zilongwang/ReadingBank huggingface dataset:
How to Build a Test in the IBTP Access the IBTP through the Single Sign-On Portal: Choose Polk from the drop-down menu. Your username is your Polk e-mail address, and your password is your Active Directory password. Once you’ve signed into the IBTP, mouse over Assessment Admin, then select Create: Once you begin the Manual Test creation, you will enter in the name of the test and select the subject and grade level. Please use the district’s naming protocol for assessments that you create: 53.Subject.Course#.TestType.ItemType Level: 53 = district, S=school (multiple classes), C=classroom (single teacher) Subject: See Naming Protocol sheet for complete list of subject abbreviations. Course number: Use the course number from CPALMS to ensure consistency and for easy location of the test. Type of test: This will vary depending on what type of test you are creating. Examples include “EOY” “INT” (for interim/progress monitoring),“Unit,” “Baseline,” “Quarter,” “Chapter,” “Midyear,” “Final,” etc. Author: 3 initials Item Type: MC = Multiple Choice, GR = Gridded Response, ALL = Includes some manually scored items Example: 53.1200370.Quarter1.HPW.ALL Regardless of how many items you want to put on your test, always choose 1 as the number of items. You can opt to create a test for your classroom only, or, if you want to share with other teachers at your school, as a School Interim Assessment: You can select your preferred score type, and use the drop-down menu to select the appropriate standards for your test: Select No for “Answer Key Only” and for “Enable Assessment Notes.” Under Initial Item Settings, you can decide if you want to allow your students to use manipulatives and tools like rulers or calculators on all questions, or if this will be dependent on the individual items. You can also adjust the layout of your multiple choice items: Test item settings will allow you to set up the test to allow student comments, or to control privacy settings like hiding the test item content from the test results that the students see: You can use the Optional field to enter a description of the test, if you would like to. Generate test:
After successfully saving, the following message will be displayed: Step 8: Right click on the form and select Copy BY Amount to Out Years (or Copy BY1 Amount to Out Years). Note: The business rule will be executed and will copy all data entered at all POVs for the entire BR within the same “form” (see step 10 for different forms). After successfully copying, the following message will be displayed: Step 9: Validate the copy by either navigating to the BR Summary – Expenditures tab or run the Detailed Multi-Year Expenditures report (after a FR report refresh). Step 10: The same process can be followed to copy BY data to out years or copy BY1 data to out years by going to the respective forms. The rule can be run from the following forms: Budget (BCP, BBA, ECP, RTL) BY - BY4 Expenditures BY - BY4 Non Add Expenditures BY - BY4 Position Summary Position Change Request BY - BY4 Revenues Capital (COBCP, COBBA) BY - BY4 Expenditures - Capital BY - BY4 Non Add Expenditures–Capital Special Note about Revenue Forms Please note that the Revenue forms contain parent revenue category codes. To view the aggregated data (at the parent level) after running the business rule in the Revenue BY - BY4 tab, users will need to select the Save button. This action is not required to view data in the BR Summary – Revenue tab. Enter data under the Revenues BY column and save the data (use the Save button or select Ctrl + S on your keyboard). RTL BR—Revenue Form and running the “Copy BY Amount to Out Years” business rule:
How to create a 70-20-10 development plan Most of the time, the audience for the Sprout Labs blog posts are learning and development people. I often talk about the role of managers in learning and this blog is firmly focused on helping them implement the 70-20-10 learning model in their team. In this post I’m wearing two hats. On the one hand I’m working with an organisation on various learning issues, and on the other I’m managing my team here at Sprout Labs, implementing new ways of learning. From both viewpoints it’s apparent that making continuous learning actually happen in the workplace is not easy. Typically, when an organisation starts with the 70-20-10 learning model there is a lot of focus on informal learning (the 70). This is partly because informal learning is something that learning and development teams haven’t been great with in the past. The risk with such a focus on experiential learning is that it doesn’t happen merely by ‘doing’, it happens when someone articulates and reflects upon what they have learned. Maximising the opportunities for your team members to articulate and reflect helps to build a culture of continuous learning and improvement in the team. Imagine for a moment that one of your team members, Noah, has been struggling with project management skills. Your organisation has been using the Prince project methodology but Noah is interested in the possibilities that agile project methodologies have to offer. Step 1: Which design pattern describes the learning problem? The Finnish academic Päivi Tynjälä (Tynjälä, 2010) has described the functions of learning as: Introducing new knowledge to an organisation Introducing new knowledge usually involves classic activities of learning and development, such as organising a course that is meant to change behavior. Sharing existing knowledge and practice of an organisation Sharing existing knowledge and practice is another of the classic activities of learning and development. It’s what happens during an induction or onboarding program. It’s the process of showing ‘how it’s done here’. The 70-20-10 learning model can be powerful for sharing knowledge. Creating new knowledge and new practice Creating new knowledge and practice is a relatively new function of learning and development. It’s about building a culture of continuous learning and constructing, supporting employees to learn and enabling the organisation to transform itself. (Pedler, Burgogyne and Boydell, 1997)
Terminology Apprentice: someone who works for a skilled or qualified person in order to learn a trade or profession. Foundation program: allows students to learn the basic knowledge and skills needed for entry into a trade. It is typically taught in both the classroom and an in-school shop setting. You do not need an employer or sponsor to participate. Industry Training Authority (ITA): the organization responsible for leading and coordinating the skilled trades training and credentialing system for the province of BC. ITA provides strategic leadership, policy support, and customer services to help apprentices, employers, and industry. ITA sets program standards, maintains credential records, and issues the highly regarded Interprovincial Red Seal (IP) and BC Certificate of Qualification (CofQ) credentials. Interprovincial Red Seal and BC Certificate of Qualification: Through the Red Seal Program, certified tradespeople can obtain a “Red Seal” endorsement on their BC Certificates of Qualification. The Red Seal allows qualified tradespeople to practise their trade in any province or territory in Canada where the trade is designated, without having to write further examinations. See for additional information on the Red Seal Program. Training providers: institutions that offer technical training. They must be approved by the ITA as an ITA-Recognized Training Provider, if the training is to be counted toward an apprenticeship. Work-based training: on-the-job training that requires specific learning outcomes. Electrical contractor: an employer or sponsor of electrical apprentices who provides work- based training for electrical apprentices. An electrical contractor is a business person or firm that performs specialized construction work related to the design, installation, and maintenance of electrical systems. Estimated Time 2–3 hours Recommended Number of Students 20, based on BC Technology Educators’ Best Practice Guide Facilities Computer lab with access to the internet or class set of tablets Teacher: Projector with computer and speakers, Internet access
Geographic Literacy in the Classroom: Incorporating Global Resources into School Curriculum and Lesson Plans Marcy Bidney Do you want to incorporate more authentic global information resources into your classroom but are unsure where to start to find reliable, accurate sources? Have you searched for these resources but found yourself overwhelmed by the sheer number of available? National Geographic says that "Geographic literacy is more than knowing state capitals. It's understanding how people and places interact, where things come from, and where we're going." Incorporating authentic global materials into school curriculum and classroom lesson plans will help your students better understand the world around them. This session will teach you how to find authentic global resources located at the Penn State University Libraries and find valuable resources available for free on the internet. Using Authentic Materials in an Elementary Language Class Simon Holowatz, M.Ed. Elementary Spanish teacher, Young Scholars of Central Pennsylvania Session goals: To discuss what authentic materials are Explain why authentic materials are effective and motivating for students Provide guidelines in selecting and using authentic materials Suggestions on acquiring authentic materials Session description: Authentic materials present exciting potential to enliven and educate students about language and culture. These materials are motivating for students to use and prepare students for real- world usage of their language skills. However, many teachers struggle to find authentic materials appropriate for their teaching goals or do not know how to use them effectively. This presentation is intended to explain the advantages of using authentic materials and discuss how to address some of the challenges presented by using them. Incorporating Authentic Global Materials in Event and Enrichment Programming Helena Khan, ESL teacher and Extended Day Coordinator, Young Scholars of Central Pennsylvania This session will discuss the various ways in which authentic global materials can be incorporated into event and enrichment programming with the goal of bridging the gap between academic learning and real-world exchange.
game of life or monopoly, the guides are required to produce something that can actually hold up enough to be played by various players. Rubrics: Aspects 5 4 3 2 1 Creativity -Very appealing to players -Different from games -Quite appealing to players -Different from normal games -Somewhat manages to capture players’ attention -Similar to other games -Slight originality -Very similar to other games -No originality at all -Did not show effort in creating a different game Content -Accurate Content -Substantial content that allows players to show understanding of flora and fauna - Informative for players -Mostly accurate though some mistakes are present - Shows well product, effort put into this project -Good effort in trying to portray the identification of flora and fauna -reasonable amount of research done and information presented -Very brief content mentioned, shows some effort in showing the identification of flora and fauna -Very vague instructions -Game is hard to follow
Simulator 2.0 is currently built in with only a Single Payment Transaction Model. By default, it only accepts loss information at individual claim level. If your claim data have transaction details, at this stage, please aggregate all the transactions (payments) for each claim(just like your year-end claim format) Once claim file (csv format) is provided, system will fit it to the [LoB] tab properties as described in previous chapter, thus simulation becomes a realistic loss reserving analysis. (Simulation will help loss reserving analysis by providing close-to-real synthetic claim transactions and rectangles) Select the claim data file by pressing ribbon button [Select Data]. All the data fields in the csv file will be populated (column C) in [ClaimData] tab. User needs to determine whether or not each data field should be used (column D) and its matching data field name (column E), for Simulator to fit from. The following variables are mandatory: ClaimID LoB
1. Select Route Planner. 2. Select a route 3. Select Edit Route. 4. Select a point. 5. Select an option. * To view the point on the map, select Review. * To change the order of the point on the route, select Move Down or Move Up. * To add an additional point on the route, select Insert. 6. Select back to save the route. Viewing a Route on the Map 1. Select Route Planner. 2. Select a route. 3. Select View Map. Deleting a Route 1. Select Route Planner. 2. Select a route. 3. Select Delete Route. Viewing the Active Route 1. While navigating a route, select Active Route. 2. Select a point in the route to view additional details. Reversing a Route 1. Select Route Planner. 2. Select a route. 3. Select Reverse Route. Tracks – a recording of your path. The track log contains information about points along the recorded path, including time, location, and elevation for each point. Recording Track Logs 1. Select Setup > Tracks > Track Log. 2. Select Record, Do Not Show, or Record, Show on Map (a line on the map indicates your track. 3. Select Record Method. 4. Select an option: * To record tracks at a variable rate that creates an optimum representation of your tracks, select Auto. * To record tracks at a specified distance, select Distance. * To record tracks at a specified time, select Time. 5. Select Record Interval. 6. Complete an action: Select an option to record tracks more or less often. NOTE: Using the Most Often interval provides the most track detail, but fills up the device memory quicker. Enter a time or distance, and select Done. As you move with the device turned on, a track log is created. Calculating the Size of an Area 1. Select Area Caluculation > Start 2. Walk around the perimeter of the area you want to calculate 3. Select Calculate when finished.
HOWTO Grant Budget Narrative Project Name: Year 1 Year 2* Year 3* TOTAL REVENUE PROGRAM INCOME (fees, premiums, 3rd party reimbursements, and payments generated from the projected delivery of services) LOCAL & STATE FUNDS (including local, foundation, and state grants) OTHER SUPPORT (including contributions and fundraising) FEDERAL 330 GRANT OTHER FEDERAL FUNDING (break out by source — e.g., HUD, CDC) TOTAL REVENUE EXPENSES – Object class totals should be consistent with those presented in Budget Justification PERSONNEL – Identified personnel and total costs of staff salaries and wages, excluding benefits. Year 1 Year 2* Year 3* TOTAL TOTAL PERSONNEL FRINGE BENEFITS Year 1 Year 2* Year 3* TOTAL FICA Medical Retirement Dental Unemployment and Workers Compensation TOTAL FRINGE TRAVEL Year 1 Year 2* Year 3* TOTAL TOTAL TRAVEL EQUIPMENT Year 1 Year 2* Year 3* TOTAL
characters? If you answered “no” to questions 1 or 2, or if you answered “yes” to questions 3 or 4, a person who is short in stature, who has a mobility impairment, or who has a vision impairment cannot read the characters on the screen. N. Audio Instructions Someone who has a vision impairment or who cannot read should be able to operate the ATM with audio instructions. The audio should be controlled by the user. 1. Is the ATM equipped to give audio instructions? PADAAG 707.5 Y N 2. Can the user stop, repeat, or interrupt the audio instructions? PADAAG 707.5.1 Y N 3. Can the user control the volume of the audio instructions? PADAAG 707.5.1 Y N 4.Does the audio provide account balance information and error messages in audio form? (Machine location, time and date of transaction, and customer account information are not required to be audible.) ADAAG 4.3.3 Y N Are there audio cues that tell the user how to activate the audio instructions, what the menu options are, and what function the user has selected before the function takes place? If possible, write down the audio instructions provided by the ATM. PADAAG 707.5 Y N
How we promote SMSC at Watchfield Primary School Spiritual Development Moral Development Social Development Cultural Development RE School Vision and Values Assemblies Creative Writing Art and Art Week Play RE PSHE/ SEAL/ P4C Behaviour Policy School Vision and Values Assemblies Sunshine Friends/ Peer Mediation PSHE Behaviour Policy School Vision and Values Play/Lunch time Sunshine Friends/ Playground Leaders as volunteers International Children International Week School and Eco Council Arts Week How is it evidenced? How is it evidenced? How is it evidenced? How is it evidenced? Multi-Faith RE Curriculum Whole School Assemblies to promote school values Weekly creative writing tasks Arts week celebrating all of the arts Residential Visit for year 5 and 6 Harvest Festival Visits to places of worship RE Curriculum - Age appropriate responsibilities Circle Time Whole school assemblies and school values Voice of the Child Class Monitors School Council Singing in the local Community Charity appeals Circle Time School Council Eco Council After school clubs such as Dance, Gymnastics, Games Club etc. Lunch time clubs such as Chess & French School visits Arts Week International Week Welcome to Watchfield Week Curriculum opportunities Visits to Art Galleries Art and Music events Visits to Library Book Days/Week School trips to museums etc
PSHE Curriculum After school clubs - Class rules. Rewarding expressions of moral insights and good behaviour e.g. Sending to Head teacher/ Golden Book Award Pastoral Support Transition visits Charity support, .e.g. Children In Need & Comic Relief CPD Extending community links. Sunshine Friends – Peer mediation Buddy reading Residential visits School productions Year 6 Play Leaders Opportunities to take part in school productions/performance Anti-Bullying week Partnership Dance workshops MFL in school Sports Days/Week Language of the month Impact on Children Impact on Children Impact on Children Impact on Children Children start to show empathy, start to relax and show ability to reflect on their own and others’ achievements. Pupils develop attitudes, values and principles. There is an increased ability for them to empathise with others and see beyond the self. Pupils have more confidence in themselves and in their community. Pupils are able to give reasons for things being right and wrong. There is no fighting in school and a positive atmosphere pervades. Pupils look after each other and take responsibility for each other; Pupils are able to socialise with a wide range of people and pupils. We receive positive comments from the community when we go on trips and when we receive visitors. Pupils build relationships and friendships. Close knit school community. Aware of people from different cultural backgrounds which help to contribute to a positive atmosphere in school. Children experience a wide range of cultures throughout the year. Pupils have an understanding of a world outside their own.
Immobilising structures which cause pain when moved Interrupting the "pain pathway" to the brain Elevating the "pain threshold" in various ways Prescribing analgesic and co-analgesic medication Shrinking tumour deposits to relieve pain It should come as no surprise that one approach to reducing pain caused by progressively enlarging deposits of cancer is to make those deposits smaller. This can be done by surgery, radiotherapy, chemotherapy, hormone therapy or various other methods. The choice of method used should be made in consultation with the appropriate specialist. More than one method is usually helpful, and different methods are often recommended at different times in the course of the illness. Reducing the local effects of tumour deposits Some of the local effects of tumour deposits can be reduced in fairly simple ways. For example, if a tumour breaks through the skin to cause an ulcerated growth, it will be much more comfortable if it is kept clean and covered with a suitable dressing, and if any infection occurring within and around it is treated appropriately. Special dressings which absorb unpleasant odours may be very helpful in some cases. On other occasions, the best treatment for the local effects of a tumour deposit may involve more complex interventions. For example, if a hollow organ, such as the intestine or a bile duct, becomes obstructed by a tumour deposit, the severe colic which results from the body's attempts to force a way through the obstruction may be completely relieved by bypassing the obstruction. This can sometimes be done simply by passing a tube (called a "stent") through the obstructed region at endoscopy, but sometimes a surgical operation is required.
Unit Calendar Monday Tuesday Wednesday Thursday Friday 2 Block 1 * Explore Book * Learn about author * Hire my investigators Block 2 * Spelling - Pretest Block 3 * OLATA * continue with hiring – they need to make their badge/title page 3 * Elements of Mystery - Jigsaw * Give students casebooks and orient them to it 4 * Read Chapter 1 – practice good reading skills * Begin character sketch on Stevie 5 Block 1 * Read Chapter 2 * Continue Character Sketches Block 2 * Complete Solve-It as class * Complete Character Sketches 6 Block 1 * Spelling Test * Read Chapter 3 Block 2 * Complete Comprehension Questions * Vote on suspect 9 Block 1 * Review last week by entering details in casebook * Read Chapter 4 Block 2 * Spelling - Pretest Block 3 * OLATA 10 * Complete solve-it * Write story predictions 11 * Read Chap 5 and 6 12 Block 1 * Intro Unit Project * Think Pair Share plot ideas Block 2 * Someone Wanted But So Then – story outline 13 Block 1 * Spelling Test * Complete Comprehension Questions Block 2 *Complete vocab work * Continue story outline * Vote on suspect 16 NO SCHOOL 17 NO SCHOOL 18 NO SCHOOL 19 NO SCHOOL 20 NO SCHOOL 23 Block 1 * Review last week – complete casebook * Read Chap 7 Block 2 * Spelling - Pretest Block 3 * OLATA 24 * Read Chap 8 and 9 25 *Solve-It * Vocab work 26 *Complete story outlines * Review outlines with teacher * start typing rough draft 27 Block 1 * Spelling Test * Complete Comprehension Questions Block 2 * Continue story * Vote on suspect 2 Block 1 * Read Chap 10 and 11 Block 2 * Spelling - Pretest Block 3 * OLATA 3 * Read Chap 12 * Complete casebook 4 *Solve-It * Vocab work 5 *computer lab * continue writing rough drafts * conference with students * keep a general questions section on white board 6 Block 1 * Spelling Test * Comprehension questions Block 2 * Continue story * Vote on suspect 9 Block 1 * Read Chap 13 Block 2 * Spelling - Pretest 10 * Final predication of whodunit * Compare with 11 *Read Chap 14 * Solve-It * Vocab work 12 * computers booked * continue rough drafts (should be 13 Block 1 * Spelling Test * Comprehension questions
Here are some ideas to help you be consistent with your kids: Focus on priority behaviours. It’s difficult to be consistent with every single misbehaviour, but it’s easy to focus on one or two. When you are consistent with one or two priority behaviours it has a positive impact on other behaviours. Give yourself a tangible reminder about the behaviour you want to follow up. Leave a note somewhere telling yourself that you need to “Walk away when a child whines. Don’t give in.” Or “Catch your kids doing the right thing when they resolve a problem without arguing.” Check your routines. Make sure you have simple routines for troublesome times of the day such as bedtime or mealtimes. Act rather then overtalk or repeat yourself when kids misbehave. Sometimes it’s really inconvenient to set a consequence, as you may have to battle a tantrum that follows. But the stand-firm approach pays off in the long-term as kids learn eventually that you mean what you say, and say what you mean. That’s what firm, consistent discipline requires.
Distance Education View CurrentJobs The CurrentJobs menu will import the selected course content. Running reports will display a status bar with the time remaining to generate the report. Youwill also receive an email notification whenyour import is completed. View Course The content from your Canvascourse is noworganized in your Canvas course. Organize the content to fit your students' needs.
Two More Gallants SS William Trevor Beowulf poem Grendel novel John Gardner Wise Children novel Angela Carter Hamlet, Much Ado About Nothing play William Shakespeare 6. Shakespeare Allusions Rosencrantz and Guildenstern Are Dead play Tom Stoppard A Thousand Acres novel Jane Smiley The Lovesong of J. Alfred Prufrock poem T.S. Eliot Master Harold…and the boys play Athol Fugard numerous TV shows and movies 7. Biblical Allusions Araby SS James Joyce Beloved novel Toni Morrison The Sun Also Rises novel Hemingway Canterbury Tales poem Geoffrey Chaucer Holy Sonnets poems John Donne The Wasteland poem T.S. Eliot Why I Live at the P.O. SS Eudora Welty Sonny’s Blues, Go Tell It on the Mountain SS James Baldwin Pulp Fiction movie Quentin Tarantino East of Eden novel John Steinbeck 8. Fairy Tales Alice in Wonderland, Sleeping Beauty, Snow white, Cinderella, Prince Charming, Hansel and Gretel, Angela Carter The Gingerbread House SS Robert Coover The Bloody Chamber (collection of stories) SS Angela Carter 9. Greek Mythology Song of Solomon novel Toni Morrison Musee des Beaux Arts poem W. H. Auden Landscape with Fall of Icarus poem William Carlos Williams Omeros (based on Homer) novel Derek Walcott O Brother, Where Art Thou movie Joel and Ethan Coen Ulysses novel James Joyce 10. Weather The Three Strangers SS Thomas Hardy Song of Solomon novel Toni Morrison A Farewell to Arms novel Earnest Hemingway The Dead SS James Joyce The Wasteland poem T.S. Eliot The Fish poem Elizabeth Bishop The Snow Man poem Wallace Stevens 11. Violence Out, Out… poem Robert Frost Beloved novel Toni Morrison Women in Love novel D.H. Lawrence The Fox novella D. H. Lawrence Barn Burning SS William Faulkner
into the box. To do this, right click in the text box and click “paste” or click in the text box and press “Ctrl+ V” at the same time to paste. Then click “next” Next it will ask you to name the shortcut. Typically we advise users to name the shortcut “Vision 7.2-TimeClock”. We do this so it is easy to identify on your screen. Once you type this in click “finish” and you should see the icon appear where you initially right clicked on your background to start the process. Once you identify the icon, you can change how the icon looks if you wish. To do this just right click the icon and select “Properties” Once you clock here, you should be shown a list of icons you can select from. Feel free to pick whatever one will help you identify it as a time clock. Typically we use the icon of a globe because it is very easy to locate on a screen. After that, you are finished…..Double click the icon to test it and it should take you to Vision. If for any reason this does not work please contact IT at and we will help you out.
Worked Example To what extent Explain/suggest To what extent These questions are more of an evaluation. They want you to compare 2 or more aspects to each other and justify which one you think is the most important. These are often also used in 8/12 mark questions. Use the following formula when answering to what extent questions: Very brief intro Point Evidence Connective Explain Point 2 Evidence 2 Connective 2 Explain 2 Conclusion
You will be returned to the main page, where you may begin the application process by clicking on ‘Apply Now’ next to the exam you would like to apply for. If you need additional information on the exam you are interested in, click on the exam title to view the Notice of Examination for it: If you are applying online for an exam for the first time, some more information needs to be provided to confirm your identity: As you are entering your Social Security Number, the following pop-up will warn you to be mindful on entering it: At the same time, you may review or edit your contact information. If you are ready to proceed, click ‘Continue’: If you exist in our system, the following message will appear, and you should click ‘OK’ to proceed:
The party had only 27,000 members in 1925 but by 1928 they had over 100,000. By 1930, the Hitler Jugend had recruited over 25,000 boys aged 14 and upwards. The leaders (Gauleiter) of the local Nazi groups were fiercely loyal to Hitler and enabled the party to grow all over Germany. The new leader of the SA, Ernst Von Salomon, was a strong ally of Hitler and could be guaranteed to follow orders. The Nazis won only 12 seats in the Reichstag in the 1928 elections, having held 32 in 1924. The threat from Gregor Strasser was destroyed once Goebbels joined Hitler's side after the Bamberg Conference. Many farmers and workers in the countryside began to support the Nazis. In 1929, Hitler made Goebbels Head of Propaganda. Goebbels used radio, mass rallies, newspapers, Hitler's speeches and posters to spread the Nazi message. By 1929, the SA had nearly a million members. Although Hitler was still leader of the SA, many of its working class members still carried out violence and favoured the ideas of Rohm. Many middle class Germans still saw the Nazis as violent thugs who threatened their businesses. The party had only 27,000 members in 1925 but by 1928 they had over 100,000. By 1930, the Hitler Jugend had recruited over 25,000 boys aged 14 and upwards. The leaders (Gauleiter) of the local Nazi groups were fiercely loyal to Hitler and enabled the party to grow all over Germany. The new leader of the SA, Ernst Von Salomon, was a strong ally of Hitler and could be guaranteed to follow orders. The Nazis won only 12 seats in the Reichstag in the 1928 elections, having held 32 in 1924. The threat from Gregor Strasser was destroyed once Goebbels joined Hitler's side after the Bamberg Conference. Many farmers and workers in the countryside began to support the Nazis. In 1929, Hitler made Goebbels Head of Propaganda. Goebbels used radio, mass rallies, newspapers, Hitler's speeches and posters to spread the Nazi message. By 1929, the SA had nearly a million members. Although Hitler was still leader of the SA, many of its working class members still carried out violence and favoured the ideas of Rohm. Many middle class Germans still saw the Nazis as violent thugs who threatened their businesses.
Step 4 Find the folder with your ID Number on it and double click to open the folder. Step 5 Highlight all the folders > Right click on your selection > Select the Copy Option Step 6 Now that you have your files copied, you will need to put them in your U: drive. You will find your U: drive on the left Navigation pane. Double click on the drive to open it.
How to be Assertive: Using Body Language Being bullied can have negative effects on your self-esteem and confidence. Even though you might not feel your best when you are bullied, being assertive when responding to bullying can be a great way to take back whatever feelings of confidence the bully has taken away. An easy way to show confidence is through your body language. Body language makes up over 75% of your communication. And your body language is something the bully watches to know if what they are doing is working. GOAL: Think about what your body language looks like for a passive response, an assertive response and an aggressive response when you are being bullied. In the boxes below, list 5 ways you communicate each of these with body language. Then list what each of these responses tells the bully. PASSIVE ASSERTIVE AGGRESSIVE _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ What does this response tell the bully? What does this response tell the bully? What does this response tell the bully? Why does being passive not work when being bullied? Why does being aggressive not work when being bullied? Why is being assertive a better choice when being bullied?
Making Inferences Planner Title: How to Build A Bat House CPQ: What elements of this document makes it a procedural text? P# Statement Text Clues Background Knowledge 378 I do In the text (direct) In my head “This easy to build structure will welcome a small colony of bats.” 378 We do In the text (direct) In my head “Start with a sheet of ½” exterior grade untreated plywood,…” 378 We do In the text (direct) In my head “Use one piece of untreated pine…” 378 We do In the text (direct) In my head “Paint or stain the wood…”
Significant hazards Those at risk Existing controls (if any) Risk rating (see guidance over page) Further action (if needed) and by when Person / group responsible Severity 1 to 6 Likelihood 1 to 6 Risk out of 36 What could go wrong? Who would be affected /injured if it went wrong? What do you currently do to make sure that things don’t go wrong? Refer to severity in matrix below Refer to likelihood in matrix below Equation: Severity x Likelihood = Risk What else do we need to do to make sure everyone is safe even if things go wrong? Who will be there during the activity and responsible for these steps being followed?
RISK Risk = Severity v Likelihood SEVERITY (score 1 to 6) Multiple Deaths Single Death Major Injury to Group Major Injury to Individual Minor Injury Trivial Injury (6) (5) (4) (3) (2) (1) LIKELIHOOD (score 1 to 6) Almost Certain (6) 36 30 24 18 12 6 Very Likely (5) 30 25 20 15 10 5 Likely (4) 24 20 16 12 8 4 Possible (3) 18 15 12 9 6 3 Unlikely (2) 12 10 8 6 4 2 Most Unlikely (1) 6 5 4 3 2 1
China and Russia. Journal of Business Ethics, 111(4), 439-460. Zhao, M., Park, S. H., & Zhou, N. (2014). MNC strategy and social adaptation in emerging markets. Journal of International Business Studies, 45(7), 842-861. Zhao, M., Tan, J., & Park, S. H. (2014). From voids to sophistication: Institutional environment and MNC CSR crisis in emerging markets. Journal of Business Ethics, 122(4), 655-674. Zyglidopoulos, S. C. (2002). The social and environmental responsibilities of multinationals: Evidence from the Brent Spar case. Journal of Business Ethics, 36(1-2), 141-151.
How to Create a Flyer in Microsoft Word Criteria Exceeds Expectations 5 pts. Meets expectations 4 pts. Almost meets expectations 3 pts. Below expectations 2 pts. Directions (See checklist) Followed all directions exactly. Almost followed directions. One or more items missing. Many items missing and/or late. Layout Extremely neat and easy to read. Neat and easy to read. Somewhat difficult to read. Very difficult to read. Illustration Adds to the understanding of the text. Good but does not add much meaning to the text. Has nothing to do with the text. None included. Grammar & Conventions Flyer contains no errors. Flyer contains one error. Flyer contains two or three errors. Flyer contains four or more errors. Content Clearly explains why and how people should reduce, reuse or recycle. Explains why and how people should reduce, reuse or recycle. Explains either why or how people should reduce, reuse or recycle. Does not explain why or how people should reduce, reuse or recycle. Criteria Scores Total Points
Introduction Validation of Instructor’s competence. Housekeeping Goal: Background of the EHR-S FM; need for a Tool; workshop-like approach to instruction. Prerequisites: computer, installed software. Confirmation of learner’s expectations. 10 Sign-in / contact sheet. Tutorial Evaluation sheets. Sharable USB stick with course content. General Design of tutorial What are EHR system functional requirements? What is the EHR-S FM and PHR-S FM? What are functional profiles? What is the Conformance Clause? What is the Glossary? 15 Display of the PDF version of the standards. Display of the WORD and EXCEL versions of the standards. The need for an automated software tool. 3 Display of the Enterprise Architect software package. Verify adequate installation of the EHR Profile Designer Tool 10 Hands-on help by the instructors. Create a simple functional profile Extract a small set (about ten) functions and conformance criteria that minimally describe the patient’s name and other demographics. 15 A handout that lists about ten functions and conformance criteria that must be copied unaltered into a new (example) functional profile. Tailor a few conformance criteria 10 Ask the class to choose portions of a few conformance criteria and tailor them (e.g., name a insert a reference to a jurisdictional law, or insert an example). Create another simple functional profile Ask the students to pick a different domain and to copy a few functions and conformance criteria into a new (sample) functional profile. 20 Have a few students name a new domain area (such as a medication list or a problem list, wellness-goals, or communication with the care team). Invite students to collaborate with each other to identify portions of the EHR-S FM, select the correct functions and conformance practice,
How to Determine the Age of a Contract Written for Federal Acquisition Service (FAS) Region 10 GSA Multiple Award Schedule (MAS) contracts are initially awarded for 5 years and have 3 possible option periods of 5 years apiece. Each contract is given an unique number at time of award. All start with GS-. The middle section of the contract number identifies where the contract was originally written. Now all the contracts are consolidated into the GSA, Region 10 Federal Acquisition Service (FAS) in Auburn Washington. The middle section of contracts can consist of 23F, 02F, 07F, 00F or 10F. This designation no longer designates a location and is simply left over from earlier offices. The last section of the contract number starts with a four digit number (up to and including 2012) or a 3 digit number (starting in 2013). Numbers are given in the order the contract is awarded (0001 or 001) is the first of that year. The letter(s) at the end of the contract designates the year that the contract was awarded. (The table goes on to a 2nd page.) Last 5 digits in contract # Fiscal Year Awarded ####H 1998 ####I SKIPPED ####J 1999 ####K 2000 ####L 2001 ####M 2002 ####N 2003 SKIPPED ####P 2004 SKIPPED ####R 2005
Set a username and password for your student. Usernames can be an email, nickname, or student ID, and must be unique and a minimum of 6 characters long. Tip: Write down the username and password on a useful form found in the “Help Center" under “Training and Resources > Brochures and How-To Guides.” Save the student information and repeat these steps for other students. Step 2 - Assign Books to Students on a Shared Reading List: To get your student members their reading materials we encourage you to set up “Reading Lists” or share Reading Lists that you already created. To create a new “Reading List” go to “My Bookshare.” Name the reading list something meaningful, and ensure the drop down box indicates the reading list is visible to all reading list members. Select the “Members” link from the top of the reading list. Select the “Add Members” button and place a check mark next to the members you wish to assign books. Select the “Add selected members” button. Assign books to the students by searching Bookshare and select the “Add to Reading List” link. Select the newly created reading list from the drop down box and select “Add.”
bannedsitelist bannedurllist contentregexplist exceptionextensionlist exceptionfilesitelist ⇒ exception file domain exceptionfileurllist ⇒ exception file URL exceptioniplist ⇒ exception client IP address exceptionmimetypelist ⇒ exception MIME Type exceptionphraselist ⇒ exception phrase exceptionregexpurllist ⇒ exception URL(regexp) exceptionsitelist ⇒ exception domain exceptionurllist ⇒ exception URL filtergroupslist ⇒ filter group greysitelist ⇒ grey domain greyurllist ⇒ grey URL [3] Try to access the banned domain you set, then the access has been redirected like follows.
The Thinker’s Guide to How to Read a Paragraph 5 Student-Generated Map of Knowledge Music Painting Sculpture Judaism Buddhism Islam The logic of Art The logic of Religion The logic of The logic of The logic of The Logic of Learning The logic of Science The logic of The logic of English The logic of of Math The logic of The logic of The logic of The logic of Sentence Structure The logic of History The logic of The logic of Geology The logic of Biology The logic of Human The logic of: 1) Robinson Crusoe 2) Titanic 3) Louis Braille 4) Sir Isaac Newton The logic of a Story The logic of a Poem The logic of Geographical History The logic e
8 The Thinker’s Guide to How to Read a Paragraph Point of View frame of reference, perspective, orientation, goal, and that which follows logically, results axioms, what is taken for world view of Thought Issue problem, issue Information data, facts, evidence, experiences, definitions, laws, principles, models Interpretation and Inference conclusions, solutions Thinking: • has a purpose • raises questions • uses information • utilizes concepts e
What of view with assumptions is the author making in his or her information does the author use in reasoning through this issue? What are the of the author’s Use the template in Appendix B, Analyzing the Logic of an Article, Essay, or Chapter, to figure out the logic of an author’s reasoning.
Explores the criteria for assessing reasoning; illuminates the importance of meeting intellectual standards in every subject and discipline. #593m By Dr. Richard Paul and Dr. Linda Elder The Guide to The Art of Socratic Questioning Questioning-Focuses on the mechanics of Socratic dialogue, on the conceptual tools that critical thinking brings to Socratic dialogue, and on the importance of questioning in cultivating the disciplined mind. #553m By Dr. Richard Paul and Dr. Linda Elder
You might be asking yourself, “How can that be?” Let me explain. Grandpa said all the water that has been on Earth since the planet existed has been traveling around and around on an incredible journey called the water cycle – continuous movement of water into the air and ground, onto and over land, and back. A cycle is a process that “that repeats itself”. Water is a special substance. It is one of the few materials on Earth that exists naturally as a solid, liquid, or gas. Water can be in a solid form such as ice or snow. It can be in liquid form so we can drink it or use it for other reasons. It can also be in the form of a gas in the air where we can't even see it. This is called water vapor – liquid in the air in the form of a gas. But conditions need to be just right for water to change from one form to another. These changes are caused by changes in heat energy. When it is really cold, water becomes a solid. When it is cool or warm, water becomes a liquid. When it is hot, water becomes a gas. These energy changes are measured by changes in the temperature – a measurement of how hot or cold something is. You have probably experienced these temperature changes when you were playing outside. All of these forms of water are considered part of the water cycle. The sun is the energy source for these changes. Without the sun, the water cycle couldn't work. Now let's see how the water cycle works. During the water cycle, we can find water in oceans, lakes, streams, snowcapped mountains, glaciers, and groundwater. Water from these locations enter the water cycle through evaporation – the change of a substance from a liquid to a gas (vapor). This makes water vapor. Activities like watering our lawns on sunny days and splashing water at the swimming pool also add water vapor to the air. Can you think of other water activities you do in the summer where water evaporates?
On clicking the following screen will open. Fill in the required details and submit to complete Registration with ACES . Then the login credentials will be sent to the e-mail ID provided. Use this login credentials to login and apply for Service Tax Registration.
systems (at the bottom), and click “Request Access”. Choose the role of zONE End User, and the org type that is most appropriate (States for State users and Third Party User for federal partners), and input the required information; submit the form. F. Select Organization Type Choose the org type that is most appropriate: States for State and local/county government users Third Party User for federal partners Input the required information; submit the form. G. Enter Role Data and Submit Choose the role of zONE End User. H. Request Acknowledgement Your request to access to zONE has now been submitted and should be approved within 1 business day. Once approved, you will receive an email from donotreply@cms.hhs.gov like the one below. Once that request has been approved you will receive an email and continue to Step 3. STEP 3 – Requesting Access to Health and Human Services Community A. Select Private Community Once you have received confirmation of your zONE account from donotreply@cms.gov, go directly to the
by EPA (40 CFR part 247 and EO 13423: Strengthening Federal Environmental, Energy, and Transportation Management). Visit the CPG web site at to view the current list of products that must comply with Comprehensive Procurement Guidelines (CPGs). Also, CPG supporting documentations and background information (such as RMANs) can be found at Product Deletion Request must include the reason for deletion, such as discontinued items or non-compliance under the TAA, EO 12423, or ETS AbilityOne. Please read: Clause 552.243-72: Modifications Clause 552.238-75: Price Reductions Clause 552.216-70: Economic Price Adjustment Clause 52.225-5: Trade Agreements The list of Designated Countries under the Trade Agreements can be found in the FAR, Part 25, under definitions. Please check the website for the current listing of Designated Countries. Modification Templates:
As of June 2013 How to Request a Modification – MAS 75 All post-award modification requests (Additions/Deletions, Economic Price Adjustments, Price Reductions, and administrative changes) are required to be submitted electronically through the GSA eMod Program. Please ensure that you include your Contract Number on all communications. Modifications are to be requested in accordance with the Modification Clause 552.243-72, found within your contract. In order to request a modification for any change (administrative changes, price increases/decreases, product additions/deletions) to your GSA Multiple Award Schedules contract, these steps must be completed: Ensure that the Mod Description field for each mod action on the eMod request includes detailed information such as the following: a statement of what you are requesting, number of items adding/deleting/increases/decreases, etc. and whether or not “all other terms and conditions remain the same”. Product Addition requests must be accompanied by a Letter of Supply (LOS) from the supplier/dealer. If LOS was previously incorporated into the contract file, then state “Letters of Supply already on file” in the Modification Description Field. If you change your Point of Contact (POC) or any other information that affects your contract in any way, an eMod request must be submitted. Contractors must use the templates provided below for Post Award actions. Please do not edit templates otherwise modification will be rejected. If additional information is needed, you may add columns at the end of each worksheet. Contractors are required to support its Economic Price Adjustment (Clause 552.216-70). Once the Modification Request has been evaluated and approved, you will receive a notification via email from the eMod System. Once approved, you can upload your approved modification into the Schedules Input Program/EDI. To prevent the upload from being rejected, enter the corresponding modification # from the SF30. Information should not be uploaded on SIP without prior approval from the Contracting Officer. All products shall be compliant with the Trade Agreements Act, Essentially the Same (ETS) to AbilityOne (formerly JWOD) and Executive Order 13423. Per clause 552.238-72 (c) (2)(iv), the CPG compliance icon may be used in GSA Advantage to identify CPG compliant products only if these products meet or exceed the EPA recommended minimum recovered materials and post-consumer