zilongwang/ReadingBank huggingface dataset:
published by the North Carolina Department of Natural and Cultural Resources. [The self-warranting of records in itself does not authorize the destruction of records, originals or copies, nor does it change current records retention and disposition scheduling procedures. Destructions of records are authorized when your institution approves the current retention and disposition schedule. If scanned records are intended to take the place of original paper records, departments/offices must submit the Authorization to Destroy Paper Records form.] Each signatory should initial each element for certification, print his/her name on the Approved by line, fill in the job title, and sign and date the form. IT Professional The IT Professional is the person responsible for providing technical support to the records custodians and who may be involved in infrastructure and system maintenance. The IT Professional certifies that: Audit trails document the identity of the individual who creates, duplicates, modifies, or otherwise prepares the records, what actions are taken by the individual during the course of the process, when these actions are taken, and what the results of these actions are. Audits: are performed periodically to confirm that the process or system produces accurate results. confirm that procedures followed are in accordance with the agency’s documentation. are performed routinely on files to ensure no information has been lost. are performed by an independent source (i.e., persons other than those who create the records or persons without an interest in the content of the records. Acceptable sources may include different department or authorized auditing authority). are adequately documented. The process or system hardware and software are adequately documented. Permanent records conform to all file format, file naming, and digital preservation guidance produced by the Department of Natural and Cultural Resources. Backup procedures are in place and comply with best practices as established by the Department of Natural and Cultural Resources. Successful disaster recovery backup is completed at least once every two years. Approved by: Date: Title: Signature:
Request for Disposal of Unscheduled Records COLLEGE/UNIVERSITY INFORMATION Requestor Name and College/University College/University Department/Office/Unit Phone and email Mailing Address In accordance with the provisions of G.S. § 121 and § 132, approval is requested for the destruction of records listed below. These records have no further use or value for official administrative, fiscal, historical, or legal purposes. Records Title and Description Inclusive Dates Quantity Relevant Statutory Regulations Proposed Retention Period Requested by: Signature Title Date Approved by: Signature Requestor’s Supervisor Date Concurred by: Signature Assistant Records Administrator State Archives of North Carolina Date
The spindles have been produced using a CNC lathe. (b) Explain two benefits of using this process to produce the spindles. The spindles are manufactured in batches. (c) Describe two issues for the manufacturer of using batch production for these components. Taken from 2014 Higher Product Design Past Paper 6. The Baby Jogger City Mini Stroller shown below is an award winning buggy. Ergonomics is a key issue that would be considered by the designer. (a) With specific reference to physiological issues describe four aspects that would have been considered in the design of the buggy. The buggy is also produced in a twin version. (b) Explain two ways that this version will benefit the consumer. (c) Explain the advantages to the manufacturer of producing two versions of the same product. Taken from 2014 Higher Product Design Past Paper 7. The products shown below are protected by Intellectual Property Rights (IPR). Describe how companies could use aspects of IPR to protect their products.
marketing plan product launch (iii) First production run Explain the functional properties of a range of ingredients(fat/sugar/egg/flour) in food products and the impact of these on the food product development Aeration Caramelisation Crystallisation Gelatinisation Dextrinisation Fermentation Coagulation Emulsification Faults in cake making A food manufacturer wants to modify a pastry recipe. Describe the possible result of each of the following changes. (i) Butter changed to margarine (ii) White flour changed to wholemeal flour Describe the result on the baked cupcakes of increasing the proportion of sugar in the cake mixture. Explain how a range of contemporary food issues affect consumer choice of foods including: environmental and ethical issues –Fairtrade, Organic – Soil Association, Sustainability, seasonality, the media – TV, health claims food packaging and labelling Evaluate the impact of each of the following factors on consumer choice of Food (i) Packaging (ii) Food labelling (iii) Buy one get one free (BOGOF) The retailer is planning to sell a range of organic produce. Evaluate the impact of including a range of organic produce in the store. Evaluate the use of each of the following methods of advertising for the retailer: • leaflets • radio advertising. Explain in detail, how the following factors affect a consumer’s choice of foods: budget l lifestyle – vegetarians/religion, foreign travel, internet shopping dietary – allergies, intolerances nutritional knowledge Evaluate each of the following influences on consumer choice of food. (i) Shift patterns (ii) Peer pressure (iii) TV advertising
Higher History Historiography Summaries BRITAIN Why Democracy Use in Context: D.G. Wright – ‘By Modern Standards, Victorian democracy was undemocratic’ On Industrialisation: David Thomson – argues the Industrial Revolution changed the political order across Europe On Pressure Groups: Historian Royden Harrison said that the fear of disturbances and even revolution combined with a new respect for artisans (skilled working class) helped achieve reform. On Changing Attitudes of Political Parties: “Popular pressure had little effect on governments who had their own motives for reform….it can be argued that political advantage was at the heart of much of the change.” John Kerr How Democracy Extension of the Franchise: ‘The Parliamentary system of the 1850 s was not democratic. It was not meant to be’ – Historian S Wood Secret Ballot: ‘Bribery was fairly widespread’ - Historian Robert Southey. Historian Martin Pugh Some advocates of the secret ballot had expected this to end bribery, but in practice the secret ballot often enabled voters to receive payments from both sides instead of one! - Representation: (on the payment of MPs)
Name Class Question Mark Maximum mark 1 4 2 2 3 2 4 4 5 6 6 5 7 5 8 3 9 5 10 4 11 6 12 3 13 4 14 5 15 6 16 4 17 5 18 7 Total 80 Predicted Paper November 2017 Mathematics, Unit 2 Higher Tier WJEC Style Calculator-allowed Time: 1 hour 45 minutes Marks Available: 80 marks Commissioned by The PiXL Club Ltd.
10. Solve the equation [ 4 ] ………………………………………………………………………………………………………………………………………………….. …………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………...
Instruments & Related Concepts Strings Violin Viola Cello Double Bass Harp/Clarsach Arco Bowed Pizzicato Plucked Woodwind Piccolo Flute Oboe Clarinet Bassoon Saxophone (Not in Orchestra) Blown Air is blown through the Instrument to produce sound Flutter Tonguing Rolling an “R” While blowing a note Brass Trumpet French Horn Trombone Tuba Con Sordino – Played with a mute to create a different sound than expected. Tuned Percussion Xylophone (Wooden) Glockenspiel (Metal) Vibraphone Timpani (Kettle Drum) Tubular Bells Piano Untuned Percussion Snare Drum Bodhran Drum Kit Bongo Drums Cow Bell Guiro Bass Drum Castanets Cymbals Tambourine Triangle Claves
2. Comment serait ta maison idéale ? You could also be asked… Quels sont les problèmes dans ta région ? Où vas-tu habiter dans le futur et pourquoi ? b. Social issues 1. Qu’est-ce que tu penses des associations caritatives ? 2. Que fais-tu pour rester en bonne santé ?
Task Expected response Additional guidance Marks available 1 Database design and development — part A 1a Award 1 mark for completing: names of relationships 1 – M – 1 cardinality 1 Design (3) 1b Award 1 mark each for: Patient-PrescribedDrug: relationship and cardinality Drug-PrescribedDrug: relationship and cardinality Description of relationship may vary. Award 1 mark for both cardinalities with no named relationships. 2 Solution for 1b
Task Expected response Additional guidance Marks available 1 Database design and development — part B 1c (i) Award 1 mark each for: SELECT drugID drugID with COUNT function FROM PrescribedDrug GROUP BY drugID ORDER BY COUNT(drugID) DESC 3 Implementation (7) SELECT drugID, COUNT(drugID) FROM PrescribedDrug GROUP BY drugID ORDER BY COUNT(drugID) DESC; 1c (ii) Award 1 mark for query to find the drug with the highest dosage: Query1 SELECT Max(dosage) FROM Drug; Award 1 mark each for: SELECT patientID, datePrescribed FROM PrescribedDrug, Drug WHERE PrescribedDrug.drugID = Drug.drugID AND dosage = [Query1 result] Do not award a mark for the final bullet point if the candidate answers “AND dosage = 2000”. This implies they have manually searched for the drug with the highest dosage. If the candidate implements the search using a sub-clause: AND Drug.dosage = (SELECT MAX(Drug.dosage) FROM Drug;) still award marks for: Query 1 AND dosage = 4
Task Expected response Additional guidance Marks available 2 Software design and development 2a Award 1 mark each for any two of the following: there are 973 beaches in file the file data (names and rating) is assumed to be accurate no input validation required for file data rating entered by user will only be an integer from 1 to 5 the user can only enter one beach to display (as the program only runs once) 2 Analysis (2) 2b (i) Input from file Procedure with use of parameter passing (beach data record structure) created to read file data 1 Implementation (12) Read data from file 1 Store beach names and ratings in a record structure 1 Calculate average rating Function with use of parameter passing (beach data record structure) created to return average rating 1 Count occurrences algorithm. Award 2 marks for: fixed loop for each record selection (not 5) running total of ratings incrementing counter Award 1 mark for three bullets Award 0 marks for fewer than three bullets 2 Average rating calculated correctly 1
Task Expected response Additional guidance Marks available 3 Web design and development 3b Award 1 mark for each complete bullet: all required form elements for: forename surname country age area of interest correct input types identifiable from design: input for forename, surname drop down or radio button input for country and age input area for paragraph Mark using the form design 2 Design (2) 3c Award 1 mark each for: forename and surname with ‘required’ country and age with correct options text area with max 300 characters and ‘required’ submit button Mark using the form code and browser screenshot 4 Implementation (8) 3d (i) Award 1 mark for: three sections set to display:none Display may be implemented as inline HTML or external CSS 1
SexCode A code indicating the biological distinction between male and female. string 1 M, F StateCode A code indicating an Australian address state or territory code. string 3 NSW, QLD, VIC, TAS, ACT, NT, SA, WA or AAT. AttendedPreviousHepCode An indicator as to whether a person attended a previous HEP (Higher Education Provider). string **3 AttendedYear12, DidNotAttendYear12 or Unknown. AttendedYear12Code An indicator as to whether a person attended Year 12 at an Australian high school. string **4 Year12Number A Year 12 student number. string 11 Year12SchoolName The name of an Australian school in which a person attended Year 12. string 200 Year12StateCode The state or territory in which a person attended Year 12 in an Australian high school. string 3 NSW, QLD, VIC, TAS, ACT, NT, SA, WA or AAT. Year12Year The year in which a person attended Year 12 in an Australian high school. gYear 4 Data Element – This column identifies the equivalent data element in the Data Collection. Code Value Source – code value data elements are limited to values identified by the Code Value Source. Those indicated with a “Data element” indicates that the list of possible values for the element is equivalent to the list of that Data Collection element number. No field length is defined in the XLM schema for these data element codes as the value is restricted to defined code values.
Unit Topics Homework Assessment Approximate Date 1 Preparing Financial Accounting Information 1 The Role of Financial Accounting Review of learning 2 Financial Statements and Adjustment to Financial Statements (Sole Trader) Review of learning 2 exam type questions Unit 1 Topics 1 and 2 Closed Book Assessment Week 4 August 3 Financial Statements of a Partnership Review of learning 2 exam type questions Unit 1 Topic 3 Closed Book Assessment Week 1 October 4 Financial Statements of a Manufacturer Review of learning 2 exam type questions Unit 1 Topic 4 Closed Book Assessment Week 1 November 5 Financial Statements, Legislation and Accounting Standards of a Public Limited Company Review of learning 2 exam type questions Unit 1 Topic 5 Closed Book Assessment Week 4 November End of Unit 1 Assessment Assessment practice questions Unit 1 Open Book Assessment Week 1 December 2 Preparing Management Accounting Information 1 The Role of Management Accounting Review of learning 1 exam type question 2 Material Costing and Inventory Valuation Review of learning 1 exam type question 3 Overhead Absorption and Job Costing Review of learning 1 exam type question Assignment-style with Formulae/ Functions) Unit 2 Topics 2 and 3 and Unit 3 Topic 1 Open Book Assessment Week 4 December NB See Unit 3 Topic 1 PRELIM Units 1, 2 (Topics 1-3) and Unit 3 (Topic 1) Week 2/3 January 4 Overhead Analysis Review of learning 1 exam type question Assignment-style Unit 2 Topic 4 Closed Book Assessment Week 1 February 5 Process Costing Review of learning 1 exam type question 6 Service Costing Review of learning 1 exam type question 7 Budgeting Review of learning 1 exam type question Assignment-style Unit 2 Topics 5, 6 and 7 Closed Book Assessment Week 4 February
3 Analysing Accounting Information 1 Business Analysis – Investment Appraisal Review of learning 1 exam type question See Prelim Week 2/3 January 2 Business Analysis – Accounting Ratios Review of learning 1 exam type question 3 Marginal Costing Decision-making Review of learning 1 exam type question Assignment-style Unit 3 Topics 2 and 3 Closed Book Assessment Week 1 March ASSIGNMENT Course Assignment worth 1/3 of overall award Week 2 March End of Unit 2 Assessment Assessment practice questions Unit 2 Open Book Assessment Week 3 March End of Unit 3 Assessment Assessment practice questions Unit 3 Open Book Assessment Week 4 March
TYPES OF LANGUAGE THAT MIGHT BE MENTIONED IN QUESTION 4: TYPE OF LANGUAGE: KEY WORDS THAT CAN DESCRIBE EXAMPLES OF THIS LANGUAGE: SOME TECHNIQUES YOU MIGHT FIND Informative language / writing to inform FACTUAL AUTHORITATIVE TRUSTWORTHY SERIOUS Facts Statistic Quotes Persuasive language / writing to persuade CONVINCING EMOTIVE CATCHY MEMORABLE Opinions Facts Emotive language Repetition Rhetorical question Direct address Descriptive language / writing to describe DRAMATIC VIVID LIVELY Imagery Metaphor Simile
EMOTIVE Alliteration Onomatopoeia Personification Adverbs Adjectives Writing that shows someone’s point of view PERSONAL EMOTIVE BIASED Personal pronouns Entertaining writing / writing to entertain HUMOUROUS LIVELY CATCHY INTRIGUING SURPRISING Jokes Puns Rhyme Imagery Hyperbole Sarcasm Dramatic / tense / suspenseful writing EXCITING TENSE DRAMATIC SHOCKING Short sentences Well chosen verbs Emotive writing HAPPY DELIGHTED THRILLED MISERABLE OPTIMISTIC PESSIMISTIC Advice REASSURING COMFORTING SUGGESTING ENCOURAGING POLITE Direct address Modals (could, would, should)
Compare the different ways that language is used for effect in two of the texts you have studied. If you want to practice this question, you can use ANY of the texts that have been included in this booklet. There are a variety of texts with a variety of purposes and a variety of different types of language so test yourself by identifying the different language techniques they have used and comparing them.
x = ........................................................... (Total 5 marks) 4. Solve the equation x = ........................................................... (Total 4 marks) 5. (a) Solve
Questions: 1. One Monday, Victoria measured the time, in seconds, that individual birds spent on her bird table. She used this information to complete the frequency table. Time (t seconds) Frequency 0 < t ≤ 10 8 10 < t ≤ 20 16 20 < t ≤ 25 15 25 < t ≤ 30 12 30 < t ≤ 50 6 (a) Use the table to complete the histogram. (3) On Tuesday she conducted a similar survey and drew the following histogram from her results. (b) Use the histogram for Tuesday to complete the table. Time (t seconds) Frequency 0 < t ≤ 10 10 10 < t ≤ 20 20 < t ≤ 25 25 < t ≤ 30 30 < t ≤ 50 (2) (Total 5 marks) 2. This histogram gives information about the books sold in a bookshop one Saturday. (a) Use the histogram to complete the table. Price (P) in pounds (£) Frequency 0 < P ≤ 5 5 < P ≤ 10 10 < P ≤ 20 20 < P ≤ 40 (2) The frequency table below gives information about the books sold in a second bookshop on the same Saturday. Price (P) in pounds (£) Frequency 0 < P ≤ 5 80 5 < P ≤ 10 20 10 < P ≤ 20 24 20 < P ≤ 40 96 (b) On the grid below, draw a histogram to represent the information about the books sold in the second bookshop.
Q13 (Q10 Specimen Paper) Q14 (Q11b Specimen Paper) Q15 (Q2aiii & iv 2013 Higher) Q16 (Q4a-c 2013 Higher) Q17 (Q10ai & ii 2013 Higher) Q18 (Q11 a&b 2013 Higher)
Higher Revision Mat 1 - Answers 6 20 x=3 or x=-8 x=4 y=3 105 5 x=5 y=2 15.62 x=21 y=32 (x+4)2+4 4 32 (x-3)2+1 x=6 y=7 16.97 3 x=2 or x=-2 33.69 (x-5)(x-4) x=140 y=110 2 55 x=4 or x=-1 32.23 (2x-1)(x+3) 65 1 x<3 90 (x+5)(x+2 7.42 x=3 or x=4 1 2 3 4 5 6
So the probabilities will be the same, as required. 8 9 a b P(P, P) = 0.4 × 0.5 = 0.2 0.2 M1 C1 A1 3 M1 for correct construction of probability tree diagram C1 for probabilities and events identified clearly A1 cao M 3 10 P(6, 7 or 8) = × = = 0.049 77… 0.050 M1 A1 2 M1 for multiplication showing probabilities for two draws without replacement A1 cao M 2
A1 A1 cao 3 14 a b c P(late) = 0.08 P(not late) = 0.92 P(early) = 0.02 P(not early) = 0.98 P(raining) = 0.3 P(not raining) = 0.7 P(on time) = 1 – P(late) – P(early) = 1 –0.08 – 0.02 = 0.9 P(on time, not raining) = 0.9 × 0.7 = 0.63 P(raining, raining, raining) = 0.33 =0.027 P(not late five days in a row) = 0.925 = 0.6591 P(on time, not raining) = 0.63 P(raining, raining, raining) = 0.027 P(not late five days in a row) = 0.659 M1 M1 M1 2 M1 for correct multiplication for three different events oe M1 for correct multiplication for three same events oe M1 for correct multiplication for five same complement events oe M 3 15 Let the number of students in the class be x. Number who solve problem 1 = 0.5x Number who solve problem 2 = 0.8x So x is the two added together less 12 as this has been counted twice x = 0.8x + 0.5x – 12 x= 1.3x – 12 12 = 0.3x x= 40 The number of students who took the exam is 40. P1 C1 2 P1 for either solving the linear equation or calculating, using the percentages from the Venn diagram C1 for explanation as to why 12 is subtracted (or we have 30% too much) H
6 a b c d 1 + 12 + 24 + 15 + 13 + 9 + 5 = 79 Total number of minutes = sum of (midpoint × frequency) for each class = 2754 Mean time = = 34.86… minutes Estimated mean = 35 minutes Modal time = 21–30 minutes= 40 The median is the 40th person. The 40th person is in the 31–40 group. Median time is 31–40 minutes For the group who waited over one hour (61–70), there were 5 patients. So 74 patients were seen in one hour or less. = 0.9367…. So 93.7% of patients saw a doctor within one hour. 79 patients Estimate mean waiting time = 35 minutes The hospital would use the modal time. 93.7% of patients saw a doctor within one hour. M1 M1 M1 M1 C1 M1 M1 B1 M1 A1 3.1 M1 for addition of frequencies M1 for midpoints × frequencies M1 for total minutes M1 for division of total minutes by total patients (ft) C1 for appropriate rounding to whole minutes M1 for mode M1 for median B1 for correct, shortest, average waiting time M1 for calculation of or 1 – () as a percentage A1 cao B 10
13 Median = th value Lower quartile = th value Upper quartile = th value So if you have a table with 12 values these will be the 6th, 3rd and 9th values. These can be adapted as long as rows are added equally in each section (see example below). C1 C1 C1 M1 C1 2 C1 for correct formula for median C1 for correct formula for LQ C1 for correct formula for UQ M1, for values for UQ and LQ with a difference of 7 C1 for explanation of difference in relation to range in this context M
Melody Harmony Rhythm Tempo Instruments and how they are used Dynamics Repetition Sequence Imitation Modulation Chords/ Discords Broken Chords Suspensions Scales: Major/Minor, Chromatic, Pentatonic Question & Answer Glissando Homophonic/ Polyphonic Ornaments: trill, grace notes Legato /Staccato Unison/Harmony Pedal Melismatic/ Syllabic Syncopation Repetition Ostinato Anacrusis Beats in a bar / Time Signature: 2/4, 3/4, 4/4, Simple Time 6/8 – Compound Time Speed: Allegro – Fast Adagio – Slow Andante – walking pace Moderato – moderate Speed Changes: Accelerando – faster Rallentando – slower Rubato – with freedom Dotted Rhythms Scotch Snap Brass – Trumpet, French Horn, Trombone, Tuba Woodwind – Piccolo, Flute, Oboe, Clarinet, Bassoon, Saxophone, Recorder Strings – Violin, Viola, Cello, Double Bass, Harp Percussion – Xylophone, Glockenspiel, Timpani, Triangle, Snare Drum, Drumkit, Bass Drum, Tambourine, Castanets Keyboard – Piano, Synthesizer, Harpsichord, Organ Voices – Soprano, Mezzo Soprano, Alto, Tenor, Baritone, Bass Guitars – Electric, Acoustic, Bass, Banjo Solo, Melody, Countermelody Accompaniment, Chords, Broken Chords Glissando, Arpeggios Arco – bowed, Grace notes, ornaments Muted, Pizzicato - plucked Col Legno – wood of bow, Double Stopping Female: Soprano, Mezzo Soprano, Alto Male: Tenor, Baritone, Bass Solo; Accompaniment; Melody; Countermelody pp – pianissimo – very quiet p – piano – quiet. mp – mezzo piano – moderately quiet. mf – mezzo forte – moderately loud. f – forte – loud. ff – fortissimo – very loud Changes of dynamic crescendo – getting louder diminuendo – getting quieter.
HIGH FIBRE DIET BREAD AND CEREAL VEGETABLES FRUIT OTHER Wholegrain Cereals – Oats, Porridge, Bran, Weetbix, Sultana Bran, Just Right Stringy and Woody Vegetable Skins, Husks and Peels Fibrous Fruits, Skins, Piths, Seeds and Stalks Nuts – almond, cashews, peanuts, pistachios Wholegrain Bread – wholemeal and multigrain Leafy green – kale, silverbeet, spinach, lettuce Stone Fruit – Nectarines, Peach, Apricot, Plums Seeds – pumpkin, sunflower, , flaxseed, chia Unprocessed Bran Stringy Beans Citrus (oranges, mandarin, lemon) Beans – broad beans, kidney beans, Wholemeal Pasta Broccoli/Cauliflower Persimmons Baked beans Wholemeal Flour Cabbage Grapes Quinoa Brown Rice Celery Dried Fruit Lentils Wheatgerm Peas Rhubarb Sweet Corn, Pop corn Berries – raspberries, strawberries, blueberries Psyllium husk /Metamucil/Benefibre Brussell Sprouts Figs Asparagus Pineapple Cucumber Kiwi Fruit Parsnips Coconut Mushrooms Bean Shoots Olives Substitute brown for white Try and have fruit or vegetables with every meal and snack – it will help you make good choices. Don’t peel fruit or vegetables Have at least 25g of fibre per day Above 4g of fibre in a serve is good Drink lots of water
Highfield young person timetable DAY/TIME 9:45 1-1:30pm 5-6pm 8:30pm 9pm Monday Breakfast MORNING MEETING (lounge) School / Therapy slot Break School / Therapy slot Lunch Free time School / Therapy slot School / Therapy slot HUG Break Sandwich club OT Evening group Break Sundown meeting (lounge) Tuesday Breakfast MORNING MEETING (lounge) DBT Skills Group (Dining Room) Break School / Therapy slot Lunch Free time School / Therapy slot School / Therapy slot Break 4:00-4:20pm After school club OT Evening group Break Sundown meeting (lounge) Wednesday Breakfast MORNING MEETING (lounge) School / Therapy slot Break School / Therapy slot Lunch Free time School / Therapy slot School / Therapy slot EDP Group Break Pizza club OT Evening group Break Sundown meeting (lounge) Thursday Breakfast MORNING MEETING (lounge) School / Therapy slot Break School / Therapy slot Lunch Free time School / Therapy slot School / Therapy slot DBT Skills Group (Dining Room) Break Free time Music Evening group Break Sundown meeting (lounge) EDP ROUND TABLE Individual slots from 10.00-12.00pm (conference room) Friday Breakfast MORNING MEETING (lounge) School / Therapy slot Break School / Therapy slot Lunch Free time Art Group School / Therapy slot Break 4:00-4:20pm Free time Film club Break Sundown meeting (lounge) Visiting hours are: 6:30pm-8:30pm Bed times: 22:00 Bedtime for Under 13’s 22:30 Lights out for Under 13’s and bedtime for all other young people 23:00 Lights out for over 13’s.
Approved: 10/14/02 Assignment of All instructional and non-instructional staff time Staff time (instructional and non-instructional) at Highland Elementary will be assigned to support the implementation of our school improvement plan. All certified staff will be given a planning time each day no less than thirty minutes. Planning time among certified staff should be equitable to within 15 minutes. For any teacher, who has more planning than the average, they shall be assigned extra duties. Extra duties could be RTI, enrichment, program review work, curriculum and instruction work. The classroom teacher will be responsible for planning the RTI activities; however the special area teacher will be responsible for the documentation of the data. Bus duty is divided daily among all certified staff.
Adena Strategy Addiction (Table 2) Obesity (Table 3) Respiratory (Table 4) Depression (Table 5) Infrastructure Building Align with new Highland County Heroin Task Force Partnership with Maryhaven for services in Ross County Convene a fitness and nutrition committee Develop standard health continuum progress reporting Employee Health Initiatives Convene respiratory and lung committee Develop standard health continuum progress reporting Convene a mental health committee / align with ADAMH Board Develop standard health continuum progress reporting Advocacy Provide Adena representative to with new Highland County Heroin Task Force Public Service Announcements Provide Adena Representative to committee Public Service Announcements Provide Adena Representative to committee Public Service Announcements Provide Adena Representative to committee Public Service Announcements Education Here For Life Education Series Walk With a Doc Here For Life Education Series Walk With a Doc Diabetes Expos Heart Health Expo Here For Life Education Series Walk With a Doc Lung Cancer Awareness month Here For Life Education Series Walk With a Doc Programming Baby Centered Recovery Family Fit Move More Adena Quit Clinic expansion Free Lung Cancer screenings Primary Care Depression Screening Financial Support Drug Prevention Program Healthy Kids Programs Smoking prevention 211 Directory Table 2: Adena Health System’s Summary of Strategies for Top Health Priorities
Organisation 2011). Community midwives ask all women routinely about domestic abuse and be more likely to have disclosures due to the ongoing relationship that they develop with women during their pregnancy. Further information is included in the SafeLives MARAC Toolkits for specific services found if there were signs of physical injuries if there were suspicions about the behaviour of the woman’s partner (e.g. if he was always present at appointments), etc Information on any protective factors should also be shared, for example, if the woman is actively engaging with services by attending appointments. What actions can be offered? The midwife is the Named Person and should automatically be informed of a MARAC referral involving a pregnant woman. This will ensure that the woman and unborn child’s health care needs are more readily met as women experiencing domestic abuse receive and enhanced level of maternity care. The Highland Council Services Care & Learning The MARAC will help you link up efforts to increase the safety of the abused parent and, therefore, the children, helping you to intervene in families before children are placed at significant risk. Health Visitors are ideally placed to deal with cases of domestic abuse due to the ongoing relationship with the client. They may also be more likely to have disclosures over time due to this relationship. It is for these reasons that routine enquiry is now part of health visiting services. The MARAC can support school staff to be more aware of what is happening at home and how that might be affecting the child or What information should be shared? The Care & Learning representative should bring any relevant information regarding the family that might help to assess the risk to the individual and children or inform a safety plan. This might include whether or not the case is known to children’s services/the Named Person whether the child is on a child protection plan the level of any current intervention any risk or developmental assessments and the outcomes of these school/nursery attendance record whether the child is achieving who collects the children from school/nursery how the children present and what concerns, if any, the teachers have staff professional opinion on general health and development of the children recent attitudes/behaviours of the family members and risk and possible protective factors in that family knowledge of the known risks that the perpetrator poses to the individual, professionals and children as they may have historical involvement with Children’s Services with previous partners and other children.
3rd for unhappiest college students, and according to The Daily Caller, NJIT has the 19th “ugliest college campus in America”. NJIT’s campus has been described as “bleak,” “gloomy,” “dull,” and “boring.” This sort of reputation about the campus contributes to poor morale and can even deter students from applying to NJIT. Significance One of the main sources of school spirit for colleges and universities is through sports teams. For example, the large turnout to football games at Rutgers University brings the college community together and helps students at this universities to have a stronger bond. It is important that students strongly identify with the mascot and symbol of their school. Most people, even those that don’t attend the school, has heard of the Rutgers University Scarlet Knights. School spirit often comes with a physical display of the school colors and the school mascot in a pivotal and central part of the school’s campus. Some school’s mascots are synonymous with the school’s names such as the Princeton Tigers or aforementioned Rutgers Scarlet Knights. At New Jersey Institute of Technology, many freshmen are unaware that the school mascot was a Highlander, and some of them don’t even know what a Highlander is. This is not due to the lack of quality in our sports teams; there is simply a lack of awareness of the Highlander mascot. If NJIT is going support and showcase its sports teams, it needs to make a greater effort to solidify the connection its students have with the Highlander.
Barnyard NJ TJ 3 66 3rd Reeves-Reed Arboretum 6/6/17 Summit NJ Vendor bus HS 9-12 46 Boys LAX Team Rutgers Men’s LAX Game 3/4/17 New Brunswick NJ Dist. bus HS 9-12 15 Debate Club Debate Competition 3/4/17 Raritan H.S. NJ) Dist. bus HS 9-12 15 each date Debate Club Debate Competition – State Championships Hunterdon Central H.S. NJ) Dist. bus HS 9-12 18 Special Ed Dept. Dare to Dream 5/22/17 William Patterson University Dist. bus HS 9-12 168 Empire State Bldg; Freedom Tower; Radio City Music Hall; Dave & Busters; Broadhurst Theatre to see Anastasia 5/25/17 NYC Dist. bus HS 9-12 96 Band St. Patrick’s Day Parade performance 3/11/17 Main Street Morristown, NJ Dist. bus HS 9-12 24 Poetry Out Loud Poetry Out Loud Regional competition 2/27/17 Mayo Performing Arts Cntr. Morristown NJ Dist. bus HS 9-12 12 Robotics Robotics State Championships 2/26/17 West High School North Plainsboro, NJ Shared bus with Livingston BOE TJ 5 44 5th Grade Independence Hall 6/5/17 PA Passaic Valley HS 9-12 17 Poetry Out Loud Poetry Out Loud State Finals 3/9/17 The College of NJ Ewing, NJ Dist. Bus
Highlights of EuroPeristat Report – League Tables and graphs - Malta Perspective All data for tables and graphs presented in this document have been taken from the European Perinatal Health Report – Core Indicators of the Health and Care of Pregnancy, Women and Babies in Europe in 2015 (). Multiple Birth Rate Rank Country/coverage Multiple birth rate (Rates/1000 woman) 1 Cyprus 26.8 2 Spain 22.4 3 Slovenia 19.5 4 Ireland 19.2 4 Germany 19.2 5 Luxembourg 18.3 5 Switzerland (2014) 18.3 6 Bulgaria (2014) 18.0 7 Belgium 17.6 7 Iceland 17.6 8 France 17.5 8 Portugal 17.5 9 Netherlands 17.0 9 Denmark 17.0 10 Italy 16.9 10 Norway 16.9 11 Estonia 16.7 12 Hungary (2012) 16.4 13 UK: England and Wales 16.1 14 Austria 15.7 15 Malta 15.3 16 Latvia 15.2 17 Sweden (2014) 15.1 18 Croatia 15.0 19 Czech Republic 14.7 20 UK: Scotland 14.6 20 UK: Northern Ireland 14.6 21 Lithuania 13.7 22 Finland 13.5 23 Greece 13.3 24 Poland (2014) 13.2 25 Slovakia 12.8 26 Romania 10.4 Table 1. Multiple birth rate per 1000 women in Europe.
Maternal age younger than 20 years Rank Country/coverage Maternal Age younger than 20 yrs 1 Bulgaria (2014) 10.2 2 Romania 9.6 3 Hungary 6.4 4 Slovakia 6.3 5 UK: Scotland 4.0 6 Lithuania 3.8 7 Poland (2014) 3.6 8 UK: England and Wales 3.5 9 Latvia 3.4 10 UK: Northern Ireland 3.1 11 Malta 3.0 11 Croatia 3.0 12 Portugal 2.7 12 Estonia 2.7 13 Greece 2.5 14 Czech Republic 2.4 15 Germany 2.2 16 Austria 2.1 16 Iceland 2.1 17 Spain 2.0 18 Ireland 1.9 18 France 1.9 19 Finland 1.7 19 Belgium 1.7 20 Luxembourg 1.5 21 Cyprus 1.4 22 Italy 1.3 22 Norway 1.3 23 Sweden (2014) 1.2 24 Denmark 1.0 24 Slovenia 1.0 25 Netherlands 0.9 26 Switzerland (2014) 0.7 Table 2. Percentage distribution of Maternal Age <20 years.
Maternal age older than 35 years Rank Country/coverage Older than 35 yrs 1 Spain 37.2 2 Italy 36.3 3 Ireland 34.3 4 Greece 29.7 5 Portugal 29.4 6 Luxembourg 27.4 7 Switzerland (2014) 27.2 8 Hungary 23.9 9 Germany 23.3 10 UK: Northern Ireland 22.3 11 Sweden (2014) 21.5 12 Cyprus 21.4 13 UK: England and Wales 21.3 14 Denmark 21.2 15 Czech Republic 21 16 Finland 20.8 16 Netherlands 20.8 17 UK: Scotland 20.7 18 Austria 20.6 19 France 20.5 20 Norway 20.2 21 Iceland 20.1 22 Estonia 19.8 23 Malta 19.1 24 Croatia 18.9 25 Slovenia 18.6 26 Belgium 18.5 27 Latvia 18.3 28 Slovakia 16.9 29 Lithuania 15.7 30 Poland (2014) 14.7 31 Romania 14.5 32 Bulgaria (2014) 13.6 Table 3. Percentage distribution of maternal age >35 years.
Table 3 - Description of Application Components Diagram ID Application Component Description (Business Process Supported, Purpose of Component) Type (Identify both - (1) Operational or Analytical; (2) Batch or Online?) Strategy (Build, Buy, Reuse, Rewrite) Alternatives Pros Cons Preferred Alternative <ID> <Component> <Description> <Type> <Strategy> <Alternatives> <Pros> <Cons> <Preferred Alternative> <ID> <Component> <Description> <Type> <Strategy> <Alternatives> <Pros> <Cons> <Preferred Alternative> <ID> <Component> <Description> <Type> <Strategy> <Alternatives> <Pros> <Cons> <Preferred Alternative> Instructions: Insert footnotes to applications at bottom of page.
Table 4 - Description of Information Components Diagram ID Conceptual Information (Entity) Description Type of Data Store (Transactional, Analytical) System of Record? (Does this system or another system serve as system or record for information?) Data Acquisition Approach (e.g., User Data Entry, Interface) Alternatives Pros Cons Preferred Alternative <ID> <Conceptual Information> <Description> <Type of Data Store> <System of Record?> <Data Acquisition Approach> <Alternatives> <Pros> <Cons> <Preferred Alternative> <ID> <Conceptual Information> <Description> <Type of Data Store> <System of Record?> <Data Acquisition Approach> <Alternatives> <Pros> <Cons> <Preferred Alternative> <ID> <Conceptual Information> <Description> <Type of Data Store> <System of Record?> <Data Acquisition Approach> <Alternatives> <Pros> <Cons> <Preferred Alternative> Instructions: Insert footnotes to information at bottom of page.
Table 5 - Description of Required Interfaces Diagram ID Information Shared Interfacing Application Purpose Platforms Involved Inbound or Outbound? Batch or Near-Real Time? Data Stored Persistently? (Will proposed system store inbound data from external system persistently?) <ID> <Information Shared> <Interfacing Application> <Purpose> <Platforms Involved> <Inbound or Outbound> <Batch or Near-Real Time?> <Data Stored Persistently?> <ID> <Information Shared> <Interfacing Application> <Purpose> <Platforms Involved> <Inbound or Outbound> <Batch or Near-Real Time?> <Data Stored Persistently?> <ID> <Information Shared> <Interfacing Application> <Purpose> <Platforms Involved> <Inbound or Outbound> <Batch or Near-Real Time?> <Data Stored Persistently?> Instructions: Insert footnotes to interfaces at bottom of page.
Determination of High-Need School Districts The No Child Left Behind Act focuses on high-need school districts. The federal definition of high-need addresses issues of poverty and of teacher quality because these issues have been most closely linked to low student performance. In Missouri, high-need eligibility adopts federal standards for poverty level and district-level data on percent of courses taught by highly qualified teachers. Local school districts must meet both criteria to be considered high-need. Districts that serve at least 10,000 children from families with incomes below the poverty line; or At least 20 percent of the children served by the district are from families with incomes below the poverty line; and Have a higher than statewide average number of courses taught by teachers with emergency, provisional, or temporary certification or licensing, as reported to DESE, have qualified as a high-need district are listed in the table below. The school districts, listed below, and any schools within these districts are eligible for statutory partnership in Cycle-11 of the MDHE Improving Teacher Quality Grants Program. Please note that federal data is subject to change. If awarded a multi-year project, the partner districts may remain partner districts, even if they are not listed in the following year’s RFP as a high-need district. DISTRICT_NAME DISTRICT_NAME DISTRICT_NAME ACADEMIE LAFAYETTE CALHOUN R-VIII DELASALLE CHARTER SCHOOL ADAIR CO. R-I CAMPBELL R-II DONIPHAN R-I ALTENBURG 48 CARROLLTON R-VII EAST PRAIRIE R-II ATLANTA C-3 CENTER 58 EL DORADO SPRINGS R-II AVILLA R-XIII CITY GARDEN MONTESSORI EVERTON R-III BONCL R-X CLARKSBURG C-2 FAIR PLAY R-II BOSWORTH R-V CLARKTON C-4 GASCONADE C-4 BRECKENRIDGE R-I CONFLUENCE ACADEMIES GASCONADE CO. R-II BRONAUGH R-VII COOPER CO. R-IV GENESIS SCHOOL INC. BROOKSIDE CHARTER SCH. COOTER R-IV GRANDVIEW R-II BRUNSWICK R-II COWGILL R-VI GREEN RIDGE R-VIII BUCHANAN CO. R-IV CROCKER R-II GRUNDY CO. R-V BUCKLIN R-II CROSSROADS ACAD OF KANSAS CITY HALE R-I
a human impact on natural systems and meets the given criteria and constraints. systems and meets the given criteria and constraints. reduces a human impact on natural systems. Requirements: Every performance task must have at least five unique items/questions. Student must consider at least five refinements to a technological solution based on constraints and criteria. Teacher provides the and criteria. Data can refer to scientific knowledge, evidence, criteria, and tradeoffs. The set of five items must include: 1 item about using data to determine how well the solution is working 1 item identifying parts of the solution that need to be refined 1 item explaining how to change the solution to make it better In a multiple choice item, a minimum of three answer options must be provided. Requirements: Every performance task must have at least five unique items/questions. Student must identify at least two refinements to a technological solution based on constraints and criteria. Teacher provides the constraints and criteria. Data can refer to scientific knowledge, evidence, criteria, and tradeoffs. The set of five items must include at least: 1 item using data to determine how well the solution is working 1 item identifying parts of the solution that need to be refined 1 item explaining how to change the solution to make it better In a multiple choice item, a minimum of three answer options must be provided. Requirements: Every performance task must have at least five unique items/questions. Student must identify at least two refinements to a technological solution based on constraints and criteria. Teacher provides the constraints and criteria. Data can refer to scientific knowledge, evidence, criteria, and tradeoffs. The set of five items must include at least: 1 item using data to determine how well the solution is working 1 item identifying parts of the solution that need to be refined 1 item explaining how to change the solution to make it better In a multiple choice item, a minimum of two answer options must be provided. Restrictions: NONE Restrictions: NONE Restrictions: NONE
Use a chemical to sink the oil Wait for the oil to be removed by ocean currents Chosen solution: Criteria Solution meets criteria YES NO Oil is removed and not relocated No air pollution is created Habitat is returned to normal quickly Teacher Direction: Now you are going to complete the chart by telling me if your chosen solution meets or doesn’t meet the criteria. Item 5: For either solution (removing oil from an animal or from the water), describe what you would measure and how it would meet the given criteria. Answer Key (for teacher use only) Example Set 1 Item 1: A. Littering on the city streets. Item 2: Student completes chart for their given solution indicting Yes or No as to whether the solutions meets the criteria Item 3: B. Amount of air pollution from cars. Item 4: Student completes chart for their given solution indicting Yes or No as to whether the solutions meets the criteria Item 5: Student answer must be a realistic way to measure the effectiveness of the solution. Example answer: count the number of people using other transportation, if there are more, then the solution worked. Example Set 2 Item 1: A. Ocean animals are being harmed. Item 2: Student completes chart for their given solution indicting Yes or No as to whether the solutions meets the criteria Item 3: B. Removing pollution from the ocean. Item 4: Student completes chart for their given solution indicting Yes or No as to whether the solutions meets the criteria Item 5: Student answer must be a realistic way to measure the effectiveness of the solution. Example answer: measure the amount of oil removed, if more oil is taken off than is left, then the solution worked. HS-ETS1-2: Engineering & Technology Engineering Design High School
Privacy Notice How we use your information Your information, what you need to know This privacy notice explains why we collect information about you, how that information may be used, how we keep it safe and confidential and what your rights are in relation to this. Why we collect information about you Health care professionals who provide you with care are required by law to maintain records about your health and any treatment or care you have received within any NHS organisation. These records help to provide you with the best possible healthcare and help us to protect your safety. We collect and hold data for the purpose of providing healthcare services to our patients and running our organisation which includes monitoring the quality of care that we provide. In carrying out this role we may collect information about you which helps us respond to your queries or secure specialist services. We may keep your information in written form and/or in digital form. The records may include basic details about you, such as your name and address. They may also contain more sensitive information about your health and also information such as outcomes of needs assessments. Details we collect about you The health care professionals who provide you with care maintain records about your health and any treatment or care you have received previously (e.g. from Hospitals, GP Surgeries, A&E, etc.). These records help to provide you with the best possible healthcare. Records which this GP Practice may hold about you may include the following: Details about you, such as your address and next of kin Any contact the surgery has had with you, such as appointments, clinic visits, emergency appointments, etc. Notes and reports about your health Details about your treatment and care Results of investigations, such as laboratory tests, x-rays, etc. Relevant information from other health professionals, relatives or those who care for you
ESS Risk Assessment Write the name of the activity being assessed here: Access to HV areas for survey purposes only Write the location of the activity here: Campus HV areas Write the name(s) of the people involved in the assessment here: Gary Morton Step 2 Who might be harmed – Put an x in the boxes (below) next to the people that could be affected by the activity Assessors Signature(s): Who might be harmed X Students Employees X Date: 16.05.13 Children Members of Public Review date (1yr): 16.05.14 Contractors X Visitors Step 1 Hazards Please list in the boxes provided below all of the hazards associated with the activity A hazard is anything with the potential to cause harm eg sharp objects, heavy loads, slips trips or falls, electricity. Others: Step 3 Severity of potential injury Step4 Likelihood of accident happening Severity x Likelihood = Risk Rating 1 2 3 1 2 3 Minor injury Major injury Fatality Unlikely Possible Likely Step 5 Total 1. Electric shock/burns/fire/explosion x x 9 2. Slips, trips and falls x x 4 3. Suffocation (fire suppression systems Medical School and Ridley) x x 9 4. Step 6 Take the highest number from the Total column and place in the appropriate risk rating box below Risk Rating Low: 1-3 Risk Rating Medium 4-6 Risk Rating High 7-9 x Step 7. Considerations and control measures 1 Access to these areas is controlled by use of a permit to work system and all areas are secured/locked Only electrically competent persons may access these areas, all others requiring access must be accompanied/supervised by an electrically competent person This risk assessment applies only to survey work; no other work must be undertaken without further risk assessment.