DBQ training 1. Provide DBQ training for new teachers and any teachers who want a refresher update 2. Follow through with monitoring and feedback Literacy Coach Administration Peer Coaches 1st nine weeks Lesson Plans Walkthroughs 5. Lack on understanding of Webb’s Depth of Knowledge 1. Provide training for faculty on Webb’s Depth of Knowledge. The new state assessment’s questions are written using Webb’s Depth of Knowledge 2. Follow through with monitoring and feedback Literacy Coach Administration Peer Coaches 2nd nine weeks Lesson Plans Walkthroughs
Time 1. Two full day MESH department collaboration days to: Administration MESH Department Chairs 1 day 1st semester 1 day 2nd semester $2100.00 Agendas Lesson plans Pacing guides Formative assessments Summative assessments Curriculum Alignment 1.Identify priority standards 2. Create common pacing by grade level 3.Create common formative assessments (at least 4) 4.Create common summative assessments (not just semester exams, but unit or chapter assessments) 5. Monitor common formative, common assessments at least 2 times per grading period Department chairs will report out results to the administrative team and stakeholder At least twice per grading period Lesson plans Pacing guides Formative assessments Summative Assessments Results of assessments (Item Analysis)
LENDER ______________________________________________ (Name) By: __________________________________________ (Signature of Lender’s Authorized Representative) Title: _________________________________________
Trainer: ______________________ Date: _________________ Name Best way to contact you (phone and/or email) City & County In what sector(s) do you work? (e.g. healthcare, education, etc.) With what groups do you anticipate to use HOP? (e.g. faith community, school group, community organization) Add me to the WISE mailing list
a. Develop standard referral and discharge protocols between aged residential care facilities, pharmacists, primary care (including providers of after-hours services and medicines advice), ambulance and hospital services. b. Explore options for providing telephone advice and triage for aged residential care facilities, especially after hours. c. Ensure systems, resources and training are in place allowing aged residential care facilities to communicate with and involve family and whānau at the point of discharge from hospital or where urgent care is needed. d. ARC homes to provide rehabilitation (similar to 11.g). Explore options for aged residential care facilities to become providers of a wider range of services to older people, including non-residents. 20. Improve medicines management b. Implement pharmacist-led medicines reviews for older people with high needs receiving home and community support services and those in aged residential care. c. Ensure models of care and contractual arrangements provide equitable access to medicines management services targeting people receiving medicines and/or polypharmacy, people in aged residential care and older people with complex health needs living in their own homes. 23. Build a greater palliative care workforce closer to home a. Work with professional colleges, DHBs and training bodies to ensure that core elements of end-of-life care (such as aligning treatment with a patient’s goals, basic symptom management and psychosocial support) are an integral part of standard practice for all relevant health professionals and health care workers. 24. Much more work needs to be done with the sector before any actions under this point can be implemented. Improve the quality and effectiveness of palliative care Conclusion The Health of Older People Strategy: Consultation draft is a comprehensive document with many sound recommendations on how the health of older people will be managed in New Zealand over the next ten years. The NZACA supports many aspects of this document. However, The NZACA feels strongly that there is not enough focus on aged residential care within the strategy. While we understand this current government is focussing heavily on “Ageing in place”, there is and will continue to be a need for the provision of higher level care to many older people in New Zealand. These people are assessed as being unable to remain at home and require more care than can be provided through the home and community support service. End. Submission 153 withheld at submitter’s request Submission 154
Summer 2004 No No No Fall 2004 – Spring 2008 Yes Yes Yes Summer 2008 - Current Yes Yes Yes HOPE Grant GPA Checkpoints and Calculation Details: Learning Support Definition includes remedial coursework and coursework chosen by the student that does not count toward program requirements for the Diploma, Certificate or Degree the student is seeking. (Course registration status code: ‘KO’, ‘OA’, ‘OW’, ‘OF’, ‘OI’, ‘OM’, and ‘OP’.) Included in Paid Hours Include hours in Checkpoint Progression? Include in Checkpoint GPA? Summer 2003 Yes No No Fall 2003 Yes No No Winter 2004 Yes No No Spring 2004 Yes No No Summer 2004 Yes No No Fall 2004 – Spring 2008 Yes No No Summer 2008 - Current Yes No No Greater Than Full-Time Enrollment Included in Paid Hours Include hours in Checkpoint Progression? Include in Checkpoint GPA? Summer 2003 (200401) – Fall 2008 (200902) Maximum of 12 hrs Maximum of 12 hrs All hrs included (excluding LS and DE) Winter 2009 (200903) - Current Maximum of 15 hrs Maximum of 15 hrs All hrs included (excluding LS and DE)
Application Form for the 10th HOPE Meeting with Nobel Laureates - For PhD students and young researchers in Countries/Areas other than Japan - 1. Applicant 1) Name (First/Middle/Family) 2) Date of Birth(yyyy/mm/dd) First Middle Family 1 9 3) Gender 4) Nationality or Area of Birth 1. Male 2. Female 2. Affiliation, Universities Attended and Current Research Topic 5) Institution 6)School/Grade Present Position, Grade 7) Universities Attended Completion Date (Month, Year) University/Institution Program/Department/School Degree 8) Research Field Area Discipline Research Field 9) Current Research Topic 3. Contact Information 10) Home Address Address: Tel: Fax: Email: 11) Office Address Address: Tel: Fax: Email: 12) Contact Point Home Address 2. Office Address
PLEASE NOTE: If any portion of your application is delayed/not completed and will therefore be received after your payment, your payment *must* reflect the date the completed application packet is postmarked. PLAN AHEAD. After making a copy for your own records, prepare payment and mail forms to your representative at the address below: If you live in Send your app to Address City, State Zip AL Lannie Newman 2628 Ridgewood Lane Moody, AL 35004 AR Amy Greenway 1507 Phillip Dr. Jacksonville, AR 72076 GA, KY, MS Myla Mitchell 2409 Briarmoor Rd. NE Atlanta, GA 30345 Midwest Region (IA, IL, IN, MI, MN, MO, OH, WI) Nick Meier 19215 E. Steel Rd. DeTour Village, MI 49725 New England (CT, MA, ME NH, RI, VT) Ned Polan 10 Pine Meadow Dr. Southampton, MA 01073 NC Valerie Wolford 6971 Shady Creek Trail Rougemont, NC 27572 NJ & NY Brian Flynn 2079 Park Settlement RD. Owego, NY 13827 NM & Texas Sharon Evans 5911 Grandwood Lane Katy, TX 77450 PA Sue Herman 5519 Grubb Rd. Erie, PA 16506 Pacific NorthWest (ID, OR, WA) & British Columbia Molly Fischer 18133 154th Ave NE Woodinville WA 98072 Pacific SouthWest (AZ, CA, NV) Steve Booth 424 Bluebell Ave. Placentia, CA 92870 Rocky Mountain Region (CO, MT) Karen Klein 12702 Antelope Trail Parker, CO 80138 SC, FL Cindy Becker 738 Huntington Ct Burlington, NC 27215 TN Pete Friedman 1448 Howling Dr. Collierville, TN 38017 VA & MD Joan Heverly 874 Mereer New Wilmington Rd. New Wilmington, PA 16142 Has your address changed in 2018? Email Address Mailing Address
CASE STUDY: THE LIFE OF CHOTI This little child is 5 years old. She responds to the name Choti and lives in the desperate world of Kolkata's streets. One could pass her by on Kolkata's streets at night. She is a bundle of rags on the footpath. A filthy flea-infested rat scurries out from the dirt-stained bundle that conceals her tiny body. Her sad, soulful eyes stare out from a dirty tear-stained face. Ragged shreds of a greenish material, which was once a beautiful summer dress for some faraway child from another world, barely cover her tiny abused and battered body. Perhaps at one stage Choti's family, filled with the joy of a parent's love, had given her another name, but on the street a name holds little value. Each of Choti's days and nights follow a similar pattern. By day, she scavenges in the piles of rubbish. Some days she is successful though for the most part hunger is her constant companion. Competition on the streets is tough where the dogs and the rats are strong adversaries. The rest of the day is spent aimlessly wandering around the streets and begging for survival. At night, Choti curls up in a tiny ball, unrecognisable as a sleeping child. All around her thousands of other children sleep on their piles of rags. The hours between dusk and dawn are nightmarish. It is then that the vulnerable sleeping children become victim to predatory adults who abuse them. There is no hope of rescue. Choti is a victim. She inhabits a body, which has lost its soul and has become one of the thousands of child ghosts that wander Kolkata’s streets. Choti is 5 years old when she dies. During her brief life, not one record or document acknowledged her birth, life or death. She is a nowhere child. (See page 6 for suggested activities in response to this story)
FURTHER SUGGESTED ACTIVITIES SLUMDOG Watch the Oscar-winning movie‘ Slumdog Millionaire’ which deals with issues such as poverty and disadvantage in India and have a class discussion on the topics raised. PHOTO Write a caption for an image contained in this booklet or on the Hope website. DEBATE Organize a school debate on the issue of child labour. ART Design a poster or paint a mural depicting life in the slums of Kolkata. PETITION Organise a petition on the issue of Child Labour. Make sure you educate people on the issue as well as encouraging them to sign the petition. PRESENTATION Make a short presentation to another CSPE class on what you learned about child labour. FUNDRAISE Sell Butlers Chocolate Bars at lunchtime to raise money for the Hope Foundation. INTERVIEW someone you know who has worked in a developing country. Hope volunteers are available on request. Pitch your interview to a local newspaper. INVITE an overseas volunteer to your school to talk about life overseas. AWARENESS Run an awareness campaign in your school. EXAMINE how unfair trade rules that favour developed countries. SOLUTIONS
5 4 3 2 0 Introduction Well-written introduction with an attention grabber that is at least 3 sentences. Introduction is well written, but is shorter than 3 sentences. One sentence intro. Poorly intro that does not relate to the rest of the essay. No Intro Thesis Well-written thesis that previews three body topics. Thesis that previews two body topics. Thesis that previews one body topic. Thesis that does not preview any body topics. No Thesis Body Paragraphs Three well-written body paragraphs with 5-7 sentences each. Three well-written body paragraphs but contain less than 5 sentences each. Body paragraphs are not split; they are just one giant cluster. Missing one or more body paragraphs. No Body Paragraphs Organization Structure Transitions Logical progression of ideas with a clear structure that enhances the thesis. Transitions are present. Organization is clear, but essay lacks transitions. There is some organization, but transitions are sporadic. There is some organization, and some transitions, but they are irrelevant. No visible organization or transitions. Style Sentence flow Variety Diction Sentence structure is strong, with different types. Word choice is up to grade level. Writing is clear and sentences have varied structure. Diction is consistent. Writing is clear, but sentences may lack variety. Diction is somewhat appropriate. Essay has incomplete sentences and/or no flow of information. No visible style Mechanics Spelling Punctuation Capitalization No grammatical errors. 1-2 grammatical errors 3-4 grammatical errors 5-6 grammatical errors More than 10 errors Conclusion Well-written conclusion with 3 complete sentences that restate the thesis. Conclusion is well written, but is shorter than 3 sentences. One sentence conclusion. Poorly written conclusion that does not relate to the rest of the essay. No Conclusion Speech Gave 1-2 minute speech Did not give speech Comments: TOTAL: _______________/40
Registered RQIA Responsible Person. The Registered RQIA Responsible Person is: Name: Rose Reynolds (Quality Manager, Niamh). Address: Niamh Head Office 80 University Street BT7 1HE Qualifications: 2009 - Post Qualifying Award – Social Work 2004 - Diploma in Social Work 2000 – Masters Degree in Business Administration, Healthcare Specialisms 1999 - Post graduate Diploma in Health Service Management 1986 – BSc Hons – Psychology Registered with NISCC – Registration number 1102305 Additional: EFQM Trained Assessor Accredited Trainer - Train the Trainer Experience: 17 years management experience in the Social Care Sector 2010 – Present – Quality Manager, Niamh Devising, implementing and monitoring audit programmes. Overseeing the implementation of the EFQM Excellence Model and promoting a culture of continuous improvement. Ensuring appropriate governance arrangements within Beacon. Ensuring compliance with regulatory requirements. Establishing appropriate performance indicators and measures,
SERVICE USER RISK/VULNERABILITY REPORT SCHEME: Willowtree House Code – (initials / age / gender) RVA in last 6 mths RVA in last 12 mths RVA in last 5 years Nature of Risk Vulnerability issues Dates of Specific Incidents in last 6 months Issues for Managers/CO This register is regularly updated to reflect ever changing details and persons involved. The current register is available to suitably authorised professionals for inspection and is held in Willowtree House. Where available a copy of SE Trust Risk and Vulnerability ‘Screening Tool’ will be obtained. Signature: Designation: Date:
Appendix 4 REGISTER OF COMPLAINTS SAMPLE Date Complaint Received Name of person making complaint Name of person receiving complaint Beacon Complaints Record form completed Yes / No Description of complaint Please state whether Verbal/Written Other relevant documentation ie statements, reports Action taken, date resolved and by whom (Example) 1 Jan 2010 Ms Smith Joe Wright No Tumble Dryer is frequently broken down (verbal) Daily Notes (31/12/09) Maintenance Request (2/1/10) Repair arranged and completed. Joe Wright (4/1/06) (Example) 3rd Jan 2010 Mr Jones Joe Wright Yes – see Beacon Complaint records
REGISTER OF COMPLAINTS Date Complaint Received Complainant Name of person making complaint Name of person receiving complaint Beacon Complaints Record form completed: Yes / No Description of complaint Please state whether Verbal/Written Other relevant documentation ie statements, reports Action Taken, date resolved and by whom
Hopelessness: A Concept Analysis The objective of this paper is to offer an analysis, “separation of a whole into its component parts” (Merriam-Webster, 2012) of the concept of hopelessness and the residual effects that a feeling of hopelessness may have on an individual’s psychological health. In deconstructing the concept of hopelessness this paper will address three defining characteristics of hopelessness. Hopelessness and depression, risk for suicidality, and insufficient or maladaptive coping skills are all examples of circumstances that create or exacerbate an environment that breeds hopelessness. Hopelessness can be defined as “a manner of thinking and feeling which frames life with negative perceptions of the present and bleak expectations about the future” (Barker, 2009, p. 184). A person experiencing feelings of hopelessness generally anticipates that there is no way for life to improve, upholding the belief that he or she is powerless in effecting any positive change. (Barker, 2009, p. 184). The nature of a hopeless person’s thought process and content is often of a very narrow manner. In attempt to provide a sufficient concept analysis of ‘hopelessness’ it is crucial that the reader is aware of the hopelessness theory of depression (Abramson et al, 1989). The theory suggests that “inferred negative consequences and negative characteristics about the self contribute to the formation of hopelessness, and in turn the symptoms of hopelessness contribute to depression” (Stuart, 2009, p. 289). This author explains that the hopelessness theory is thus closely linked to the cognitive model of depression. The cognitive model of depression “proposes that people experience depression because their thinking is disturbed” (Beck et al, 1979, as cited in Stuart 2009). According to Stuart (2009), “Depression is seen as a cognitive problem dominated by a person’s negative evaluation of self, the world, and the future” (p. 288).
HOPE Pace Template: 12-14 Weeks Segment One Pace Chart Week/ Due Date Lesson 1 01.00 Play and Plan Pretest 01.01 Importance of Physical Activity 01.02 Safety 01.03 Fitness Assessments 2 01.04 Goals 01.05 Personal Wellness Planning 01.06 Cardiorespiratory Fitness 01.07 Training Principles 01.08 Health-Related Fitness 3 01.09 Module One Wellness Plan* 01.10 Discussion-Based Assessment Segment One Collaboration Component 02.00 Play With Focus Pretest 02.01 Flexibility 4 02.02 Monitoring Activity 02.03 Peer Influence 02.04 Muscular Strength and Endurance 02.05 Training Expectations and the Media 02.06 Skill-Related Fitness 5 02.07 Good Eats 02.08 Module Two Wellness Plan* 03.00 Play for Keeps Pretest 03.01 Lifetime Fitness 03.02 Avoidance 6 03.03 Advertising 03.04 Happiness 03.05 Module Three Wellness Plan* 03.06 Discussion-Based Assessment 03.07 Segment One Exam 7 Floating Vacation Week Segment Two Pace Chart Week/ Due Date Lesson 1 04.00 Play Smart Pretest 04.01 Mental Fitness 04.02 Healthy Relationships 04.03 Surrounded 04.04 Health and Technology 2 04.05 Personal Menu 04.06 Module Four Wellness Plan* 04.07 Discussion-Based Assessment Segment Two Collaboration Component 3 05.00 Play it Safe Pretest 05.01 Drugs and Alcohol: Risks and Effects 05.02 Cost of Drugs 05.03 Alcohol 4 05.04 Tobacco 05.05 Drugs 05.06 Getting Help 05.07 Module Five Wellness Plan* 06.00 Play for Life Pretest 5 06.01 The Weight Epidemic 06.02 Body Composition 06.03 Healthy Development and Disease 06.04 First Aid and CPR 6 06.05 Own Your Health 06.06 Module Six Wellness Plan* 06.07 Discussion-Based Assessment 06.08 Segment Two Exam 7 Floating Vacation Week