zilongwang/ReadingBank huggingface dataset:
subshell has to be broken into. ii) Half-full shells are relatively stable so N (with a half-filled p subshell) has a higher IE than O, which has one electron more. Part 3 stands for Valence Shell Electron Pair Repulsion and these electron pair repulsions are responsible for the shapes of molecules and polyatomic ions such as NH4+ Step 1 – Calculate the number of outer electrons (or valence) on the central atom of molecule or ion –achieved by taking the number of electrons on the centre atom and adding one electron for each of the other atoms attached. Note – if we are dealing with an ion with a 1+ charge, then we subtract an electron from the total to account for this charge. For an ion with a -1 charge, we add an electron to the total. For example:
Part 4 (TRANSITION COMPLEXES) An important feature of the transition metals is their ability to form complex ions and molecules, often called coordination compounds. A complex consists of a central metal ion surrounded by ligands. A ligand is a molecule or negative ion with at least one lone (non-bonding) pair of electrons available for bonding with the metal ion. Ligands are electron donors, donating their non- bonding electrons into unfilled metal orbitals and forming what are known as dative covalent bonds i.e. where the two electrons are donated by one of the atoms, rather than one electron from each atom. The lone pair or non-bonding pair of electrons are as a pair of dots on the atoms. The electron orbitals of the ligand have an effect on the electron distribution in the central ion and this in turn results in significant effects in physical properties of the complexes e.g. colour. Typical ligands involved in the formation of complexes are negative ions such as; CN- F-, Cl-, Br-, I-
Measure pump drug library entries for inotropes and vasopressors (if applicable) Measure 3: Confidence rating for change process Measure 4: Live bed side data collection of the following (de-identified data) indication for inotrope/vasopressor concentration of inotrope/vasopressor dose of inotrope/vasopressor Measure 5: Reason for variation from provided guidelines (if applicable) Number required in pre-data and post dataset: Measure 4 to be collected for up to 5 patients on adrenaline and noradrenaline and up to 2 for the remaining inotropes and vasopressors NB. If site doesn’t use all the listed inotropes and vasopressors in the guidelines or doesn’t reach the provided number, collect the data for as many possible. Appendix 1 (cont.) Standardised inotropes and vasopressors: Implementation – data collection form Date Infusion Medication Adrenaline Dobutamine Dopamine Isoprenaline Levosimendan Metaraminol Milrinone Noradrenaline Vasopressin Preparation As recorded on current infusion bag/syringe in ml of Total dose volume fluid Current dosage being administered mcg/min mg/min mL/hr (from pump/fluid balance chart) (specify units) unit/hr Why is the patient receiving this infusion? Decreased Blood Pressure Decreased Heart Rate Decreased Cardiac Output Yes No
stated that the wood material informed their reasoning. However, 5 of them (83%) explained that they attempted to avoid making an object that can be easily assumed. This result implies that the components that explicitly state its material property of wood afford some ideas about possible objects to the many participants in the group of natural color. At the same time, however, that circumstance also discouraged them to take those easy options on their decisions. 5The assumed materials stated by the design participants Participant D1 D2 D3 D4 D5 D6 Original colors / MDF & metal piping Acrylic / plastic /ABS Aluminum / wood & aluminum & wood / plastic Pinewood Wood Participant D7 D8 D9 D10 D11 D12 White color / wood & Metal Metal / patina & wood & welded steel Wood / metal / sheet / plastic Participant D13 D14 D15 D16 D17 D18 Natural color Wood Steel & copper & glass Hardwood & bamboo & plywood Wood / oxidized Metal Wood On the other hand, in the result of the non-design participants, the group of natural color seems to be the one that prompted the imagination of different materials the most (Table 6). In the other 2 painted groups, the participants who stated the different materials other than wood were more or less the same scores: 4 participants (67%) in the 4 colors and 3 of them (50%) in the 1 color. 6 The assumed materials stated by the non-design participants ND1 ND2 ND3 ND4 ND5 ND6
Absent Balmer, Thom Bassett, Charles Jan Heaney, Mark Junkin, Dan Junkin, Michelle Rucker, Vicki Wheeler, David Ruling Elder Commissioners Present Ada, First, David Butler Bethany, Westlake, Isch Chickasha, First, Jo Ann DeKinder Colony, Jeremy Weichel Duncan, First, Vicki Zimmerman Edmond, Santa Fe, Malcom Champlin Elk City, First, Brenna Huntley Hobart, First, Sue Johnson Lawton, First, Jim Brock Lawton, Westminster, Bob Morford Midwest City, First, Stacie Nelson Norman, First, Cate Ewing Norman, Memorial, Melissa Gill Oklahoma City, Central, Laura Stockbridge Oklahoma City, Connecting Point, Janet Theus Oklahoma City, Covenant, Adele Jack Oklahoma City, First, Dan MacLemore Oklahoma City, Trinity, Huretta Dobbs Oklahoma City, Westminster, Craig Stanley Pauls Valley, First, Kevin Readnour Rosedale First, Russell Newville Shawnee, United, Beth Perry Wewoka, First, Bob Wall Excused Chattanooga, Community Oklahoma City, Church of Savior Sulphur/Davis, Shepherd of the Hills Absent Altus, First Ardmore, Dixon Chapel Chandler, First Clinton, First Davenport, El Reno First Grandfield, First Lawton, Korean First Maud, Achena Oklahoma City, Hillcrest Oklahoma City, Korean First Oklahoma City, Southminster Seminole, Cheyarha Seminole, Tallahassee Sulphur, Salem Temple, First Walters, First Weatherford, Federated Chisholm Trail Others (Presbytery Officers, Committee Moderator Elders, Commissioned Ruling Elders, Certified Christian Educators, Corresponding Members) Present Dunn, Glenn, CRE Heimbach, Bobbie, Vice Moderator of Presbytery Miller, Leigh, Moderator, Youth Committee Rogers, Jim, Moderator, Budget & Finance Excused Bruce, Jim, Moderator, Board of Trustees Gallagher, Cornell, Moderator Comm.Representation McNeese, Martin, Moderator Committee on Ministry Nelson, Russell, Foundation Board Chair Turner, Al, CRE Corresponding Members Six, Janice, Synod of the Sun Administrative Commission Hooker, Paul, New Covenant Presbytery Visitors
In-Paragraph Transitions Activity – English I (Honors ) – BOUCHARD Directions: Review the following paragraph and your In-Paragraph Transitions On your own sheet of paper, rewrite the body paragraph, incorporating transitions within the paragraphs to help the flow of the writing. You must underline or highlight these transitions or transitional phrases! Body Paragraph: Beethoven is a wonderful role model for deaf people, because, although he struggled with deafness, he did not let it stop him. Beethoven began going deaf in his late 20’s, and by the time he was 44, he was completely deaf. He tried to hide his deafness. Conversation became impossible, and he finally had to stop conducting (Kubba). Instead of becoming completely depressed, he absorbed himself in his work and continued composing. He said, “Music is the mediator between the spiritual and sensual life” (“Beethoven Quotes”). Beethoven was musically literate. He could imagine the sound of the music in his head without needing to hear it. He set his piano on the floor and felt the vibrations it made when he played music (“Ludwig Van Beethoven”). He died on March 26th, 1827. He had composed nine symphonies, five piano concertos, one violin concerto, one opera, and thirty two piano sonatas (Kubba). After you have written this paragraph to sound less choppy and listy, reread your version to make sure the transitions make sense. Fix any errors or awkward sounding sentences. The key is to vary!
Thoughtfully implemented science notebooks use reflectivewriting and include a think-aloud feature that is common to the notebooks of actual scientists as they explore the world in a first hand manner (Magnusson & Palincsar, 2003); Science notebooks engage students in authentic science processes, such as recording information and data and engaging in research, collaboration, and analysis (Hargrove & Nesbit, 2003; Young, 2003); and Using an interactive notebook allows a student to think, record data and observations, and reflect just as professional scientists do (Young, 2003).
Group Exercises Note: The following exercises are opportunities to practice certain skills in a low-risk setting. Skills practice (or Role Playing) can feel awkward and forced. That being said, sometimes the best way to learn a new skill is by DOING it. Please have fun with the scenarios below and feel free to embellish/improvise to make them more entertaining/educational. Feedback Prior to this exercise please review the following (you don’t have to read the whole article – just check it out!) Feedback with Good Judgement - Pocket Card Debriefing with Good Judgment: Combining Rigorous Feedback with Genuine Inquiry After having reviewed the article and card above, work with your group to do the following exercises. Feedback Exercises (see attached) IPASS Prior to this exercise please review the following (again, you don’t have to read the whole article – just check them out!) reviewing the material above, do the following: Identify two patients on your team that you would like to sign out (preferably your own patients). Taking turns, each of you will be 1. The Sign-Out Resident 2. The Oncoming Resident 3. Observer(s). Your tasks for each of these roles will be the following: Sign-Out Resident – Use the IPASS mnemonic to sign out two of your patients based on the article above. The Oncoming Resident – Respond to the resident’s sign out. Improvise as you see fit. Observer(s) – Make note of the behaviors during this interaction. Was IPASS used? Was critical information effectively transmitted to the receiver?
16 Mutual Aid Agreements/Memorandum Of Understanding Facilities/Agencies in Agreement Nature of Agreement Expiration Date (if applicable) Date Verified/POC Sysco* Emergency Food Supply None XYZ Hospital* Shelter Transportation service* Transport Additional MOUs *Examples D. Sample Hospital Incident Command System Hospital Incident Command System (HICS) forms are found at HICS 203 – Organization Assignment List HICS 207 – Hospital Incident Management Team Chart HICS 254 – Disaster Victim / Patient Tracking HICS 255 – Master Patient Evacuation Tracking HICS 257 – Resource Accounting Record HICS 260 – Patient Evacuation Tracking Form
Appendix P: Surge Capacity Surge capacity is a measurable representation of a healthcare system's ability to manage a sudden or rapidly progressive influx of patients within the currently available resources at a given point in time. Healthcare systems must develop and maintain surge capacity throughout the system in anticipation of the need to care for patients presenting from infectious disease outbreaks, public health emergencies, and mass casualty incidents. Include the organizational plan for surge capacity including alternate on-site triage and treatment locations. Planning considerations: Contact response partners Intercom codes Alternate triage options during a mass casualty event Variations of casualty events Staffing needs Equipment and supplies Evaluation of patients for discharge/transfer Links: Appendix Q: Wildfire
Welcome to the Inpatient Recovery Services Toolkit! Table of Contents ………………………………………………………………….. Page 1 ………………………………………………………………………………………………………………. Page 2 ………………………………………………. Page 3 …………………………………………………………… Page 7 Page 7 Page 9 ……………………………………………………………………. Page 11 Page 11 Page 13 Page 14 Page 15 Working with Specific Populations…………………………………………………………………………….. Page 16 ………………………………………………………………………………………… Page 17 …………………………………………………………………………………………………………......... Page 19 ……………………………………………………………………………………………………………… Page 21
Subject: Foundation Mathematics Examination Board and Specification: Edexcel GCSE in Mathematics Number of periods a fortnight: 8 Skills required to be successful on this course: Good standard of numeracy Good communication skills Ability to work effectively both independently and as part of a team A willingness to work hard Qualifications gained: Grades C - G Course description: This qualification encourages students to develop confidence in Mathematics and to recognise the importance of Mathematics in their own lives and to society. This qualification prepares students to make informed decisions about the use of technology, the management of money, further learning opportunities and career choices. This qualification contains modules on: 1. Number 2. Algebra 3. Geometry 4. Measure 5. Statistics 6. Probability GCSE in Mathematics A will assess the functional elements of Mathematics, as required by the KS4 Programme of for Mathematics. This GCSE in Mathematics students the opportunity to develop the ability to: acquire and use problem-solving strategies select and apply mathematical techniques and methods in every day and real-world situations reason mathematically, make deductions, make inferences and draw conclusions Interpret and communicate mathematical information in a variety of forms appropriate to the information and context. How the course is assessed: Each paper contributes to 50% of the qualification Two written papers Each paper lasts 1 hour 45 minutes Each paper contains 100 marks 1 Non-calculator, Paper 2 Calculator Grades C – G available Available June and November 30-40% of each paper assesses the functional elements of Mathematics. Students who will enjoy this course: Maths enthusiasts who are planning to continue studying Mathematics at A level planning to pursue a career in Mathematics Students who enjoy academic subjects. Careers these qualifications can lead to: Financial professions such as Actuary, Accountancy, Stock Market roles and Banking. More hands-on roles such as Architecture, Engineering and roles within the Civil Service. Many other career options including: Teaching, Quantity Surveying, Software Development/Engineering, roles, Graduate Research, Sales, Graduate schemes in Multinational companies and many more. For further information: based
fitness, SEARCH day activity – First Aid training. period of work experience. your own shelter (Module 7, B 1 credit) identifying organisations which carry out development or relief work. Residential Centre. AFA 1 Assessment activity A2,3,4,6,9 = 1 credit AFA 2 Assessment Activity A2,3,4,7,9, B First Aid Training Course = 2 credits Assessment Activity A1,3,4,8,9, B1 = 2 credits AFA 3 Assessment activity A1,2, 6 AFA 4 Assessment activity A 4,5,8 = 1 credit for Module 2 Section A, 1 credit for Module 7 section B) Assessment Activity A1,2,3,4,5 B1,5 = 2 credits Options
Process Category, Product Hazard Process Step Supporting Documentation Critical Operational Parameters Initial In-Plant Data Slaughter: Beef Carcass Biological: E. coli O157:H7 Acid Rinse List publication(s) used X% ____ acid Complete carcass coverage Records of acid concentration Records of carcass coverage Process Category, Product Hazard Process Step Scientific Support Critical Operational Parameters Initial In-Plant Data Raw, Raw ground beef Biological: E. coli O157:H7 Prerequisite program: Supplier programs Trimmings prior to grinding Packaging Certificate of analysis from supplier that assures that supplier uses validated interventions for E. coli O157:H7 List publication(s) used List publication(s) used Supplier program to show their pathogen intervention strategy. X% ___ acid Complete carcass coverage Internal ground product temperature Records that show receipt of COAs for each of trimmings received. Records of acid concentration Records of trimmings coverage check Records of proper thermometer placement during CCP monitoring
Process Category, Product Hazard Process Step Scientific Support Critical Operational Parameters Initial In-Plant Data Not Shelf Stable: Sausage Biological: Salmonella, E. coli O157:H7 Clostridium perfringens Listeria monocytogenes Cooking/ Smoking Chilling after cooking Packaging of post- lethality exposed product Appendix A Appendix B Manufacturer support for the effectiveness of sanitizer. Finished internal temperature Relative humidity requirements Final chilled temperature and time Proper mixing of sanitizer & concentration Proper application of sanitizer Proper cleaning Records of proper thermometer placement during CCP monitoring Records of cold spot determination in smoke house Records to support meeting relative humidity req’s of Appendix A Records of proper thermometer placement during CCP monitoring Records of hot spot determination during chilling Records of proper mixing of sanitizer (concentration & water temperature) Records of proper application of sanitizer Environmental test results for Listeria species Observation records of proper cleaning
méthodes et techniques analytiques, pertinence de la recherche pour les MII, budget et références et bibliographie. [UPLOAD FILE] Upload here research proposal / Télécharger ici la proposition de recherche Section 6: Principal investigator information / Reseignements du chercheur principal The principal investigator must complete this section. The CIHR common CV will not be accepted. / Le chercheur principal doit remplir cette section. Le CV des IRSC ne sera pas accepté. Name of principal investigator / Nom de chercheur principal I. Education / Formation universitaire Degree / Diplôme University or institution and location / Université ou établissement et lieu Scientific field / Domaine scientifique Year / Année 1 2 3 4 5 6 7 8
Principal investigator / Chercheur principal First Name / Prénom Last Name / Nom de famille Co-investigator(s) / Co-chercheur(s) Granting agency / Organisme subventionnaire Title of project / Titre du projet Hours per week / Heures par semaine Period of support / Période de financement Amount ($) / Montant ($) Nature of overlap with this application / Nature du chevauchement avec cette application Section 8: Ethical considerations / Considérations éthiques I. Animal research / Recherche sur les animaux If applicable, upload a statement signed by the applicant and the department head that research protocol and the care of the animals conforms to the Guiding Principles for Animal Experimentation as enunciated by the Canadian Council on Animal Care. / Le cas écheant, télécharger une déclaration signée par le demandeur et le directeur de départment stipulant que le protocole de recherche et le traitement des animaux respectent les principes énoncés par le Conseil canadien de protection des animaux concernant l'expérimentation animale. [UPLOAD FILE] Upload here signed statement / Télécharger ici la déclaration signée Form uploaded / Formulaire téléchargé Form to be emailed / Formulaire à envoyer par email Not applicable / Sans objet II. research / Recherche sur les humains
Woods, D. W., Wetterneck, C. T., & Flessner, C. A. (2006). A controlled evaluation of acceptance and commitment therapy plus habit reversal for trichotillomania. Behaviour Research and Therapy, 44(5), 639-656. Figure 1 Participant Flowchart Figure 2 Self-Reported Number of Hairs Pulled and Urges Experienced Throughout Treatment Table 1 Pre-Treatment Sample Characteristics Enrolled (n = 39) Noncompleters (n = 14) ACT Completers (n = 15) Waitlist Completers (n = 10) Completers Overall (n = 25) Age M (SD; Range) 21.00 (8.23; 12–45) 26.07 (10.41; 14–45) 17.87 (5.37; 12–28) 18.60 (4.70; 12–27) 18.16 (5.02; 12–28) Percent < 18 years old 35.90 21.43 46.70 40.00 44.00 Percent Female 87.20 92.90 93.30 70.00 84.00 Percent White 87.20 85.70 93.30 80.00 88.00 Education (years) M (SD) 12.10 (3.75) 13.64 (3.48) 11.20 (4.06) 11.30 (3.23) 11.24 (3.68) MGH-HS M (SD) 16.56 (4.67) 17.43 (5.03) 16.80 (3.73) 15.00 (5.48) 16.08 (4.49) AAQ-II M (SD) 27.59 (10.12) 30.14 (10.00) 25.20 (10.69) 27.60 (8.95) 26.16 (9.90)
Table 2 (SD) for Immersion Time, Pain, and Distress Difference Scores by Condition Immersion Time Pain Rating Distress Rating Values (n = 18) 51.06 (48.77) 0.63 (1.63) 0.35 (1.69) Control (n = 14) -10.79 (84.67) 0.33 (1.38) -0.53 (1.57) Table 3 Beta Coefficients (SE) from Linear Regression Models of Immersion Time Difference Scores Model 1 Model 2 Model 3 Model 4 Intercept -10.79 (17.84) 0.79 (16.69) -29.87 (16.12) -21.14 (19.22) Condition (Values) 61.84* (23.78) 49.46* (22.70) 82.14*** (21.18) 70.68** (24.22)
Notes on Financing Mechanisms and Measures NO Financing mechanisms and Measures Features Subsidy by the government The aim is to reduce the population who have no access to clean water Rural areas Low income groups Food and water insecured areas Drought and disaster prevention Community partial contribution for full Organization and management costs and 10 to 20% capital costs Contribution through Community development fund for the works of self-water supply Public in kind contribution and public works with very low cost such as; Productive safety net programme (PSNP) water catchment projects The beneficiaries are the community themselves. It is a way towards full cost recovery” Microfinance, credit and saving associations revolving funds loan to community, individuals, groups for construction of self-water supply and fur water utilities of rural businesses These also grant loans to communities for communities to enable them pay their part of contribution for RWSSP and WASH The inistitutes are also being used as a transfer media to rural areas where banks do not have access The fund transfer will be speed up. The degree of usage of funds and follow up of implementation would be to adequate level due to proximity Instead of the woreda which have no direct relation to community, the microfinances can communicate easily to communities committees, who are project holders Loan donation and Aid Until full cost recovery is sustained international loan, Aid flows to the water sector should continue to increase and to align with country-owned strategies; They should be used strategically to complement and reinforce . Tariff by Segmentations of user Flat rate social tariff Low band then progressive user charges Business use tariffs Tariffs are set in rural areas with the aim of recovering operation and maintenance costs; while, in urban areas, aim at total cost recovery through time (which covers operation & maintenance costs, depreciation and debit servicing). In the urban areas, after the lower band, tariff rates are implemented on progressive basis, that are tied to consumption levels. Funds raised through Business plan focusing a right mix of the taxes, tariffs and transfers – the “3T” This applies to five Towns, including Addis Ababa, for full cost recovery program and six sub towns. are the ultimate financial sources of investment for the water sector: It underlines the importance of strategic financial planning to find the right mix of the 3Ts for achieving water and sanitation targets, and for leveraging other sources of finance.
subsequent session. It makes the learning real for them. Follow up topics can then be presented in one-shot formats to continue their education.” (Claudia A. Monte) Advice Candidates [for future supervisory should identify what they have seen/experienced as good and bad practices of supervisors, sharing their views with the other participants in the training. Starting with the list they generated of good practices, they need to discuss how these qualities/traits can be developed. A facilitator can keep them on track and bring them additional information as needed. (Hilda Weisburg) Content Related Comments Include Personal Awareness “I have found that one of the most beneficial ways of training supervisors is to use a somewhat layered approach. If we start with basic foundational topics such as understanding personalities and emotional intelligence, we set the stage for more effective training when topics are taught. Not only does this allow a person to understand his or her own behavioral tendencies and learn to recognize and manage those tendencies, it also results in a deeper understanding of the people we work with – and we become aware of significant differences in how we each see the world and how that can impact our interactions in the workplace.” (Linda Bruno) Include Communication “Supervisors need to be experts in interpersonal communication since their jobs will require them to interact with both colleagues and library users, frequently about contentious topics; again, a great opportunity for real world feedback for growth.” (Kimberly Sweetman) Include Personal Organization “.. one of the most important topics to cover in supervisor training is personal organization, an essential job component for the complex position of supervisor.” (Kimberly Sweetman) Include Readings “[Participants should also] read articles in Education Leadership and other administrator journals and comment on how these ideas can be connected to the library program.” (Hilda Weisburg) If I Had This to Do Again…Start Your Leaders Out Right – Take Them Away! Catherine Hakala-Ausperk Consultant librariesthrive.com | chakalaausperk@gmail.com
supports following Information Source and destination Control and synchronization Transport Through following sets of signals Address Data Control System physical interconnection With external devices The information Provides The information or data that is to be written or read from a device The address information Provides means of identifying the Places where the information or data is to be written to or read from The control signals Implement control and synchronization unique to local device model Provide physical by which a transaction is directed and coordinated The transport Provide physical means by which system components interconnected Each of these can be implemented in a variety of ways Depending upon the nature and structure of underlying I/O channel Not unusual for an embedded application to support several different schemes. Control, Synchronization, and Places Number and structure of the control signals in a device model Generally system specific Typical signals may include Read / signals Address / Data present or stable strobes Clock - Where does clock come from Separate line or encoded in the data Transmission Direction Ready or Active Synchronize Reset
Exchanges data with device Manages all I/O Signals Device when data available May signal CPU when complete Uses bus In bursts during exchange For duration of exchange Acts as surrogate for main CPU Advantage I/O independent of CPU Unburdens CPU Disadvantage Higher cost Complex Control and Synchronization Similar to internal exchange Three types external interchange possible Event Shared Variable Message Observe these are abstractions Within each type Variety of related signals Event is change in state of signal of interest Usually assumed to be single signal Generally asynchronous to executing process occurrence of event Simultaneously activates Functions procedures to tasks Linked to it Occurrence of May or may not be stored in some way Becomes important issue in real time systems Acquired in several ways Sampled One example called polling Synchronous to normal control flow
Complete word If in memory space 1 to several bits if in I/O port space Complex data type Pointer exchanged Control flow Expressed in accompanying diagram Message May be exchanged via Proprietary network One of several standards As with shared variables Direction of message exchange may be Unidirectional Bi-directional Intent may be Read Read/Write Task wishing to send or receive message From a local peripheral device will provide Address of buffer to the I/O driver From which information is Read from Written to By the driver A data and control flow diagram for one implementation of message model Given in accompanying diagram Implementing an Event Driven Exchange – Interrupts and Polling Once we have decided upon a the physical configuration Outside world connection Several aspects of exchange remain Will often be interacting with several devices Must determine How best to share resources Cannot afford to continually watch device To determine if it Has some information
Current Loans (list all loans due in the next year including current Operating Loan Balance) Lender Description Interest Rate Current Principal Balance Date of Last Payment Annual Principal & Interest Payment Payments are due Intermediate and Long-Term Loans (list all other Farm loans) Lender Description Interest Rate Current Principal Balance Date of Last Payment Annual Principal & Interest Payment Month(s) Payments are due Final Year of Payment Personal liabilities (not farm related, ex: personal bills to pay, credit card debt, income taxes owed, etc.) Description Total Value Personal Loans (not farm related, ex: personal vehicles, educational loans, etc.) Lender Description Interest Rate Current Balance Date of Last Payment Annual Principal & Interest Payment Final Year of Payment Month(s) Payments are due Enterprise Budgets: Please list all grown on the farm and enter expenses per acre. Copy additional pages if needed. Include pasture as a crop and document annual expenses per acre. Crop Name:
Purchased feed (list feed types and price per unit or total dollars) Raised feed (list tons of hay fed, bushels of corn fed, etc.) Pasture Acres (list length of time grazed and number of acres per head) Base Business Plan Crop Plan for Current/Next Year (include all crops, hay, and pasture acres) Crop Name Acres Owned Cash Rented Acres Crop Share Acres Share % Livestock Plan for Current/Next Year
Link blocks completed on finalised copy sections (gaps on Contact us/Case Study/Toolkit/Team pages): Consultancy & Services/Consultancy Consultancy & Services/Surveys Consultancy & Services/Accreditation Workstream & Research/Workstreams Subscriptions Research & Policy Professional Recognition/Awards Professional Recognition/Fellowships Jumps completed on finalised copy sections: Fellowships Accreditation Professional Recognition Consultancy International services L1 Surveys Images – all Page Banners need creating and correct images need adding to the created Jumps and republishing. Download assets – need creating for each of the sections with a thumbnail attaching to the page for display on Toolkit Resources – copy editing, downloads and tagging Featured Resources – however that’s going to work Proofing and section structure checks – is everything there that should be and does it look okay?
Testing Days: Many instructional hours are lost administering individual reading assessments during school hours. Individualized testing is vital to providing a world-ready, tailored instruction to our students. The proposed calendar builds in the necessary assessment time to recover our instructional hours for individual testing only. It also provides the necessary Professional Learning Community (PLC) time. Two weeks instructional time gained: Individual testing per student: 40 min (DIBELS - 10 min, Reading assessment - 3 times per year. Per class of 25: Testing takes 3,000 minutes = 50 hours = 7.3 days Currently, elementary teachers will need to build in 8-10 days of testing for each of the three testing cycles; that equates to 24-30 days of testing during “instructional time” throughout the year. With the proposed changes, 5 days are built in as literacy assessment days through the three testing cycles. We may need to add in 1-2 days in addition to each testing cycle. That equates to 8-10 days of testing; however only 3-5 days throughout the year are during “instructional time.” Quality instruction is diminished when teachers are testing for 8-10 days while maintaining control over the rest of the class. Quality instruction does occur when teachers are allowed individualized, one-on-one testing opportunities with every student to provide quality, customized instruction. Data Analysis Days: Data Analysis time to evaluate data and plan / organize / implement appropriate instruction for every individual student. Professional Development: Current calendar does not provide teachers with the time or opportunity to maintain professional learning needs; it is left to the individual teacher to pursue training on their own personal/family time. Teachers attend professional development to obtain research-based training to stay current on our students’ present-day, world-ready needs. For example, teachers attend nationally acclaimed trainings in teaching and learning methods for Mathematics, Literacy, and Critical Thinking incorporating Science, Engineering, and the Fine Arts. PLC: Professional Learning Community is a systematic approach where teams of teachers utilize data to collaborate and plan targeted instruction to meet the needs of individual students. This requires time and communication. Middle School Professional Development Days: The middle school level cannot support the late start structure due to supervision, transportation and staffing concerns. However, we do have an internal structure to support periodic Professional Learning Communities. It is a priority for the majority of the Middle School teachers to continue to receive Professional Development Days in order to participate in trainings throughout the year. The content of one
FOR LEARNING Formative Assessment: What formative assessment strategies will you use to assess student learning? AS LEARNING Reflection/Self-Assessment: What opportunities will there be for students to reflect on their thinking and feelings as part of their learning? (e.g., self/peer evaluations, partner talk, goal setting, journaling, etc.) OF LEARNING Summative Assessement: How will students demonstrate their understanding of the curricular connections listed above (performance task, project, portfolio, test, etc.)? How will the assessment criteria be communicated to or created with students? DIFFERENTIATED INSTRUCTION How will learning be made accessible for ALL students to succeed? TRANSFER/EXTENSION How will student learning be extended into the real world? SUPPORTING MATERIALS/RESOURCES
Fantail Skink Yellow-eyed penguin Term 2: Tread lightly Caravan Write and learn facts about the native species Art – sketch / Create and share a Pepeha School Song Maori perspectives Sustainable communities Empowering students Respect for people and cultures Science WAL scientific vocabulary to incorporate Science capabilities and the NoS Refer to individual Science Plan Social Science WALH belonging to groups is important for people We understand that different people have different roles and responsibilities as part of their participation in groups WALHT locate NZ on a world map House Leaders / Monitors / Principal / AP / DP People who help us Fighfighters / police / paramedics / nurses / teachers /lifeguard (a day in a life of … Volunteers - CL teachers / Lifeguard Find NZ on a globe /map / Map North, South and Steward Island Map the main cities of NZ
Inquiry Design Model (IDM) Blueprint™ Compelling Question Standard Staging the Question Supporting Question 1 Supporting Question 2 Supporting Question 3 Supporting Question 4 Formative Performance Task Formative Performance Task Formative Performance Task Formative Performance Task Featured Sources Featured Sources Featured Sources Featured Sources Summative Performance Task Argument Extension Taking Informed Action
Inquiry Design Model (IDM) Blueprint™ Compelling Question Standard Staging the Question Supporting Question 1 Supporting Question 2 Supporting Question 3 Formative Performance Task Formative Performance Task Formative Performance Task Featured Sources Featured Sources Featured Sources Summative Performance Task Argument Extension Taking Informed Action
Inquiry LITERACY EDTE 501 Janelle Ten Have What is literacy? Literacy, to me, has always been so intriguing. The thought that we can process our thoughts through writing, and not only the verbal. When the words seem to simply escape our minds before they exit from our mouths, writing can provide such a power and grace to the person trying to portray any sort of information. It gives time to process information, elaborate, and convey exactly how one is feeling in that moment. Grammar, sentence structure, and fluidity in any form of literature are my jam. There are few things I adore as much as a well written piece of work. Literacy does not comprise solely of written works, it encompasses a great deal, which surely also includes literature. While I am certain that there are some who may prefer reading over writing, or vice versa, these two really do go hand in hand. They work alongside each other, and arguably help better one another. If there is an adult or a child who struggles with writing, they can improve their skills in this area by grasping further knowledge of literature. This can expand vocabulary, improve spelling, and provide new ideas for the writer to explore. The library was a sort of saving grace for me, as I knew that I was always welcomed there, and it gave me a place to escape the chaotic and refocus. It brought comfort to me, and through this, my intrigue into the world of literature grew into a passion that I still hold dear to me to this day. This, in fact, sparked enough of an interest in me, that I am now pursuing a career with the end goal of becoming an elementary school librarian, so I can help create this safe place for students to come and explore their own paths. The power of literacy: I cannot fathom what life would be like without literacy. It is something that comes so easily to me, and I live my day to day life taking for granted this incredible privilege I was blessed with. For some, this is a daily struggle. We are surrounded by
Only a quarter (27%) of brain injury carers have received a carers assessment. Half (49.5%) of survey respondents were not aware they were entitled to a carer’s assessment, despite the legal requirement for local authorities to ensure carers are made aware of their right to an assessment. Just 24% of injury carers are satisfied with their health. Conversely, a worrying 8% are ‘very dissatisfied’ with their own health. 18% of brain injury carers rate their quality of life as ‘poor’ or ‘very poor’. 59% are showing signs of clinical depression with 21% in the severe or extremely severe range. For many carers, their loved ones’ attendance at a Headway group – even if only for one day a week – provides much-needed respite from their caring duties. False economy Evidence strongly suggests that the funding available for adult social care is by and large insufficient to enable charities such as Headway, to best support people to live independent lives following brain injury. The result of simultaneous cuts to local authority budgets and welfare benefits reform are having a detrimental effect on the physical and psychological wellbeing of brain injury survivors and their carers. In addition to the human cost in the short term, the long-term implications could impact wider society as reduced access to vital services will lead to more people becoming reliant on more expensive long-term state support. More specifically, Headway is in agreement with the Association of Adult Social Services (ADASS), which suggests that the new social care precept flexibility will not raise as much as the government suggests, and will not be enough to close the social care funding gap. A recent survey by ADASS has highlighted that local authorities are preoccupied with cuts in funding, stating that they would have to cut services to cope with funding pressures. This is reflected in commissioning practices that are increasingly seeing contracts being given to the cheapest provider – not the most appropriate to provide specialist services. Rehabilitation from brain injury is a complex area and those affected require specialist support. Generic care provision from large providers catering for a range of conditions is unlikely to provide the same positive outcomes as can be provided by
Inquiry Question: How should World Leaders Respond to the Syrian Refugee Crisis? Question 1 Why are people fleeing Syria? Question 2 Why don’t certain countries want Syrian refugees to settle in their nation? Question 3 Why should countries allow refugees to settle? Your own question Other important evidence? What I already know Source 1 The Migrant Crisis, By The Numbers : Parallels : NPR Source 2 Imagine It's The Year 2045. Will The Syrian Refugee Crisis Be Resolved?
July 12, 2012 Abuse Scandal Inquiry Damns Paterno and Penn State By In 1998, officials at , including its president and its legendary football coach, were aware was being investigated by the university’s police department for possibly molesting two young boys in the football building’s showers. They followed the investigation closely, updating one another along the way. One of those officials, Gary Schultz, articulated in dire terms what the incidents might suggest: “Is this opening of Pandora’s box?” Mr. Schultz wrote in notes that he would keep secret for years. “Other children?” The officials did nothing. No one so much as spoke to Mr. Sandusky. Last month, Mr. Sandusky, for three decades one of ’s top coaching lieutenants, was convicted of sexually attacking 10 young boys, nine of them after the 1998 investigation, and several of them in the same football building showers. , the former federal judge and director of the F.B.I. who spent the last seven months examining the Sandusky scandal at Penn State, issued a damning conclusion Thursday: The most senior officials at Penn State had shown a “total and consistent disregard” for the welfare of children, had worked together to actively conceal Mr. Sandusky’s assaults, and had done so for one central reason: fear of bad publicity. That publicity, Mr. Freeh said Thursday, would have hurt the nationally ranked football program, Mr. Paterno’s reputation as a coach of high
PASSION FOR SUCCESS CHECKLIST To help YOU providing all details. We love to serve YOU WELL – kindly return it with all green fields completed Swicofil AG CH-6021 Emmenbrücke From agent: Country: Company name: Client tel. off. Y/Address: Client tel.mob Client Email: Contact pers. Descriptor Please fill in your choices 1. Which product? = MUST entries = if you know entries Material PA 6.6 PA … PET PP PE CO WO Li CV other (which?) Type textile filam. flat text. Set HE h. tenacity Pls. quote: Flock Pls. quote: monofilamt. Pls. quote: Spun yarns Fibers Pls. quote: Brightness semidull bright dull superbright other (which?) Cross-section round trilobal octalobal multilobal special other (which?) Count details Pls. quote: dtex, filaments, ply, direction and no. of turns / m, cutlength Colour Pls. quote: rawwhite yarndyed spundyed col. No. Requ. put up Pls. quote which: cylinders + max.outer cops cones TKB TKB/WKB 2. Quantity information Trial quantity Pls. quote quantity for first trial order (and no. of bobbins needed) + desired del.date 1st com.delivery Pls. quote quantity of first intended order if trial is ok Potential/year Pls. quote what the potential is which you are looking at 3. Usage of the yarn This section is very important to serve you with the right product End use system: hosiery in texturizing air weaving Pls. quote: - sized - unsizd knitting Pls. quote: knit twisting or covering twining or braiding flocking Pls quote which elect. system AC or DC spinning - ring - O.End - airjet -worst’d - carded non woven Name of first machine Pls. quote: Producer modell speed gauge width application What is the product finally used as? Please be very specific.
Presentation Participation, Posture and Eye Contact Students stand up straight, looking confident, and in their experiment. Establishes eye contact with everyone in the room during the presentation. Everyone in the group speaks equally and demonstrates thorough knowledge of experiment. Students stand up straight but do not seem confident in thoroughly understanding their experiment; some reading from the slides, taking away eye contact with everyone in the room during the presentation. Everyone in the group speaks equally but only some demonstrate thorough knowledge of experiment. Student sometimes stands up straight and/or frequently rely on slides taking away eye contact with everyone in the room during the presentation. Everyone in the group speaks but presentation is dominated by select members with knowledge of experiment. Students read directly from the slides; slouches and/or does not look at people during the presentation. One or more people in the group appears to showcase more understanding and take over for those that do not. Speaking Clearly Students speak clearly all of the time, and has good volume. Students speak clearly all of the time and/or is hard to hear at times. Student speaks clearly most of the time and/or is hard to hear. Student often mumbles or can not be understood. Presentation Order and Relevance Entire presentation relates to the scientific method/experiment and their presentation follows the proper sequential order for understanding the design. Most of the presentation relates to the scientific method/experiment and/or order of presentation is not in proper sequence. Little of the presentation relates to the scientific method/experiment and/or the order of the presentation is jumbled. Very little of the presentation relates to the scientific method/experiment and/or no order is evident. Teacher comments/feedback: Total points:(70 max) *Peer/Teacher individual Score (30 max) to be added individually! TOTAL = 100 points
interstate collaboration, as well as a clear strategy of strengthening core regional rail networks alongside an effective, connecting network of roads and grain receival sites, so that road and rail work together rather than having the rail lying dormant in low yield seasons. Regional and remote freight The current capacity and performance of freight networks in regional and remote areas (road, rail, coastal shipping and air) have been shaped by historical patterns of settlement driven by economic opportunity, lifestyle and traditional indigenous peoples. The 2015 Northern Australia White Paper estimates the population growing by 2 per cent per annum into the late 2020s in northern Australia, and other reports point to positive longterm prospects for trade. The dominant for regional and remote freight supply chains are that: Adverse climatic events increase in frequency over 20 years, and need to be adapted to. Extensive damage to regional rail and road networks need to be seized as an opportunity to assess the potential to upgrade them for resilience but also better interconnection. For example, national emergency funding allowing road bridges and culverts to be upgraded to allow for higher productivity vehicles. Low freight volumes, especially for backfilling, increase the costs regional communities pay for freight services. The Harper Competition Review of 2015 noted that vertical integration of rail may be preferable to structural separation on some low volume routes, particularly where road freight is an effective competitor, with appropriate compliance and enforcement regimes. Transport automation unable to deliver expected supply chain cost savings as in other parts of the economy. Access to telecommunications services remains inadequate across key stretches of transport routes in regional and remote and prevents the realisation of important safety and economic benefits. This issue has been identified as a key priority by the COAG Transport and Infrastructure Council in the 2015 National Remote and Regional Transport Strategy. Concerns that future national security and safety regulation may add costs and reduce the efficiency of air freight movement to key national and international locations. The long lead for return on investment, coupled with the dual utility that freight networks play in social outcomes within communities, especially in remote areas, mean that different approaches to infrastructure are needed to those in major urban cities. In the absence of private investment, governments will need to take a key enabling role in the development of freight networks.
Criteria Needs work OK but could be better Great! Comments & Implications for Future Planning The students on their learning in some way - they ‘made a difference’ to their lives or the lives of others. There was transfer of learning. The students were able to demonstrate the understandings and skills – we had sufficient evidence of their progress formatively and summatively. Students were involved in self assessment during the unit The inquiry enabled us to meet system level expectations (standards/outcomes) Students used digital technologies in their learning.