zilongwang/ReadingBank huggingface dataset:
Kin[1n7 Assessments Students will Practice orally and produce sounds according to the prior Knowledge. Students will make a list of words picked from the list they have created and use 5-10 words as an exit ticket. Students will match pictures to local place names. Students will take a short quiz on place names. Students will apply place names to simple conversations.
Date of assessment (day 1) Date of assessment (day 6 if needed) Date of assessment (day 2 if needed) Date of assessment (day 7 if needed) Date of assessment (day 3 if needed) Date of assessment (day 8 if needed) Date of assessment (day 4 if needed) Date of assessment (day 9 if needed) Date of assessment (day 5 if needed) Date of assessment (day 10 if needed) Did the assessment team include independent review (Y/N) If yes, please provide the name and organisation of the independent reviewer 1) Number of ward assessments undertaken 1) Number of food assessments undertaken 2) Where the number assessed is fewer than the minimum please provide an explanation 2) Where the number assessed is fewer than the minimum please provide an explanation Assessment team numbers – staff assessors Assessment team numbers – patient assessors Number of staff assessors – day 1 Number of patient assessors – day 1 Number of staff assessors – day 2 (if needed) Number of patient assessors – day 2 (if needed) Number of staff assessors – day 3 (if needed) Number of patient assessors – day 3 (if needed) Number of staff assessors – day 4 (if needed) Number of patient assessors – day 4 (if needed) Number of staff assessors – day 5 (if needed) Number of patient assessors – day 5 (if needed) Number of staff assessors – day 6 (if needed) Number of patient assessors – day 6 (if needed) Number of staff assessors – day 7 (if needed) Number of patient assessors – day 7 (if needed) Number of staff assessors – day 8 (if needed) Number of patient assessors – day 8 (if needed) Number of staff assessors – day 9 (if needed) Number of patient assessors – day 9 (if needed) Number of staff assessors – day 10 (if needed) Number of patient assessors – day 10 (if needed)
Households in Epping North are least likely to grow fruit and vegetables compared those from other precincts in the CoW (26.2% compared with 38.5% for the CoW). However, they are more likely than all but one precinct to purchase sustainable products (42.9% compared with 35.9% for CoW).
Timescale (details) Ownership (details) Review date Enjoy & Achieve Objectives for placement (details) Agreed actions to meet objectives (details) Timescale (details) Ownership (details) Review date Make a Positive Contribution Objectives for placement (details) Agreed actions to meet objectives (details) Timescale (details) Ownership (details) Review date Achieve Economic Wellbeing Objectives for placement (details) Agreed actions to meet objectives (details) Timescale (details) Ownership (details)
You are studying a course that has a mandatory placement that is an assessed and integral part of your course. course and the placement year. MANDATORY PLACEMENT You originally applied to study on a course that included a mandatory placement but you have changed your mind and decided not to complete the placement or, were unable to obtain a placement. Not relevant Your Tier 4 visa will last longer than your current course and you will potentially complete your course early. You should contact your School Office and arrange to transfer to the non-placement version of the programme. The University will then report this change in circumstance to the Home Office. The University is required to ensure your immigration record is accurate and up to date with the Home Office. This is also important should you wish to return to the UK in the future to work or study as you have a limited amount of time to study at each academic level. Frequently Asked Questions What if the Home Office refuse my visa to include my placement year and subsequent study? If you return home to extend your visa and it is subsequently refused you can still return to the UK on your previous Tier 4 visa and complete the course you were originally granted leave for. The Home Office will return your original Tier 4 visa to you but you will need to let us know if this happens so we can advise you accordingly. What if I cannot travel home in time to renew my Tier 4 visa before my placement starts?
backs up Capella-McDonnall (2007), who found a lower quality of life in those with sight loss due to increased weight gain, reduced exercise and in turn poorer health. The current study had some methodological shortcomings. For example, the participants were asked if they had significant sight loss. In some instances it was difficult to determine what to consider as ‘significant’ as there were several elderly participants who had poor sight but did not massively affect their lives, as well as diabetic patients who were beginning to lose their sight. To control this in future, perhaps participants could be divided based on a visual acuity test. However, this would be time-consuming and would not have been appropriate in the current study. The use of a telephone questionnaire had its benefits. For example, it allowed more detailed information to be recorded than a written questionnaire would. However, as some questions were personal, the use of a telephone questionnaire may have seemed more intrusive and some participants may have held back important information. A confounding variable that was controlled in this study was interviewer effects because the same interviewer was used throughout. Overall, the sight loss group scored significantly higher than the normal sight group. Therefore, the alternative hypothesis that ‘People with sight loss will score higher than those without sight loss in problem areas in diabetes’ was accepted. The statistics and qualitative data also found negative effects of sight loss on diabetic patients in accessing information, managing diabetes and adopting a healthy lifestyle. Future research in this area may involve comparing those who have lived with a visual impairment for a long time to those who have recently acquired a visual impairment. It would be interesting to see if people are able to improve their health and wellbeing over time by learning how to access information, manage their diabetes and adopt a healthy lifestyle
EXECUTED as an agreement. Signed for and on behalf of Flinders University ABN:65 542 596 200 Authorised Representative Date: Witness Date: by its duly authorised representative(s) in the presence of Name of Authorised Representative Name of Witness Signed for and on behalf of [Name of Placement Organisation] ABN:XX XXX XXX XXX Authorised Representative Date: Witness Date: by its duly authorised representative(s) in the presence of Name of Authorised Representative Name of Witness
11 Tutor’s comment 12 SATISFACTORY LOG-BOOK? YES / NO (Tutor) Signed (Tutor): Name: Date: PLEASE NOTE: This form should be submitted along with your placement logbook via MyBU. Failure to submit a completed placement record will affect the ‘Sandwich’ element of your degree award. You must notify your Placement Co-ordinator as soon as possible if you believe you will not be able to submit your placement logbook by that date.
PACKAGE: - 3.6LPA TECH MAHINDRA PACKAGE: - 2.3LPA PACKAGE: - 3.0LPA PACKAGE: - 2.3LPA PNB METLIFE PACKAGE: - 3.0LPA PACKAGE: - 2.3LPA 1.8LPA TECH MAHINDRA PACKAGE: - 2.3LPA PACKAGE: - 3.6LPA TECH MAHINDRA PACKAGE: - 2.3LPA OUR MAJOR RECRUTERS
AVANTHI INSTITUTE OF ENGINEERING AND TECHNOLOGY VISAKHAPATNAM On campus drives @ 19th Feb to 26th Feb schedule-Avanthi group of colleges This is to informed that following campus drive schedule between 19th Feb. to 27th Feb.2018. NAME OF COMPANY ELIGIBILITY DATE 1 e-ZONE SECURITY SOLUTIONS INDIA PVT LTD package : 14k location :Chennai,Mumbai,Pune,Bangalore B.TECH (MECH,ECE) WITH 65% 19TH FEB: ONLINE TEST AT RESPECTIVE COLLEGE 20TH FEB: INTERVIEWS at AIET Tagarapuvalsa. 2 Full creative ,Chennai Package:3L per annum Location : chennai B.Tech (ECE,CSE,EEE) with 60% 20th Feb : ONLINE TEST AT RESPECTIVE COLLEGE 21st FEB: online test and technical and HR. Venue : AIET Tagarapuvalsa. Note : expert in core java 3 Epic research Pvt Ltd package :2.5L location : Indore and across india B.TECH (ALL BRANCHES) WITH 55% 22ND Feb. Online test, technical and HR Venue : AIET Tagarapuvalsa. 4 EmbedUR systems india Pvt ltd package :5L per annum location:chennai B.Tech (EEE,ECE,CSE) with 65% 23rd Feb : online 24th Feb :technical and HR Venue : AIET Tagarapuvalsa. 5 Karvy package :1.8 to 3L per annum. location : Hyd B.Tech (all branches) 26th Feb 2018 : Online and technical and HR Venue: AIET Tagarapuvalsa. Note : offer letter will be issued on same day . With Regards, Dr.T.Srinivasa Rao M.Tech, PhD Head of the Department EEE Training and Placement officer ,
31-03-2018 S.NO NAME OF THE STUDENT SALARY 1 PAVAN KUMAR 1.5 LACS/ANNUM 2 FARHANA 1.5 LACS/ANNUM 3 VENKATESH 1.5 LACS/ANNUM 4 NAGAMANI 1.5 LACS/ANNUM 5 JAYA MADHURI 1.5 LACS/ANNUM 6 LAKSHMI PRIYA 1.5 LACS/ANNUM 3 EQUITY GROUP, HYDERABAD SELECTED LIST OF STUDENTS
3 G.SATHEESH 10K/MONTH+INCENTIVES 4 VENKATA RAMANA 10K/MONTH+INCENTIVES 5 A.SARVESWARAIAH 10K/MONTH+INCENTIVES 6 NAGASUBBA REDDY 10K/MONTH+INCENTIVES 7 BHARATH KUMAR 10K/MONTH+INCENTIVES 7 WEIGHMATICS CONTROLSYSTEMS PVT,LTD,BANGALORE SELECTED LIST OF STUDENTS 31-03-2018 S.NO NAME OF THE STUDENT SALARY 1 SIREESHA 10K/MONTH
26 B.BHARGAVI 1OK/MONTH 11 ICICI PRUDENTIAL SELECTED LIST(15-03-2018) S.NO NAME OF THE STUDENT SALARY Package 1 K.MADAN MOHAN REDDY 1.5LACS/ANNUM 2 B.VENKATESH 1.5LACS/ANNUM 3 B.VINEETHA 1.5LACS/ANNUM
Placement/WBL Coordinator and/or the Placement/WBL Supervisor or Module Tutor must support and monitor students on placement Check for minimum expectations for direct contact/supervision/visits and support for students in different types of placement/WBL experience. See STEP 7 - RECORD KEEPING Record keeping is an essential element of the management of student placement and WBL experiences Maintain secure centrally held records of placement approval and details of where and when students are in placement/WBL experiences (within the relevant Institute or collaborative partner). Maintain accurate and up-to-date records of student participation and progress in placement/WBL experiences, and where relevant record achievement of placement requirements on student record (SITS). See policy [s.16.5] STEP 8 - FOLLOWING PLACEMENT Processes are in place to evaluate and review placement/WBL experiences alongside other learning, teaching and assessment experience Evaluate student experience of placement (normally as part of module evaluation). Evaluate placement providers’ feedback in order to identify areas for improvement and enhancement NB Placement and WBL questions are incorporated in the UW Course Experience Survey and NSS
M.Tech (BIOTECHNOLOGY) Sl. No Student Name I.D Card No / Roll No Discipline Year of Passing On / off campus placement Name of the Employer and their website Date of Interview Date of Appointment Letter / Job Offer 1 Raichur Sri Aparna 15031 D0333 M. Tech.(BT) 2017 Off campus placement SANDOR LIFE SCIENCE PVT. LTD., - 17-11-2017 2 Kona Abilash 15031 D0326 M. Tech. (BT) 2017 On campus placement Shantha Biotechnics Pvt. Ltd., Hyderabad ( A SANOFI COMPANY) - 05-9-2017 3 Rohitha P.V.M. 15031 D0335 M. Tech. (BT) 2017 Off campus placement BIOLOGICAL E. LIMITED, Hyderabad e.com - 20.06.2017 4 Sreedhari Voraganti 15031 D0342 M. Tech. (BT) 2017 On campus placement SANDOR LIFE SCIENCE PVT. LTD., - 07.12.2017 5 Koyyada Praveena 15031 D0332 M. Tech. (BT) 2017 Off campus placement University of Hyderabad, Gachibowli, Hyderabad www.uoh.ac.in - 30.11.2017
M.Tech (BIOTECHNOLOGY) Sl. No Student Name I.D Card No / Roll No Discipline Year of Passing On / off campus placement Name of the Employer and their website Date of Interview Date of Appointment Letter / Job Offer 1. D.Purna Durga Prasad 16031 D 0309 M.Tech.(BT) 2018 On campus placement Shantha, A SANOFI COMPANY - 24-9-2018
What is the impact on the safety and well-being of the young person should they remain in the current placement or if the transfer is approved? How will these be managed and mitigated? Please only complete box 7a and 7b where a young person requires a transition to the young adult estate a) Where applicable, what transition arrangements have been made if the young person is due to move to the adult estate shortly after their 18th birthday? b) Is the current establishment the most appropriate establishment to prepare the young person for their transition to the over 18 estate? If so, please provide evidence why STAKEHOLDER VIEWS Please provide a succinct summary of views collated at the MDM YOT Case manager Establishment Young Person Young Person’s Parent/ Carer/ Legal Guardian Any Other Stakeholders Views G. FINAL ASSESSMENT AND RECOMMENDATION OF MDM Final recommendation of MDM: Young person to remain within current establishment (if selected, there is no need to continue with the rest of the form) Young person to transfer out of current establishment
Create individual maps or a class map incorporating Language placenames (manually or digitally – google maps is a good starter for making images). Prepare a powerpoint or video presentation about local places and their traditional names. As a class, consider ways of promoting recognition and use of traditional and contemporary Aboriginal placenames, eg, the school song if the school is named for a place with a known name in the target Language, posters, signage etc. Make a class book about local and regional Aboriginal placenames and the stories around their naming if known – work with community members and provide a copy to the relevant local organisations possible. Quizzes Play the Placenames memory game created by your teacher. Now create a memory game of your own using the Memory Game Maker and all of the Language words you have learnt. Swap games with a classmate and try out each other’s game. Using the , create a matching quiz for the students using placenames and their meanings. - use these to create Language games for the students, or let them create the games themselves. Assessment: observation, quizzes, role-play, contribution to class discussions, written work, oral presentation (delete those not applicable) Topic 2: Influence of Aboriginal Languages on English Overview Suggested Student Activities Insert words and grammar in target Language Comments/resources for the Language Team and Aboriginal Teacher Greeting routine See Topic 1 Farewell routine See Topic 1 Revision Revise known Language using Revision is critical to
01206 392717 summer and Xmas exhibitions. CO11 1AS Redoubt Fort www.harwich-society.co.uk 01255 503429 Built in 1808, a large circular fort to protect the harbour from Napoleonic invasion. £3.00 adult/seniors, accompanied children free 1 May – 31 Aug Daily 10am – 4pm Suns 10am – 4pm Behind 29 Main Road Harwich CO12 3LT Stour Wood www.woodlandtrust.org.uk Traditional chestnut coppice with walks leading to saltmarsh. Good variety of birds and wildlife. Free admission Car parking available. Open all year Situated on B1352 Wrabness Manningtree
Northfield Restaurants/Coffee Shops/Grocery B&L Pizza 514 Division Street (507) 663-0390 www.bnlpizza.com Basil’s Pizza 301 South Water Street (507) 664-1248 www.basilspizza.net Caribou Coffee West 5th Street & Highway 3 (507) 645-7650 www.cariboucoffee.com Chapati- A Taste of India 214 Division Street (507) 645-2462 1001solutionsllc.com/category/chapati/ The Contented Cow 302B Division Street South Northfield, MN 55057-2015 USA https://www.contentedcow.com/ Froggy Bottoms 307 Water Street South (507) 301-3611 www.froggybottoms.com Goodbye Blue Monday Coffee 319 Division Street (507) 663-6188 gbmcoffee.com The HideAway Coffeehouse/ Wine Bar 421 Division Street (507) 645-0400 hideawaycoffeehouseandwinebar.com Hogan Brothers Acoustic Café 405 Division Street (507) 645-6653 hoganbros.com Imminent Brewery 519 Division Street South 507-649-9148 http://www.imminentbrewing.com/ J. Grundy’s Rueb-N-Stein 503 Division Street (507) 645-4405 ruebnstein.com Mandarin Garden 107 E Fourth Street (507) 645-7101 www.mandaringardennorthfield.com The Ole Store 1011 St Olaf Ave http://www.olestorerestaurant.com/ Smoqe House 212 Division Street South http://www.smoqehouse.com/?page_id=27 Tandem Bagels 317 Division St S, (507) 786-9977 www.tandembagels.com The Tavern 210 Division Street (507) 663-0342 tavernofnorthfield.com Tazenwald 103 Water Street North 507-366-2337 http://www.tanzenwald.com/ Grocery Stores Just Food Co-op 516 Water Street (507) 650-0106 justfood.coop EconoFoods 601 Division Street (507) 645-9514
Summary of parent(s)’ capacity to meet the identified needs of the child, specifically Parents’ capacity to meet the child’s physical needs and appropriate health/medical care: Parents’ ability to protect the child adequately from harm, including any person that is a risk of harm to the child: Suitability of home conditions (include date the proposed placement was inspected): Parents’ ability to meet the child’s emotional needs and encourage a positive sense of self, including any particular needs arising from religious persuasion, racial origin, cultural/linguistic background and/or any disability: Parents’ ability to promote the child’s learning and intellectual development: Parents’ ability to manage the child’s behaviour: Parents’ ability to provide stability: Please include the outcomes of any assessment, consultation and/or enquiries made (attach any relevant assessments to this report): Details of the parent(s)’ state of health (physical, emotional and mental), the parents’ medical history, including current or past issues of domestic abuse, substance misuse, mental health problems and criminal offending – please reference enquiries made with GP and police checks: Identity of other person(s) living at the parent(s)’ household: Name: DOB: Name: DOB: Name: DOB: Summary of the circumstances of all other adult members of the household, including their state of health, history of any domestic abuse, substance misuse, mental health problems and criminal offending – please reference police checks:
training and have the grant pay for the subs. If you do not use your slots by Feb. 20th at noon, it will be first come, first-served for the remaining slots (up to 50). The training is designed for Elementary/ Middle/High School counselors, teachers, administrators, and nurses. Speakers will be: Dr. Phillip Luck (How Boys Learn: Strategies for Reaching and Teaching Boys); Marco Silva, Gwinnett Co Gang Task Force (The Lure of Gangs); Mike Tenoschok (HIV/AIDS). registration deadline: 2/27/13 6 Pre-AP Workshops – College Board Powers Thank you for your responses to my email about the trainings. We have compiled them and have requested (from College Board) the 2 that were the most popular: Pre-AP Strategies in English – Beyond Acronyms: Inquiry Based Closed Reading and Pre-AP Strategies in History and Social Sciences. We are waiting to hear back from College Board regarding the dates. I will get the dates to you as soon as I know. There will be no cost for this training – we received a grant to Superintendents, Curriculum Directors, Middle School and High School Principals Workshop Descriptions
14 New Personnel P Stovall Welcome to RESA Curriculum Directors, Superintendents, Principals, 15 PARCC Elizabeth Oliver High School Math Assessments, Retest Policy, Tech Specs Curriculum Directors, Principals Handout 16 PARCC Elizabeth Oliver Special Ed and ELL Accommodations Special Ed Directors and teachers Handout 17 CCRPI Elizabeth Oliver Final Version Curriculum Directors, Principals Handout 18 Writing Scores Elizabeth Oliver Grades 5 & 8; GHSWT Principals and Teachers Handout
**Registration done directly through ***OkRESA will reward PLUs 4 days – March 11-14, 2013 23 Substitute Teacher Training Todd Completed the third training for the year on January 17, 2013. A fourth training has been requested on February 21,2013 Curriculum Directors 24 LDC Todd Days 3 and 4 of LDC Training with Dr. Huie will be February 11-12, 2013. Curriculum Directors, Teachers and Principals 25 LDC Todd CTAE for 2013-2014/ We have put in a request to Becky Chambers to have Dr. Huie come to Okefenokee RESA to conduct initial training. 2012-2013 CTAE Training Superintendents, Curriculum Directors, Principals, CTAE Teachers
Trudy Greenway (Bacon) Delda Hagin (Ware) 2011-2012 CTAE Training Melissa Thomas (Ware) Melissa`s module is posted on GaDOE website. 26 ELA Units Todd Units will only be found on the GaDOE Wikki. They are no longer posted on the Georgia Department of Education website. Superintendents, Curriculum Directors, Principals, Teachers Feedback from teachers on Extended Text 27 Contact Information Finn Compiling an updated list of contacts and we have several that need confirmation and or correction. Superintendents, Curriculum Directors 28 Next Meeting February 28, 2013 29 Math Plans E. Oliver Each system director will be given a copy of the math plans. An electronic copy can be sent to each person at their request. Superintendents, Curriculum Directors
online provider, all associated costs and course policies are specific to the provider. - Any course taken as part of a student’s regular school day through a for-profit online provider will be paid by the local school. Districts should contact the for-profit online provider for course costs and course policies. How are you planning on handling this? 14) PLU Notice Did everyone receive the notification from David Hill? Review Handout 15) Writing to Win the Math and Science Standards We discussed this training last month. Cost would be $150 per person. It is a stand-alone program – you do not have to have already implemented Writing to Win to use the program. Are we interested? 16) Mental Health Diagnosis for Students Looking at a 2 day training for Social Workers, Counselors, Nurses, etc. Waiting to hear back to confirm dates. 17) FY 14 PLAC Dates Set meeting dates for FY 14. Superintendents, Curriculum Directors, ALL certified staff () Superintendents, Curriculum Directors, Principals () We’ll discuss further in the Fall Superintendents, Curriculum Directors, Social Workers, Counselors $2000 cost for the two day training w/two instructors. Looking at Septemeber 26th & 27th from 8:30-3:30/4:00 Will have definite dates and information early Fall Meeting Dates: 8/1/13, 8/29/13, 9/20/13, 10/24/13, 11/22/13, 1/24/14, 2/27/14, 3/21/14, 4/24/14 & 5/29/14 There is no meeting scheduled for December Peggy Stovall 18) Formative Instruction Online Courses Curriculum Directors, Special Ed Directors,
Teachers may take five on-line courses during the summer from Battelle for Kids. 19) State of Education in Georgia Conference Conference in Athens, GA on September 19, 2013 20) National Dropout Prevention Conference 25th Annual National Dropout Prevention Network Conference, Nov. 3-6, 2013, at Crowne Plaza Ravinia, Atlanta, GA 21) CCRPI: Next Steps Bobby Smith, GaDOE, has offered to come to OK RESA on June 6th to assist with using the CCRPI to develop SI plans and next steps. He will also share ways to increase scores. 22) TKES and LKES training DOE training for districts the weeks of July 22 and July 29 in 5 locations: Athens, Atlanta, Columbus, Savannah and Macon 23) Additional TKES and LKES training Additional training will be at OK RESA in late August or early September Superintendents, Principals () **No price was mentioned** Curriculum Directors, Superintendents, Special Ed Directors () Russ Cook (NERESA) said this is a wonderful Conference so all RESA Directors will be attending Curriculum Directors, Superintendents, Special Ed Directors, Board of Education members, Principals, Teachers () $150/Board Member Curriculum Directors, Special Ed Directors, Superintendents, Principals Registration is available. We will have 1 Session instead of 2. Curriculum Directors, Special Ed Directors, Superintendents, Principals **Send district wide teams to one of the dates** Curriculum Directors, Special Ed Directors, Superintendents, Principals -Regional Training at RESA: -Looking at late August early September. -Send AP’s to training her at OK RESA -All School Improvement personnel must go through training to get credentials.
procedures required under the regulations in order that the alleged academic irregularity may be investigated and considered by the Senate Disciplinary Committee as appropriate. Other Formal Assessments 7.2.2 Where an academic irregularity is suspected in any other formal assessment, the matter will be referred to the Executive Dean of School (or equivalent) to determine whether or not the offence constitutes a major or minor offence under the terms of the Code of Student Discipline. Cases of plagiarism will be dealt with under the procedures for plagiarism detailed in 7.1 above. All Formal Assessments 7.2.3 Governance and Quality will inform the Chair of the appropriate Assessment Board in writing that an investigation into an alleged examination irregularity is underway. 7.2.4 The Assessment Board will not consider the case of any student who is the subject of an enquiry into an alleged irregularity in an examination. However, all course work and examination scripts that are available shall be marked in the normal manner. 7.2.5 In the event of the allegation not being sustained by the Senate Disciplinary Committee, the relevant Assessment Board will be required to consider the student's performance in the normal manner. However, the Chair of the Assessment Board may, after due consultation with relevant internal and External Examiners, take Chair's action to avoid the need for a formal meeting of the Assessment Board. 7.2.6 Should the allegation be sustained, the matter will be considered by the Senate Disciplinary Committee. The Clerk to the Senate Disciplinary Committee shall inform the relevant Chair of the Assessment Board of the outcome of the investigation. 7.2.7 Penalties The Senate Disciplinary Committee has the power to impose penalties. These include: an admonition a reprimand disqualification from appropriate examinations/assessments suspension for a specified period expulsion 7.3 Late Discovery Where an alleged academic irregularity comes to light after an Assessment Board has met to consider a student's assessment the procedure shall be the same as described above. The Assessment Board shall be reconvened as soon as practicable following receipt by the Chair of the Board of the result of the investigation and the recommended penalty. If the outcome of the reconvened Assessment Board affects the student's final result, the Chair of the Assessment Board shall inform Governance and Quality in writing of the reasons for the varied result. Governance and Quality will inform the student of the altered final result with the reasons. 7.4 Appeals
Is this Plagiarism? Yes or No? Question 1: You find a neat idea in an article, so you use it in your paper. You don’t bother to cite the source of the idea because you’ve expressed it in your own words. Is this plagiarism? Question 2: You copy a paragraph directly from an article you found. You cite the source, but you forget to put quotation marks. Is this plagiarism? Question 3: You need an image for your essay. You go online and find one. You don’t cite the source of your image, because images on the web aren’t protected by copyright. Is this plagiarism? Question 4: You pay a tutor for editing assistance, and he drastically re-writes your original paper. You hand in this new edited version to your professor. Is this plagiarism? Question 5: It’s the night before your paper is due, and you haven’t done any work. You buy a paper from an online essay-mill. Is this plagiarism? Question 6: Your friend did the course last year, and she gives you her paper. You change the wording here and there and insert a few of your own ideas. Is this plagiarism? Question 7: You copy a short passage from an article you found. You change a couple of words, so that it’s different from the original – this way you don’t need quotation marks. You carefully cite the source. Is this plagiarism? Simon Fraser University Library http://www.lib.sfu.ca/node/10442/take?quizkey=2139cc8303b3b6c28ed5d1694bd1c9a2
Which of the following is true for the Student Version above? Word-for-Word plagiarism Paraphrasing plagiarism This is not plagiarism Item 4 In the case below, the original source material is given along with a sample of student work. Determine the type of plagiarism by clicking the appropriate radio button. Original Source Material Student Version (written in 2002) The technological tools available today for creating computer-based learning materials are incredibly more powerful than those introduced just a few years ago. We can make our own movies with camcorders in our homes; we can publish our own books. Soon teachers and students will be able to use computer-video technology to produce their own learning materials. All it takes is time, and some funds. References: Frick, T. (1991). Restructuring education through technology. Bloomington, IN: Phi Delta Kappa Educational Foundation. Computers are so powerful that K-12 educators and students are now able to produce their own multimedia and Web-based learning materials. They just need to take the time required to learn to use the authoring tools and related technologies such as digital cameras and camcorders. References: Frick, T. (1991). Restructuring education through technology. Bloomington, IN: Phi Delta Kappa Educational Foundation. Which of the following is true for the Student Version above? Word-for-Word plagiarism Paraphrasing plagiarism This is not plagiarism
TASK TITLE: The Plague hacks the Immune System TASK OBJECTIVE: Causes and symptoms of the Black Death and the responses of different groups in society to the spread of the disease, such as the flagellants and monasteries TASK DETAIL: This science based task is asking you to: Explain why the human body was not able to fight and reject the plague when it struck in 1348 How did it attack the immune system? In detail explain the process that eventually led to death when a victim contracted the plague. TASK SCORE: 15 points **this task fits well with Plague Types Task RESOURCES: ASSESSMENT CRITERIA: SECTION VH H M L NS The Plague hacks the Immune System The student has clearly outlined why the human body could not fight the plague in 1348 using sophisticated language that demonstrates their understanding of the processes involved. The student has clearly shown the process of how the plague effects the body until death. The student has outlined why the human body could not fight the plague in 1348 using sophisticated language that demonstrates their understanding of the processes involved. The student has clearly shown the process of how the plague effects the body until death. The student has said why the human body could not fight the plague in 1348 using some scientific language that demonstrates their understanding of the processes involved. The student has shown the process of how the plague effects the body until death. The student has said why the human body could not fight the plague in 1348. The student has shown the process of how the plague effects the body until death. The student has not completed this task.
Plaid Day for United Way To participate, get a plaid button/sticker for a suggested donation of <enter amount> to wear plaid to work. <enter date> Donations can be made in the <enter location> Questions? Contact <name/department> at <phone no.> .
Negotiable and Not negotiable Negotiable Not Negotiable What elements do stakeholders not have any opportunity to influence? This may be due to safety, technical or legislative requirements Length of laneway required for closure Height of temporary fencing required (as per Australian Standards) Alternate route can be negotiated Timeframe lane closed for (as per event requirements) Engagement Risks Issue Response IT systems such as online survey does not work properly Prepare and provide hard copies as well Speak with IT about options if this occurs Stakeholders you want to engage with not participating Ensure a variety of communication and engagement techniques Door knock the businesses with a high level of impact Reporting back
PLAN CORRECTION LIST Applies Only to 1- & 2-Family Residences Constructed Under 2012 International Residential Code Jurisdiction of City of Riverton, WY Owner Plan Review No. Job Address Occupancy Classification Type of Construction Floor Area Cost Zoning Designation Subdivision Block Lot Comments or Assumptions The approval of plans and specifications does not permit the violation of any section of the IRC or other city ordinance or state law. All code references below are to (specific sections) of IRC. Sections have been summarized. Some of these sections have not been modified yet to include the current code sections. General Show job address on plans. (R321) Give name of persons responsible for plans. Submit fully dimensioned site plan. (R106.2) Backflow prevention device [DCVA] to be installed downstream of the water meter and shall be maintained by the owner. Provide approved means to accommodate thermal expansion in domestic water system. (P- 2902.3) Ground-Fault Circuit Interrupter Protection - All 125-volt, single-phase, 15- and 20- ampere receptacles installed in the locations specified in 210.8(A)(1) through (10) shall have ground-fault circuit-interrupter protection for personnel. Bathrooms. Garages and also accessory buildings that have a floor located at or below grade level not intended as habitable rooms and limited to storage areas, work areas, and areas of similar use. Outdoors (see exception 210.8(3)). Crawl spaces–-at or below grade level. Unfinished basements (see exception 210.8(5)). Kitchens—where receptacles are installed to serve the countertop surfaces. Sinks—where receptacles are installed within 6’ of the outside edge of the sink. Boathouses. Bathtubs or shower stalls—where receptacles are installed within 6’ of the outside edge of the bathtub or shower stall. Laundry areas. Arc-Fault Circuit Interrupter Protection –All 120-volt, single-phase, 15- and 20- ampere branch circuits supplying outlets or devices installed in dwelling unit kitchens, family rooms, dining rooms, living rooms, parlors, libraries, dens, bedrooms, sunrooms, recreation rooms, closets, hallways, laundry areas or similar rooms or areas shall be protected by any of the means described in 210.12(A)(1) through
Local law enforcement and fire response departments Executive leadership, government agencies and community councils Volunteer organizations (local Voluntary Organizations Active in Disaster, Community Emergency Response Team programs, volunteer centers, Regional and local Animal Response Teams, etc.) Faith-based organizations Individual citizens Community leaders (e.g., representatives from specific segments of the community, including seniors, minority populations, and non-English speakers) Disability services providers and advocacy organizations School boards and higher education institutions Local Cooperative Extension System offices Animal control agencies and animal welfare organizations Local transportation system operators Surplus stores, hardware stores, big-box stores, local retailers Supply chain components, such as manufacturers, distributors, suppliers, and logistics providers Home care services Medical facilities Local planning councils (e.g., Citizen Corps Councils, Local Emergency Planning Committees) Chambers of commerce Non-profit organizations Medical and social advocacy groups Media outlets Airports and public transportation systems Utility providers Non-Governmental Organizations (American Red Cross, the Salvation Army, etc.) Area Agencies on Aging Alcohol and drug addiction support agencies Development departments and planning agencies Local boards of education Health departments Medical services providers Medical equipment providers Pharmaceutical providers Job and Family Service agencies Independent living assistance agencies Health and human services agencies Behavioral health agencies Developmental disability services providers Sight and hearing agencies Translation and interpretation service agencies English as a second language agencies Transportation service providers Area transportation service planners Choosing a Plan Format To being drafting their plan, the Team will need to determine which plan format they will use. As stated in FEMA’s CPG 101, “…an EOP’s format is ‘good’ only if the EOP’s users understand it, are comfortable with it, and can use it to extract the information they need.”
Cut along the solid lines, put some glue here, and fold on the dotted lines to make a triangle: Cut along the solid lines, put some glue here, and fold on the dotted lines to make a triangle: Cut along the solid lines, put some glue here, and fold on the dotted lines to make a triangle: Cut along the solid lines, put some glue here, and fold on the dotted lines to make a triangle: Cut along the solid lines, put some glue here, and fold on the dotted lines to make a triangle:
2 The learner will be able to carry out hair plaiting and twisting techniques The learner must be able to: Assessment Requirements Evidence Location 2.a Carry out a minimum of three plaiting and twisting techniques with decoration The following assessment method must be used in the assessment of this standard: Observation of learner practical ability The following assessment methods may be used to support the assessment of this standard: Written tasks/questions and answers Oral questions and answers Expert witness evidence Professional discussion Learner log/reflective journal This list is not exhaustive and other appropriate assessment methods may be used. 2.b Carry out a minimum of three plaiting and twisting techniques without decoration 2.c Provide home care advice for hair plaiting 2.d Follow safe and hygienic working practices 2.e Communicate and behave in a professional manner Final Tutor Feedback (Strengths and Areas for Improvement):
Doctor of Nursing Practice Plan of Study Forward to MCN Office of Student Services Student Name: UID# Email address: Date of Admission: Anticipated Graduation Date: Faculty Advisor: Year 1: Summer Course Number Course Title Hours Grade Fall Course Number Course Title Hours Grade Spring Course Number Course Title Hours Grade Year 3: Fall Course Number Course Title Hours Grade Residency Requirement completed: 34 credit hours of coursework completed: Date form completed: Form completed by: Year 2: Summer Course Number Course Title Hours Grade Fall Course Number Course Title Hours Grade Spring Course Number Course Title Hours Grade Summer Course Number Course Title Hours Grade
FIRESCOPE Plan Of Work 2015 Strategic Plan Goal A: Maintain the FIRESCOPE "Decision Process", identify strategies to promote awareness of FIRESCOPE and secure funding sources. Work Task Action Assigned To Projected Completion Date Actual Completion Date Review FIRESCOPE Product Currency Revise Task Force Ongoing Update of Specialist and Working Group Activities Update Task Force Ongoing ICS Forms Manual (ICS 230–2) Update Document Control Process, MACS 400-1 Revise Task Force 06/01/15 11/19/14 FIRESCOPE Website Assist with development and maintenance of FIRESCOPE Website. Monitor Task Force Ongoing Develop/Review FIRESCOPE FOG Smart Phone Application Develop/ Review Task Force 4/8/15 Ongoing 3/23/2015 Strategic Plan Goal B: Maintain and improve emergency management leadership through interagency cooperation and provide professional recommendations and technical assistance to the Office of Emergency Services. Work Task Action Assigned To: Projected Completion Date Actual Completion Date Address Specific Blue Ribbon Commission Recommendations Monitor BOD Ops Team Task Force Ongoing Communications Issues Interoperability/Narrowbanding Compliance Monitor Task Force (Comm. Spec.) Ongoing
Highway Safety Improvement Program $40,283,000 FEDERAL TOTAL $740,701,000 STATE State Discretionary $1,251,256,000 Arizona Department of Environmental Quality $18,707,000 STATE TOTAL $1,269,963,000 REGIONAL HURF 2.6% Funds $142,174,000 12.6% Funds $764,100,000 REGIONAL HURF TOTAL $906,274,000 RTA RTA $1,200,000,000 RTA Extension through 2045 – dependent on voter approval $2,700,000,000 RTA TOTAL $3,900,000,000 LOCAL FUNDS Construction Sales Tax $400,000,000 Development Impact Fees $125,000,000 Road Development Fees $60,000,000 Roadway Impact Fees $410,000,000 Private Developers' Funds $425,000,000 Clean Energy Funds $10,000,000 Local and County HURF $4,488,064,000 Bonds $210,000,000 Pima County VLT $441,949,000 TOTAL LOCAL $6,570,013,000 FEDERAL TRANSIT 5307 $503,488,000 5339 $83,381,000 5310 $28,973,000 5311 $39,393,000 Federal Transit Grants $200,000,000 TOTAL FEDERAL TRANSIT $855,235,000 NON-FEDERAL TRANSIT General Fund Investment $1,475,483,000 Farebox Revenues $521,774,000 IGA/MOE Revenues $396,475,000 Other Revenues $28,169,000 LTAF II $19,550,000 TOTAL NON-FEDERAL TRANSIT $2,441,451,000 Total $16,683,637,000 Transportation Funding Challenges Transportation funding is necessary to build new projects, to maintain the current system, and to run regional transportation programs. The primary sources of funding for transportation have traditionally
System: Coherent Instructional System Structure: Planning for Quality Instruction Process Name: Plan with a Team School-level District-level Purpose of the process: To organize interdependent, collaborative work and practices that increase student outcomes. Who is responsible for monitoring this process? Team Chair Action Step Position Responsible Link to applicable tool(s)/resource(s) Completion Date Establish planning team norms/collective commitments at initial meeting Team Leader All Things PLC (Learning Forward) (GaDOE) (Solution Tree Press) Establish team roles and responsibilities at initial meeting Team Meeting Facilitator (Tucson Unified School District) Determine purpose and set goals prior to each team planning meeting (curriculum design, instructional strategies, data analysis, professional learning, examining student work, etc.) Team Meeting Facilitator (All Things PLC) Select a protocol aligned to purpose prior to each team planning meeting, if applicable Team Meeting Facilitator (National School Reform) Create and communicate agenda prior to each team planning meeting Team Leader (New Jersey DOE) Review agenda, norms, team roles and responsibilities at each meeting Team Recorder (Random Group) Implement the chosen protocol, if applicable Team Meeting Facilitator (National School Reform) Determine action steps Team Meeting Facilitator (National School Reform)
HAAS: History Implementing a digital solution, using visual programming Design and create a simple game/quiz to demonstrate convict crimes and punishments. Design a quiz – HAAS: Geography Implementing a digital solution, using visual programming Create a computer program for learning a traditional Aboriginal or Torres Strait Islander language. Science Implementing a digital solution, using visual programming Design and create a simple quiz to explore the difference between living and non-living things. Mathematics Implementing a digital solution, using visual programming Modify an existing program or create a program to design a geometric shape or design using Pencil code or similar application. Programming a robotic device to follow a path Create a maze or route for a programmable robot to travel. Estimate and calculate angles and distances. Working together HPE Collaboration Collaborate to decide the rules for a new game. Use a flowchart to explain the consequences of unfair play.
where you received/filled the medication, the reason you took the medication, and the approximate dates of use. Medication and Dosage Pharmacy (Name and Address) Reason for Taking Medication Approximate Date(s) of Use IV. INSURANCE INFORMATION 1) Provide the following information for any past or present medical insurance coverage within the last 10 years:
However, concerns were raised about how to deliver improved housing affordability and better environmental management. There was broad support for Plan Melbourne showing leadership in relation to the impacts and mitigation of climate change. It was felt that the key elements raised in this chapter must be integrated and embedded throughout Plan Melbourne 2016 as ‘future proofing’ is critical. There was support for the recognition of a partnership with local government. They also wanted a clearer explanation of the intended roles of local governments, and of the proposed Victorian Planning Authority. Figure 6 located here shows the level of support for housing, climate change, people, place and identity and partnerships with local government as key concepts across different submitter categories 3 Delivering jobs and investment Chapter 3 of the discussion paper dealt with how Plan Melbourne 2016 could help support jobs and investment. It sought feedback about, among other things: planning for the expanded central city to ensure commercial development opportunities are preserved renaming and planning national employment clusters updating the designation of some activity centres and reviewing planning boundaries for some national employment clusters planning tools to protect strategic agricultural land protecting extractive industries. 3.1 Preserving commercial development opportunities A few submitters recognised the need to ensure that land for commercial uses is preserved in the central city urban renewal precincts. 3.2 National employment clusters The discussion paper included two alternative options: ‘Focus planning for national employment clusters on core institutions and businesses’ (option A) ‘Take a broader approach to planning for national employment clusters that looks beyond the core institutions and businesses’ (option B). Of the 65 responses, 86% preferred option B, indicating support for broadening the approach to planning for national employment clusters by looking beyond the core institutions and businesses. There was also support for changing their name to national employment and innovation clusters. However, many submitters also felt that the specialisations on which clusters are based needed to be supported, and that emerging start-ups and other innovation employment opportunities also needed support.
Margaret “Peggy” Cone Award: Awarded annually to the Unit that reports the “Best All Around” program in National Security activities. Please follow instructions outlined in Unit Guide. National Awards Taking the time to share a favorite story about the positive impact you or someone you know has had on our mission is worth doing! It helps us tell the world who we are, what we do, and why we matter. Just three simple steps to add your part to our national success story: 1. Please follow instructions as you fill out the National Report and Awards Cover Sheet found in the awards section of the Programs Action Plan. 2 Provide details/examples about the activity as outlined in the award’s materials and guidelines section. 3. Submit as indicated in the Annual Supplement to the Programs Action Plan. National Report and Awards Cover Sheet, deadlines, and National Security committee contact information may be found on the National Security committee page on the national website, www.ALAforVeterans.org. Unit Award: Most Outstanding Unit National Security Program • Award: Citation Plaque • Presented to: One unit in each division (5) • Materials and guidelines: Entries must be typewritten in narrative form Include pictures and newspaper articles Resources You Can Use